Natalia Polovinkina
Levels of professional development of a modern teacher.
Levels of professional development of a modern teacher.
Inna Vitalievna highlights 9 levels of teacher professional development:
1 level - pedagogical skill - a set of skills and abilities, in other words pedagogical technique. 2 groups can be distinguished. Group 1 - the ability to control oneself, one's behavior, social-perceptual abilities, speech technique.
2 group - skill teacher influence others (children, parents, colleagues). This group includes didactic, organizational, technological, and communicative skills.
2 level - pedagogical skill. Modern understanding of ped. skill includes 4 components. 1-knowledge system. 2- skill system. 3- system of special abilities. 4-humanistic orientation in personality teacher(this is new).
3 level- willingness to innovate. This is an active state of the individual. teacher, a personal manifestation of his creative style of activity, which combines 3 component:
* psychological is motivation + personal qualities teacher.
* theoretical - knowledge system.
* practical - skill system.
After all this, we can say that READINESS is such a "fusion" of psychological, theoretical and practical readiness.
4 level - pedagogical creativity. This level associated not so much with the production, but rather with their modernization. Inna Vitalievna gave a very interesting example. this is such a model BUS_TROLLEYBUS_AIR. where Bus - the technique is slightly adapted for itself, for children. Trolleybus - 2-3 methods are combined, passed through itself and slightly modernized. Aircraft - Creation new technology. but still, in order to create an airplane, it is necessary to create first a BUS, then a TROLLEYBUS, and only then an AIRPLANE.
5 level-readiness of the teacher to the creation of proprietary technology. author's pedagogical technology is characterized by 1. the presence and consistency of technological copyright tools and techniques. 2. originality of their combination in an individual methodological system corresponding to a single plan and personal experience teacher. 3.Customized style it pedagogical activity . Summing up, we can say that TECHNOLOGY is a combination of scientific technological knowledge and the art of applying them in one's practice.
6 level- individual style pedagogical activity. This is an important condition, a mechanism, the result of the formation of readiness teacher to the creation of an individual copyright pedagogical(didactic-teaching-educational-educational) systems, methods, technologies.
REGULATIONS OF INNOVATIVE ACTIVITIES: 1. Clear reflection - where, how and why, for what teacher intends to innovate, what requirements should the author's program meet. 2. The program must contain not only an educational standard, but also a personal component. 3. educational program (author's) this is not an instruction "what to give to students" it is aimed at SUBJECT-SUBJECT learning. Also highlighted are TYPES of copyright programs:
1. Rationalization - obtained by partial improvements of existing programs.
2. Combinatorial - obtained by combining several programs.
3. Complementary - essentially new in content, complementing an existing package educational programs in DOW.
4. Innovative - characterized by novelty, design, teaching technologies.
8 level- individual methodical system. This is a set of individual forms, methods, means, methods of training and education that are optimal for teacher and his personal style pedagogical activity.
Over the past decades, the sociocultural situation in our country has seriously changed. Russia is becoming an open country, building a market economy and a rule-of-law state, which increases the degree of freedom and responsibility of a person for their own well-being and for the well-being of society. Human capital in modern world becomes the main resource for the development of any country, a factor ensuring its stability and progress. Russia, like any country, needs mobile and highly qualified specialists who are able to make independent responsible decisions in the face of the uncertainty of a rapidly changing world, which, of course, places special demands on the education system. An analysis of the directions for modernizing education in Russia shows that the main expected change is achievement of a new quality of education, which corresponds to the main factors of development modern society:
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RUSSIAN STATE UNIVERSITY IM. A.I. HERZEN
abstract
ON THE TOPIC OF
Teacher professional development as a factor in improving the quality of education
Saint Petersburg
2012
INTRODUCTION…………………………………………………………………………….….
1. WHAT IS THE UNDERSTANDING OF THE QUALITY OF EDUCATION IN MODERN RUSSIA? ................................................. .................................
2. WHAT IS QUALITY EDUCATION OF TEACHERS, STUDENTS, PARENTS? FROM THE POINT OF VIEW OF STAKEHOLDERS……………..
3. WHAT WAYS AND FORMS OF PREPARING A WORKING TEACHER FOR CHANGES IN THE EDUCATIONAL PROCESS SHOULD BE USED TODAY? ................................................. .........
CONCLUSION ………………………………………………………………………………………………………….……….
BIBLIOGRAPHY ……………………………………………………………………………………………………..
Introduction
Over the past decades, the sociocultural situation in our country has seriously changed. Russia is becoming an open country, building a market economy and a rule-of-law state, which increases the degree of freedom and responsibility of a person for their own well-being and for the well-being of society. Human capital in the modern world is becoming the main resource for the development of any country, a factor that ensures its stability and progress. Russia, like any country, needs mobile and highly qualified specialists who are able to make independent responsible decisions in the face of the uncertainty of a rapidly changing world, which, of course, places special demands on the education system. An analysis of the directions for modernizing education in Russia shows that the main expected change is achievement of a new quality of education, which corresponds to the main factors of the development of modern society:
Informatization of the life of society (the establishment of a priority for the construction of personal knowledge based on independent work with a variety of information).
The formation of an open society, which provides a significant expansion of the human environment and numerous intersections of individual environments.
The formation of a civil society, which increases the measure of freedom and, consequently, the responsibility of a person in the implementation of life.
The formation of a new cultural type of personality (whose characteristics are activity, independence and responsibility of the individual).
