Professional pedagogical culture of a teacher of higher education. Pedagogical culture of the teacher

Introduction
Chapter 1. Structure of professional culture modern teacher
1.1. The essence of the professional culture of a modern teacher
1.2. The main components of the professional culture of a modern teacher
1.3. Functions of professional culture of a modern teacher
1.4. Contemporary Issues professional and pedagogical culture of a teacher of higher education abroad
Chapter 2
2.1. Goals and objectives of determining the level of formation of professional culture among modern teachers
2.2. Analysis and diagnostic results
Conclusion
List of sources used

Introduction

The relevance of research

The relevance of the study of the professional culture of a modern teacher lies in the reform of Russian society, which is naturally accompanied by the renewal of all social institutions and systems, including the education system.

This implies the need to update the content and technologies of education, as well as to train a teacher who is able to solve complex social and pedagogical problems, because the personality of the teacher is a key figure that determines the state of education. At present, due to the growing role of universal human values in society, the activation of the culture-creating function modern education, great importance is attached to the teacher as a bearer of cultural traditions, professional pedagogical creativity, a teacher who is able to provide not only the transfer of ready-made ZUN, but also able to develop the individuality in each student.

A modern teacher should be widely educated, highly moral and humanistically oriented. Recently, it has become obvious that the results of the socio-economic and spiritual development of Russian society, the appearance of those entering the independent life generations of youth. However, the study of the results of psychological, pedagogical and sociological studies (V. A. Slastenin, V. S. Sobkin, S. G. Vershlovsky, F. G. Ziyatdinova, etc.) and the analysis of real school practice indicate that teachers are not ready to to solve these problems, because the professional competence of a modern teacher and his general culture do not meet the requirements of the modernization of education.

Socio-economic changes, a sharp increase in the volume of scientific information against the backdrop of a general crisis in the education system led to the need for a significant update of the goals, objectives and content of teacher education, which, in turn, required the development of a new education paradigm that meets the needs of a renewing society. Moreover, the process of forming a professional culture of a teacher in a pedagogical university should be carried out on the basis of the methodological position on the individual as a subject of activity and its integrity.

In this situation, the search for innovative models general and professional-pedagogical education. A national doctrine, a federal program and a concept for the content of general secondary education have been developed. A new generation of state educational standards for higher professional education has been formed. The process of reproduction and functioning of teaching staff is subjected to scientific analysis: the axiological foundations of pedagogical education (M. V. Boguslavsky, I. F. Isaev, V. A. Karakovsky, I. B. Kotova, B. T. Likhachev, V. G. Pryanikova , Z. I. Ravkin, V. A. Slastenin, E. N. Shiyanov and others); subject-activity approach in the professional development of a teacher (G. I. Aksenova, E. V. Andrienko, D. Yu. Anufrieva, E. V. Bondarevskaya, Yu. V. Vardanyan, Yu. M. Luzina, L. M. Mitina , E. M. Rogov, V. A. Slastenin, A. I. Shutenko, etc.); pedagogical technologies in teacher training (V. P. Bespalko, M. V. Klarin, V. M. Korotov, A. I. Kochetov, N. V. Kukharev, M. M. Levina, A. I. Mishchenko, G. K. Selevko, V. V. Serikov, V. A. Slastenin, L. S. Podymova, P. I. Tretyakov, T. I. Shamova, N. E. Shchurkova, etc.); acmeological patterns of professional and personal development of a teacher (O. S. Anisimov, A. A. Bodalev, N. F. Vishnyakova, A. A. Derkach, N. V. Kuzmina, A. K. Markova, V. C. Reshetko, I. N. Semenov and others.

At the same time, productive approaches to the creation of the technological base of teacher education have been laid down (S. I. Arkhangelsky, E. P. Belozertsev, V. P. Bespalko, I. A. Zimnyaya, N. V. Kuzmina, M. M. Levina, N. E. Mazhar, A. K. Markova, L. M. Mitina, V. A. Slastenin, E. N. Shiyanov, etc.); psychological and pedagogical concepts and models of professional activity of a teacher were created (O. A. Abdullina, G. I. Aksenova, E. A. Klimov, A. K. Markova, L. I. Mitina, L. S. Podymova, A. N. Nyudyurmagomedov, L. F. Spirin); the study of the psychological and pedagogical conditions of the university educational process(G. I. Aksyonova, E. T. Ardashirova, K. Sh. Akhiyarov, V. L. Benin, Yu. V. Vardanyan, M. Ya. Vilensky, Yu. N. Kulyutkin, B. T. Likhachev, E A. Levanova, N. E. Mazhar, A. V. Mudrik, N. D. Nikandrov, Z. A. Reshetova, A. Z. Rakhimov, N. F. Talyzina.

Subject of research: professional culture of a modern teacher.

The purpose of the study: to determine the structure and levels of formation of the professional culture of a modern teacher.

Research objectives:

to determine what is the essence of the professional culture of a modern teacher;
to study the main components of professional and pedagogical culture;
consider the functions of the professional culture of a modern teacher and consider modern problems of the professional and pedagogical culture of a teacher of higher education abroad;
identify criteria for assessing the professional culture of a modern teacher;
consider the levels of formation of professional and pedagogical culture.

Research methods: theoretical analysis of scientific literature, synthesis.

The theoretical significance of the study lies in the generalization and systematization of the material on the stated research problem.

The course work consists of an introduction, two chapters, conclusions for each chapter, conclusion, list of references, consisting of 30 titles.

Chapter 1. The structure of the professional culture of a modern teacher

1.1. The essence of the professional culture of a modern teacher

The term culture is of Latin origin. Initially, it meant the cultivation of the soil, its cultivation. In the future, the word "culture" began to be used in a more generalized sense.
At present, culture in a general sense is understood as all kinds of transformative activities individual and society, as well as the results of this activity.

Pedagogical culture is integral part general culture.

For the first time, the term “pedagogical culture” appeared in the publication of L. E. Raskin in 1940. This term was not used earlier, since the institute of social pedagogy was revived only at the beginning in the 1990s.

In order to determine the essence of the concept of "professional culture of a teacher", it is advisable to consider such concepts as "professional culture" and "pedagogical culture".

Professional activity as a socio-cultural phenomenon has a complex structure, including goals, objectives, subject matter, means, methods, results. A high level of professional culture of a specialist is characterized by a developed ability to solve professional problems, that is, a developed professional thinking and consciousness. Professional culture is a certain degree of a person's mastery of techniques and methods for solving professional problems.

The problem of pedagogical culture is reflected in the works of such researchers as: S. I. Arkhangelsky, A. V. Barabanshchikov, E. V. Bondarevskaya, V. A. Slastenin, in connection with the analysis of the features pedagogical activity, the study of pedagogical abilities, pedagogical skills of the teacher.

Pedagogical culture is “an essential part of the universal culture, in which spiritual and material values are most imprinted, as well as the ways of creative pedagogical activity of people necessary for mankind to serve the historical process of generational change and socialization (growing up, becoming) of the individual.

Pedagogical culture can be considered at various levels (socio-pedagogical, personal):

as a social sphere of society, a way to preserve intergenerational relations and transfer socio-pedagogical experience;
as part of the universal and national spiritual culture, the sphere of pedagogical values, including pedagogical theories, pedagogical thinking, pedagogical consciousness, cultural patterns of practical activity;
as a sphere of professional activity of a teacher, including social requirements for it, the patterns of cultural identification of a teacher;
as a personal property of a teacher, educator, parent, integrating the pedagogical position.

Pedagogical culture is considered as an important part of the teacher's general culture, which is manifested in the system of professional qualities and the specifics of professional activity. This is an integrative quality of the personality of a professional teacher, a condition and prerequisites for effective pedagogical activity, a generalized indicator professional competence teacher and the goal of professional self-improvement.

Thus, the content of professional pedagogical culture is revealed as a system of individual professional qualities, leading components and functions. The carriers of professional and pedagogical culture are people who are called to carry out pedagogical work.

To understand the essence of professional and pedagogical culture, it is necessary to keep in mind the following methodological prerequisites that reveal the relationship between general and professional culture, its specific features (I.F. Isaev, V.A. Slastenin):

professional and pedagogical culture is a specific projection of a general culture into the sphere of pedagogical activity;
professional and pedagogical culture is a systemic education that includes a number of structural and functional components, has its own organization, selectively interacting with environment and having the integrative property of the whole, not reducible to the properties of individual parts;
the features of the formation and implementation of the teacher's professional and pedagogical culture are determined by individual creative, psychophysiological and age characteristics, accumulated socio-pedagogical experience.

Thus, professional culture is a specific manifestation of the general culture in a variety of pedagogical and educational processes, in particular in the structure of pedagogical communication. Professional culture and general culture are related as part and whole. The culture of a modern teacher has its own specifics, expressed in professional self-determination, content, forms and methods of work, where social and pedagogical support is its backbone element, the main meaning of positional interaction with children, the main function in the activities of a modern teacher.

1.2. The main components of the professional culture of a modern teacher

I. F. Isaev considered the system of professional and pedagogical culture in the unity of interacting structural and functional components. Structural components, according to I.F. Isaev, are axiological, technological and personal-creative, which are relatively independent systems with structure and logic.

The axiological component of pedagogical culture consists of a system of values that determine the attitude of the teacher to his activity, its goals and means, the personality traits of the teacher, necessary in professional work, to himself as a teacher, the system of knowledge, ideas, norms, traditions that are the basis pedagogical activity.

The most complete system of values that form the substantive basis of professional and pedagogical culture is highlighted by I.F. Isaev. It includes two planes of their existence in it: horizontal (values-goals, values-means, values-knowledge, values-relationships and values-qualities) and vertical (social-pedagogical, professional-group and individually personal values), defining their syncretic character due to their interaction and mutual intersection in the process of functioning of the system of values. Therefore, each division of professional values is very conditional, since only in the process of their holistic appropriation does the formation of a teacher's professional value orientations take place.

The technological component reveals its technological aspect, the ways and means of interaction between the participants in the educational process in the culture of communication, including speech, the active use of pedagogical technology, information and educational technologies, etc. This component of the teacher’s culture is characterized by the degree of awareness of the need for the development of the entire spectrum own pedagogical abilities, as a guarantee of the success of his professional activity, the prevention of probable pedagogical errors, as well as the meaningfulness of the most rational ways of developing pedagogical abilities. The culture of pedagogical activity is formed in the process practical work through a more detailed mastering and creative application of the achievements of special, psychological and pedagogical, social and humanitarian sciences and best practices.

The elements of the activity culture of the teacher usually include:

knowledge and skills in the content, methodology and organization of educational work;
pedagogical thinking;
pedagogical skills (gnostic, perceptual, constructive, projective, communicative, expressive, organizational);
pedagogical technique;
pedagogical self-regulation.

The personal and creative component of professional culture is manifested in the teacher's ability to creatively implement the technology of the pedagogical process, relying on theory, to carry out practical activities, making a personal contribution, enriching it with new techniques and methods, and being in constant search for optimal solutions. The culture of a professional teacher is distinguished by his ability to find heuristic solutions, develop new, most effective ways out of the current situation based on his own experience and the experience of colleagues. The creative mental activity of the teacher causes a complex synthesis of all mental spheres of the teacher's personality: cognitive, emotional, volitional and motivational.

1.3. Functions of professional culture of a modern teacher

The following main functions of professional and pedagogical culture are distinguished:

epistemological;
humanistic;
communicative;
informational;
normative;
educational;
nurturing.

Using all these functions, the teacher is able to solve methodological, innovative, research, didactic and other pedagogical tasks. Recognition of the diversity of the functional components of pedagogical culture emphasizes the multidimensionality of the content of pedagogical activity and the variety of forms of its implementation. It follows that functions reveal the procedural aspect of culture.

The epistemological function of pedagogical culture is displayed in a purposeful study, selection and systematization of scientific knowledge about the subjects and objects of the educational process. The gnoseological function is aimed at the teacher's study and awareness of himself, his individual psychological characteristics, and the level of professionalism. This function initiates the development of such types of pedagogical culture as methodological, research, intellectual.

The humanistic function of pedagogical culture affirms universal human values in the educational process, creates conditions for the development of human abilities and talents, and serves to strengthen the cooperation of equality, justice, humanity in joint activities.

The communicative function of pedagogical culture involves the establishment of the right relationship with students and normal, business relationships with colleagues, parents of students and other subjects of the educational process.

The teaching function of pedagogical culture is realized in the activities of the teacher aimed at mastering the student with a certain system of knowledge, skills, social experience, and at developing his intellect and abilities.

The general contour of the learning function is created by the following set of problems: the problem of “knowing”, the problem of “be able”, the problem of “keeping up”, the problem of “evaluating”. This list of problems contains the search for answers to more specific questions: “what to teach”, “how to teach”, “to whom and whom to teach”. The willingness to find answers to these questions forms the basis of the technological and methodological culture of a higher education teacher.

The educational function of pedagogical culture reflects the area of educational activity of the teacher. Along with educational, research, social and pedagogical activities, a teacher of higher education is called upon to carry out purposeful educational work. The modern teacher, by professionalism and the strength of his authority, erudition, directly and indirectly affects the formation of the personality of the student.

The normative function of professional and pedagogical culture maintains a balance in the system of teacher's activity, reduces the influence of destabilizing factors in the pedagogical environment. A modern teacher is the subject of various legal relations that develop in the process of professional interaction with students and colleagues, leaders of different levels and are built on the basis of equality, mutual rights and mutual responsibility. The legal culture of the teacher is a necessary condition for the organization of the educational process, the observance of humanistic principles, the rights and freedoms of the individual.

The information function is the basis of the pedagogical continuity of different eras and generations. The mastery of systematized information and its transmission became the lot of a certain group of people - scientists and educators, their intellectual property.

The identified and substantiated structural and functional components and types of pedagogical culture are in close interaction, forming an integral dynamic system of professional culture of a modern teacher.

1.4. Modern problems of professional and pedagogical culture of a teacher of higher education abroad

In order to improve the training of modern teachers, it is necessary to study and comprehend the experience of foreign colleagues.

In modern foreign pedagogy, there is no single, complete pedagogical theory on the basis of which the problems of pedagogical culture would be studied. The search for ways to form a professional and pedagogical culture of teachers in modern foreign pedagogy is based on a variety of schools, concepts, and theories.

The concept of the Göttingen school, which explores the cultural and historical issues of pedagogical reality based on the interpretation of its living experience or recorded in written sources, goes back to the ideas of the famous German teacher A. Diesterweg, who formulated in the 19th century. the principle of culture. Its meaning lies in the fact that “every state of culture of a given people is the foundation, the basis, there is something given and real, from which the subsequent state develops. Therefore, the level of culture at which we are in given time requires us to act in accordance with it if we want to achieve positive results. In other words, we must act culturally.”

The Göttingen school understands didactics as a humanitarian science that addresses the individual, to real pedagogical practice and interprets the learning process as a cultural activity that is not limited to principles and rules. In particular, V. Klafka, a prominent representative of this scientific direction, fills the theory of education with personal meaning, emphasizing that the right of everyone to education is a condition for the development and self-realization of the individual in the process of cognizing cultural reality. Thus, the upbringing of individuality is carried out through the assimilation of the values of society, familiarization with the collective experience.

