The main forms of pedagogical activity. General characteristics of pedagogical activity

22.05.2021

Pedagogical activity is realized through a system of actions subordinated to the goals and objectives created by the teacher. In accordance with the goals of educational work N.V. Kuzmina, V.A. Slastenin and A.I. Shcherbakov The following interrelated functions of pedagogical activity are distinguished:

1. Diagnostic, associated with the study of students, with the determination of the level of mental development of individual students and class groups
2. Orientation-prognostic is expressed in the ability to determine the direction, goals and objectives of educational activities and predict its results
3. The constructive and design function involves adequate design and design of the content of educational work based on the forecast made
4. Organizational involves the involvement of students in vigorous activity and emotional and moral stimulation
5. Information and explanatory involves informing in different fields of knowledge, taking into account the latest achievements of science
6. Communicative and stimulating is based on creating an atmosphere of educational cooperation, humane relations between the teacher and children
7. Analytical and evaluation consists in analyzing the course of the educational process and in the ability to make the necessary adjustments to it
8. The research and creative function consists in the ability to comprehend and creatively develop theoretical positions, use the results of one's own research and the achievements of colleagues in work

Traditionally, the main types of pedagogical activity are teaching and educational work.

Educational work is a pedagogical activity aimed at organizing educational and managing various types of activities of pupils in order to solve the problems of the harmonious development of the individual.

Teaching is a type of pedagogical activity that is aimed at managing the predominantly cognitive activity of schoolchildren. By and large, pedagogical and educational activities are identical concepts. Such an understanding of the relationship between educational work and teaching reveals the meaning of the thesis about the unity of teaching and upbringing.

Teaching, carried out within the framework of any organizational form, and not just a lesson, usually has a strict time frame, a strictly defined goal and options for achieving it. The most important criterion for the effectiveness of teaching is the achievement of the learning goal. Educational work, also carried out within the framework of any organizational form, does not pursue the direct achievement of the goal, since it is unattainable within the time limits of the organizational form. In educational work, one can only provide for the consistent solution of specific tasks oriented towards a goal. The most important criterion for the effective solution of educational problems is positive changes in the minds of pupils, manifested in emotional reactions, behavior and activities.

Not a single conqueror can change the essence of the masses, not a single statesman ... But a teacher - I use this word in the broadest sense - can do more than conquerors and heads of state. They, the teachers, can create a new imagination and release the latent forces of humanity.

Nicholas Roerich. high water

Pedagogical activity: forms, characteristics, content

Forms of pedagogical activity

Pedagogical activity is the educative and educational influence of the teacher on the student (students), aimed at his personal, intellectual and activity development, at the same time acting as the basis of his self-development and self-improvement. This activity arose in the history of civilization with the advent of culture, when the task "creation, storage and transfer to the younger generations of samples (standards) of production skills and norms of social behavior" acted as one of the decisive ones for social development, starting from the primitive community, where children learned in communication with their elders, imitating, adopting, following them, which was defined by J. Bruner as

"learning in context". According to J. Bruner, mankind knows "only three main ways of teaching the younger generation: the development of the component components of the skill in the process of playing among higher primates, learning in the context of native peoples, and the abstract method of the school separated from direct practice" .

Gradually, with the development of society, the first classes, schools, gymnasiums began to be created. Having undergone significant changes in the content of education and its goals in different countries at different stages, the school nevertheless remained a social institution, the purpose of which is the transfer of sociocultural experience through the pedagogical activities of teachers and educators.

The forms of transferring socio-cultural experience have changed in the history of the development of the school. It was a conversation (Socratic conversation) or maieutics; work in workshops (experience in pottery, leather, weaving and other areas of industrial training), where the main thing was the systematic and purposeful participation of the student in the technological process, the consistent development of production operations; verbal instruction (the institution of "uncles", monasteries, tutors, etc.). Since the time of Ya.A. Comenius, class-lesson teaching was firmly established, in which such forms of it as a lesson, lecture, seminar, test, and workshops were differentiated. In recent decades, training has appeared. We note here that for a teacher, one of the most difficult forms of his activity is a lecture, while for a student, a pupil, seminars, tests.

Characteristics of pedagogical activity

Pedagogical activity has the same characteristics as any other kind of human activity. First of all, it is purposefulness, motivation, objectivity. A specific characteristic of pedagogical activity, according to N.V. Kuzmina, is her productivity. There are five levels of productivity of pedagogical activity:

“I -- (minimal) reproductive; the teacher is able to tell others what he knows himself; unproductive.

II -- (low) adaptive; the teacher is able to adapt his message to the characteristics of the audience; unproductive.

III -- (medium) locally modeling; the teacher has strategies for teaching students knowledge, skills, and abilities in certain sections of the course (i.e. formulate a pedagogical goal, be aware of the desired result and select a system and sequence for including students in educational and cognitive activities); medium productive.