Professionalization throughout life (which implies a person's readiness to learn and relearn throughout life). These factors have a direct impact on the field of education, on the modern understanding of the quality of education and, consequently, on the professional and pedagogical activity of a teacher. The quality of graduate training as a social order school is determined through the requirements for the graduate, when the traditional quality characteristic - the level of knowledge gained - is transformed into a different result of education - competence in various areas of the student's life (not only in the actual cognitive or educational), sustainable motivation for learning throughout life. This can be proved by the guidelines of strategic documents that determine the development of education in the Russian Federation, as well as the parameters of international measurements of the quality of education. The opinion of students and their parents regarding the priorities of the school can also be considered as a social order for the education system, reflecting the main meaning school education- the formation of the potential of the individual - and focused on achieving, first of all, personal results. The requirements of society relate to the quality of the result and reflect such characteristics of a person as initiative, independence in decision-making, motivation for continuous education and professional growth, which are a characteristic of the modern cultural type of personality. An important aspect of understanding the quality of education at the present stage is the need to provide quality education for all students. These are the goals set by the UNESCO Education for All program. However, if in a number of countries of the world such problems as ensuring the access of the population to education, involvement in the primary education system, and ensuring quality education for women are acute, in Russia the goals of implementing the Education for All program have certain specifics, namely ensuring equality of the population of the corresponding age in the possibility of obtaining a quality education, regardless of social status, material income of the family, level of education, place of residence (this refers primarily to the difference in the opportunities of urban and rural schools), etc. The quality of resource support for Russian schools is very heterogeneous. However, today it is quite clear that in the mass practice of education there is the potential of the teaching corps. The results of the education of Russian schoolchildren today are very high in the field of so-called academic knowledge in school subjects- knowledge of facts, laws, procedures, algorithms, etc. At the same time, it is clear that the modern quality of education requires more - the ability to apply school knowledge to solve life problems. Thus, in the current conditions of the development of domestic education, it is extremely important to understand exactly how professional and pedagogical activity should change, since it is the teacher who is the main subject of changes in education, and without his active participation, progressive changes are impossible. Therefore, it is so important to determine the content of teacher training to address the challenges of providing quality education for all students. It is quite obvious that in this context it is necessary to establish the necessary changes in the professional training of future teachers in Pedagogical University, as well as opportunities for professional development in this area of working teachers.
At present, the Russian education system is going through a rather complicated and very protracted transition period. Before the modernization of the education system, new tasks are set, aimed at increasing the efficiency of the educational process. One of these tasks is the need to develop a system of moral and material incentives for the preservation in schools the best teachers and continuous improvement of their qualifications. In this regard, the importance of the effectiveness of the process of advanced training and retraining of teaching staff at various levels of education is increasing.
To improve qualifications, first of all, it is necessary to develop professional skills and culture, update the theoretical and practical knowledge of specialists in the education system in accordance with modern requirements for the level of qualifications and the need to master innovative methods for solving professional problems, which include assistance in determining the content of a teacher's self-education; assistance and support to teaching staff in preparation for certification and the introduction of innovations in the educational process .
Improving the quality of education and upbringing in secondary school directly depends on the level of training of teachers. It is undeniable that this level must constantly grow, and in this case, the effectiveness of various advanced training courses, seminars and conferences is not great without the process of self-education of the teacher. Self-education is the need of a creative and responsible person in any profession, especially for professions with increased moral and social responsibility, such as the teaching profession.
The process of professional development of teachers can be made most effective and eliminate a number of shortcomings through the active use of information and communication technologies.
It can be stated that before Adolf Diesterweg (1790-1866), didactics was an educational process almost completely independent of the teacher. "The strength is not in the teacher, but in the method." was the motto. Understanding the method as an image of the teacher's activity, as something undivided with him, personal and bringing all of Diesterweg's didactics. The school is in constant motion, and teachers are in constant motion with it. To be on the move for a teacher means to think, to improve oneself, to be critical of all teachings, opinions, views, to take nothing on faith, by virtue of authority. The highest principle of all upbringing and education Diesterweg indicates this: "Amateur activity in the service of the true, the beautiful, the good." If the educator wants to prepare others for true life, he must recognize three things as indisputable:
1) just as no one can give to another what he himself does not own, so no one can develop, educate and educate, who himself is not developed, not educated, not educated;
2) the teacher can act in an educational and educational way on others, it is necessary to act only to the extent and degree to which he himself is involved in upbringing and education, to which he has mastered it;
3) the teacher is able to really educate and educate only as long as he himself works on his true upbringing and education. That is, Diesterweg put the teacher at the basis of the educational process, his personality, which cannot be replaced by a method, plan, program - "The spirit of a teacher cannot be replaced by anything." The main didactic provisions of Diesterweg: “Teach in accordance with the nature of what is being formed, in accordance with the culture of the time and country, and it is also necessary to take into account the nature of the subject being taught to the teacher. Diesterweg divided all knowledge into knowledge "posteriori" and "priori" (according to their source, experience or reason). The first group is history, geography, etc.; the second group is mathematics, philosophy. There are mixed subjects (law of God, grammar). The first group of subjects - knowledge is communicated, the second - knowledge is developed from the minds of students. The educational power of the second group of subjects is much higher than the first. The method of teaching a particular subject must be in accordance with the source of our knowledge and with the nature of the subject, the person determines the method and the subject determines the method. Start teaching from the point at which the student stands and lead him further without interruption, without gaps, thoroughly and constantly forward, then you will achieve the common goal of teaching, the development of amateur activity and complete knowledge of the subject. "Teach vigorously!" Didactic power and didactic ability are terms coined by Diesterweg.
The ideas put forward in pedagogy by G. Pestalozzi, F. Froebel, A. Diesterweg were in demand by pedagogy of the 20th century, so the author cultural and historical concept of the development of the psyche L.S. Vysotsky substantiated the decisive role of training and education in the development and formation of the most important psychological structures and functions.