West Berlin and cybernetic schools, which gave scientific description education and management learning activities as an integral system, paved the way for the introduction of programming and computerization into the educational process, which required teachers to master the computer, information culture.

The psychological school considers an important aspect of pedagogical culture - the problem of interaction between a teacher and a student, and not at the level of a simplified behavioral representation of "stimulus-response", but as a consistent and logical transition from perceptual-cognitive elements and actions of the teacher to perceptual-cognitive ideas and elements of students' actions. . This school stimulated the study of the communicative culture of the teacher.

A noticeable revival in the theory and practice of university and schooling abroad have made research in the field of humanistic pedagogy and psychology, which have received special development in recent decades. The goal of humanistic pedagogy is to create conditions for the cultivation of the personality of the pupil and its self-expression, for self-realization as a manifestation of talent, abilities and gifts of the individual (A. Maslow), productive personal growth (K. Rogers). Most accurately and figuratively, the goal of humanistic education is stated by A. Maslow, who sees it in helping a person discover what is already in him, without imposing his own ideas about him.

The research of the famous English scientist, teacher and psychologist R. Burns is distinguished by a humanistic orientation. Burns considers the formation of a healthy self-awareness and one's own position of the individual, the acquisition of knowledge and experience as the main goal of education. He is convinced that a person to whom society has entrusted the upbringing of the younger generation must have a high pedagogical culture, be a professional, a humanist. Therefore, the main condition for the successful work of a teacher should be the recognition of the value of each person, the importance of human relationships in the process of education.

To understand the process of formation of pedagogical culture, the reflections and conclusions of R. Burns about the human knowledge of the teacher are of particular importance. The presence of such knowledge allows the teacher to act not intuitively, "by eye", but on the basis of scientific data that determine the optimality of his educational technology. Thanks to this knowledge, the teacher can also analyze his own ideas about himself, create his own I - a concept that includes intellectual, emotional and behavioral components. Using the material of specific studies, Burns showed, in particular, that teachers and teachers who have positive self-esteem, self-confidence, in their abilities, easily enter into communication with pupils and students and therefore solve pedagogical problems more effectively.

Analyzing the problems of modern higher education in England, a well-known teacher, head of the department and director of the Bristol polytechnic college, W. Birch, notes that now the higher school should form not only scientists - theorists, but also people capable of solving practical tasks Therefore, a more complete and harmonious unity of the theoretical and practical training of the teaching staff is needed. In this regard, Birch addresses the problem of professional ethics of a scientist - a teacher of higher education as a set of ideas about the values of professional activity that determine his research search and teaching. As one of the directions in the formation of the teacher's pedagogical culture, W. Burch considers mastering the methodology problem learning at the university. Problematicness, in his opinion, is obligatory both in research and in the pedagogical activity of a teacher.

Thus, the theory of pedagogy, which develops the problems of the relationship between culture and pedagogy, the content of education at the school and university levels, the introduction of cybernetic ideas into education, the psychological justification for the individualization of education, etc., served as the basis for an innovative understanding of the role of the teacher in the pedagogical process, content and ways enrichment of his pedagogical culture.

Theoretical developments in general and university pedagogy have made significant changes in the system of pedagogical training of teaching staff of universities, improving their qualifications, contributing to the growth of the authority of pedagogical knowledge. If until some time a university diploma gave the right to engage in teaching activities at a university, now in most Western countries it is necessary to obtain special pedagogical training, confirmed by an appropriate document.

University teachers who have received pedagogical training and work with students have the opportunity, at their request, to improve their professional and pedagogical culture in full-time, part-time or semi-part-time versions. In foreign countries, there is no mandatory system of advanced training in our understanding, and it is carried out as needed.

The main factors stimulating university teachers to improve pedagogical culture are: firstly, the realization that lectures should not serve as the main source of information for students, and the search for methods for its qualified selection and translation in an interesting for future specialists, original, professionally adapted form; secondly, awareness of the need to establish partnerships with students, to develop a culture of communication; thirdly, personal responsibility for the personal professional readiness of students. Quite a few important role the contract system and professional competition that exists in universities play a role in improving the pedagogical culture of the teacher.

In modern foreign practice of pedagogical education of university teachers, along with traditional ones, non-traditional forms of adult education are being actively introduced. As E. F. Katunskaya notes, in Germany and Sweden, workshops have become widespread, where young teachers study together with experienced ones, which creates conditions for communication and transfer of experience. An interesting form of mastering the pedagogical culture in Germany is courses based on the methodology of observation and analysis of one's own pedagogical experience; in New Zealand and Switzerland, the methods of "content analysis" are popular. In addition to these relatively short courses, universities in the United States, Great Britain and other countries introduce additional pedagogical courses that give the right to apply for degree Master's or Doctorate in Humanities or Arts. The program of such courses provides for the passage of pedagogical practice, the study of the experience of pedagogical activity, training curricula, mastering pedagogical innovation.

The most common form of improving pedagogical qualifications is work according to individual plans, compiled on the basis of the level of personal preparedness of the teacher, the characteristics of his individual psychological development, professional interests and abilities.

Such an organization of work to improve pedagogical culture seems to be effective, as individual counseling by specialists on issues of pedagogy and psychology. For this purpose, US universities create small units of two full-time consultants and 15-20 specialists from various fields who provide qualified advice on the problems of teaching methods, relationships with students, etc. In individual counseling, modern technical means are used, professional quality based on personal methods, etc.

One of the forms of raising pedagogical qualifications is the creation of specialized centers on the basis of large universities (Manchester in England, Massachusetts in the USA, etc.), where in-depth psychological and pedagogical training of teachers is given. As a rule, in such centers the attention of students is focused on theoretical problems, while short-term courses provide practical training.

In terms of content, the formation of the pedagogical culture of teachers preparing for teaching activities in universities provides for the mastery of new technologies in the educational process. At the University of Surrey (Great Britain), pedagogical courses are organized where students learn the methodology of reading video lectures. In the arsenal of pedagogical tools of teachers foreign universities cable television, use of videophones, electronic boards, videodiscs, etc.

Based on the foregoing, it can be concluded that the forms and methods of pedagogical training and advanced training of higher education teachers combine traditional and non-traditional approaches, which are determined by the relevant theories, concepts of general and university pedagogy.

Professional culture is a specific manifestation of the general culture in a variety of pedagogical and educational processes, in particular in the structure of pedagogical communication. Professional culture and general culture are related as part and whole. The culture of a modern teacher has its own specifics, expressed in professional self-determination, content, forms and methods of work, where social and pedagogical support is its backbone element, the main meaning of positional interaction with children, the main function in the activities of a modern teacher.

Structural components, according to I.F. Isaev, are axiological, technological and personal-creative, which are relatively independent systems with structure and logic.

One of the most important problems in cultural studies is the problem of functions. In the works of A. I. Arnoldov, E. M. Babosov, E. V. Sokolov and others, attempts were made to substantiate and highlight the main functions of culture as a social phenomenon. The following main functions of professional and pedagogical culture are distinguished: epistemological, humanistic, communicative, informational, normative, teaching and educating. Using all these functions, the teacher is able to solve methodological, innovative, research, didactic and other pedagogical tasks.

In order to improve the training of modern teachers, it is necessary to study and comprehend the experience of foreign colleagues. Forms and methods of pedagogical training and advanced training of higher education teachers abroad combine traditional and non-traditional approaches, which are determined by the relevant theories, concepts of general and university pedagogy.

Chapter 2

2.1. Goals and objectives of determining the level of formation of professional culture among modern teachers

A systemic holistic view of professional pedagogical culture, substantiation of its functions, criteria and levels of manifestation serve as a necessary theoretical prerequisite for the subsequent study of trends, principles and conditions for the formation of the phenomenon under study, which this chapter will be devoted to. Studies of determining the level of formation of professional culture among modern teachers are carried out by fundamental or applied branches of psychology and pedagogy. This is necessary to solve the significance of the problem, the significance can be characterized in terms of both practice and science.

The practical significance lies in the need to search for fresh information. They are needed in order to solve existing practical problems or the importance of methodological developments in existing practical areas. Scientific significance lies in the need to solve specific scientific problems due to the fact that there are no certain knowledge and methods for the study of determining the level of formation of professional culture among modern teachers.

The purpose of the research is:

studying the professional culture of modern teachers;
description of this phenomenon;
studying the factors influencing the level of formation of the professional culture of modern teachers;
studying the dynamics of the formation of professional culture among modern teachers;
generalization, classification, typology of some data.

The task of research is to specify the purpose of research and involves the achievement of this goal at certain stages.

In addition, when planning research, it is necessary to select research methods and techniques, process the information received, predict the sample of research participants, determine in what place and under what conditions they will be conducted.

The following methods are used to collect primary data:

observation.
experiment.
poll.
testing.
document analysis.

2.2. Analysis and diagnostic results

The presence of pedagogical standards, norms, rules that the teacher's culture must satisfy makes it possible to measure culture. The measurement of pedagogical culture can be carried out as a measurement of the quality of activity, that is, with the help of expert assessments, testing, questioning, interpretation of the results of pedagogical research, etc. The problem of measuring professional and pedagogical culture is related to the problem of criteria and levels of its formation. A criterion is a sign on the basis of which an assessment, a judgment is made. The criteria for professional pedagogical culture are determined based on a systemic understanding of culture, the identification of its structural and functional components, the interpretation of culture as a process and result of creative development and the creation of pedagogical values, technologies in the professional and creative self-realization of the teacher's personality.

In the theory and practice of teacher education, there are general requirements for the selection and justification of criteria, which boil down to the fact that the criteria should reflect the basic patterns of personality formation; with the help of criteria, links between all components of the system under study should be established; qualitative indicators should act in unity with quantitative ones (S. G. Spasibenko). According to N. B. Krylova, a general indicator of the development of a person's culture is a measure of versatile creative activity.

There are requirements that reflect the specifics of professional and pedagogical culture:

criteria should be disclosed through a number of qualitative features (indicators), as they appear, one can judge the greater or lesser degree of severity of this criterion;
the criteria should reflect the dynamics of the measured quality in time and cultural and pedagogical space;
the criteria should cover the main types of pedagogical activity.

A system of criteria for assessing the level of formation of the professional and pedagogical culture of a modern teacher, which manifests itself in specific features, is proposed based on the results of theoretical and experimental work and the opinions of experts, who were the heads of various universities, teachers and students. According to this system, the number of features for each criterion should not be less than three. In the case of establishing three or more signs, we can talk about the full manifestation of this criterion; if one indicator is set or none is found at all, then (it is false to say that this criterion is not fixed. Let us turn to the description of the main criteria and indicators of the formation of professional pedagogical culture.

1. A value attitude to pedagogical activity is manifested through a set of such indicators as understanding and evaluating the goals and objectives of pedagogical activity, awareness of the value of pedagogical knowledge, recognition of the value of subjective relations, satisfaction with pedagogical work. The indicators of this criterion are identified using questionnaires, interviews, individual conversations, determining the coefficient and index of satisfaction according to the method of V.A. Yadov.

Evaluation of answers, judgments (in questionnaires, conversations) is carried out in accordance with the requirements for the activities of a university teacher and is ranked according to a 4-point system:

"4" - clearly aware;
"3" - basically represents;
"2" - experiencing difficulties;
"1" - does not understand and does not accept.

2. Technological and pedagogical readiness implies knowledge of methods for solving analytical-reflexive, constructive-prognostic, organizational-activity, evaluative-informational and correctional-regulating pedagogical tasks and the ability to use these techniques. The quality of problem solving was determined through a set of skills that reflect the level of development of the teacher's personality as a subject of activity. Skills were measured using a map-scheme on a 4-point scale, which made it possible to establish the level of skill development, as well as the nature of internal correlations between individual skills.

3. The creative activity of the teacher's personality is manifested through intellectual activity, pedagogical intuition and improvisation. In addition to the above methods, to measure this criterion, methods of self-assessment, observation, and solution of pedagogical situations in the conditions of specially organized training (seminars, schools, organizational and activity games) were widely used.

4. The degree of development of pedagogical thinking as a criterion of professional and pedagogical culture contains the following indicators: the formation of pedagogical reflection, a positive attitude towards everyday pedagogical consciousness, the problem-search nature of activity, flexibility and variability of thinking, independence in decision-making. In a mass survey, this criterion is studied with the help of questionnaires, observation, conversations; in the conditions of specially organized training, the degree of development of pedagogical thinking is fixed according to a special program based on the data of solving pedagogical problems, participation in business games using active methods.

5. The desire for professional and pedagogical improvement of a modern teacher consists of the following indicators: setting for professional and pedagogical improvement, the presence of a personal pedagogical system, an interested attitude to the experience of their colleagues, mastering ways of self-improvement. When determining this criterion, along with the above methods, the teacher's reading circle in the field of psychological and pedagogical disciplines, his participation in the work of methodological and theoretical seminars of the department, subject commissions, scientific and practical conferences, articles written by him on the methodology, the teacher's desire to use all possible ways of professional development is noted.

The generalized factual material made it possible to describe four levels of the formation of a professional pedagogical culture, depending on the degree of manifestation of criteria and indicators.

The adaptive level of professional and pedagogical culture is characterized by an unstable attitude of a higher school teacher to pedagogical reality, when the goals and objectives of his own pedagogical activity are defined by him in a general way and are not a guideline and criterion of activity. The attitude to psychological and pedagogical knowledge is indifferent, there is no system of knowledge and readiness to use it in necessary pedagogical situations.

Technological and pedagogical readiness is determined mainly by the relatively successful solution of organizational and activity tasks of a practical orientation, as a rule, reproducing one's own previous experience and the experience of colleagues. Teachers build professional and pedagogical activity according to a pre-worked out scheme, which has become an algorithm; creativity is almost alien to them. Teachers who are at this level are not active in terms of professional and pedagogical self-improvement; they do not go through the proposed forms of advanced training or go through as necessary.

A teacher who is at the reproductive level of professional and pedagogical culture is prone to a stable value attitude to pedagogical reality: he appreciates the role of psychological and pedagogical knowledge more highly, shows a desire to establish subject-subject relations between participants in the pedagogical process, he has a higher index of satisfaction with pedagogical activity. In contrast to the adaptive level, in this case, not only organizational and activity, but also constructive and prognostic tasks are successfully solved, involving goal-setting and planning of professional actions, forecasting their consequences.

Creative activity is still limited by the scope of productive activity, but there are elements of the search for new solutions in standard pedagogical situations. The pedagogical orientation of needs, interests, inclinations is formed; in thinking, a transition is planned from reproductive forms to search ones. Teachers are aware of the need for regular professional development, while the obvious preference is given to forms of non-university system of professional development.

The heuristic level of manifestation of professional pedagogical culture is characterized by greater purposefulness, stability of the ways and means of professional activity. Noticeable changes that testify to the formation of the teacher's personality as a subject of their own pedagogical activity occur in the structure of the technological component; the ability to solve evaluative-informational and correctional-regulating tasks is at a high level of formation.