IV - (high) systematically modeling the knowledge of students; the teacher owns strategies for the formation of the desired system of knowledge, skills, and abilities of students in the subject as a whole; productive.

V - (higher) systematically modeling the activities and behavior of students; the teacher has strategies for turning his subject into a means of shaping the personality of the student, his needs for self-education, self-education, self-development; highly productive” (highlighted by me. - I.Z.).

Considering pedagogical activity, we mean its highly productive nature.

Subject content of pedagogical activity

Pedagogical, like any other type of activity, is determined by the psychological (subjective) content, which includes motivation, goals, subject, means, methods, product and result. In its structural organization, pedagogical activity is characterized by a set of actions (skills), which will be discussed below.

The subject of pedagogical activity is the organization of educational activities of students, aimed at mastering the subject socio-cultural experience as the basis and condition for development. The means of pedagogical activity are scientific (theoretical and empirical) knowledge, with the help and on the basis of which the thesaurus of students is formed. The “carriers” of knowledge are the texts of textbooks or their representations, recreated by the student during the observation organized by the teacher (in laboratory, practical classes, in field practice) of the mastered facts, patterns, properties of objective reality. Auxiliary are technical, computer, graphic, etc. facilities.

Ways of transferring socio-cultural experience in pedagogical activity are explanation, demonstration (illustration), joint work with students to solve educational problems, direct practice of the student (laboratory, field), trainings. The product of pedagogical activity is the formed individual experience of the student in the totality of its axiological, moral and ethical, emotional and semantic, subject, evaluative components. The product of pedagogical activity is evaluated at the exam, tests, according to the criteria for solving problems, performing educational and control actions. The result of pedagogical activity as the fulfillment of its main goal is the personal, intellectual development of the student, improvement, his formation as a person, as a subject of educational activity. The result is diagnosed by comparing the student's qualities at the beginning of training and at its completion in all plans of human development [see, for example, 189].

The essence of pedagogical activity
Main types of pedagogical activity
The structure of pedagogical activity
The teacher as a subject of pedagogical activity
Professionally conditioned requirements for the personality of the teacher

§ 1. The essence of pedagogical activity

The meaning of the teaching profession is revealed in the activities carried out by its representatives and which is called pedagogical. It is a special type of social activity aimed at transferring the culture and experience accumulated by mankind from older generations to younger ones, creating conditions for their personal development and preparing them to fulfill certain social roles in society.
Obviously, this activity is carried out not only by teachers, but also by parents, public organizations, heads of enterprises and institutions, production and other groups, as well as, to a certain extent, the mass media. However, in the first case, this activity is professional, and in the second - general pedagogical, which, voluntarily or involuntarily, each person carries out in relation to himself, being engaged in self-education and self-education. Pedagogical activity as a professional activity takes place in educational institutions specially organized by society: preschool institutions, schools, vocational schools, secondary specialized and higher educational institutions, institutions of additional education, advanced training and retraining.
To penetrate into the essence of pedagogical activity, it is necessary to turn to the analysis of its structure, which can be represented as a unity of purpose, motives, actions (operations), results. The system-forming characteristic of activity, including pedagogical, is the goal(A.N.Leontiev).
The goal of pedagogical activity is connected with the realization of the goal of education, which even today is considered by many as the universal ideal of a harmoniously developed personality coming from the depths of centuries. This general strategic goal is achieved by solving specific tasks of training and education in various areas.
The purpose of pedagogical activity is a historical phenomenon. It is developed and formed as a reflection of the trend of social development, presenting a set of requirements for a modern person, taking into account his spiritual and natural capabilities. It contains, on the one hand, the interests and expectations of various social and ethnic groups, and on the other hand, the needs and aspirations of an individual.
A.S. Makarenko paid much attention to the development of the problem of the goals of education, but none of his works contain their general formulations. He always sharply opposed any attempts to reduce the definitions of the goals of education to amorphous definitions such as "harmonious personality", "communist person", etc. A.S. Makarenko was a supporter of the pedagogical design of the personality, and saw the goal of pedagogical activity in the program of personality development and its individual adjustments.
As the main objects of the goal of pedagogical activity, the educational environment, the activities of the pupils, the educational team and the individual characteristics of the pupils are distinguished. The realization of the goal of pedagogical activity is connected with the solution of such social and pedagogical tasks as the formation of an educational environment, the organization of the activities of pupils, the creation of an educational team, and the development of an individual's individuality.
The goals of pedagogical activity are a dynamic phenomenon. And the logic of their development is such that, arising as a reflection of objective trends in social development and bringing the content, forms and methods of pedagogical activity in line with the needs of society, they add up to a detailed program of gradual movement towards the highest goal - the development of the individual in harmony with himself and society. .
The main functional unit, with the help of which all the properties of pedagogical activity are manifested, is pedagogical action as a unity of purpose and content. The concept of pedagogical action expresses the general that is inherent in all forms of pedagogical activity (lesson, excursion, individual conversation, etc.), but is not limited to any of them. At the same time, pedagogical action is that special one that expresses both the universal and all the richness of the individual.