1. WHAT IS THE UNDERSTANDING OF THE QUALITY OF EDUCATION IN MODERN RUSSIA?
The main sociocultural factors that have the greatest impact on understanding the quality of education at the present stage are:
- informatization of the life of society (becoming a priority of constructing personal knowledge on the basis of independent work with a variety of information);
- the formation of an open society, which provides a significant expansion of the human environment and numerous intersections of individual environments;
- the formation of a civil society, which increases the degree of freedom and, consequently, the responsibility of a person in the implementation of life;
- the formation of a new cultural type of personality (whose characteristics are the activity, independence and responsibility of the individual, the ability to make decisions and evaluate the moral significance of actions and choices);
- professionalization throughout life (which implies a person's readiness to learn and relearn throughout life). The modern understanding of the quality of education has necessitated the study of the characteristics of these relations on the part of the state, society as a whole and the teachers themselves. The requirements of the state are formulated in documents defining directions and mechanisms of modernization of education. According to the strategy for modernizing the content of general education, the main goal of general secondary education in Russia is to prepare a diversified personality of a citizen, oriented in the traditions of domestic and world culture, in the modern system of values and the needs of modern life, capable of active social adaptation in society and independent life choice, to the beginning of employment and the continuation of professional education, to self-education and self-improvement. The goals of education are manifested primarily in a different definition of the quality of education: the modern quality of education is the quality of the result, manifested in the readiness of a school graduate for independent life, the quality of the process, which is determined by changes in professional and pedagogical activity of the teacher, as well as the quality of the system, understood as the quality management of education, which implies the participation of the teacher in it through the delegation of responsibility for certain aspects of managerial activity. The requirements of the society are recorded in the materials of a social pedagogical discussion in the media, including with the participation of parents, in the requirements of employers, the characteristics of the requirements for a graduate of a particular level of education, the order for a school is determined through the requirements for a graduate, when the traditional characteristic of quality - the level of knowledge gained - is transformed into a different result of education - competence in various spheres of the student's life (not only in the actual cognitive or educational), sustainable motivation for learning throughout life. The opinion of students and their parents regarding the priority tasks of the school can also be considered as a social order for the education system, which reflects the main meaning of school education - the formation of the potential of the individual - and is focused on achieving, first of all, personal results. Society's requirements relate to the quality of the result and reflect such characteristics of a person, as initiative, independence in decision-making, motivation for continuous education and professional growth, which are a characteristic of the modern cultural type of personality. It is clear that before discussing the new quality of education that meets the requirements of modern society, it is necessary to determine what is meant by the quality of education. The quality of education is determined in the following ways:
− definition of superiority (features);
− absence of shortcomings;
− ability for continuous improvement;
− purpose adequacy;
− compliance with minimum standards;
− competitiveness of the country.
We believe that in one way or another these definitions of quality are interrelated; each of them only highlights some aspect of the general problem. The most productive for our reasoning are two definitions - the adequacy of the goal and the competitiveness of the country. Today, any state determines its policy in the field of education, focusing on how certain changes in the field of education ensure the country's competitiveness. Obviously, a slightly different understanding of the quality of education comes into play here, namely “quality as the adequacy of the goal”, since the formulation of the goal of education always reacts sensitively to sociocultural changes in society. Therefore, such an understanding of quality is decisive for the education system. In the modern sense, the quality of education as a category often appears to be interconnected with the quality of a person. Depending on what specific content and system of requirements “saturate” the components of the “quality structure” of a person, a model of human quality is determined, which has a system-forming effect on the potential quality of education, on its content. And vice versa, in educational programs, in the selected priority series of values that “education” is going to cultivate in a person, the corresponding model of human quality is implicitly reflected. The explanation for this is quite obvious: education creates “human capital”, which, in combination with “physical capital” and gives an increase in productivity and quality. This has always been true, but it is doubly true in a globally technically complex economy. Today, quality is usually seen in two aspects:
- practical aspect as satisfaction of requests and expectations;
- technical aspect as the nature of an object or phenomenon, that is, a complete set of implemented quality characteristics and their significance associated with requests and expectations. By the end of the millennium, the quality of education was considered in a number of such concepts as accessibility and efficiency, the education development programs of UNESCO, the European Union, many
accessibility and efficiency. What is the history of research in the field of school education quality? Because in modern Russia part of the world educational space, today the position expressed by the international community and fixed in the documents of the UN and UNESCO is understood, we found it possible to present an understanding of the quality of education precisely through this position. In UNESCO documents, one of the first definitions of the quality of education appeared in the report of the International Commission on development of education "Learning to live: The world of education today and tomorrow (Learning to Be: The World of Education Today and Tomorrow)". The commission defined the main goal of social development as the eradication of inequality and the establishment of a democratic society based on the principles of justice. In particular, the report states that “the purpose and content of education should be revised to ensure a new quality of society and a new quality of democracy”1. New at that time concepts of “education throughout life, or continuous education (‘lifelong learning’)” and “correspondence to the challenges of the time (‘relevance’)” were considered as especially significant. The report focused on the importance of science and technology. It has been argued that improving the quality of education is possible only in education systems that create opportunities for learning the principles of scientific development and universal progress in the format of the local socio-cultural context of learning. About two decades later, UNESCO presented the report “Education: The Hidden Treasure (Learning: The Treasure Within)" of the International Commission on Education for the 21st Century. The report argued that lifelong education is based on four foundations: − learning to know, which means that students construct their own knowledge on a daily basis from external (information) and internal (experience, motives, values) elements; − learning to do, which means practical use learned; − learning to live together, which characterizes the desire for a life free from any discrimination, when everyone has an equal opportunity with others for their own development, the development of their family and local community; − learning to be, which highlights the skills necessary for each person to full development of one's own capabilities; Such an understanding of education provided an integrated approach to schooling and, accordingly, to understanding the quality of education
2. The major UNESCO program “Education for All” is also devoted to the quality of education. Until the end of the 20th century, the main task of this program was to provide access to education and there was a natural orientation towards the quantitative aspects of educational policy in the countries of the world. In 2000, the Declaration of the Education for All conference in Dakar clearly stated that the quality of education is a determining factor in the involvement of children in education. It was concluded that problems with school attendance and dropout problems do not arise if children are well taught and they are making progress in their studies. Thus, new aspects of the quality of education are highlighted, in particular, not only the result of education is significant, but also the provision of a quality learning process, the creation of adequate conditions for obtaining a quality result. was explained by the fact that schoolchildren cannot achieve good results due to their abilities or low motivation for learning, now the problems of creating in the first place are emphasized pedagogical conditions so that every child finds his own way in education. Thus, the change in the content of the productive aspect of the quality of education becomes obvious, which demonstrates not only learning, fixed by a score on final exam. Learning programs in school education are compiled in such a way as to ensure the diversified development of students. School programs at least those that cover the period of compulsory education are aimed at shaping both skills and ideas in the most diverse areas of education: languages (native and foreign), mathematics, physical education, music and drawing. Thus, a versatile education implies that the student successfully masters various subjects, including reading and writing in the national language, the main sections of mathematics, only the formation of knowledge, skills and abilities. Schools also see it as their task to develop personal and social skills - leadership, teamwork, self-confidence, empathy, intrinsic motivation and personal independence. Therefore, all aspects of student development are not limited to the assimilation of specific
knowledge and skills, but consist in the formation of general social skills and qualities necessary for the development of the student's personality as a whole.