The interaction of teachers with students, colleagues, surrounding people is distinguished by a pronounced humanistic orientation. In the structure of pedagogical thinking, an important place is occupied by pedagogical reflection, empathy, which provides a deep understanding of the student's personality, his actions and deeds. Teachers selectively treat the proposed forms of advanced training and master the basic methods of cognition and analysis of their own personality and activities. Their activity is connected with constant search, they introduce new technologies of training and education; willing to share their experience with others.

The creative level of professional and pedagogical culture is distinguished by a high degree of effectiveness of pedagogical activity, the mobility of psychological and pedagogical knowledge, the establishment of relations of cooperation and co-creation with Students and colleagues.

The positive-emotional orientation of the teacher's activity stimulates the steadily transforming, actively creative and self-creative activity of the individual. The technological readiness of such teachers is at a high level, analytical and reflexive skills are of particular importance; all components of technological readiness are closely correlated with each other, revealing a large number of connections and forming an integral structure of activity.

In the activities of teachers, an important place is occupied by such manifestations of creative activity as pedagogical improvisation, pedagogical intuition, and imagination, which contribute to the original productive solution of pedagogical problems. The personality structure harmoniously combines scientific and pedagogical interests and needs; developed pedagogical reflection and creative independence create the conditions for effective self-realization of the individual psychological intellectual capabilities of the individual. Teachers are interested in various ways of improving pedagogical skills and professional culture. Often they are the initiators of the creation of "schools", holding seminars, conferences on topical issues of higher education pedagogy. They willingly share their personal pedagogical experience and study the experience of others; they are distinguished by a constant desire to improve their own pedagogical system.

Studies of determining the level of formation of professional culture among modern teachers are carried out by fundamental or applied branches of psychology and pedagogy. This is necessary to solve the significance of the problem, the significance can be characterized in terms of both practice and science.

The main criteria and indicators of the formation of professional and pedagogical culture: a value attitude to pedagogical activity, technological and pedagogical readiness, creative activity of the teacher's personality, the degree of development of pedagogical thinking, the desire for professional and pedagogical improvement.

The generalized factual material made it possible to describe four levels of the formation of a professional pedagogical culture, depending on the degree of manifestation of criteria and indicators: the adaptive level of professional pedagogical culture, the reproductive level, the heuristic level, the creative level.

Conclusion

The problem of the teacher's professional culture is relevant in modern pedagogy in connection with the improvement of the education system.

The main results of my term paper the following came up:

1. Determined what is the essence of the professional culture of a modern teacher. I found out that the content of professional pedagogical culture is revealed as a system of individual professional qualities, leading components and functions. The carriers of professional and pedagogical culture are people who are called to carry out pedagogical work. Professional culture is a specific manifestation of the general culture in a variety of pedagogical and educational processes, in particular in the structure of pedagogical communication. Professional culture and general culture are related as part and whole.

2. To study the main components of professional and pedagogical culture. Structural components, according to I.F. Isaev, are axiological, technological and personal-creative, which are relatively independent systems with structure and logic.

3. Consider the functions of the professional culture of a modern teacher. The following main functions of professional and pedagogical culture are distinguished: epistemological, humanistic, communicative, informational, normative, teaching and educating.

4. Identified the criteria for assessing the professional culture of a modern teacher. The main criteria and indicators of the formation of professional and pedagogical culture: a value attitude to pedagogical activity, technological and pedagogical readiness, creative activity of the teacher's personality, the degree of development of pedagogical thinking, the desire for professional and pedagogical improvement.

5. Considered the levels of formation of professional and pedagogical culture. The generalized factual material made it possible to describe four levels of the formation of a professional pedagogical culture, depending on the degree of manifestation of criteria and indicators: the adaptive level of professional pedagogical culture, the reproductive level, the heuristic level, the creative level.

So, having worked through the existing theoretical base, I achieved the goal of my research, that is, I studied the structure and levels of formation of the professional culture of modern teachers.

List of sources used

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Professional and pedagogical culture as a systemic education is a unity of pedagogical values, technologies, essential forces of the individual, aimed at creative implementation in various types of pedagogical activity. The methodology of system analysis makes it possible to see the phenomenon of pedagogical culture not only from the side of its structural components, but also from the side of functional connections and relationships.

In the system analysis of human activity, special attention is paid to the dynamic characteristics of the system, which manifests itself in two forms: first, the movement of the system as a functioning, activity; secondly, its emergence, formation, evolution, transformation, destruction. The movement of the system occurs in three planes: subject, functional, historical.

Subject plane gives an idea of the state of the components and the nature of the connections between them;

functional plane reveals the system and its components from the side of functional content as autonomous subsystems in the structure of more general systems.

historical plane analysis ensures the unity of technologies of creative and historical, phenomenological and genetic approaches in revealing the stages of the past, present and future.

We consider the system of professional and pedagogical culture as a unity of interacting structural and functional components. The functional components of the system are understood as the basic links between the initial state of the structural elements of the pedagogical system and the final desired result.

The main functions of the professional and pedagogical culture of a higher school teacher can be understood based on the specifics of his activity, the variety of types of relationships and communication, the system of value orientations, and the possibilities of creative self-realization of the individual. Pay attention to specified features, as well as existing works on the theory of culture and private cultural areas, we highlight the following main functions of professional and pedagogical culture: epistemological, humanistic, communicative, informational, normative, teaching and educating;

- the epistemological function ensures the integrity of ideas about pedagogical activity, about the real ways of its knowledge and development. It is aimed not only at the knowledge and analysis of pedagogical phenomena, but also at the study and awareness of the teacher himself, his individual psychological characteristics, the level of professionalism. This function initiates the development of such types of pedagogical culture as methodological, research, intellectual;
- the humanistic function of the pedagogical culture of a university teacher affirms universal human values in the educational process, creates conditions for the development of human abilities and talents, serves to strengthen the cooperation of equality, justice, humanity in joint activities;
- the communicative function of the pedagogical culture of the teacher meets his primary need for communication with students, colleagues, school teachers, representatives of the industrial sector, especially since the pedagogical process at the university is a constant interaction, exchange of information between interested participants. Pedagogical culture develops such methods and rules of communication that meet the requirements of professional ethics, a specific situation, and the goals of joint activities. The communicative activity of the teacher's personality is determined by his intellectual, psychological, age and other characteristics. The data of our experimental study indicate differences in the communication of teachers with students outside of school hours, depending on the direction of professional activity, scientific and pedagogical qualifications, and teaching experience at the university. The speech culture of the teacher is of great importance for communication, i.e. knowledge of speech norms, the ability to correctly use language forms, which facilitates the assimilation of transmitted information, educates future specialists in speech literacy, and disciplines their thinking. Thus, the communicative function necessitates the development of such components of pedagogical culture as speech culture, culture of communication, culture of interethnic communication;
- the teaching function of pedagogical culture is realized in the activities of a university teacher, aimed at mastering a future specialist with a certain system of knowledge, skills, social experience, at developing his intellect and abilities;
- the educational function of pedagogical culture reflects the area of educational activity of a university teacher. Along with educational, research, social and pedagogical activities, a teacher of higher education is called upon to carry out purposeful educational work. A teacher of higher education as a teacher, scientist and educator by the power of his authority, erudition, professionalism directly and indirectly influences the formation of the personality of a future specialist;

The problems of the educational activity of a university teacher are especially relevant at the present time due to the lack of public student organizations, the extinction of student self-government (13, p. 76).

The educational function of culture depends on the general goal of personality formation, and as society develops, the concept of education undergoes significant changes. However, the main directions of the teacher's educational activities remain the education of moral, ecological, aesthetic, economic, valeological, physical culture of the individual. These areas of educational activity reveal a complex mosaic of cultural values, technologies, creativity, creating a unique context for the formation of a specialist;

The normative function of professional and pedagogical culture maintains a balance in the system of teacher's activity, reduces the influence of destabilizing factors in the pedagogical environment. Any regulation of activity proceeds from certain requirements, norms that are established by its participants. The norms of pedagogical activity are aimed at resolving contradictions that arise in the process of interaction between a teacher and students, with colleagues and administration, at ensuring their cooperation and achieving joint goals. The contradictions between the participants in the pedagogical process are of an objective and subjective nature, and their resolution, therefore, should be aimed both at changing objective processes and at regulating personal behavior. Knowledge of the norms of pedagogical activity facilitates the search for the necessary solution, gives confidence in the correctness of their actions (12, p. 45).

The legal culture of the teacher is a necessary condition for the organization of the educational process, the observance of humanistic principles, the rights and freedoms of the individual;

The information function of pedagogical culture is closely connected with all its functional components. This connection is due to the fact that it is necessary to provide information support for the epistemological, humanistic, communicative, teaching, educating and legal components of pedagogical culture. The information function is the basis of the pedagogical continuity of different eras and generations. The mastery of systematized information and its transmission became the lot of a certain group of people - scientists and educators, their intellectual property. The values of pedagogical culture are stored and accumulated in the form of manuscripts, books, technical devices, norms of folk pedagogy, etc. The increase in the information flow, the differentiation and integration of scientific knowledge required teachers to have a special ability to handle information, i. certain information culture. An abstract-generalized way of transmitting information involves not simple reproduction, but the individual and creative use of the knowledge system.

Professional and pedagogical culture is a kind of " pedagogical memory» of humanity, the appeal to which depends on general factors - the context of the era and on particular factors - the characteristics of a particular situation. The demand for the values of pedagogical culture is determined by various factors: the demands of society, the level of development of the education system, the development of pedagogical theory and technology, the individual characteristics of teachers and students (7, p. 198).

But the teacher must be oriented in the diverse flow of psychological and pedagogical information, must be able to use handwritten, book, electronic media. The introduction of electronic computing technology into the educational process of a higher school, the computerization of the pedagogical process, the active replenishment of the information data bank in pedagogy expand and enrich information culture teacher.

It should be recognized that the effectiveness of the influence of the teacher, his pedagogical culture will be the higher, the greater the amount of information accumulated by him and the more quickly he uses it. Limitation of information in scientific and pedagogical activity hinders the development of scientific knowledge and practical experience. During the period of totalitarianism, connection with traditions was lost, and distorted assessments of the past and present were often given.

The information function thus forms the basis of the monitoring, innovation and diagnostic culture of computer culture, etc. The identified and substantiated structural and functional components and types of pedagogical culture are in close interaction, forming an integral dynamic system of professional and pedagogical culture of a teacher of higher education (16, p. 98).

The presence of pedagogical standards, norms, rules, which the culture of a teacher of higher education must satisfy, makes it possible to measure culture. Measurement of pedagogical culture can be carried out as a measurement of the quality of activity, i.e. with the help of expert assessments, testing, questioning, interpretation of the results of pedagogical research, etc. The problem of measuring professional and pedagogical culture is connected with the problem of criteria and levels of its formation.

Criterion is a sign on the basis of which an assessment is made, a judgment is made. The criteria for professional pedagogical culture are determined based on a systemic understanding of culture, the identification of its structural and functional components, the interpretation of culture as a process and result of creative development and the creation of pedagogical values, technologies in the professional and creative self-realization of the teacher's personality.

In the theory and practice of teacher education, there are general requirements for the selection and justification of criteria, which boil down to the fact that the criteria should reflect the basic patterns of personality formation; with the help of criteria, links between all components of the system under study should be established; qualitative indicators should act in unity with quantitative ones. A general indicator of the development of a person's culture is a measure of versatile creative activity. Taking these requirements as a basis, we consider it necessary to supplement them with requirements that reflect the specifics of professional and pedagogical culture:

- the criteria should be disclosed through a number of qualitative features, as they appear, one can judge the greater or lesser degree of severity of this criterion;
- criteria should reflect the dynamics of the measured quality in time and cultural and pedagogical space;
- the criteria should cover the main types of pedagogical activity.

It follows that the number of features for each criterion should not be less than three. In the case of establishing three or more signs, we can talk about the full manifestation of this criterion; if one indicator is established or none is found at all, then it is false to assert that this criterion is not fixed. Let us turn to the characteristics of the main criteria and indicators of the formation of the professional and pedagogical culture of a teacher of higher education (25, p. 45).

The first value attitude to pedagogical activity is manifested through a set of such indicators as understanding and evaluating the goals and objectives of pedagogical activity, awareness of the value of pedagogical knowledge, recognition of the value of subjective relations, satisfaction with pedagogical work. The indicators of this criterion are identified using questionnaires, interviews, individual interviews, determining the coefficient and index of satisfaction according to the method of Yadov V.A. Evaluation of answers, judgments (in questionnaires, conversations) is made in accordance with the requirements for the activities of a university teacher and is ranked according to a 4-point system.

Technological and pedagogical readiness implies knowledge of methods for solving analytical-reflexive, constructive-prognostic, organizational-activity, evaluative-informational and correctional-regulating pedagogical tasks and the ability to use these techniques.

The creative activity of the personality of the teacher is manifested by her intellectual activity, pedagogical intuition and improvisation. In addition to the above methods for measuring this criterion, methods of self-assessment, observation, solving pedagogical situations, in the conditions of specially organized training, seminars, and schools were widely used.

The degree of development of pedagogical thinking as a criterion of professional pedagogical culture contains the following indicators: the formation of pedagogical reflection, a positive attitude towards ordinary pedagogical consciousness, the problem-search nature of activity, flexibility and variability of thinking, independence in decision-making. (12, p. 56).

The desire for professional and pedagogical improvement of a university teacher consists of the following indicators: setting for professional and pedagogical improvement, the presence of a personal pedagogical system, an interested attitude to the experience of one's colleagues, mastering ways of self-improvement. When determining this criterion, along with the above methods, the teacher’s reading circle in the field of psychological and pedagogical disciplines, his participation in the work of methodological and theoretical seminars of the department, subject commissions, scientific and practical conferences, written articles on the methodology are studied, the teacher’s desire to use all possible methods of intrauniversity advanced training.

The generalized factual material made it possible to describe four levels of the formation of professional and pedagogical culture, depending on the degree of manifestation of criteria and indicators:

- the adaptive level of professional and pedagogical culture is characterized by an unstable attitude of the teacher to pedagogical reality, when the goals and objectives of his own pedagogical activity are defined by him in a general way and are not a guideline and criterion of activity;
- a teacher, who is at the reproductive level of professional and pedagogical culture, is inclined to a stable value attitude to pedagogical reality: he appreciates the role of psychological and pedagogical knowledge more highly, shows a desire to establish subject-subject relations between participants in the pedagogical process, he has a higher index of satisfaction pedagogical activity. In contrast to the adaptive level, in this case, not only organizational and activity-based, but also constructive and prognostic tasks are successfully solved, involving goal-setting and planning of professional actions, forecasting and their consequences;
- the heuristic level of manifestation of professional and pedagogical culture is characterized by greater purposefulness, stability of the ways and means of professional activity. Noticeable changes that testify to the formation of the teacher's personality as a subject of their own pedagogical activity occur in the structure of the technological component; the ability to solve evaluative-informational and correctional-regulating tasks is at a high level of formation. The interaction of teachers with students, colleagues, surrounding people is distinguished by a pronounced humanistic orientation;
- the creative level of professional and pedagogical culture is distinguished by a high degree of effectiveness of pedagogical activity, the mobility of psychological and pedagogical knowledge, the establishment of relations of cooperation and co-creation with students and colleagues. The positive-emotional orientation of the teacher's activity stimulates the steadily transforming, actively creative and self-creative activity of the individual. The technological readiness of such teachers is at a high level, analytical and reflexive skills are of particular importance; all components of technological readiness are closely correlated with each other, revealing a large number of connections and forming an integral structure of activity. In the activities of teachers, an important place is occupied by such manifestations of creative activity as pedagogical improvisation, pedagogical intuition, and imagination, which contribute to the original productive solution of pedagogical problems.