Appeal to the forms of materialization of pedagogical action helps to show the logic of pedagogical activity. The pedagogical action of the teacher first appears in the form of a cognitive task. Based on the available knowledge, he theoretically correlates the means, the subject and the expected result of his action. The cognitive task, being solved psychologically, then passes into the form of a practical transformational act. At the same time, a certain discrepancy between the means and objects of pedagogical influence is revealed, which affects the results of the teacher's actions. In this regard, from the form of a practical act, the action again passes into the form of a cognitive task, the conditions of which become more complete. Thus, the activity of a teacher-educator by its nature is nothing more than a process of solving an innumerable set of problems of various types, classes and levels.
A specific feature of pedagogical tasks is that their solutions almost never lie on the surface. They often require hard work of thought, analysis of many factors, conditions and circumstances. In addition, the desired is not presented in clear formulations: it is developed on the basis of the forecast. The solution of an interrelated series of pedagogical problems is very difficult to algorithmize. If the algorithm still exists, its application by different teachers can lead to different results. This is explained by the fact that the creativity of teachers is associated with the search for new solutions to pedagogical problems.

§ 2. Main types of pedagogical activity

Traditionally, the main types of pedagogical activity carried out in a holistic pedagogical process are teaching and educational work.
Educational work - this is a pedagogical activity aimed at organizing the educational environment and managing various types of activities of pupils in order to solve the problems of the harmonious development of the individual. BUT teaching - This is a type of educational activity that is aimed at managing the predominantly cognitive activity of schoolchildren. By and large, pedagogical and educational activities are identical concepts. Such an understanding of the relationship between educational work and teaching reveals the meaning of the thesis about the unity of teaching and upbringing.
Education, the disclosure of the essence and content of which is devoted to many studies, only conditionally, for convenience and deeper knowledge of it, is considered in isolation from education. It is no coincidence that teachers involved in the development of the problem of the content of education (V.V. Kraevsky, I-YaLerner, M.N. Skatkin, etc.), along with the knowledge and skills that a person acquires in the learning process, consider the experience of creative activity to be its integral components. and experience of emotional and valuable attitude to the world around. Without the unity of teaching and educational work, it is not possible to implement these elements of education. Figuratively speaking, a holistic pedagogical process in its content aspect is a process in which "educational education" and "educational education" are merged into one(ADisterweg).
Let us compare, in general terms, the activity of teaching, which takes place both in the learning process and outside school hours, and the educational work that is carried out in a holistic pedagogical process.
Teaching, carried out within the framework of any organizational form, and not just a lesson, usually has strict time limits, a strictly defined goal and options for achieving it. The most important criterion for the effectiveness of teaching is the achievement of the learning goal. Educational work, also carried out within the framework of any organizational form, does not pursue the direct achievement of the goal, because it is unattainable within the time limits of the organizational form. In educational work, one can only provide for the consistent solution of specific tasks oriented towards a goal. The most important criterion for the effective solution of educational problems is positive changes in the minds of pupils, manifested in emotional reactions, behavior and activities.
The content of training, and hence the logic of teaching, can be hard-coded, which is not allowed by the content of educational work. The formation of knowledge, skills and abilities from the field of ethics, aesthetics and other sciences and arts, the study of which is not provided for by the curricula, is essentially nothing more than learning. In educational work, planning is acceptable only in the most general terms: attitude to society, to work, to people, to science (teaching), to nature, to things, objects and phenomena of the surrounding world, to oneself. The logic of the teacher's educational work in each individual class cannot be predetermined by normative documents.