2. WHAT IS QUALITY EDUCATION OF TEACHERS, STUDENTS, PARENTS? STAKEHOLDER VIEW⎯
So, in modern education, equal attention is paid to the acquisition of both “cognitive” skills (thinking, explanation, understanding, the ability to work with information, in general the ability and willingness to learn), and “non-cognitive” and “emotional” skills (relationships, interpersonal communication flexibility, diligence, determination, self-discipline, responsibility). Obviously, modern man and the worker needs both groups of qualities. Understanding the quality of education at the level of an educational institution is illustrated through the requirements that characterize a graduate. Let's imagine some judgments of teachers, school administrators. I see my schoolchildren as time passes by being able to be responsible for themselves and guide themselves. True learning takes place if students can think critically, ask themselves questions, develop their own thoughts about the objects and phenomena they are studying. The main practical result of learning: to understand what you yourself want to know, to be able to study it and assimilate it, independently evaluate your achievements and understand what exactly the new experience gives for life. When the whole system works properly, children become inquisitive learners who get positive emotions from reading books, from observing and learning new things. They become people who are strong enough to defend their opinions, people who, regardless of whether they decide to join the army, work or go to school, continue to learn and grow. They understand themselves and understand what training gives them. Modern life poses complex challenges for school graduates. These tasks are not only in choosing a profession or institution for continuing education. This is, in general, determining one's place in life, understanding oneself and the ability to build life plans and implement them. This means that the teacher must first of all teach how to make the right choice and be responsible for it. Our school has such an opportunity - the choice of tasks and subjects when designing an individual educational route. I really hope that studying at our school helps students become active, independent and responsible citizens. These statements by teachers and directors of different schools illustrate a common approach to defining the goals and results of education, which determine its new quality as a characteristic or feature of modern education. The organization of children's education is focused on the following educational outcomes: graduates become active members of the community in which they live and work, responsible for their learning, willing to work for a better future for everyone. The task of achieving a new, modern quality of education is paramount. In the national plan, the new quality of education is its correspondence to the modern vital needs of the country's development. In pedagogical terms, this is the orientation of education not only on the assimilation of a certain amount of knowledge by students, but also on the development of his personality, his cognitive and creative abilities. In the framework of this study, the opinions of teachers were studied regarding the influence of sociocultural factors on education. The first step in solving this The task was to identify the opinions of teachers about the significance of the identified factors. It turned out that the quality of education is manifested through the definition of the results of school education. The results of the study of teachers' opinions about priorities in activities show that they have been practically unchanged over the past decade. In addition, it is precisely from the point of view of modern priorities in relation to the results of school education that the fact of the dominant importance of the knowledge component for the overwhelming number of teachers (about 70%), which is supplemented by such guidelines as “development cognitive abilities” (74%) and “preparation for university entrance” (50%) to the detriment of indicators such as “experience social interaction" (20%), "experience social activities» (26%) . With this emphasis on the knowledge component of school education, we also note the fact that 17% of teachers believe that the modern school still provides insufficient knowledge. The study of students' opinions about the priority tasks of the school suggests the following: students proceed from the fact that the school should, first of all, prepare for the independent solution of various life problems, form in them a certain attitude towards themselves, certain personal qualities, develop their cognitive needs and capabilities and provide preparation for future work. An analysis of the answers of parents of students to the same question showed that their positions basically coincide with the position of students, however, parents are more focused on the knowledge results of education, and children are more focused on developing the potential of the individual, which is expressed in the ability to act independently and creatively, the qualities of education are manifested through determination of the results of school education. The results of the study of teachers' opinions about priorities in activities show that they have been practically unchanged over the past decade. In addition, it is precisely from the point of view of modern priorities in relation to the results of school education that the fact of the dominant importance of the knowledge component for the overwhelming number of teachers (about 70%), which is supplemented by such guidelines as “development of cognitive abilities” (74%) and “preparation for admission to a university” (50%) to the detriment of such indicators as “social interaction experience” (20%), “social activity experience” (26%). With this emphasis on the knowledge component of school education, we also note the fact that 17% of teachers believe that the modern school still provides insufficient knowledge. The study of students' opinions about the priority tasks of the school suggests the following: students proceed from the fact that the school should, first of all, prepare for the independent solution of various life problems, form in them a certain attitude towards themselves, certain personal qualities, develop their cognitive needs and capabilities and provide preparation for future work. An analysis of the answers of the students' parents to the same question showed that their positions basically coincide with the position of the students, however, parents are more oriented towards the knowledge outcomes of education, and children
To develop the potential of the individual, which is expressed in the ability to act independently and creatively
3. WHAT WAYS AND FORMS OF PREPARING A WORKING TEACHER FOR CHANGES IN THE EDUCATIONAL PROCESS SHOULD BE USED TODAY?
Preparing a teacher for work in a modern school that provides quality education for all, obviously, should be carried out in the following logic: from professional reflection of pedagogical activity, as a result of which teachers came to the conclusion that it is necessary to achieve quality education for all and, in this regard, about the need for changes in professional activities; further to the design of changes in activities, their implementation, analysis of the results and the adoption of new values of education and professional pedagogical activity. The main idea of mastering new functions of pedagogical activity by working teachers is based on the provisions of the concept of the relationship of a person to work by MacGregor-Maslow, which is characterized through the following parameters:
1. The main motivation for professional activity is self-realization of both managers and employees. The desire for self-realization puts forward new goals and values, which is primarily manifested in the search for and development of a fundamentally new.2. Maximum responsibility. Authority is achieved by recognition of talents, knowledge, merit.3. The spirit of the team, cooperation, creative atmosphere, when management is carried out not by subordinates, but by the creative process.4. The combination of autonomy and individualism with collectivism and team work.5. Self-learning. 6. The value system is based on social goals and ethical values.7. The work is carried out by creative groups and structures for various purposes.8. The desire for innovation allows you to quickly respond to external conditions and change them. Based on this concept, it is possible to propose the principles of organizing the activities of the school, the life activity of which is the professional development of teachers:
Understanding the school as a learning organization that unites people with common values;
Orientation to create conditions for self-realization of a person, constant renewal of professional and pedagogical activities, due to the internal desire of the teacher and the school for excellence, which include:
− creation of a system of corporate education;
− delegation of authority;
− development of a system of rewards for pedagogical initiatives.