Professional pedagogical culture is an integral quality of the teacher's personality, designing it common culture, with a teaching profession. This is a synthesis of high professionalism and internal properties of the teacher, possession of teaching methods and the presence of cultural and creative abilities. This is a measure of creative appropriation and transformation of the experience accumulated by mankind. A teacher with a pedagogical culture has a well-developed pedagogical thinking and consciousness, and has a creative potential.

1. Culture pedagogical thinking- is based on a deep theoretical understanding of both pedagogical and social reality. This is the awareness of the principles of the development of the pedagogical process, the foresight of the results of professional activity. Characteristics of pedagogical thinking: flexibility, alternativeness, creativity.

2. Culture pedagogical work implies a high level of professional skills and abilities, the ability to be creative.

Pedagogical activity is a creative process, since each teacher has an individuality, the culture of pedagogical work is purely individual.

3. Culture teacher's creativity- involves the use of the totality of theoretical knowledge and practical skills, finding a new problem in an outwardly familiar situation and finding ways to solve it, searching for new ways to solve new pedagogical problems.

4. Culture pedagogical communication- meaningful development of the norms of the teacher's relationship with everyone around. Guided by these norms, the teacher corrects his emotions, will, personal manifestations of character, etc.

5. Culture speeches associated with culture.

Expressive-speech abilities of a primary school teacher

Teacher's word essential tool impact on children, so

the teacher’s speech puts forward the following requirements:

a) consistency in form and content;

b) correctness (phonetics, grammar);

c) emotional expressiveness;

d) wealth vocabulary etc.

Professional competence of the teacher.

Professionalism = qualification characteristic = professional readiness= professional competence.

These concepts are almost identical, they coincide in their essence. Thus, professional competence is a set of requirements (composition) for professional knowledge, skills and abilities; these are the levels of theoretical and practical experience.

In the literature, professional competence is represented by its types:

Special competence - possession of the actual professional activity at a sufficiently high level;

Social competence - possession of joint professional activities, cooperation, accepted in this profession, communication methods, social responsibility for the results of one's work;

Personal competence - possession of methods of personal self-expression, self-development and self-determination, means of confronting professional personality deformations (professional risks);

Individual competence - possession of methods of self-realization and development of individuality within the profession, readiness for professional growth, individual self-preservation, non-susceptibility to professional aging (stagnation), the ability to rationally organize one's work.

In general, professional competence is the sum of:

a) scientific and theoretical readiness;

b) practical readiness.

Pedagogical knowledge and pedagogical skills determine the structure of a teacher's professionalism.

Various models of teacher's professional competence are encountered in the literature. The most striking model is associated with the definition of the pedagogical skills of the teacher-educator. This model represents the unity of theoretical and practical readiness. Here the skills are divided into groups of skills:

1. Constructive - the ability to set pedagogical tasks (analysis, prediction of results, action planning).

2. Organizational - the ability to program pedagogical actions related to the implementation of the pedagogical process.

3. Communicative - the ability to perform pedagogical actions in the educational space related to the regulation of the pedagogical process (perceptual skills, communication skills, pedagogical technique, reflective skills).

4. Gnostic - the ability to study the results of solving problems, are connected with a sieve account, an assessment of the course of the pedagogical process (reflexive skills, analytical, prognostic, projection).

PEDAGOGICAL CULTURE OF PERSONALITY

1 General culture - a condition for the professionalism of a teacher

2 Scientific erudition, value orientations as components of pedagogical culture

3 Ethics and aesthetics of pedagogical work

4 Pedagogical creativity and excellence

1. General culture is a condition for the professionalism of a teacher

The main prerequisite for the successful fulfillment by a teacher of his professional functions - teaching, education and upbringing - is a personal (individual) pedagogical culture.

Modern researchers (V. L. Benin, E. V. Bondarevskaya, K. M. Levitan, N. V. Sedova and others) consider the pedagogical culture of a person as an integration, synthesis of natural and acquired personal properties that ensure a high level of teacher activity, an educator, a worker in the leisure sphere - in general, a teacher in the broadest sense of the word.

Note that in the title of this chapter, the key concept is “culture”. Its interpretation will give us the opportunity to understand the content and specifics of one of the types of culture, which is the subject of our reflections. Among the many definitions of culture, the most successful in this context are those that interpret this systemic social phenomenon both as a fund of values created by people and as a way of creative exploration of the world, the realization of the essential forces of the individual, social group. Thus, culture acts as the focus of spirituality, the energy of creation, the highest criterion for achievements in various areas of life.

It is necessary to distinguish between the culture of society (the total product of civilization) and the culture of an individual, which has a personalized character and is the property of a particular member of society. Sociologists believe (and one cannot but agree with this) that the cultural level of a person is determined primarily by the measure of "appropriation" of universal human values through the prism of one's own individuality, in the process of self-development and self-improvement.

The general culture of the teacher serves as a starting point for his qualifications and professional growth. Let us ask ourselves the question: “Can such a delicate, responsible, significant matter as training and education be entrusted to a person with a limited outlook, poverty of emotional experience, dogmatic thinking, and bad habits?” The negative answer is obvious. For in the sphere of pedagogical communication, it is the human qualities of the teacher, the educator that come to the fore, become the source of spiritual development or the subject of imitation of a bad example.

Since the bearer of culture, including certain pedagogical qualities, is a specific person with a special worldview, character, creative potential, these qualities acquire an individual coloring, which in itself can give an additional impetus for a positive impact on pupils. It is also appropriate to recall the idea repeatedly expressed by the classics of pedagogy about the unconditional priority of the teacher, educator, his personal example in the system of means of pedagogical influence. V. A. Sukhomlinsky wrote that nothing surprises, captivates teenagers so much, nothing awakens the desire to become better with such force as an intelligent, intellectually rich and generous person. The mind is brought up by the mind, conscience - by conscience, devotion to the Motherland - by effective service to the Motherland.

What is included in the content of the general culture of the teacher! First of all, these are his life attitudes (what A. S. Makarenko called perspective lines) and the priorities of universal values - Truth, Love, Goodness, Beauty, Freedom, etc. We call cultural a person with a wide range of spiritual and physical needs - in work, knowledge, art, sports, communication with nature; possessing sufficient scientific, political, artistic outlook; observing the generally accepted norms of behavior in society, industrial, domestic environment.

The core of the general culture of the individual is education and upbringing in their harmonious unity. If the basis of education is the fund of theoretical and specific knowledge accumulated by a person, which makes it possible to present a holistic picture of the world, then the essence of education lies in a humane attitude towards others, in the culture of work, behavior and life. Here is how A.P. Chekhov wrote about this to his brother Nikolai, an artist by profession:

“Educated people ... respect the human personality, and therefore are always condescending, gentle, polite, compliant ... They do not lie even in trifles. A lie is offensive to the listener and vulgarizes him in the eyes of the speaker... They cannot sleep in their clothes... breathe the bad air, walk on the spat on the floor... To educate... you need uninterrupted day and night work, eternal reading, study, will... Every hour is precious here...».

An indicator of the general development of a teacher is the level of his cognitive processes: thinking, attention, perception, memory, imagination. The effectiveness of professional pedagogical activity is also largely determined by the degree of development of the emotional-volitional sphere, the richness and "discipline" of feelings, that is, the ability to restrain oneself, not to succumb to mood, to listen to the voice of reason. A person with an emotional culture is characterized by spiritual sensitivity, empathy, which is often necessary in various educational situations. Special studies and practice testify to the importance of the characteristics of the character of the teacher. Such qualities as energy, sociability, independence, optimism, sense of humor contribute to the successful solution of didactic and educational tasks. On the contrary, apathy, isolation, a tendency to a negative perception of life are the prerequisites for the unsuitability of a teacher.

One of the leading places in the overall development of the teacher's personality is occupied by his moral character, which determines the selectivity of a person's relations with the outside world based on the criteria of good and evil. The history of culture knows many attempts in a concise form to define " Golden Rule»morality (morality). K. A. Helvetius correlated it with love for people and truth; L. Beethoven - with kindness; L. N. Tolstoy - with the desire of a person to give as much as possible to others.

In The Little Prince, A. Saint-Exupery in allegorical form revealed the moral power of "taming", the spiritual community of the educator and pupil, and the responsibility for this "taming".

It is easy to see that in all the above opinions about the essence of morality, the thought of serving people, humanity, caring for the good of one's neighbor sounds. This position is fully consistent with the target setting of pedagogical activity aimed at supporting, developing, and improving a person.

A truly cultured personality cannot be imagined as an "average statistical unit" at rest. Mastering the culture involves forward movement, mobilization of internal spiritual resources and, above all, general creative abilities and skills - intellectual, artistic, technical, social (organizational, managerial) and others. It is known that there is no teaching without passion, as well as education without the subjective position of the pupil. In order to captivate children and adults with interesting and useful work, the teacher must have a bright personality, develop his talents and talents in various areas of life.

Examples of purposeful implementation in professional work of general scientific horizons, the breadth of spiritual needs, and creative abilities are given by well-known master teachers. Even in his youth, A. S. Makarenko, being a student of the Poltava Teachers' Institute, and then a teacher, inspector, head of a colony of juvenile delinquents, studied works from various fields of the natural and human sciences, was fond of domestic and Western European classical literature. This, in particular, is evidenced by his "Statement to the Central Institute of Organizers of Public Education" (1922). Here are some excerpts from this document, which gives an objective self-assessment of the author:

“I ask you to enroll me as a student at the main department of the institute. Unfortunately, I don't want to put myself at risk of a colloquium. I don't know what it will be. In order for the commission to have an idea of my preparation, I am sending a summary of "Instead of a colloquium." I have never been particularly interested in mathematics. I know astronomy well. I have solid knowledge in general biology. I practically don’t know chemistry, but I read Mendeleev, Morozov, Ramsay. Interested in radioactivity. I know geography very well. History is my favorite subject. I know Klyuchevsky and Pokrovsky almost by heart, I read Solovyov several times. I read everything that is available in Russian on psychology ...

I love fine literature. Most of all I read Shakespeare, Pushkin, Dostoevsky, Hamsun. I feel the great power of Tolstoy, but I can't stand Dickens. I think I have the (small) ability of a literary critic."

Subsequently, A. S. Makarenko, thanks to his deep knowledge of psychology, ethics, aesthetics, and fiction, developed the psychological, pedagogical, ethical and aesthetic foundations of education in the children's team and family.

In the works of V. A. Sukhomlinsky, we find numerous excursions into various areas of humanitarian and natural sciences, the history of philosophy, culture, art, which allowed the author to explore pedagogical problems in the broad context of world social thought. Books were his main source of information. The museum-apartment of V. A. Sukhomlinsky (the village of Pavlysh, southern Ukraine) houses the richest library, which includes encyclopedic publications on various branches of science, works on philosophy, pedagogy, psychology, and art.

The modern innovative teacher, teacher of physics and mathematics V. F. Shatalov widely uses cultural material in the lessons, showing schoolchildren the unity of scientific and artistic knowledge. One of his books gives this example:

“Compact, unusual reference signals, arousing the keen interest of students, encourage them to active work, to search ... In one of the sections of physics of grade X there is such a reference signal: the Donbass Hotel. It is related to the concept of "sound resonance". All textbooks note that in the Hall of Columns - one of the best acoustic halls in the world - the decay time of sound to an inaudible limit is 4 seconds. In this characteristic, it is second only to the famous Grand Opera and La Scala. But it turns out that in the lobby of the hotel "Donbass" in Donetsk, the reverberation time - this is how the sound attenuation is called - is more than 7 seconds! True, this is not a hall, and the architects did not at all set out to create such an acoustic miracle, but how much interest students have in the message about it during the lesson. Such signals, as well as intriguing phrases from books, are calls to action that generate a chain reaction of activity on the part of the students themselves.

Deep knowledge of the laws of perception, associative thinking allowed the author to develop and introduce new technologies related to "reference signals" into teaching practice. Thus, V. F. Shatalov enriched the didactic principles of visibility and accessibility of education.

Thus, the pedagogical culture of the individual is not born in a vacuum, outside the general development of the subject of activity, but grows out of the general culture, being its kind of continuation and superstructure.

2. Scientific erudition, value orientations as components of pedagogical culture

Also in mid-nineteenth in. In the article “On the Usefulness of Pedagogical Literature”, K. D. Ushinsky deeply revealed the importance of special knowledge, scientific erudition for the productive professional activity of a young teacher, educator. This idea is especially relevant today, when the system of pedagogical sciences and pedagogy has been formed, the branches of knowledge adjacent to it have been enriched with new fundamental research. The leading role in the scientific training of a teacher of any specialization belongs to theoretical, conceptual ideas, the mastery of which allows him to carry out his functions not empirically through trial and error, but on the basis of reliable data from science and practice. Employee educational institution must first of all deeply understand the theory and history of pedagogy, the goals, content, methods of teaching and educational activities, and modern approaches to solving pedagogical problems. He also needs an understanding of social, cultural, psychological aspects the formation of a person as a member of society and as an individual, acquaintance with children's and developmental psychology, physiology, ethics, aesthetics and other sciences that help to better understand the patterns of formation of a holistic personality.

Of paramount importance is also the fluency in the subject, which is the main content of professional activity. For a biology teacher it is biology, for a history teacher it is history, for a coach it is physical education, for a director it is theatrical art, for a dance group leader it is choreography, etc. However, in order for a biologist, historian, trainer, director, choreographer to successfully realize the potential of their narrow specialty in teaching and educational work, they must have a good idea of specific teaching methods and techniques. Therefore, a special area of knowledge for a teacher is a cycle of applied pedagogical disciplines - private methods, technologies of training and education, creative self-development.

A young specialist who has come to work in an educational institution must have an idea about the federal and regional system of public education, legislative acts in this area. What are state standards mass school today? What is the difference between the educational programs of gymnasiums, lyceums, schools with in-depth and extended teaching of certain subject cycles? What is the status of private educational institutions? What is differentiated, specialized training? What changes have been made in last years the rights and obligations of the teacher? To these and many other questions, a student-trainee, a university graduate should have quite definite answers.

To the scientific and cognitive arsenal of individual pedagogical culture, we also include knowledge and skills of a research nature: ways of studying the personality of a student, methods of observing and analyzing a lesson, extracurricular activities; tools of the pedagogical experiment. The teacher learns about all this on the student bench, in the process of systematic study of the main courses and electives in the subject of his specialty, pedagogy, psychology, methodology, as well as disciplines of general developmental, cultural cycles

You can enrich your professional horizons not only at lectures and seminars, but also in extracurricular independent work, studying special literature, using encyclopedic, explanatory, subject dictionaries, reference books, a computer and other sources of useful information.