The teacher deals with approximately homogeneous "source material". The results of the exercise are almost unambiguously determined by its activities, i.e. the ability to evoke and direct the cognitive activity of the student. The educator is forced to take into account the fact that his pedagogical influences may intersect with unorganized and organized negative influences on the student. Teaching as an activity has a discrete character. It usually does not involve interaction with students during the preparatory period, which can be more or less long. The peculiarity of educational work is that even in the absence of direct contact with the teacher, the pupil is under his indirect influence. Usually the preparatory part in educational work is longer and often more significant than the main part.
The criterion for the effectiveness of students' activities in the learning process is the level of assimilation of knowledge and skills, mastery of methods for solving cognitive and practical problems, and the intensity of advancement in development. The results of students' activities are easily identified and can be recorded in qualitative and quantitative indicators. In educational work, it is difficult to correlate the results of the educator's activities with the developed criteria for upbringing. It is very difficult to single out the result of the activity of the educator in a developing personality. By virtue of stochasticity educational process, it is difficult to predict the results of certain educational actions and their receipt is much delayed in time. In educational work, it is impossible to establish feedback in a timely manner.
The noted differences in the organization of teaching and educational work show that teaching is much easier in terms of the methods of its organization and implementation, and in the structure of a holistic pedagogical process it occupies a subordinate position. If in the learning process almost everything can be proved or deduced logically, then it is much more difficult to cause and consolidate certain relationships of a person, since freedom of choice plays a decisive role here. That is why the success of learning largely depends on the formed cognitive interest and attitude to learning activities in general, i.e. from the results of not only teaching, but also educational work.
The identification of the specifics of the main types of pedagogical activity shows that teaching and educational work in their dialectical unity take place in the activities of a teacher of any specialty. For example, a master of industrial training in the system of vocational education in the course of his activity solves two main tasks: to equip students with knowledge, skills and abilities to rationally perform various operations and work while observing all the requirements of modern production technology and labor organization; to prepare such a skilled worker who would consciously strive to increase labor productivity, the quality of the work performed, would be organized, value the honor of his workshop, enterprise. A good master not only transfers his knowledge to students, but also guides their civil and professional development. This, in fact, is the essence of the professional education of young people. Only a master who knows and loves his work, people, can instill in students a sense of professional honor and arouse the need for perfect mastery of the specialty.
In the same way, if we consider the scope of duties of the educator of the extended day group, we can see in his activities both teaching and educational work. The regulation on after-school groups defines the tasks of the educator: to instill in students a love of work, high moral qualities, habits of cultural behavior and personal hygiene skills; regulate the daily routine of pupils, observing the timely preparation of homework, assist them in learning, in a reasonable organization of leisure; to carry out, together with the school doctor, activities that promote the health and physical development of children; maintain contact with the teacher, class teacher, parents of pupils or persons replacing them. However, as can be seen from the tasks, instilling the habits of cultural behavior and personal hygiene skills, for example, is already a sphere not only of education, but also of training, which requires systematic exercises.
So, of the many types of schoolchildren's activities, cognitive activity is not limited only by the framework of education, which, in turn, is "burdened" with educational functions. Experience shows that success in teaching is achieved primarily by those teachers who have the pedagogical ability to develop and support the cognitive interests of children, create in the classroom an atmosphere of common creativity, group responsibility and interest in the success of classmates. This suggests that not teaching skills, but the skills of educational work are primary in the content of the teacher's professional readiness. In this regard, the professional training of future teachers aims to form their readiness to manage a holistic pedagogical process.

§ 3. The structure of pedagogical activity

In contrast to the understanding of activity accepted in psychology as a multi-level system, the components of which are the goal, motives, actions and results, in relation to pedagogical activity, the approach of identifying its components as relatively independent functional activities of the teacher prevails.
N.V. Kuzmina singled out three interrelated components in the structure of pedagogical activity: constructive, organizational and communicative. For the successful implementation of these functional types of pedagogical activity, appropriate abilities are needed, manifested in skills.
constructive activity, in turn, it is divided into constructive-content (selection and composition of educational material, planning and construction of the pedagogical process), constructive-operational (planning one's own actions and the actions of students) and constructive-material (designing the educational and material base of the pedagogical process). Organizational activity involves the implementation of a system of actions aimed at including students in various activities, creating a team and organizing joint activities.
Communicative activity is aimed at establishing pedagogically expedient relations between the teacher and pupils, other teachers of the school, members of the public, and parents.
However, these components, on the one hand, can equally be attributed not only to pedagogical, but also to almost any other activity, and on the other hand, they do not reveal all aspects and areas of pedagogical activity with sufficient completeness.
A. I. Shcherbakov classifies the constructive, organizational and research components (functions) as general labor components, i.e. manifested in any activity. But he specifies the teacher's function at the stage of implementation of the pedagogical process, presenting the organizational component of pedagogical activity as a unity of information, development, orientation and mobilization functions. Particular attention should be paid to the research function, although it relates to general labor. The implementation of the research function requires the teacher to have a scientific approach to pedagogical phenomena, to master the skills of heuristic search and methods of scientific and pedagogical research, including the analysis of his own experience and the experience of other teachers.
The constructive component of pedagogical activity can be represented as internally interconnected analytical, prognostic and projective functions.
An in-depth study of the content of the communicative function allows us to define it also through interrelated perceptual, proper communicative and communicative-operational functions. The perceptual function is associated with penetration into the inner world of a person, the communicative function itself is aimed at establishing pedagogically expedient relationships, and the communicative-operational function involves the active use of pedagogical equipment.
The effectiveness of the pedagogical process is due to the presence of constant feedback. It allows the teacher to receive timely information about the compliance of the results obtained with the planned tasks. Because of this, in the structure of pedagogical activity, it is necessary to single out the control-evaluative (reflexive) component.
All components, or functional types, of activity are manifested in the work of a teacher of any specialty. Their implementation requires the teacher to possess special skills.