The second basis for the development of forms of mastering new functions of professional and pedagogical activity by working teachers was the analysis of the existing (both positive and negative) experience of mastering the new by teachers as part of advanced training. To do this, we used data from a study within the framework of the state program "Children of Chernobyl", as well as research from the St. Petersburg Academy of Postgraduate Education, to study the needs of school teachers - in which areas of pedagogical activity they most need new knowledge and what professional problems they most interested. The implementation of this problematic analysis made it possible to determine the content of activities for organizing the development of new functions of professional and pedagogical activity by teachers. It turned out that teachers most of all consider themselves ready for the actual teaching (teaching) activity and less⎯ to other areas of pedagogical work. Most of all, the need for advanced training of teachers is associated with the need for new knowledge (for about 70% of teachers, this is the main motive om to attend advanced training and retraining courses). In second place⎯ resolution of the contradiction between the need for new knowledge and their current level. Requests from students, parents, administration affect educational needs no more e 9% of teachers. Obviously, we can conclude that the knowledge orientation of professional and pedagogical activity is transferred by teachers to their own learning. At the same time, the degree of maximum satisfaction with all courses is approximately the same (a small number of teachers are maximally satisfied, mostly teachers show average satisfaction). It can be assumed that the orientation of advanced training courses to the knowledge component is not satisfactory in modern conditions due to the demand for the use of new educational technologies in the workplace, ways of recording and evaluating the achievements of schoolchildren, involving self-assessment activities, skills associated with the creation of an educational environment. It is clear that in the knowledge paradigm it is very problematic to master such skills. It is also important to conclude that in the event of professional difficulties, teachers most often turn to their colleagues, then to the administration of the educational institution. This means that the possibility of using the potential of the teaching staff of an educational institution is quite high. The mastering of new functions by teachers can be carried out within the framework of two strategies, as a result of which teachers assign new values of education and learn to implement them in their professional and pedagogical activities through new functions. These are the strategies:
− innovative activity in the actual directions of development of domestic education;
− advanced training "in the workplace" in the format of corporate training. It is important to build both strategies in the logic of pedagogical reflection. For this, it was important to organize meetings (pedagogical councils, scientific and practical conferences, round tables, pedagogical readings), where it is possible to discuss the problems of modern education, the logic of which can be as follows:
- characterization of one or another aspect of the current situation in education;
- highlighting the essential features of the situation, contradictions;
- identification of several alternative modes of action or characterization of an alternative mode of action in the experience of a particular educational institution or teacher; assessment of the ways of action in terms of the capabilities of children, the capabilities of an educational institution or teacher, as well as the possibilities of organizing the pedagogical process. Let us give an example of the organization of innovative activities of teachers in one of the districts of St. Petersburg. Undoubtedly, a positive fact is the organization of such work in an educational institution within the framework of experimental work or the mode of implementation of the institution's development program. However, in the case of systemic changes, work at the district or city level is immeasurably more significant. In our example, innovative activity was determined by the specifics of the participation of the school in the implementation of the program for the development of the educational system of the district. Pedagogical forums were organized in the district:
− scientific-practical conference "Modern situation of education";
− seminars for directors of educational institutions, directors of studies on educational work and experimental work;
− pedagogical readings for teachers of educational institutions of the district. As a result of the discussions, the grounds for developing a development program were determined:
− analysis of the current socio-cultural situation;
- problems fixed in the education system of the district;
− results of the implementation of the previous program for the development of the educational system of the district (ROS).
The next stage was the holding of a design seminar, which identified priority areas for the development of the district educational system for 2003-2007:
− implementation of the competence-based approach in general education;
− informatization of education;
− creation of conditions for the realization of various educational needs of students;
- focus on the success of the child in learning;
- ensuring the professional growth of the teacher and the realization of the innovative potential of teaching staff. At the seminar, as a result of the work of creative groups, these areas of development were presented through the subprograms of the Development Program "Quality of Education": "Competence-based approach", "Profile school", "Informatization of education", "Comfortable school" and "Teachers". The overall goal of the program was formulated as follows: the formation of an open socio-pedagogical system that provides continuous education in educational institutions as cultural centers microenvironment capable of meeting the needs of various social strata of the population, promoting the professional growth of teachers and the realization of the creative potential of teaching staff. The goal was specified in the main tasks of the program:
− ensure the quality of education corresponding to modern
requirements;
- to promote the implementation of strategic directions for the renewal of the Russian school and the regional education system;
− contribute to the formation of an open information educational environment of the district;
- to create conditions for the realization of the innovative potential of the teaching staff of the district. Mastering the managerial function by teachers took place not only during the development of the Development Program of the district educational system, but also during the period of their participation in the work on the implementation of the program:
− in the activities of the councils of subprograms that carry out their scientific, methodological and organizational support;
− in the project activities of groups that develop projects within the framework of subprograms and ensure their implementation.
The pedagogical community of the district has chosen the project activity as the mechanism for implementing the Development Program of the RUS, taking into account its innovative potential, focus on solving urgent problems, productivity, and presentability of the results. It was the participation of educational institutions in the development and implementation of projects that made it possible for teachers to master the functions of promoting the child's education, design, management (in terms of coordinating the activities of the subjects of the educational process), reflection and self-education. Let's imagine how the work was organized to master the new functions of professional and pedagogical activity by the teachers of the district schools. It should be noted that the Program for the Development of the Educational System of the District has become a system-forming factor in the overall work to improve the quality of school education and form a field for discussing common problems. Each educational institution, on a voluntary basis, being involved in the implementation of the development program, determined the most significant topic for its own development. Let us consider how the activities of teachers in mastering new functions were carried out. The choice of the direction of activity was carried out at the pedagogical council, which in some schools was preceded by:
- administrative meetings (including extended ones - with the invitation of the most experienced teachers-methodologists or teachers who effectively test modern methods of organizing the educational process or develop their own methods);
− seminars of methodical associations;
− meetings of temporary creative teams.