We are talking about the outlook, about the system of special knowledge, therefore - about professional education, which also implies the possession of the dialectic of pedagogical thinking (Recall that dialectics is a part of philosophy that studies the universal connection of phenomena in their movement, development and struggle of contradictions)

Imagine yourself as a teacher. You teach a lesson in the fifth grade and notice with chagrin that the students are not set to work, their cognitive activity is zero. But yesterday everything went well with you and your children. What are the reasons for such an unexpected metamorphosis? Perhaps the guys changed, grew faster than you expected, and it was today that there was a leap, a transition from “quantity” to “quality”. Therefore, your previous teaching methods no longer correspond to the conditions of the new didactic situation. Or maybe the matter is completely different: in the previous lesson of your colleague, the fifth-graders did not cope with the test and, frustrated, depressed by failure, could not switch to another subject. And we have to deal with such “possibles” in pedagogical reality all the time. Therefore, a teacher, educator, analyzing specific episodes of his activity and its results, should be able to ask himself questions, look for answers to them and outline ways to solve problems that arise, that is, implement a heuristic approach.

In close connection with the scientific erudition and cognitive skills of the teacher, the educator are his value orientations, which make up a special block of individual pedagogical culture. Orientations are the selective focus of a person on those objects of reality that he considers the most significant, attractive. In the value orientations of the teacher, his professional positions, attitudes, and views are expressed. Thus, Janusz Korczak was guided in his practical activities by the idea of the absolute value and even sanctity of childhood. In How to Love Children, addressing his contemporaries, he wrote:

“Let's demand respect for clear eyes, smooth skin, youthful effort and trust... A new generation is growing, a new wave is rising. They come with both disadvantages and advantages; give the conditions for children to grow up better!

A homeless Cinderella wanders around the world - a feeling. But it is children who are the princes of feelings, poets and thinkers.

Respect, if you do not honor, pure, clear, immaculate, holy childhood!

In many pedagogical works of V. A. Sukhomlinsky, an orientation towards the upbringing of spirituality and humanity is clearly visible. In one of his works there are polemical lines that some teachers overestimate the role of technical achievements and natural science knowledge in general in determining the content of educational work. Without disputing the importance of natural scientific knowledge, he wrote, one must at the same time think about something else, just as important - about the content of moral education. "The Age of Mathematics" is a good catchphrase, but it does not capture the full essence of what is happening today. The world is entering the age of Man. More than ever, we must now think about what we put into the human soul.

The world of modern pedagogy is many-sided, dynamic, changeable. The same problem can be viewed from different points of view. Let us take the debatable issue of the relationship between education and upbringing in the pedagogical process. Traditionally, in the works of domestic and foreign authors, the dominant role of ethical, aesthetic beliefs, feelings, habits, i.e., those personality traits that are formed mainly through educational influence, was noted. Education was assigned a narrower sphere of intellectual development of children and youth. In modern conditions of creating the latest information technologies using cybernetics and electronics, the functions of education have expanded. Today, the educational programs of schools, pre-school and out-of-school institutions, universities are aimed at familiarizing the younger generation and young people with culture, at creating the necessary prerequisites for their creative self-realization and self-determination in a changing world.

However, cultural aspects of the educational process do not cover all aspects of personality formation. Outside the brackets are often such traits of a graduate as citizenship, social activity, readiness for socially useful work, respectful, friendly attitude towards people, decency, responsibility, and much more. And this is the subject of special painstaking educational work. So is it right today to push education into the background, to give it a more than modest place in an educational institution? The answer to this question will depend on the position of the teacher, his professional beliefs.

Often the teacher has to reflect on the very essence of educational influence and adjust his methods in the interests of developing the student's personality. A young teacher, the heroine of the story “Up the stairs leading down” by the American writer B. Kaufman, comes to the conclusion that in pedagogical work with teenagers it is necessary not so much to “bring in”, that is, to explain, teach, inform, but rather to “extract” - Encourage students to express themselves creatively.

A teacher focused on humanistic values seeks to harmonize the age needs of the pupil with the promising lines of his development, the tasks of social adaptation. The tools of such a mentor exclude methods of suppressing the student's personality. Cognitive interest, mutual trust, cooperation, joy of creativity are put at the forefront.

Studying the theoretical foundations of pedagogy, analyzing their own experience and the practice of their colleagues, the teacher, educator crystallizes the leading idea, the "super task" of his professional activity - the "pedagogical credo". Usually it is formulated in accordance with the personal beliefs of the author and has an individual connotation.

A. S. Makarenko in relations with difficult teenagers proceeded from the thesis: “As much respect for a person as possible and as many demands on him as possible”, meaning that the requirement is a special form of trust, “advancement of the personality”. V. A. Sukhomlinsky’s credo sounds differently: “The main thing in education is to believe in the talent and creative powers of each pupil.” It is interesting to compare the features of the key positions of modern innovative teachers.

I. P. Ivanov, a follower of A. S. Makarenko: “To educate collectivists through mutual care. Not labor is work, but labor is care.

M. P. Shchetinin, the creator of educational complexes for the comprehensive and harmonious development of children: "To embrace the immensity."

V. F. Shatalov, a teacher of physics and mathematics, who developed a teaching methodology using reference signals and notes: "Teach everyone - teach everyone."

E. N. Ilyin, a teacher of literature in high school, the author of the original concept of co-creation of the teacher and students in the classroom: “Go not with the subject to the student, but with the student to the subject.”

As you can see, each of the named teachers has his own understanding of the “super task”, but they all are united by an orientation towards a non-standard approach to the methods of educational activities, the desire to introduce their pupils to the “reasonable, kind, eternal”.

3. Ethics and aesthetics of pedagogical work

An important foundation of a teacher's professional culture is pedagogical ethics, or deontology (from the Greek deon - duty and logos - teaching). As you know, ethics (from the Greek. ethos - temper, custom) - the science of the norms and rules of behavior, relationships between people. Pedagogical ethics (pedagogical deontology), on the basis of general ethical norms, determines those normative moral positions that a teacher must be guided by in the process of communicating with students, their parents, and colleagues.

Humanistic pedagogy for centuries, through the mouths of its best representatives, called love for children as the initial ethical norm. At the same time, the emotional-valuable attitude towards the child manifested itself in different ways. For J. J. Rousseau, Leo Tolstoy, R. Steiner, loving children meant giving them, in accordance with their age needs, maximum freedom of creative self-expression. J. G. Pestalozzi and Janusz Korczak were true to the principle: "To live not only for the sake of children, but together with children, sharing all their joys and hardships." R. Owen, A. S. Makarenko, taking care of their pupils, sought to teach them to be happy in the present and future life.

And no matter what the supporters of strict methods in pedagogy say, without mutual affection, sympathy, care, understanding, it is impossible to achieve the spiritual unity of the teacher with the children, which V. A. Sukhomlinsky rightly considered the alpha and omega of the educational process.

If you are not yet ready to love with all your heart every pupil entrusted to you (both obedient, and mischievous, and diligent, and negligent, and neat, and slovenly), then listen to the opinion of J. A. Comenius, who, even in the era of the late Middle Ages, believed that all children's institutions should become "workshops of humanity". Later, I. I. Betskoy, N. I. Pirogov, P. P. Blonsky, M. Montessori wrote about this. The demand for a humane, i.e., sensitive, caring, caring attitude towards children is also relevant today, when in conditions of economic instability, the expansion of anticulture, and an unstable world, the younger generation needs special protection.

To be humane to the pupil of a children's institution means to strengthen his health, create conditions for his full physical and spiritual development, taking into account the characteristics of gender, age, individuality.

The humanity of the teacher is also manifested in the steadfast observance of the rights and freedoms of the child, recorded in domestic and international documents on education, childhood protection, etc. The UN Convention on the Rights of the Child (11/20/1989) states that every child has the right to a full-fledged education, art, sports, one's own opinion, etc. In the charters of Janusz Korczak's orphanages, among the many rights of pupils, the right to play, to secret, to be attentive to their problems, to protest, the right of the child to be who he is were named. Of particular note is the inadmissibility of any violent acts against children: the imposition of someone else's opinion, infringement of personal dignity, the use of corporal punishment, restriction of freedom, deprivation of food, sleep. These norms apply equally to social and family education.

The range of ethical qualities that are manifested in the communication of a teacher with pupils is wide and diverse. Special studies show that, for example, adolescents and older students most of all appreciate in teachers tact, kindness, fairness, understanding of children's problems, the desire to help the student in mastering the program material, sociability, conscientiousness, diligence, restraint, faith in the student's cognitive abilities, patience, exactingness and a number of other professionally significant personality traits. But the main thing that the pupil values is spiritual generosity, sincerity and cordiality of relations. And the director, Professor M. O. Knebel, is deeply right, arguing that pedagogy requires from a person qualities close to maternal ones. In her book “Poetry of Pedagogy”, she wrote that just as a mother gives her children the best that she owns, so a teacher puts her soul into her students.

This is the inner meaning of the profession. Giving your soul is both difficult and joyful. It is difficult because it requires a huge expenditure of not only mental, but also physical strength. It is joyful because in return you receive such a stream of young energy, which more than pays for all the costs, all the difficulties and all your torments.

In order to ensure the unity of pedagogical requirements for the formation of the personality of a child in a family and a children's institution, a young teacher, educator should choose the right style and tone of communication with the parents of their pets: do not blame the father or mother for the poor upbringing of the "difficult teenager", abandon moralizing and patiently, convincingly explain the causes of the conflict and ways to resolve it. And most importantly - to constantly conduct social and preventive work, to look for effective forms of fruitful cooperation between the family and the school.

There is also an "ethical code" of the relationship between the teacher and colleagues at work. Let's look into the foreseeable future. Imagine yourself in such a situation. You, a young specialist, a university or college graduate, have joined a new teaching staff. We advise you to follow a few rules.

1 Do not rush to criticize the traditions and forms of work that have been established in this institution over the years and offer certain innovations on the go. Try to carefully understand the situation, the achievements and shortcomings of your colleagues - representatives of different generations.

2 When discussing an open lesson or teacher's session, especially in the presence of supervisors, start by describing the positive aspects; this will give him moral support.

3 If in the class where you teach your subject, the students did not cope with the task or behaved badly in the lesson, it is incorrect to blame the children, the class teacher, parents for this. We must look for the causes of failures in our own methodological miscalculations.

4 If you do not agree with the opinion of a senior, respected colleague or administration, you should not take a conciliatory position, but you should not aggravate relations either. It is best to make a strong case for your position and try to convince your opponents that they are wrong.

Remember: your benevolence, contact, desire for business cooperation, readiness to take into account the best experience, support a new undertaking are the main prerequisites for a favorable atmosphere for successful work and good creative well-being in the work team.

The ethics of a teacher is closely related to the aesthetics of professional work (one of the criteria high level pedagogical culture of personality). We say: "aesthetics", "beautiful", "beauty". What do these concepts mean? Aesthetics (Greek aisthetikos - feeling, sensual) is the science of the nature of a person's emotional and value attitude to the world, of beauty (beauty) in life and in art. In the history of aesthetic teachings, two concepts of beauty are best known: idealistic and materialistic. Supporters of one concept believed that “the beautiful should be comprehended as an idea” (G. W. Hegel); others, on the contrary, considered objective reality to be the source of beauty (D. Diderot, V.G. Belinsky, N.G. Chernyshevsky).

L. N. Tolstoy gives a deeper interpretation of the beautiful, beauty, emphasizing their objective-subjective nature. Beauty in the subjective sense, L. N. Tolstoy wrote in the article “What is Art”, we call that which gives us a certain kind of pleasure; in the objective sense, we call beauty something absolutely perfect, existing outside of us.

This approach to understanding the essence of beauty is shared by many modern philosophers. It makes it possible to understand the personal nature of the aesthetic attitude, the "mechanism" of the beneficial effect of beauty on a person. Satisfying the need for beauty, “the most humane of all human needs” (S. L. Rubinshtein), we enrich ourselves spiritually, comprehend the highest values with our hearts and minds. It should be remembered that for a teacher, beauty is not only an object of aesthetic admiration, but also a faithful ally in his professional work.

Firstly, beautiful art gives both adults and children the opportunity to get a visual-figurative idea of the ideal of a perfect personality and thereby fill the goals of education with concrete content. Since beauty acts for a person as an "idol without any conditions" (F. M. Dostoevsky), its attractive power, especially at the time of adolescence and youth, encourages to follow the models.

Secondly, back in antiquity, ancient philosophers (Pythagoras, Plato, Aristotle) established the relationship of such categories of ethics and aesthetics as goodness and beauty. The idea of the unity of beauty and morality runs like a red thread through the entire history of pedagogical thought. It is no coincidence that V. A. Sukhomlinsky believed that the main task of education by means of aesthetics is to lead children through the beautiful to the humane, humane. In addition, art, artistic activity help the child to satisfy the need for self-expression, bring him information of a special kind - about the "dialectics of the soul", serve as a kind of textbook of life. The skillful use by the teacher in working with children of works of art, the aesthetic aspects of educational material inspires the pedagogical process, creates a positive emotional mood.

Thirdly, aesthetics, beauty is an indispensable component of pedagogical skill, a source of creativity of a teacher, educator. In this sense, every teacher should be at least a little bit of an artist in his field, a poet, an artist. Pedagogy and performing arts are especially closely related. And the point is not only that the teacher has to combine in one person the functions similar to the work of a playwright, director, actor, but also in the public character, the entertainment of the lesson, the educational event, which, like a real performance, should produce on the participants. "theatrical action" the expected impression with the help of special forms of expression. In the theater, these means of influence include the plot, stage speech, stage movement (the acting of actors), the appearance of characters, scenery, background music. And although it is not at all necessary to demonstrate professional acting skills in pedagogical activity, an employee of an educational institution must, to a certain extent, master the technique of playing - “the art of experiencing” and “the art of performance”, be able, using the words of K. S. Stanislavsky, to manage his inspiration and tune in to creative work regardless of personal circumstances.

The language teacher E. N. Ilyin in his work “The Art of Communication” writes that students are not just a “class”, “office”, “audience”. This is the auditorium. My cherished dream, he says, is to make the desks the stalls! In his opinion, cinema and television have long been not only allies of the teacher, but also the most dangerous competitors, openly hinting that a literature lesson should grow from an ordinary “educational tool” into a work of art. Only where the lesson is art, is there a place for art. In all other cases, we are dealing with shadows of the past: "galleries" of images, figures, characters, where the "academician" teacher himself unexpectedly finds himself as one of the "typical representatives" of inanimate literature. It is impossible to study artistic thought without “acting out” and creating a stage plot in analysis at school. The teacher, according to E. N. Ilyin, must be the artist of his lesson, i.e. screenwriter, director, performer and, of course, a demanding critic.

Let us conclude our reflections on the connection between pedagogical and artistic activity with the lines of A. A. Akhmatova, addressed to fellow writers.