§ 4. Teacher as a subject of pedagogical activity

One of the most important requirements that the teaching profession makes is the clarity of the social and professional positions of its representatives. It is in it that the teacher expresses himself as the subject of pedagogical activity.
The position of a teacher is a system of those intellectual, volitional and emotional-evaluative attitudes towards the world, pedagogical reality and pedagogical activity. in particular, which are the source of its activity. It is determined, on the one hand, by the requirements, expectations and opportunities that society presents and provides to him. And on the other hand, there are internal, personal sources of activity - inclinations, experiences, motives and goals of the teacher, his value orientations, worldview, ideals.
The position of the teacher reveals his personality, the nature of social orientation, the type of civic behavior and activity.
social position teacher grows out of the system of views, beliefs and value orientations that were formed back in the general education school. In the process of professional training, on their basis, a motivational-value attitude to the teaching profession, goals and means of pedagogical activity is formed. The motivational-value attitude to pedagogical activity in its broadest sense is ultimately expressed in the direction that constitutes the core of the teacher's personality.
The social position of the teacher largely determines his professional position. However, there is no direct dependence here, since education is always built on the basis of personal interaction. That is why the teacher, clearly aware of what he is doing, is not always able to give a detailed answer, why he acts this way and not otherwise, often contrary to common sense and logic. No analysis will help to reveal what sources of activity prevailed when the teacher chose this or that position in the current situation, if he himself explains his decision by intuition. The choice of a professional position of a teacher is influenced by many factors. However, decisive among them are his professional attitudes, individual typological personality traits, temperament and character.
L.B. Itelson gave a description of the typical roles of pedagogical positions. The teacher can act as:
an informer, if he is limited to communicating requirements, norms, views, etc. (for example, you have to be honest);
friend, if he sought to penetrate the soul of a child"
a dictator, if he forcibly introduces norms and value orientations into the minds of pupils;
adviser if he uses careful persuasion"
the petitioner, if the teacher begs the pupil to be such "as it should be", sometimes descending to self-humiliation, flattery;
inspirer, if he seeks to captivate (ignite) with interesting goals, prospects.
Each of these positions can have a positive and negative effect depending on the personality of the educator. However, injustice and arbitrariness always give negative results; playing along with the child, turning him into a little idol and dictator; bribery, disrespect for the personality of the child, suppression of his initiative, etc.
§ 5. Professionally conditioned requirements for the personality of the teacher
The set of professionally conditioned requirements for a teacher is defined as professional readiness to teaching activities. In its composition, it is legitimate to single out, on the one hand, psychological, psychophysiological and physical readiness, and on the other hand, scientific, theoretical and practical training as the basis of professionalism.
The content of professional readiness as a reflection of the goal of teacher education is accumulated in profesio-gram, reflecting the invariant, idealized parameters of the teacher's personality and professional activity.
To date, a wealth of experience has been accumulated in building a teacher's professiogram, which allows us to combine professional requirements for a teacher into three main complexes that are interconnected and complement each other: general civic qualities; qualities that determine the specifics of the teaching profession; special knowledge, skills and abilities in the subject (specialty). When substantiating a professiogram, psychologists turn to establishing a list of pedagogical abilities, which are a synthesis of the qualities of the mind, feelings and will of the individual. In particular, V.A. Krutetsky highlights didactic, academic, communication skills, as well as pedagogical imagination and the ability to distribute attention.
A. I. Shcherbakov considers didactic, constructive, perceptual, expressive, communicative and organizational abilities to be among the most important pedagogical abilities. He also believes that in the psychological structure of the teacher's personality, general civil qualities, moral and psychological, social and perceptual, individual psychological characteristics, practical skills and abilities should be distinguished: general pedagogical (information, mobilization, developmental, orientation), general labor (constructive, organizational , research), communicative (communication with people of different age categories), self-educational (systematization and generalization of knowledge and their application in solving pedagogical problems and obtaining new information).
A teacher is not only a profession, the essence of which is to transmit knowledge, but a high mission of creating a personality, affirming a person in a person. In this regard, the goal of teacher education can be represented as a continuous general and professional development of a new type of teacher, which is characterized by:
high civic responsibility and social activity;
love for children, the need and ability to give them your heart;
genuine intelligence, spiritual culture, desire and ability to work together with others;