At the pedagogical councils, the problems of school education in the current socio-cultural situation were discussed, proposals for the implementation of the necessary changes in the professional activities of teachers were discussed, and specific areas of these changes were chosen as priorities for this educational institution. The choice of the direction of innovative activity, therefore, was carried out on the basis of an analysis of the capabilities and interests of the teaching staff, the problems of the educational institution (in particular, the characteristics of the contingent of schoolchildren). There is a certain risk in such an approach to organizing the teacher's activity in mastering new functions: the direction of innovative activity may not be significant for every teacher. The neutralization of this risk was carried out, firstly, by the voluntary participation of teachers in innovative activities, and secondly, by the positive attitude of the part of teachers more susceptible to innovations and their active work in presenting achievements and involving colleagues in common work. The district worked in three directions:
− updating the content of education, taking into account the modern goals of education;
- approbation of educational technologies that allow most successfully to implement the tasks of modernizing the content of education and achieve the goals set;
- development of a system for evaluating student achievements, adequate to new educational goals. The results of the work were:
− selections of topics for educational and scientific research on various subjects and having an interdisciplinary character;
− topics design work(on the subject, interdisciplinary, social);
- methodological development of integrated lessons, which were carried out by two or even three teachers of different subjects;
− collections of situational problems.
It is clear that work on the content of education was ensured by the use of educational technologies, in particular, the technologies of project and research learning, which were especially actively used by teachers. The criteria for selecting these technologies were: interactivity, activity, focus on supporting the individual development of the student, providing him with the necessary space for freedom to make independent decisions, creativity, choosing content, teaching methods, dialogism, shifting the focus from memorizing information to studying reality. As a result of the work of teachers in the district, a bank of methodological developments of lessons, extracurricular and extracurricular activities was formed using educational technologies of project and research learning. Promoting the education of schoolchildren, carried out through the selection of content and the choice of educational technologies, naturally resulted in the search for new forms of accounting for the achievements of students, since the named innovative ways of transforming the educational process into an educational one required expanding the methods and forms of assessing educational results. For this, teachers tested:
− various portfolio options (portfolio of works, portfolio of achievements);
− schoolchildren's creative books;
- specially designed student diaries (a version of the traditional diary modified for modern tasks). The above forms of assessing and recording schoolchildren's achievements allowed teachers to assess educational results that are not covered by the modern system of assessing students' knowledge and skills:
− activity;
− organization;
− creativity;
− focus on individual progress;
− ability to work in a group.
The second strategy for teachers to master new functions in the workplace can be conditionally called “corporate training.” The idea of the so-called corporate training, which is seen as a way to improve the skills of the teaching staff as a whole, and of an individual teacher in particular, is widely spread in the modern school. The idea of corporate training was born almost half a century ago, the pioneers in this regard were such major corporations as IBM, General Motors, Silicon Valley enterprises. Since the 80s of the last century, the idea has become the most widespread in the business world. At the same time, two models are being developed that do not contradict, but rather, as practice shows, complement each other.1. The company as a learning organization becomes resource center for related companies, while spreading their experience of innovation through the provision of new types of services - high-quality education and training.2. The company, as a learning organization, uses training on innovative techniques and continuous improvement methods to increase the flow of ideas from all its employees. In addition, the so-called “inverted” management is used, when each employee is delegated part of the responsibility for the common cause. Probably, completely new business models that have emerged in the last 10-15 years can be called the biggest lesson taught by the world of business to the world of education. D. A. Moore, one of the developers of the "high-tech choice cycle life path” in Silicon Valley companies, claims that in most industries, 2% of employees are innovators, and 13% are willing to accept everything new. In terms of high-tech industries, this means that 2% of workers are enthusiasts of new technologies, 13% are visionaries, 35% are "pragmatists" who will use the proposed idea only if it is already "polished", 35% are "conservatives", who will accept innovations only under pressure from customers, and the remaining 15% are “skeptics”.
All this has a direct bearing on the education system. Based on the observations of researchers, education systems around the world operate according to the same bell-shaped schedule as the industry: about 2% of teachers are innovators, and 13% are ready to be the first to accept and put new ideas into practice. Unfortunately, there are practically no mechanisms in the education system that can make innovations instantly available to teachers. Summing up this block of reasoning about new opportunities for improving the professional growth of teachers in the format of corporate training, we present a model of a learning organization compiled by Gordon Dryden for the British company The Burton Group PLC. Learning organization model Shared focus on the future Understanding the “looks to come,” the “learning revolution,” the “thinking revolution,” and the “instantaneous communications revolution” C-suite leadership's dual challenge Governance: set and achieve short-term goals by involving other people. Leadership: lead the construction of a new, sustainable world of the future, setting ever bolder goals
Corporate culture
Everyone is an enthusiast student.
Everyone is a teacher, mentor, coach.
Everyone is a creative thinker
Everyone makes a positive contribution.
Everyone is their own manager.
Everyone actively participates in the affairs of the organization
Preparation and development
Formulation and implementation of both personal and corporate goals. Training as a whole does not have to be all about learning job-related skills. It is enough to add cognitive skills and teach a person to learn using modern technologies learning and relying on critical thinking Information Sharing Cycle Creating, simplifying and storing any important information should be an extremely easy and transparent process, in addition, the information should be accessible to everyone. It is necessary to encourage people to share their ideas with others and break the "no inventing here" syndrome. The ideas of partnership, co-action, interaction in the training and advanced training of teachers are gaining momentum today in the existing forms of advanced training and retraining of teachers. As for corporate training, it is precisely for these reasons that it can be assumed that corporate training is a powerful source and stimulus for the professional growth of teachers. modern school. The idea of corporate training is especially effectively implemented today when training takes place within the framework of the issues necessary for the development of an educational institution, in the format of innovation or experimental work, research or project implementation. Consider what are the opportunities for corporate training for educational institutions:
− the ability to respond flexibly to the changing situation in education;
- the continuous nature of training, that is, professional development at the workplace is carried out continuously throughout the teacher's professional career;
- the possibility of carrying out not only subject retraining of teachers, but also inter-subject and extra-subject;
− the possibility of organizing team work of school teachers;
- the possibility of disseminating the valuable experience of individual school teachers in priority areas of development of the education system;
- continuous professional development of the entire school staff, and not just individual teachers;
- providing continuous qualified methodological assistance to specific teachers in solving a specific problem;
- the opportunity to take into account the characteristics of both the teacher himself and the school in which he works. The following models of corporate teacher training are used in schools today:
1.) The traditional model, which includes theoretical and practical classes; practical activities on the application of mastered methods of solving problems; consultations; organization of reflective activity of teachers.