For us, the freshness of words and feelings of simplicity Lose not only what a painter's eyesight Or an actor's voice and movement, And a beautiful woman's beauty?

Doesn't this question apply equally to people who have dedicated themselves to the service of pedagogy?

Note, however, that the successful use of aesthetics for teaching and educational purposes is possible only when the teacher, educator has the appropriate training. He needs to understand the various spheres of beauty; he must have a "musical ear" that senses the beauty of form with the eye, a developed aesthetic taste. It is important for him to develop such acting and directing qualities as imaginative thinking, visual memory, spatial and temporal imagination, the ability to transform, etc.

4. Pedagogical creativity and skill

Earlier we talked about the spiritual foundations of the personality of the teacher and his professional work. But in order to realize this potential in practice, in order to carry out creative work on the formation of a person, we need additional terms and prerequisites. First of all, the teacher must develop professional abilities, i.e., natural and acquired properties inherent in the subject of activity, thanks to which a high level of mastery is achieved. They were discussed in the first chapter.

In the set of pedagogical abilities, one should especially highlight the "gift of the word", which, according to the words of the 19th-century methodologist-linguist. V. P. Ostrogorsky, consists in the ability to speak not only coherently, smoothly and clearly, but beautifully and fascinatingly.

In specialized literature, three independent spheres of speech art are usually considered: stage speech, oratory and speech as a tool of pedagogical communication. But in the practice of educational work, these types of speech activity often appear in a complex. Is it possible to successfully teach this or that subject, to educate parents, without possessing public speaking skills? And how can a teacher “get into character”, create the right impression, evoke an emotional response, and finally teach children to read expressively without mastering the elements of stage speech and stage movement?

We find examples of high culture and aesthetics of speech in the experience of teachers of the old Russian school. K. G. Paustovsky, in his memoirs of his gymnasium time, recreated a vivid image of the teacher of psychology and literature Selikhanovich:

“We learned a lot from Selikhanovich. He opened us not only Russian literature. He opened to us the Renaissance and European philosophy of the 19th century, Andersen's fairy tales and the poetry of Igor's Campaign. Until then, we senselessly memorized his Old Slavonic text.

Selikhanovich had a rare gift for pictorial presentation. The most complex philosophical constructions in his retelling became understandable, harmonious and aroused admiration for the breadth of the human mind.

Philosophers, writers, scientists, poets, whose names until then only recalled dead dates and a dry list of their "merits to mankind", turned into tangible people.

We passed from one era to another, from one most interesting place to another, no less interesting. Studying literature, Selikhanovich and I visited everywhere - among the gunsmiths of Tula, in the Cossack villages on the border of Dagestan, in the drizzling rain of the "Boldino autumn", in orphanages and debtors' prisons of Dickensian England, in the markets of Paris, in an abandoned monastery on the island of Mallorca, where he was ill Chopin, and in deserted Taman, where the sea wind rustles dry corn stalks.

The modern school is no less rich in interesting teachers. This, in particular, is evidenced by the traditional all-Russian competition “Teacher of the Year”, the participants of which, having special talents, show their own approach to children, only in their own way they are able to awaken in students a thirst for knowledge, lofty aspirations and feelings.

In addition to general pedagogical abilities and skills, an employee of an educational institution must master a variety of techniques and means of personal audio-visual influence on pupils, which are usually combined with the term "pedagogical technique". The subject of special concern of the teacher, mentor is the main instrument of communication - the voice. Its loss leads to professional unsuitability. The voice of the teacher should be expressive, sonorous, energetic, attract attention, but not irritate, call for action, and not lull. It has been experimentally proven that low voices are more easily perceived by listeners than high voices, which are more impressive. Information conveyed in a low voice is better remembered. Purposefully developing the speech apparatus, you can "put" and correct your voice.

Another essential element of pedagogical technique is facial expressions - a kind of art of expressing thoughts, feelings, moods and states with the movements of the muscles of the face. The combination of these movements with the expressiveness of the gaze inspires and emotionally colors the speech, helps to establish a lively contact with the pupils. Having studied the features of facial expressions of your face and eyes, you can use special training to learn how to use them for pedagogical purposes.

The gesture of the teacher, as well as facial expressions, being a means of emotional impact, focusing the attention of students on the most important, should be organic, restrained and convincing. The main thing is to make hands obedient to thoughts and feelings, to strive for harmony of words, facial expressions and gestures.

The pedagogical worker, whose activity is performed in front of the pupils, should not be indifferent to what his appearance is, how much his clothes, hairstyle, manners, gait meet ethical and aesthetic standards. It should be remembered that the style of behavior of a teacher in a children's institution is also an element of professional technology, a source of educational influence.

On the basis of a kind of alloy of knowledge, abilities and skills, mastery is born - the highest level of professionalism. To be a master of pedagogical work means to be deeply aware of the laws of education and upbringing, to skillfully apply them in practice, to achieve tangible results in the development of the personality of the student. Yu. P. Azarov, a researcher of mastery problems, gives the following interpretation:

“Mastery is singular and special in relation to the universal, to practice... Mastery as a singular paves the way for the universal…

Mastery is that great miracle that is born instantly, when a teacher, at all costs, must find an original solution, discover a pedagogical gift, faith in the endless possibilities of the human spirit ... Over and over again I am ready to repeat the same formula of mastery, essence which in the triad: technology, relationships, personality ...

In pedagogical skill, the game is only a form, and the content is always the affirmation of higher human values ... always the development of culture and developed forms of communication.

The development of pedagogical skills is always associated with the need to resolve the most complex contradictions in the very creative activity of educators, who differ in their beliefs and ways of communicating with children.

Mastery is inseparable from creativity - from the ability to put forward new ideas, make non-standard decisions, use original methods and technologies, in short - to design the educational process, turning the idea into reality.

Reforming the national education system involves the involvement of entire teaching staff in the creative search. An example is experimental work in one of the St. Petersburg schools.

The authors of the project managed not only to substantiate, but also to put into practice a number of pedagogical ideas that contribute to the transformation of the school into a true center of spirituality and culture. This is primarily the relationship of patriotic, civic and aesthetic education, which is realized in three types of joint activities of older and younger: in local history work to preserve the memory of the heroes of the Great Patriotic War; in familiarization with the traditions of Russian folk art; in the study of the history and culture of St. Petersburg. Equally significant is the unity of spiritual, physical and labor education. Sports and aesthetics, health and beauty are always nearby. The success of teachers of fine arts and artistic work is especially noticeable.

It is no secret that in recent years, work as a traditional subject and a type of socially useful activity has become less and less attractive to schoolchildren due to their reorientation towards intellectual values. Another thing is artistic, creative work, which gives children the opportunity to show their abilities and talents. The author's programs on labor training for girls and boys, arts and crafts are aimed at awakening creative energy, imagination in a schoolchild, so that children's hands do not get bored in search of the perfect form of an object, in an effort to bring joy to themselves and others with beauty.

The unity of the pedagogical positions of a team of like-minded teachers is clearly visible in interdisciplinary connections. Therefore, it is possible to conduct “binary” (combined) lessons in the history of arts and the course “Man and Society”, joint planning of classes in artistic work, decorative drawing and the basics of design, interaction between teachers of the humanities and natural sciences and much more than the mind is rich and the experience of a team inspired by a common cause.

It is difficult to imagine a specialist-master who does not have "his own face", his own professional style. After all, the subject of any activity is a living person with unique features inherent in it. And in the work of an educator, this originality often becomes a source of increased attention and sympathy on the part of students. First of all, it is assumed that there will be a departure from patterns in professional behavior, teaching and upbringing methods, the presence of teachers “good and different”, with their own individual style.

The formation of an individual-personal style of activity is facilitated by the "I-concept" of the teacher, which includes three components: "I-image", self-esteem and comparison with the ideal. Modern research indicates a very high level of assessment by working teachers of their knowledge and skills in the subject, teaching methods, as well as in pedagogy and psychology. However, the analysis of school practice convinces us that there are significant gaps in the training of a specialist teacher. They relate primarily to issues of pedagogical technology, mastery of the methods of educational work, the level of development of creative abilities. Polls of senior students give similar results. It is quite obvious that adequate self-esteem is a necessary condition for the purposeful improvement of individual pedagogical culture.

You have probably heard the opinion that a true teacher must be born. This is indisputable, if we are talking about a bright talent, a great talent. (And who knows if such talent is growing in your group?) But something else is also true: each of you who has a “pedagogical streak”, a desire to communicate with children, help people, transfer their knowledge and experience to them, can become a good teacher, class teacher, social worker, trainer, teacher of additional education, educator preschool. And for this you need to enrich yourself spiritually; comprehend the patterns of human formation, ways of correcting his behavior and value orientations in accordance with the moral and aesthetic ideal; develop and actualize your creative potential, those personal qualities that contribute to a beneficial educational influence on others and, first of all, on children; master progressive ideas and technologies in the field of pedagogy, teaching and upbringing methods; study and use the best experience of peers and senior colleagues; actively participate in educational, charitable, organizational activities at a university, school, at the place of residence - in other words, purposefully work on acquiring the foundations of an individual pedagogical culture. And firmly believe in your calling and success.

Questions for self-control

1. Expand the essence and main components of individual pedagogical culture.

2. What ethical norms of the relationship between a teacher and children do you consider the most significant?

3. What is the special role of aesthetics in the pedagogical process?

4. How do pedagogical technique and pedagogical skill compare?

5. What, in your opinion, is the individual style of the teacher, educator?

6. Try to define some parameters of your "I-concept".

7. Based on observations, personal experience imagine a creative portrait of a teacher, educator.

8. Act out and discuss a problematic pedagogical situation that reveals difficulties in relationships: teacher - student; educator-children's team; teacher-parents; teacher-teacher; teenager - peers.

9. Comment on the meaning and possible content of the following general creative and professional exercises:

Exercises for the development of mimic-plastic expressiveness;

Exercises for the development of speech technology; imaginary manipulation; performing actions within a given time period; generating ideas on a given topic; reflective games;

Predicting the possible development of an interrupted action; reincarnation;

Memorization with subsequent playback; modeling of pedagogical situations; designing collective educational affairs. Perform these exercises in an academic group and individually (optional).

marginal notes

In pedagogy elevated to the level of art, it is impossible to measure the actions of all actors according to one standard, it is impossible to enslave them into one form, but, on the other hand, it is impossible to allow these actions to be completely arbitrary, incorrect and diametrically opposed.

N. I. Pirogov

Teaching is an art, work no less creative than that of a writer or composer, but more difficult and responsible. The teacher addresses the human soul not through music, like a composer, not with the help of colors, like an artist, but directly. He educates with his personality, his knowledge and love, his attitude to the world. The teacher must be free, like a poet, an artist.

D. S. Likhachev

Why is the teacher, as a living person, absent from the classroom and keeping his soul locked from children? Why is a professional so often bored in front of children? Only a living soul will revive souls. Speak, speak, teacher; maybe the hour of your hobby is the most instructive hour for children. Stir their hearts, give them a deep impression...

P. P. Blonsky

None school subject the emotional impact on children and adolescents is inaccessible to the same extent as it is accessible to art. Not a single textbook in terms of the power of influence can be on a par with fiction, music, painting, theater, cinema ... There are no such subjects and there are no such textbooks that could fulfill that special educational role that art can fulfill.

D. B. Kabalevsky

The influence of the educator's personality on the young soul constitutes that educational force, which cannot be replaced either by textbooks, or by moral maxims, or by a system of punishments and rewards.

K. D. Ushinsky

The teacher cannot but play... But it is impossible to play on stage, outwardly. There is some kind of drive belt that should connect your beautiful personality to the game. This is not a dead game, a technique, but a real reflection of the processes that are in your soul.

A. S. Makarenko

The feeling that lives in the humblest teacher - up to the great "leaders of souls" ... - this feeling is directed towards one cherished goal: correcting a person, improving his life - it is saturated with faith in the future, in development, in "progress".

G. G. Neuhaus

Creativity is, first of all, the complete concentration of the entire spiritual and physical nature. It captures not only sight and hearing, but also all five human senses. It captures, in addition, the body, and thought, and mind, and will, and feeling, and memory, and imagination. All spiritual and physical nature must be directed towards creativity...

K. S. Stanislavsky

VESTN. MOSK. UN-TA. SER. 20. PEDAGOGICAL EDUCATION. 2014. No. 1

PROFESSIONAL AND PEDAGOGICAL

THE CULTURE OF THE UNIVERSITY TEACHER AS AN OBJECT

THEORETICAL RESEARCH

Yu.V. Aleeva

(Department of Pedagogy of the Altai State

pedagogical academy; e-mail: [email protected])

The article contains an analysis of the theoretical and practical foundations of a teacher's professional and pedagogical culture, and the author's approach to the problem of its formation is outlined. A four-component model of the professional and pedagogical culture of a university teacher is revealed and substantiated. The methodological prerequisites for constructing a combined model of professional and pedagogical culture of a teacher of higher education are revealed.

Key words: culture, professional and pedagogical culture, higher school teacher, pedagogical creativity.

Changes in the socio-economic and spiritual spheres of society, emerging trends in the renewal of the educational process have a decisive influence on the strategy and tactics of the development of higher education. Search for ways out of the crisis situation, overcoming the existing deformations in the public and professional consciousness, approval new system values determine the special significance and adherence to principles of a different level of demand for scientific and pedagogical personnel of higher education.

The truth of the judgment about the value of the intellectual, professional potential of higher education, its teaching staff is especially important today due to the change in education paradigms from explanatory and explanatory to competence-based. A university teacher is objectively placed in the situation of choosing and prioritizing an individual, creative, innovative style of pedagogical activity. The application of the new in the content, forms and methods of training should be accompanied by full confidence that the quality of training will not decrease and better results will be achieved in optimal terms. This is how the problem of forming a professional and pedagogical culture of a teacher of higher education appears.

The solution of this problem objectively requires a study of the essence and conditions for the formation of professional and pedagogical culture, the development of theoretical foundations for improving scientific and pedagogical qualifications. The study of the teacher's professional and pedagogical culture is based on the methodology of systemic, personal-activity and cultural approaches. The system approach involves considering the object in its entirety, and the main attention is paid not to its individual elements, but to those connections and relationships that integrate the teacher's activity system and without which it breaks up into a number of unrelated activities.

The implementation of the personal-active approach is based on modeling the target structure of pedagogical activity in the process of professional development of the teacher's personality. Given this circumstance, our work is focused on the personality of the teacher, on the disclosure of patterns and conditions for its formation. At the same time, the personality acts as an active subject, realizing its essential forces, way of life, etc. in pedagogical activity. The culturological approach, as a methodological guideline for scientific research, concretizes the dialectical-materialistic doctrine of culture as an integral social phenomenon. Social pedagogical experience is not inherited, and therefore humanity has developed such a mechanism for a long time, which culture has become. The culturological approach involves the creation of conditions for the self-realization of the essential, creative forces of the individual in culture.