high professionalism, innovative style of scientific and pedagogical thinking, readiness to create new values and make creative decisions;
the need for constant self-education and readiness for it;
physical and mental health, professional performance.
This capacious and concise characteristic of a teacher can be concretized to the level of personal characteristics.
In the teacher's professiogram, the leading place is occupied by the orientation of his personality. In this regard, let us consider the personality traits of a teacher-educator that characterize his social, moral, professional, pedagogical, and cognitive orientation.
KD. Ushinsky wrote: “The main road of human education is persuasion, and persuasion can only be acted upon by persuasion. Any teaching program, any method of education, no matter how good it may be, that has not passed into the convictions of the educator, will remain a dead letter that has no power in reality. "The most vigilant control in this matter will not help. An educator can never be a blind executor of an instruction: without being warmed by the warmth of his personal conviction, it will have no power."
In the activity of the teacher, ideological conviction determines all other properties and characteristics of the individual, expressing his social and moral orientation. In particular, social needs, moral and value orientations, a sense of public duty and civic responsibility. Ideological conviction underlies the social activity of the teacher. That is why it is rightfully considered the most profound fundamental characteristic of a teacher's personality. A teacher-citizen is loyal to his people, close to them. He does not close himself in a narrow circle of his personal concerns, his life is continuously connected with the life of the village, the city where he lives and works.
In the structure of the teacher's personality, a special role belongs to the professional and pedagogical orientation. It is the framework around which the main professionally significant properties of the teacher's personality are assembled.
The professional orientation of the teacher's personality includes interest in the teaching profession, pedagogical vocation, professional and pedagogical intentions and inclinations. The basis of the pedagogical orientation is interest in the teaching profession which finds its expression in a positive emotional attitude to children, to parents, pedagogical activity in general and to its specific types, in the desire to master pedagogical knowledge and skills. teaching vocation in contrast to pedagogical interest, which can also be contemplative, means a propensity that grows out of the awareness of the ability for pedagogical work.
The presence or absence of a vocation can be revealed only when the future teacher is included in an educational or real professionally oriented activity, because a person's professional destiny is not directly and unambiguously determined by the originality of his natural features. Meanwhile, the subjective experience of being called to the activity performed or even the chosen activity can turn out to be a very significant factor in the development of the personality: to cause enthusiasm for the activity, the conviction of one's suitability for it.
Thus, the pedagogical vocation is formed in the process of accumulation by the future teacher of theoretical and practical pedagogical experience and self-assessment of their pedagogical abilities. From this we can conclude that the shortcomings of special (academic) preparedness cannot serve as a reason for recognizing the complete professional unsuitability of the future teacher.
The basis of the pedagogical vocation is love for children. This fundamental quality is a prerequisite for self-improvement, purposeful self-development of many professionally significant qualities that characterize the teacher's professional and pedagogical orientation.
Among these qualities are pedagogical duty And responsibility. Guided by a sense of pedagogical duty, the teacher is always in a hurry to help children and adults, everyone who needs it, within their rights and competence; he is demanding of himself, strictly following a peculiar code pedagogical morality.
The highest manifestation of pedagogical duty is dedication teachers. It is in it that his motivational-value attitude to work finds expression. A teacher who has this quality works regardless of time, sometimes even with the state of health. A striking example of professional dedication is the life and work of A.S. Makarenko and V.A. Sukhomlinsky. An exceptional example of selflessness and self-sacrifice is the life and deed of Janusz Korczak, a prominent Polish doctor and teacher, who despised the offer of the Nazis to stay alive and stepped into the crematorium oven together with his pupils.

The relationship of a teacher with colleagues, parents and children, based on the awareness of professional duty and a sense of responsibility, is the essence of pedagogical tact, which is at the same time a sense of proportion, and a conscious dosage of an action, and the ability to control it and, if necessary, to balance one remedy with another. The tactic of the teacher's behavior in any case is to, anticipating its consequences, choose the appropriate style and tone, time and place of pedagogical action, as well as carry out their timely adjustment.
Pedagogical tact largely depends on the personal qualities of the teacher, his outlook, culture, will, citizenship and professional skills. It is the basis on which trusting relationships between teachers and students grow. The pedagogical tact is especially clearly manifested in the control and evaluation activities of the teacher, where special care and fairness are extremely important.
Pedagogical justice is a kind of measure of the objectivity of the teacher, the level of his moral upbringing. V.A. Sukhomlinsky wrote: "Justice is the basis of a child's trust in a teacher. But there is no abstract justice - outside of individuality, outside of personal interests, passions, impulses. To become fair, one must know the spiritual world of each child to the subtlety "" .
Personal qualities that characterize the professional and pedagogical orientation of a teacher are a prerequisite and a concentrated expression of his authority. If in the framework of other professions the expressions "scientific authority", "recognized authority in their field", etc., are habitually heard, then the teacher can have a single and indivisible authority of the individual.
The basis of the cognitive orientation of the individual is spiritual needs and interests.
One of the manifestations of the spiritual forces and cultural needs of the individual is the need for knowledge. Continuity of pedagogical self-education is a necessary condition for professional development and improvement.
One of the main factors of cognitive interest is love for the subject being taught. L.N. Tolstoy noted that if you want to educate a student with science, love your science and know it, and the students will love you, and you will educate them; but if you yourself do not love it, then no matter how much you force to learn, science will not produce educational influence "". This idea was developed by V.A. Sukhomlinsky. He believed that "the master of pedagogy knows the ABC of his science so well that in the lesson, in the course of studying the material, the content of what is being studied is not in the center of his attention but the students, their mental work, their thinking, the difficulties of their mental work.
A modern teacher should be well versed in various branches of science, the basics of which he teaches, and know its possibilities for solving socio-economic, industrial and cultural problems. But this is not enough - he must be constantly aware of new research, discoveries and hypotheses, to see the near and far perspectives of the science he teaches.