2.) Organization of "team" work of school teachers to solve a specific problem common to all. School teachers are included in the process of developing a specific product, for example, a package of various methodological materials, an educational and methodological complex, a system for assessing the educational results of students in parallel classes or levels of school education, etc. The developed product is tested by different teachers in practice, then the results are discussed and necessary adjustments are made. Training seminars, workshops, and trainings are organized to train teachers. Teachers of various specialties unite in creative groups. For the examination of the developed products, for example, an expert council is created at the school, psychological and pedagogical consultations are held, etc. 3). Organization of an independent research activities teachers. As part of the training seminars, teachers get acquainted with the organization of pedagogical research, choose topics for independent micro-research, which are carried out either in a micro-group or individually. Topics of micro-research of various micro-groups are consistent with the development program of the school. To conduct research, teachers use methods of pedagogical research known to them (analysis of documents, literature, survey, interview, observation, etc.), various diagnostic methods. Training seminars are conducted either by invited experts or tutors - specially trained teachers of this school. A presentation of the intermediate results of the work of microgroups is necessarily planned. Within the framework of training seminars, the most important problems for this school are discussed, ways of solving professional problems are discussed. The main risks of organizing corporate training can include: 1. Formalization of the content of teachers' activities, the predominance of theoretical forms of education over practical ones.2. Isolation of meaningful activities within a separate educational institution from existing practice in the district and city educational space.3. Lack of an effective system of informing about training in a separate educational institution. Overcoming these contradictions is the establishment of horizontal links between educational institutions, the creation of professional communities of teachers, network interaction at the level of individual methodological associations of different schools, which became possible thanks to common work teachers and educational institutions over the implementation of the Program for the development of the district educational system. The results of corporate teacher training were presented at scientific and practical conferences, pedagogical readings, seminars on project issues, at meetings expert council under the district education department. Thus, the tasks of providing quality education for all can be solved as a result of preparing working teachers for the successful implementation of new functions of professional activity, and first of all, the function of promoting the education of the child.
CONCLUSION
In modern conditions, the status of education is changing, since since the second half of the 20th century, the contribution of education to economic growth, to improving the quality of life through the category of human capital, which is determined by human education, has been seriously studied. That is why the problem of the quality of education, its new understanding, becomes extremely relevant. Today, the influence of the socio-cultural context on the quality of education is seriously considered. The sociocultural situation determines the requirements for a school graduate, which, in turn, are reflected in the requirements for the quality of education and determine its goals, implemented by the teacher in his professional activities. In the situation of education in the Russian Federation, in terms of achieving quality education for everyone, such a function of the professional activity of a teacher as promoting the education of each child becomes relevant. school age. Promoting the education of a student involves the creation by means of pedagogical activity of conditions for the manifestation of independence, creativity, responsibility of the child in the educational process and the formation of his motivation for continuous education. Along with the leading function, subordinate functions of the teacher's activity are distinguished: the function of designing an individual educational route; control function. The acceptance by the teacher of new functions depends on his cultural and professional identity, which is manifested in the value orientations implemented in the process of professional and pedagogical activity, which allows us to conclude that the creation of conditions conducive to the education of the child is possible if the teacher is ready to understanding of changes on the basis of professional pedagogical reflection, which serves as the basis of his self-education. The conducted research allows us to conclude that the guideline for the necessary changes in professional and pedagogical activity should be the awareness of the new values of education and the readiness to implement new functions of professional activity. This conclusion defines the main idea of preparing a teacher for mastering new functions of professional activity: since new values cannot be transmitted by the way of informing and subsequent reproduction, they must be mastered by the way of living. To do this, it is proposed in higher education: 1) to comprehend the role and place of pedagogy and other general professional disciplines in the professional training of teachers; 2) to determine ways of pedagogizing the environment vocational training teachers; 3) implement changes in the process of implementing professional educational programs based on competency-based and contextual approaches. As for the training of a working teacher, the participation of teachers and teaching staff in innovative and experimental activities to solve the problems of modern education becomes the strategy for mastering the function of promoting the education of a student. At the same time, the idea of corporate teacher training can be adopted as a tactical solution for organizing the mastering of new functions by teachers. So, today, with the existing shortage of funding for the education system, differences in the resource provision of schools, the pedagogical potential of the teaching corps is not sufficiently used. It is on this resource that one must bet in the current situation in Russia. This is how the main problem can be solved. Russian education- Achievement of quality education by all children in school.
BIBLIOGRAPHY
- Piskunova E.V. –Teacher training to ensure the modern quality of education for all: the experience of Russia.
- Akulova O.V. Vershinina N.A., Dautova O.B. and others. Russian university in the European educational space: Methodological recommendations for university teachers on entering the Bologna process. / Ed. A.P. Tryapitsyna. -SPb.: Publishing House of the Russian State Pedagogical University named after A.I. Herzen, 2006
- Dzhurinsky A.N. History of foreign pedagogy: Textbook. allowance for universities. - M.: FORUM -INFRA-M, 1998.
- Dictionary of social psychology / Ed.-comp. L.V. Mardakhaev.-Publishing Center "Academy", 2002.
- Yakovleva N.I. The system of advanced training and professional retraining of teachers // Handbook of the deputy director of the school. - 2008.-№6.
Yakovleva N.I. The system of advanced training and professional retraining of teachers // Handbook of the deputy director of the school. - 2008. - No. 6. - P.14-16.
Personal and professional development of a teacher as a necessary condition for improving the quality of education
self-education is a system of mental and ideologicalself-education, which entails volitional and moral self-improvement, but does not set them as its goal.
G.M. Kodzhaspirova
The results of the work of the teacher are not always tangible immediately. Most often they appear in personal qualities ah pupils some time later.
According to A.V. Lunacharsky, a teacher is a person who shapes the future. He is a huge factor in this future. Only a person is capable of educating a person. From this it is clear that the development of the teacher himself, his intellectual, moral and professional qualities must outstrip the level of the social environment. This is possible if the teacher realizes his social significance, high personal responsibility, cognitive activity, constant objective introspection and systematic work on self-improvement.