The categorical complex used in our study includes the concept of culture. As a scientific concept, culture was introduced in Russian science at the beginning of the 18th century, and by the middle of the 19th century. there is already a steady trend towards its strict scientific interpretation, associated with the identification of the main directions of the culture of human activity and the construction of a cultural-historical typology. In this article, we did not aim to analyze the existing definitions of culture, we will limit ourselves to a general explanation given in the philosophical encyclopedic dictionary, where culture is considered as a specific characteristic of society and expresses the level achieved by mankind. historical development determined by the relationship of man to nature and society. Such a generalized understanding of culture, reflecting its essential character, provides the basis for constructing

more private, specific approaches developed by other sciences.

One of the directions in the study of culture as a social system is a functional-content analysis, according to which such a component as professional culture is singled out. Any profession requires special knowledge, skills, and skills that ensure the solution of professional problems. In this case, professional culture is understood as the degree to which the members of a professional group master the techniques and methods of a certain activity. Professional group creates the necessary conditions for the formation of values and norms of culture in the field of material and spiritual activity.

Identification of the theoretical foundations of the study of culture, professional culture as philosophical categories allows us to get closer to understanding the phenomenon of pedagogical culture. As A.V. Drummers, pedagogical culture is "a certain degree of mastering by the teacher of the pedagogical experience of mankind, the degree of his perfection and pedagogical activity, the achieved level of development of his personality" . Based on the study of the personal qualities of teachers, analysis scientific works A.V. Drummers identifies the main components of pedagogical culture: the pedagogical orientation of the individual; psychological and pedagogical erudition and intelligence; moral purity; harmony of rational and emotional; pedagogical skill; the ability to combine pedagogical and scientific activities; system of professional and pedagogical qualities; pedagogical communication and behavior; exactingness; the need for self-improvement. In this approach, for the first time, a promising application was made to consider pedagogical culture as a complex systemic education, components reflecting various aspects of the teacher's personality were included, and their pedagogical interpretation was given. At the same time, such a characteristic of the teacher's pedagogical culture cannot be considered complete, since it contains components of different order (pedagogical skill and the ability to combine scientific and pedagogical activities; pedagogical orientation of the personality and increased demands on oneself, etc.); only professional and personal characteristics are recorded, pedagogical activity as the most important element of pedagogical culture is not reflected. Works by A.V. Barabanshchikov devoted to the problems of pedagogical culture,

certainly stimulated further research into this complex socio-pedagogical phenomenon. We list the directions that reveal certain aspects of pedagogical culture: they study methodological (V.A. Slastenin, V.V. Kraevsky), historical and pedagogical (A.K. Koshesova), moral and aesthetic (E.A. Grishin, N .B. Krylova, D.S. Yakovleva), communicative (A.V. Mudrik), technological (M.M. Levina), spiritual (N.E. Shchurkova), physical (M.Ya. Vilensky) aspects of culture. In these studies, pedagogical culture is considered as part of the general culture, manifested in the system of professional qualities and the specifics of pedagogical activity. I.F. Isaev points out that professional pedagogical culture objectively exists not as a possibility, but as a reality, it is given only to those who are capable of creatively distributing the values and technologies of pedagogical activity and contribute to its further development.

The professional-pedagogical culture of a higher school teacher is narrower in scope than pedagogical culture, since it characterizes the sphere of activity of a more specific professional group. Professional and pedagogical culture recreates in its unity two aspects of the life of the individual - professional and pedagogical. The carriers of pedagogical culture are a wider community of people - parents, leaders, mentors, teachers, i.e. people engaged in educational practice both at the non-professional and professional levels. The carriers of professional and pedagogical culture are people who are called to carry out pedagogical work at a professional level, in the conditions of professional activity and communication. The professional and pedagogical culture of a university teacher, teacher, and educator is thus based on special pedagogical training and implies a higher level of professional activity.

Professional and pedagogical culture, to a certain extent, is a derivative of such areas of culture as work culture and personality culture. Labor culture appears as a universal necessary characteristic of labor activity without its connection with the division of labor. Personal culture reveals the most general patterns of personality formation in culture, the development of its essential forces, interests, abilities, etc. irrespective of any particular area of professional

physical activity. To have a clear idea of the essence, structure and content of professional and pedagogical culture, it is necessary to resort to modeling the phenomenon under study. Modeling is a material or mental, isomorphic imitation of a real-life system by creating special analogues (models) in which the principles of organization and functioning of this system are reproduced. With the help of modeling, it is possible to abstract from such properties of the system that act as insignificant in this particular respect. By resorting to modeling, the researcher has the opportunity to move from the analytical study of individual properties, forms and processes to the synthetic knowledge of integral systems under controlled conditions. As a simplified prototype of an object, a model cannot be identical, analogous to it in all respects. Due to the simplification and schematism, the model allows for an accurate analysis and, if necessary, a mathematical description, transferring the findings to real conditions.

Models, as you know, are of various types: similarity models, analogy models, structural and functional, deductive and inductive, formal, logical and logical-mathematical. For the initial statement of the problem, one can confine oneself to an informational, qualitatively descriptive model. When building a model of complex objects, they can combine features of several types, thus being of a combined nature.

In our construction of a combined model of professional and pedagogical culture of a teacher of higher education, we proceeded from the following methodological assumptions:

Professional and pedagogical culture is a part of the general culture and therefore its study should be based on the data of cultural studies, revealing the general structure, the mechanism of its functioning;

A professional pedagogical culture is a systemic education that includes a number of components, has its own structure (relationship between components), interacts selectively with the environment and has the integrative property of the whole, not reducible to the properties of individual parts;

Pedagogical activity is considered as a unit of analysis of professional and pedagogical culture, is only one of its elements;

The features of the formation of the professional and pedagogical culture of a university teacher are determined by individual creative, psychophysiological, age characteristics, and the prevailing socio-professional experience of the individual.

Accounting for these methodological assumptions makes it possible to substantiate the four-component model of professional and pedagogical culture.

1. An axiological component that reveals professional and pedagogical culture as a set of pedagogical values created by mankind over the centuries. A person engaged in pedagogical work constantly faces tasks that require reflection, assessment of pedagogical reality, and the search for solutions in specific situations. An important role is played by the activity, selectivity of the individual both in the assessment and in the creation of certain values. In the process of pedagogical activity, teachers master ideas and concepts, acquire knowledge and skills, and, depending on the degree of application in real life, evaluate them as more or less significant. Positively assessed categories, phenomena, actions, states, facts that are currently of great importance for society, a separate pedagogical system or a specific person act as pedagogical values. The history of culture and pedagogy shows that values do not remain unchanged in time and space, they are rethought in accordance with the conditions of socio-cultural life. On this basis, values can be considered as a kind of life professional guidelines with which teachers relate their activities.

The teacher becomes a master of his craft, a professional as he masters and develops pedagogical activity, masters pedagogical capital, recognizes certain pedagogical values. The history of the school and pedagogical thought is a process of constant evaluation, rethinking, establishing values, transferring known ideas and pedagogical technologies to new conditions. The ability to see the new in the old, long known, to appreciate it and is an indispensable component of the teacher's pedagogical culture. Unfortunately, the formation of the personality of a higher school teacher, his professional and pedagogical culture, for the most part, goes beyond the development of the experience of domestic and foreign pedagogy of higher education. History area

riko-pedagogical culture of higher education remains in most cases undeveloped.

With the help of experts, who were teachers of special humanitarian departments of pedagogy and psychology, we determined in the first approximation a set of pedagogical values, the mastery of which creates the basis for the formation of a professional pedagogical culture. The list of such values is as follows: psychological and pedagogical knowledge; developed pedagogical thinking; high level of pedagogical reflection; pedagogical tact; the need for professional and pedagogical self-improvement; pedagogical improvisation; creative nature of pedagogical activity; the possibility of combining scientific and pedagogical activities; pedagogical ethics; satisfaction with pedagogical work; teacher's speech culture, etc. Let us present the results of a comparative analysis of the values established by university professors and students. University teachers give preference to such values of pedagogical activity as: the need for professional and pedagogical self-improvement, psychological and pedagogical knowledge, the creative nature of pedagogical activity, the ability to combine scientific and pedagogical activities. Students especially emphasize the importance of psychological and pedagogical knowledge, pedagogical tact, developed pedagogical thinking, and pedagogical improvisation. Thus, university professors identify values that primarily reveal the creative nature of pedagogical activity, while students consider the most important values of a technological, applied nature.

Recognizing the importance of the axiological aspect of the study of professional pedagogical culture, it is necessary to supplement it with other characteristics. The axiological interpretation of professional pedagogical culture explains it primarily as a set of certain values, a static phenomenon, and not as a process. In the axiological consideration of the phenomenon of pedagogical culture, the position of the subject of cultural activity is not fully defined, the idea of culture only as a set of pedagogical values does not allow us to explore its internal structure with sufficient completeness.

2. Technological component of professional and pedagogical culture as a specific way of pedagogical activity. Such an understanding of professional and pedagogical culture is

from the general philosophical explanation of culture given by V.E. Davidovich, Yu.A. Zhdanov, E.S. Markaryan, O.V. Khanova, et al. The authors defend the need to study culture as a complex, contradictory phenomenon, the initial concept of which is the mode of activity. The isolation of such a concept encourages us to turn to the problem of the relationship between the concepts of "pedagogical culture" and "pedagogical activity". Their relationship is obvious, since the development and improvement of pedagogical activity contribute to the accumulation of values and the improvement of pedagogical culture; it is in the process of pedagogical activity that ideas, technologies, and models of pedagogical culture are created and consolidated. In turn, pedagogical culture as a universal characteristic of activity determines the development of the most priority, promising and necessary types of pedagogical activity.

The study of culture as a category of theoretical consciousness can be carried out, according to V.E. Davidovich and Yu.A. Zhdanov, based on the allocation of such a theoretical abstraction as human objective activity, which is a cell, a unit of culture analysis. The means, methods of activity developed by mankind, which are not biological in nature, form a specifically human way of its implementation. Consequently, the method of pedagogical activity can be accepted as a more specific, more flexible unit of analysis of pedagogical culture, which brings us closer to solving the issue of the technology of this activity.

The technological component of professional and pedagogical culture reveals the ways of carrying out pedagogical activities, ways to meet the need for communication, obtaining new information, transferring accumulated experience, i.e. everything that makes up the essence of pedagogical culture. The technological characteristic of the teacher's pedagogical culture is revealed through a description of the set of techniques and methods of pedagogical influence in the educational and extracurricular activities(M.M. Levina, N.E. Shchurkova). The content of pedagogical technology is the pedagogical technique of the teacher, the technology of pedagogical communication, the technology of organizing and conducting classroom and extracurricular activities, the technology of organizing and managing independent, individual work of students, the technology of organizing collective and individual cognitive activity of students, the technology of pedagogical requirements, the technology of conflict resolution

and others. It is possible to substantially continue the enumeration of a number of pedagogical technologies, since pedagogical activity itself is technological in nature.

The presentation of the technological component through a system of typical psychological and pedagogical tasks allows us to identify the problem of the formation of methods and techniques for optimal professional activity. Pedagogical tasks can be presented in the form of three large groups: strategic, tactical and operational. Strategic tasks are formulated in the form of some ideal ideas about the qualities of a specialist who should be trained in higher education. They are given from the outside, reflecting the objective needs of social development, determine the initial goals and final results of professional activity. Tactical tasks, while maintaining their focus on the final result of the educational process, are timed to one or another stage of solving strategic tasks. Operational tasks are the current, immediate tasks facing the teacher at every single moment of his practical activity. The logic of solving psychological and pedagogical problems consists of a number of successively connected stages: pedagogical analysis of the situation; goal setting and planning; design and implementation of the pedagogical process; regulation and correction; accounting and evaluation of the results. The identified stages are very relative, but they help to understand the dynamics of the pedagogical process in all its complexity and inconsistency.

3. The heuristic component of professional and pedagogical culture as a manifestation of pedagogical creativity. The values of pedagogical activity, the technology of their implementation in the educational process become a factor in the formation of personality only in conditions creative activity. For a teacher who wants to master the pedagogical culture, to become a master of pedagogical work, it is necessary, first of all, to realize pedagogical activity as creativity. Research on the psychology of creativity, pedagogical creativity creates the prerequisites for understanding and understanding the creative nature of pedagogical work.

It is known that human activity is conditionally divided into algorithmic and creative, these two components are also characteristic of pedagogical activity. In cases where the algorithmic method of activity does not give the desired result, the creative process begins. Recognition of the creative aspect

professional and pedagogical culture of the teacher leads to the need to determine the stages of creative pedagogical activity. V.A. Kan-Kalik, concretizing the logic of the creative process in relation to pedagogical activity, determines the sequence of stages in the teacher's work: the emergence of a pedagogical plan aimed at solving a pedagogical problem; concept development; embodiment of the idea in activity and communication; analysis and evaluation of the results of creativity.

For some of the university teachers, an orientation towards a rationalized choice of techniques and methods of pedagogical influence and the absence of any thoughtful measures that encourage them to comprehend the pedagogical process as a holistic, systemic phenomenon, as a sphere of their pedagogical innovation and creative self-realization are characteristic. Hence, one of the tasks of research in the pedagogy of higher education should be to develop ways to form an innovative, heuristic culture of the teacher, to establish a "subjective", value, dialogic attitude to the subject of his activity.

The creative solution of pedagogical problems in each specific case is determined by how the teacher takes into account the specifics of pedagogical activity, its inconsistency, dialectic, features of its subject and object. The manifestation of the teacher's professional and pedagogical culture in its creative aspect is determined by how he makes the transition from one stage to another, whether he takes into account the factor of time and completeness of each stage. An indicator of professional and pedagogical culture is also the ability to predict the development of the student's personality, since the results of pedagogical influence and interaction are significantly delayed. The manifestation of the creative component of pedagogical culture also depends on the readiness of students for creative activity, since their creative attitude to various types of activity, of course, stimulates the creative activity of the teacher both as a teacher and as a scientist. The foregoing allows us to conclude that pedagogical creativity is an immanent characteristic of professional and pedagogical culture, aimed at shaping the creative individuality of the student and teacher.

4. The personal component reveals the professional and pedagogical culture of a higher school teacher as a specific way of realizing his essential forces. Essential forces are understood as needs, abilities, interests, social

personal experience, a measure of a person's social activity. If objects created by people act as an external form of the existence of culture, then the development of human creative abilities, their implementation in practical activities - its internal content. Pedagogical activity creates certain conditions for the creative self-realization of the individual. The positive direction of self-realization is determined not only by external influence, but also by the internal need of the individual. According to A.G. Asmolov, the need for self-realization is one of the leading needs, it is the source of a person’s personal-semantic activity aimed at constant self-improvement and self-education. The functioning of pedagogical culture is the constant transformation of the individual experience of the individual into the collective forms of professional culture, and these general forms again into their own professional "I". In this regard, an important question arises about the mechanisms of self-realization, its stages.

Self-realization as a free activity of a person is determined by the nature of the goal and the measure of its personal understanding and acceptance. The goal as an objectively significant result of the professional activity of a university teacher is determined by the needs of society, the requirements for the personality of a graduate, a future specialist, which are generally recorded in the professional profile of the personality of a specialist and his qualification characteristics. The public, objective goals of the professional activity of a university teacher should become personally significant, subjective. Awareness of the goals of one's professional activity, an active-positive, emotionally-valuable attitude towards it contributes to the actualization of the personal professional and pedagogical qualities of the teacher, creates conditions for constant self-knowledge.