The most general characteristic of the cognitive orientation of the teacher's personality is the culture of scientific and pedagogical thinking, the main feature of which is dialectic. It manifests itself in the ability to detect its constituent contradictions in each pedagogical phenomenon. The dialectical view of the phenomena of pedagogical reality allows the teacher to perceive it as a process where continuous development takes place through the struggle of the new with the old, to influence this process, promptly solving all the questions and tasks that arise in his activity.

“I- (minimal) reproductive; the teacher is able to tell others what he knows himself; unproductive.

II - (low) adaptive; the teacher knows how to adapt his message to the characteristics of the audience; unproductive.

III- (medium) locally modeling; the teacher owns strategies for teaching students knowledge, skills, estates in certain sections of the course (i.e. formulate a pedagogical goal, be aware of the desired result and select a system and sequence for including students in educational and cognitive activities); medium productive.

IV - (high) systematic modeling of students' knowledge; the teacher knows the strategies for the formation of the desired system of knowledge, skills, abilities of students in the subject as a whole productive.

Subject pedagogical activity is the organization of educational activities of students, aimed at mastering the subject socio-cultural experience as the basis and condition for development. means pedagogical activity is scientific (theoretical and empirical) knowledge, with the help and on the basis of which the thesaurus of students is formed.

Ways transfer of socio-cultural experience in pedagogical activity are explanation, demonstration (illustration), joint work with students to solve educational problems, direct practice of the student (laboratory, field), trainings . Product pedagogical activity is the formed individual experience of the student in the totality of its axiological, moral and ethical, emotional and semantic, subject, evaluative components. result pedagogical activity as the fulfillment of its main goal is the personal, intellectual development of the student, improvement, his formation as a person, as a subject of educational activity

12. Levels of pedagogical activity.

Like any kind of activity, the activity of a teacher has its own structure. She is like this:

Motivation.
Pedagogical goals and objectives.
The subject of pedagogical activity.
Pedagogical means and ways of solving the set tasks.
Product and result of pedagogical activity.

Each type of activity has its own subject, just like pedagogical activity has its own. The subject of pedagogical activity is the organization of educational activities of students, aimed at mastering the subject socio-cultural experience by students as the basis and conditions for development.

The means of pedagogical activity are:

scientific (theoretical and empirical) knowledge, with the help and on the basis of which the conceptual and terminological apparatus of students is formed;
carriers of information, knowledge - texts of textbooks or knowledge reproduced by a student during observation (at laboratory, practical classes, etc.) organized by a teacher, of mastered facts, patterns, properties of objective reality;
auxiliary means - technical, computer, graphic, etc.

The ways of transferring social experience in pedagogical activity are:

explanation;
display (illustration);
collaboration;
direct practice of the student (laboratory);
trainings, etc.

The product of pedagogical activity is the individual experience formed by the student in the totality of axiological, moral and ethical, emotional and semantic, subject, evaluative components. The product of this activity is evaluated at exams, tests, according to the criteria for solving problems, performing educational and control actions. The result of pedagogical activity as the fulfillment of its main goal is the development of students:

their personal development;
intellectual improvement;
their formation as a person, as a subject of educational activity.

Pedagogical activity has the same characteristics as any other kind of human activity. This is, first of all:

purposefulness;
motivation;
objectivity.

A specific characteristic of pedagogical activity is its productivity. There are five levels of productivity of pedagogical activity:

I level - (minimum) reproductive; the teacher can and knows how to tell others what he knows himself; unproductive.
II level - (low) adaptive; the teacher is able to adapt his message to the characteristics of the audience; unproductive.
Level III - (medium) local modeling; the teacher owns strategies for teaching students knowledge, skills, skills in certain sections of the course (i.e., he knows how to formulate a pedagogical goal, be aware of the desired result and select a system and sequence for including students in educational activities; average productive.
IV level - (high) system-modeling knowledge of students; the teacher owns strategies for the formation of the desired system of knowledge, skills and abilities of students in their subject as a whole; productive.
Level V - (highest) system-modeling the activity and behavior of students; the teacher has strategies for turning his subject into a means of shaping the personality of the student, his needs for self-education, self-education, self-development; highly productive.

For the effective performance of pedagogical functions, it is important for a modern teacher to be aware of the structure of pedagogical activity, its main components, pedagogical actions and professionally important skills and psychological qualities necessary for its implementation.

The main content of the activity of a university teacher includes the performance of several functions:

teaching,
educational,
organizational,
research.