One of the forms of manifestation of cognitive activity, conscious self-development is self-education. You cannot convey your thoughts and feelings to another person, but you can arouse interest and desire for a certain type of activity. This applies equally to teachers and students. The main thing is the development of the teacher's personality and, on this basis, an increase in the level of his qualifications, professionalism, and productivity.
The need for self-education is dictated, on the one hand, by the very specifics of teaching activity, its social role, and, on the other hand, by the realities and trends of lifelong education, which is associated with the constantly changing conditions of pedagogical work. The needs of society, the evolution of science and practice, the ever-increasing demands on a person, his ability to quickly and adequately respond to changing social processes and situations, his readiness to restructure his activities, skillfully solve new, more complex tasks.
The meaning of self-education is expressed in the satisfaction of cognitive activity, the growing needs of the teacher, in self-realization through continuous education.
The essence of self-education lies in mastering the technique and culture of mental labor, the ability to overcome problems, to independently work on one's own improvement, including professional one.
The principles of self-education include: universality, continuity, purposefulness, integrativity, unity of the general and professional culture, individualization, interconnection and continuity, accessibility, anticipatory nature, compensatory nature, permanent transition from lower to higher levels, variability.
The problem of self-education concerns not only teachers, but also students. In our time, the preparation of schoolchildren for serious independent work is of particular importance. The implementation of the goals and objectives of the modern school is directly related to the increase in students' interest in learning, the development of inquisitiveness and cognitive activity, intellectual skills, ways of mastering information and transforming it into actions. In other words, it is necessary to teach schoolchildren self-learning and self-education. To do this, it is necessary to develop such qualities of the mind as: independence, observation, curiosity, the ability to raise questions and solve logical problems, perform tasks of a problematic and search nature, make experiments, participate in experiments, compare and analyze the results, generalize the data obtained, draw conclusions. Therefore, when constructing a lesson, the teacher must provide for situations, tasks and activities of schoolchildren that train thought processes and moral-volitional efforts. In addition, it is necessary to plan and develop cognitive skills. How will the lesson develop the skills of listening and hearing, highlighting main idea, participate in discussions, defend one's own opinion, extract information from various sources of knowledge (diagrams, tables, documents, textbooks, audiovisual tools, etc.)? Due to which the skills of writing theses will be formed. Supporting notes, reviews, etc.?
When managing the self-education of schoolchildren, it is necessary to take into account the regularities of this process, as well as the age and individual characteristics of children. For younger students, as a rule, this is inquisitiveness and susceptibility to knowledge, for middle-level students - a multi-level and multi-directional nature of cognitive interests, often a means of self-affirmation among peers. High school students have professionally oriented interests. Organizing independent work schoolchildren, the teacher must predict the result, provide the children with the opportunity to demonstrate their achievements to students, teachers, and parents.
A teacher who does not have the ability to create, to form an actively thinking and active personality, to select the necessary means of influence for this purpose, is not able to educate and develop predictable qualities in his students. In order to educate, educate and develop a personality, a teacher needs to be able to improve himself, while being able to place emphasis on the main thing, i.e. on what ensures the success of pedagogical activity.
Research has shown that the methods, forms, methods of conducting a lesson by themselves do not ensure success in work, if they are not due to the personal qualities of the teacher. In the process of pedagogical interaction, students acquire not only knowledge, skills and abilities, but also become carriers of the teacher's personal qualities, carriers of his reflection. A student is more willing to learn in conditions if he feels his own development. Ensuring interested communication is based on the special sensitivity of the teacher to his pupil, on the ability to use a mental dialogue in the process of presenting information.
“If you carefully look at people who cannot praise anyone, blame everyone and are not pleased with anyone, then you will find out that these are the very people with whom no one is pleased.”
J.Labruye
Another aspect of improving the quality of education is the creation of situations of success in the classroom. This is practically impossible without the teacher's intensive work on himself, the development of his personal qualities. happy man only the happy can educate. The success of a student can be created by a teacher who himself experiences the joy of success. After all, the task of the teacher is to give each student the opportunity to experience the joy of achievement, to realize their capabilities, to believe in themselves. Success in learning is one of the sources of the student's internal strength, giving rise to energy to overcome difficulties, the desire to learn. This is the experience of a state of joy, satisfaction because the result to which a person aspired either coincided with his expectations or exceeded them. As a result of this state, new motives for activity are formed, the level of self-esteem and self-respect changes. All of the above is relevant to the work of the teacher.
Yes, children would like to take to their country, first of all, kind teachers who do not complain to their parents, who can teach dozens, who are sympathetic. Those who know how to be delighted with beauty, who know how to take the place of a child, who understand each child, who are fair, sincere, smiling, caring, cheerful, sensitive, friendly, explaining lessons well, who know how to give students a rest and relieve stress at the right time, open to people who understand the nursery psychology, patient, responsive, moderately strict, those who are interesting to listen to, beautiful, smart, respectful students, loving all students. "A pass to the country of childhood" will not be given to teachers who swear, are always in a bad mood, raise their voices, are angry, aggressive, unable to hide their likes and dislikes, unfair, greedy, who are not ashamed that they teach poorly, explain the material poorly, incompetent.
What are the teachers' problems? What prevents them from working better, working on themselves, raising their level, achieving student success?
Of course, going from beginner to master is not easy. Professionalism does not just come with experience, it also depends on many other things: the motivation of the teacher, the content of the work, interest in the work, personal abilities and personality traits. But the personal and professional development of the teacher is necessary condition improving the quality of education. Unfortunately, there are teachers in the school who have stopped in their development, having received the first or highest category, they do not participate in competitions, do not give interesting open lessons and victories in competitions, all this, as it were, does not concern them. But modern requirements for education, scientific and technological progress, the level of our children tell us that this is not permissible, it is impossible for the work of a gymnasium, creative events, competitions, olympiads, etc. rested on the same people, working creatively, constantly working on themselves. It is necessary for literally everyone to remember that we work at school, and this leaves a certain imprint on our work and the requirements for it. Perhaps today we have not fully disclosed this topic, since it is quite deep, but at least we managed to plunge into this problem and we will all think about the questions “What do we do to make our children interested in us? Are we the professionals? And will we get a pass to the country of childhood?”
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