Self-knowledge and self-esteem are in dialectical unity with self-realization. In the process of professional activity, further knowledge occurs and the emotional attitude of the individual towards himself is formed; a new level of self-knowledge and self-attitude is a condition for organizing one's own activity, an incentive to carry out personal-semantic activity, the essence of which is the desire to test oneself, to realize one's capabilities (intellectual, moral, creative, communicative). Self-knowledge as a process of disclosure by a person of his needs, abilities, interests accompanies a person throughout his life. This is

the process of constant self-observation, self-analysis, regardless of age, experience, qualifications of a person. Does a novice or experienced university teacher always have the necessary information about their personal and individual characteristics? In this case, the problem arises of modeling one's own personality structure as the goal, means and result of self-knowledge and self-realization. Modeling and implementation of the professional "I" testify to the presence of professional growth and development of the personality of the teacher, about his creative possibilities in the implementation of pedagogical activities.

The self-activity of a university teacher or self-realization itself is considered by us as a necessary link in the manifestation of the essential forces of a professional. Personal and professional self-realization by a university teacher of their creative abilities is, in our opinion, the essence of professional and pedagogical culture. Having shown himself in activity, a person seeks to win a certain position, social status, i.e. assert itself. Professional self-affirmation is an assessment by a person of the manifestation of his creative forces, abilities in professional activities. It should be noted that the assertion by the personality of himself, his social and professional significance occurs precisely in the process of realizing creative individuality.

In the process of self-realization, the teacher objects his professional and social needs, abilities, talents, creative possibilities in pedagogical and scientific activities. The source of self-realization is the contradiction between personal, professional goals and real approach to them. The dialectic of this process is that the teacher, by transferring his experience, knowledge, moral qualities, realizing his abilities in scientific and pedagogical activity, acquires a different, higher professional and pedagogical potential, becomes the bearer of professional and pedagogical culture. The variety of types of self-realization is determined by the variety of activities of a higher school teacher: educational, methodological, educational, research, social and pedagogical.

This is the model of the professional and pedagogical culture of a higher school teacher. As experience shows, the study of the problems of professional and pedagogical culture is constrained by a number of circumstances of an objective and subjective nature. Firstly, the insufficient development of higher education pedagogy

school and especially that part of it, which is designed to explore the personality and activities of a university teacher. Secondly, the lack of a single research center coordinating and managing the development of this problem on a national scale. Thirdly, ignoring some university professors, who are often major specialists in their science, pedagogical theory. Fourthly, insufficient knowledge of the domestic historical experience of higher education. Fifth, a limited influx of fresh research efforts to develop the problems of the professional and pedagogical culture of a university teacher.

The development of theoretical ideas about professional and pedagogical culture is of great importance for the training of scientific and pedagogical personnel of higher education through postgraduate studies, doctoral studies, and a system of advanced training. Such a study is currently of particular promise and practical importance in connection with a significant influx of young teachers, who, as a rule, do not have sufficient pedagogical training. University teachers need constant enrichment of psychological and pedagogical knowledge, improvement of technology and methodology of the educational process. Orientation towards individually creative, dialogic forms of teaching at a higher educational institution requires teachers to re-evaluate the existing methods of activity, the style of pedagogical thinking.

The theoretical and methodological analysis of the concept of "Pedagogical culture" is carried out and the author's definition of the pedagogical culture of a teacher of a professional lyceum is formulated, which is defined as an integrative characteristic of his high professional and pedagogical preparedness and skill in the implementation of pedagogical activities, internally conditioned by highly developed personal qualities necessary for successful solution of pedagogical problems and projecting its general culture into the sphere of the profession. The scientific views of L. V. Zanina, E. N. Mashtakova, E. V. Bondarevskaya, G. I. Minska, L. G. Korchagina, V. I. Maksakova, E. S. Golovina, V. V. Kuznetsova and others on the structure and components of pedagogical culture and on their basis we have determined the components of the pedagogical culture of a teacher of a professional lyceum: axiological, technological, cognitive. In order to form the components of pedagogical culture, a program of advanced training course "Pedagogical culture of a professional lyceum teacher" was developed.

pedagogical culture

Components

professional lyceum teacher.

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Introduction

Culture is a unique characteristic of human life and therefore is extremely diverse in its specific manifestations. Culture is a complex system, the elements of which are not just multiple, but are closely intertwined and interconnected. Like any system, it can be structured in various ways.

In modern pedagogical science there is no generally accepted definition of pedagogical culture. The authors understand it from different points of view:

The combination of a high level of development and improvement of all components of pedagogical activity and the same level of development and realization of the essential forces of the teacher, his abilities and capabilities;

A complex social characteristic of the teacher's personality, reflecting his pedagogical position; as an indicator of the level of his spiritual, moral, intellectual development, his knowledge, skills, high professionalism, professionally significant personality traits necessary for the successful solution of pedagogical problems;

Part of the universal culture, in which the spiritual and material values of education and upbringing, as well as the methods of creative pedagogical activity necessary for servicing educational processes, are most fully imprinted;

The integral quality of the teacher's personality, projecting his general culture into the sphere of the profession, the synthesis of high professionalism and the internal properties of the teacher, possession of teaching methods, the presence of cultural-creative abilities;

Part of the universal culture, which imprinted the spiritual and material values of education and upbringing, as well as the ways of creative activity necessary for the socialization of the individual, the implementation of educational and educational processes.

Pedagogical culture of the master vocational school is considered as a multifaceted quality of the individual, which ensures the success of his pedagogical activity at all its hierarchical levels, in all its socio-psychological, technological, moral and aesthetic components. Kuznetsov.

On the basis of theoretical and methodological research, we define the pedagogical culture of a teacher of a professional lyceum as an integrative characteristic of his high professional and pedagogical readiness and skill in the implementation of pedagogical activities, internally conditioned by highly developed personal qualities necessary for the successful solution of pedagogical problems and projecting his general culture into the field of the profession.

Purpose of the study

The main purpose of this study is to reveal the structure of pedagogical culture on the basis of theoretical and methodological approaches and highlight the components of the pedagogical culture of a professional lyceum teacher.

Material and research methods

L. V. Zanina, E. N. Mashtakova, considering pedagogical culture as an integral system of universal pedagogical values, creative methods of pedagogical activity and professional pedagogical behavior, which are based on readiness for continuous professional and personal self-development and self-education throughout life, the following components are distinguished in it:

1. Humanistic pedagogical position, which in turn includes the original individual position, moral and ideological components, creative and reflective component. Each of them has its own structure and determines various aspects of professional self-realization of the teacher's personality.

2. Professional and personal qualities of a teacher - empathy, tolerance, creativity, ability to reflect. Empathy implies susceptibility to constantly changing sensory meanings in another person, experience in the life of another person.

3. tolerance b - appears as personal quality in relation to the beliefs, beliefs, attitudes, attitudes, real behavior of various people. Tolerance for the worldview of another person, recognition of its value is the highest virtue.

4. Creativity - readiness for creative rethinking of the main areas of professional activity. The special significance of the teacher's creativity, his readiness for pedagogical creativity is determined by a wide range of innovations, a variety of alternative pedagogical systems. The involvement of a teacher in pedagogical creativity is considered as the “most effective factor” in characterizing the level of his pedagogical culture.

5. Reflection- the ability acquired by consciousness to focus on itself and master itself as an object that has its own specific activity, with its specific knowledge.

6. Professional knowledge - a high level of theoretical generalization, transferring it to standard situations.

E. V. Bondarevskaya refers to the main systemic components of pedagogical culture:

The humanistic position of the teacher in relation to children and his ability to be an educator;

Psychological and pedagogical competence and developed pedagogical thinking;

Education in the field of the taught subject and possession of pedagogical technologies;

Creative experience. The ability to substantiate one's own pedagogical activity as a system (didactic, educational, methodical);

The culture of professional behavior, ways of self-development, the ability to self-regulate their own activities, communication.

The structural components of pedagogical culture include researchers and their more general totality, including to one degree or another listed above:

1. Axiological component contains the assimilation and acceptance of the values of pedagogical work (psychological and pedagogical knowledge, the culture of mental labor, the freedom of the individual of all participants in the pedagogical process, worldview, legal culture, pedagogical tact, etc.).

2. Technology Component- reveals the activity nature, methods and techniques of interaction between participants in the educational process, the culture of communication, the use of pedagogical equipment, information and educational technologies. This is the awareness of the need to develop the entire range of one's own pedagogical abilities as a guarantee of the success of pedagogical activity and the prevention of possible mistakes, as well as the meaningfulness of the most rational ways and means of developing these abilities.

3. Heuristic component - includes: understanding the meaning and purpose of pedagogical activity, linking them with the creative self-realization of the natural abilities of children; pedagogical position, which is correlated by the teacher with the position of others; the ability to formulate and creatively solve their own pedagogical and functional pedagogical tasks; the ability to draw up a holistic educational program; the ability to see the individual characteristics and abilities of pupils; possession of forms and methods of heuristic activity; the use of accessible forms of reflection and self-assessment of students.

4. Personal Component- manifests itself in the self-realization of the essential forces of the teacher - needs, abilities, interests, talents in pedagogical activity. This and culture appearance, physical culture, ethics and ethical culture.

In the study by L. G. Korchagina, the main components of pedagogical culture are: personal-creative (value self-attitude, value orientations, creative imagination), heuristic (pedagogical competence, pedagogical thinking, pedagogical improvisation), activity (communicative and organizational skills, tolerance, empathy) . All these components embody: the ability to reflect, the recognition of universal values, the values of pedagogical work, reflecting psychological and pedagogical knowledge, professional self-improvement, increased empathy for children, predicting their actions.

V. I. Maksakova substantiates three interrelated layers (components) in professional and pedagogical culture: informational, technological and axiological. Informational provides knowledge that is basic for humanity, an ethnic group, a group of people. Technological - mastering a set of operational and intellectual skills that ensure the high quality of a teacher's professional activity. Axiological - universal and group values. These layers - components are interconnected with each other and with skills.

Based on this study, E. S. Golovina builds structural components professional and pedagogical culture and includes professional excellence(possession of professional knowledge, professional skills, the position of the teacher in relation to work, himself, the results of work, thinking, reflection, self-esteem, goal-setting, tact); worldview component, which includes professional and pedagogical beliefs, interests, value orientations in the professional and pedagogical sphere; moral component- ethical standards of business relations, moral feelings, theoretical, ethical knowledge. Summarizing these provisions, the author groups the components of professional and pedagogical culture as follows:

Motivational-value component (manifested in social responsibility for professional activity, socially valuable labor motivation and choice of means to achieve the goal). This, according to the author, is a system of personal meanings, value orientations, motives and needs;

Cognitive component (manifested in cognitive competence). The author designates it as knowledge, experience, outlook, allowing to successfully solve professional and pedagogical problems;

The conative component characterizes individual professional experience that integrates knowledge. Value orientations, motives and needs, professional skills and professional qualities.

V. V. Kuznetsov singles out the reflexive-designing, sensual-practical and worldview components of the pedagogical culture of the master of industrial training.

Research results

The foregoing allows us to identify the components of the pedagogical culture of a professional lyceum teacher:

1. The axiological component of the pedagogical culture of a professional lyceum teacher includes a set of pedagogical values that are spreading at the present stage of development of primary vocational education. In the process of pedagogical activity, certain ideas, concepts, a set of knowledge and skills are mastered. Knowledge, ideas, concepts that are currently of great importance for society and the pedagogical system of primary vocational education institutions act as pedagogical values.

9. The technological component of pedagogical culture is closely connected with such a concept as pedagogical activity. Therefore, in some sources it is considered as an activity component of pedagogical culture. The technological component reveals the activity nature, methods and techniques of interaction between students and teachers of the primary education system. educational education, the culture of communication, the use of pedagogical equipment, information and educational technologies.

10. The cognitive component is based on the culture of thinking of the personality of a teacher of a professional lyceum: the ability to see the general in the concrete, to single out the concrete from the general, understanding the relative nature of knowledge and the need to clarify them through systematic knowledge; the ability to analyze, synthesize, abstract, classify and generalize; the ability to think logically, prove and argue, engage in creative and research activities; includes a system of leading knowledge.

Conclusion

In order to form the pedagogical culture of a teacher of a professional lyceum, we have proposed the course "Pedagogical culture of a teacher of a professional lyceum", which plays an important role in the professional and pedagogical development of specialists. This program provides for the acquisition by students of knowledge, practical skills in the field of pedagogical culture components of a professional lyceum teacher.

The program provides for creative projects, methods for enhancing the mental activity of students, the following forms and teaching methods: research methods, methods for implementing creative tasks, case method, creative teaching methods ("brainstorming", heuristics, synectics), project method, business, role-playing, interactive games, essays, etc.; practical tasks: graphic dictations, clusters, "syncwines", development of technical and technological documentation, use of information technologies, a block of individual tasks, creative works, etc. .

In advanced training courses, students study the following topics: culture and education; socio-pedagogical problems; ways of implementing the cultural approach in the professional training of personnel; pedagogy as a culture; history, theory, technology; individual pedagogical culture of the lyceum teacher; principles of formation of pedagogical culture of a professional lyceum teacher; the interaction of scientific and pedagogical activity of a teacher of a professional lyceum as the basis for the formation of a pedagogical culture; pedagogical ethics of a professional lyceum teacher; studying the level of formation of the pedagogical culture of a professional lyceum teacher; the axiological component of the pedagogical culture of a professional lyceum teacher; technological component of the pedagogical culture of a professional lyceum teacher; cognitive component of the pedagogical culture of a professional lyceum teacher; the culture of pedagogical communication as a condition for the formation of the pedagogical culture of a professional lyceum teacher; culture of communication: theory and practice (analysis); pedagogical creativity and pedagogical culture of a professional lyceum teacher; holding a competition of pedagogical talents "Best Lecturer", "New Pedagogical Idea", etc.; usage interactive methods training in professional activities; ways to improve the professionalism of future specialists; generalization of the experience of forming the pedagogical culture of a professional lyceum teacher.

Thus, we see that the program of the advanced training course is aimed at solving the head of the goal: the formation of a pedagogical culture of a teacher of a professional lyceum.

Reviewers:

Sheptukhovsky M. V., Dr. Ped. in Science, Associate Professor, Head of the Department of Geography and Teaching Methods, Ivanovo State University, Shuya Branch of IvGU, Shuya.

Romanova K. E., Dr. Ped. in Science, Associate Professor, Head of the Department of Technology and Entrepreneurship, Ivanovo State University, Shuya branch of the Ivanovo State University, Shuya.

Bibliographic link

Alova N. N. STRUCTURE OF PEDAGOGICAL CULTURE OF A LICEUM TEACHER // Modern problems of science and education. - 2013. - No. 2.;
URL: http://science-education.ru/ru/article/view?id=8797 (date of access: 01.02.2020). We bring to your attention the journals published by the publishing house "Academy of Natural History"

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