These functions are manifested in unity, although for many teachers one of them dominates over the others. The combination of pedagogical and scientific work is most specific for a university teacher. Research work enriches the teacher's inner world, develops his creative potential, and increases the scientific level of knowledge. At the same time, pedagogical goals often lead to a deep generalization and systematization of the material, to a more thorough formulation of the main ideas and conclusions.

All university teachers can be divided into three groups:

with a predominance of pedagogical orientation (approximately 2/5 of the total);
with a predominance of research orientation (approximately 1/5);
with the same severity of pedagogical and research orientation (slightly more than 1/3).

The professionalism of a university teacher in pedagogical activity is expressed in the ability to see and form pedagogical tasks based on the analysis of pedagogical situations and find the best ways to solve them. It is impossible to describe in advance all the variety of situations solved by the teacher in the course of working with students. Decisions have to be made each time in a new situation, unique and rapidly changing. Therefore, one of the most important characteristics of pedagogical activity is its creative nature.

In the structure of pedagogical abilities and, accordingly, pedagogical activity, the following components are distinguished:

constructive,
organizational,
communicative,
gnostic.

Constructive abilities ensure the implementation of tactical goals: structuring the course, selecting specific content for individual sections, choosing the forms of conducting classes, etc. Every teacher-practitioner has to solve the problems of designing the educational process at the university every day.

Organizational abilities serve not only to organize the actual process of teaching students, but also to self-organize the activities of a teacher at a university. For a long time, they were assigned a subordinate role: the conditions for training specialists in universities traditionally remained unchanged, and in organizing the educational activities of students, preference was given to time-tested and well-mastered forms and methods. By the way, it has been established that organizational abilities, in contrast to gnostic and constructive ones, decrease with age.

The level of development of communicative ability and competence in communication determines the ease of establishing contacts between a teacher and students and other teachers, as well as the effectiveness of this communication in terms of solving pedagogical problems. Communication is not limited to the transfer of knowledge, but also performs the function of emotional infection, arousing interest, encouraging joint activities, etc.

Hence the key role of communication, along with joint activities (in which it also always occupies the most important place) in the education of students. University teachers should now become not so much carriers and transmitters of scientific information as organizers of students' cognitive activity, their independent work, and scientific creativity.

The role of the teacher changes radically, and the role of the student increases dramatically, who not only begins to independently plan and carry out cognitive activities, but also for the first time gets the opportunity to achieve socially significant results in this activity, i.e. to make a creative contribution to the objectively existing system of knowledge, to discover what the teacher did not know and what he could not lead the student to, planning and describing his activities in detail.

In order to manage the process of development and formation of university students, it is necessary to correctly determine the characteristics of the personality traits of each of them, carefully analyze the conditions of their life and work, prospects and opportunities for developing the best qualities. Without the use of psychological knowledge, it is impossible to develop a comprehensive preparedness and readiness of students for successful professional activities, to ensure a high level of their education and upbringing, the unity of theoretical and practical training, taking into account the profile of the university and the specialization of graduates. This becomes especially important in modern conditions, the conditions of the crisis of society, when the crisis has moved from the sphere of politics and economics to the field of culture, education and upbringing of a person.

The gnostic component is a system of knowledge and skills of the teacher, which form the basis of his professional activity, as well as certain properties of cognitive activity that affect its effectiveness. The latter include the ability to build and test hypotheses, be sensitive to contradictions, and critically evaluate the results obtained. The knowledge system includes worldview, general cultural levels and the level of special knowledge.

General cultural knowledge includes knowledge in the field of art and literature, awareness and ability to navigate in matters of religion, law, politics, economics and social life, environmental problems; having meaningful interests and hobbies. The low level of their development leads to a one-sided personality and limits the possibilities of educating students.

Special knowledge includes knowledge of the subject, as well as knowledge of pedagogy, psychology and teaching methods. Subject knowledge is highly valued by teachers themselves, their colleagues and, as a rule, are at a high level. As for knowledge in pedagogy, psychology and teaching methods in higher education, they represent the weakest link in the system. And although the majority of teachers note the lack of this knowledge, nevertheless, only a small minority is engaged in psychological and pedagogical education.

An important component of the gnostic component of pedagogical abilities is knowledge and skills that form the basis of cognitive activity proper, i.e. activities to acquire new knowledge.

If gnostic abilities form the basis of the teacher's activity, then design or constructive abilities are decisive in achieving a high level of pedagogical skill. It is on them that the effectiveness of the use of all other knowledge depends, which can either remain a dead weight, or be actively involved in the maintenance of all types of pedagogical work. The psychological mechanism for the realization of these abilities is the mental modeling of the educational process.

Design abilities provide a strategic orientation of pedagogical activity and are manifested in the ability to focus on the ultimate goal, solve actual problems taking into account the future specialization of students, take into account its place in the curriculum when planning a course and establish the necessary relationships with other disciplines, etc. Such abilities develop only with age and as the teaching experience increases.