Actualization of the pedagogical activity of a university teacher in modern socio-cultural conditions. Features of pedagogical activity in universities The importance of organizational pedagogical activity in a university
UDK 378.013 BBK 74.58
Berezhnaya Irina Fedorovna
candidate pedagogical sciences, Professor
Voronezh State University Alexander Beloshitsky
Candidate of Pedagogical Sciences, Associate Professor
Military Aviation engineering university
Voronezh Berezhnaya Irina Fedorovna Candidate of Pedagogics,
Professor Voronezh State University Beloshitsky Alexander Vladimirovich Candidate of Pedagogics,
Military Aviation Engineering University Voronezh
Pedagogical activity of a teacher of higher education in
modern conditions Higher School TeacherS Pedagogical Activity Under the Modern Conditions
The results of theoretical and practical reflection of the pedagogical activity of a university teacher are presented. The determinants and characteristics of the pedagogical activity of a university teacher are considered.
The article presents the results of theoretical and practical reflection of a higher school teacherS pedagogical activity. Determinants and characteristics of a higher school teachers pedagogical activity are considered.
Keywords: pedagogical activity, structure
pedagogical activity of a university teacher, pedagogical interaction, meaning, meaning, development.
Key words: pedagogical activity, structure of a higher school teacherS pedagogical activity, pedagogical interaction, importance, sense, development.
In the last decade, in the theory and practice of domestic higher vocational education more and more attention is paid to the study of the pedagogical activity of a university teacher.
interdisciplinary status and is studied by many sciences. Philosophy considers the ontological status of activity as "a specifically human way of relating to the world", as a way of existence
social reality as a unity of deobjectification and objectification □ continuous transition from the form of objective embodiment to the form operating capacity and back. Psychology explores the content of activity as a purposeful activity that transforms the surrounding reality, has social significance and satisfies the needs of the subject in the process of his active interactions with the outside world.
What determines the content of the pedagogical activity of a university teacher? The first (immanent) □ is the personality of the student. The second (ideal) □ model of a future specialist as a set of graduate competencies. Third (transcendental) □ goal, which determines the choice of model and means for its formation, as well as its further existence.
It should be noted that the main characteristics of activity are objectivity and subjectivity. The objectivity of activity lies in the fact that objects outside world affect the subject not directly, but only being transformed in the process of activity, due to which a greater adequacy of their reflection in consciousness is achieved. It manifests itself in the social conditionality of activity. Subjectivity finds its expression in the needs, motives and goals that determine the direction of activity.
The Law of the Russian Federation “On Education □ states that the purposeful process of upbringing and education is carried out in the interests of a person, society, and the state. An important point here is the given priority of interests. As you know, interests express needs that, on the one hand, are concretized, objectified, becoming motives that encourage the subject to activity, on the other hand, they find their satisfaction in the results achieved, which are anticipated in the form
goals. The goal determines what must be achieved to satisfy the need, the motive induces activity, directs actions and determines choice. possible ways its implementation. The goal of pedagogical activity (in accordance with the theory of activity of A.N. Leontiev) is the anticipated result, which acts in the ideal plan as the most perfect state of the student.
It should be noted that the goals vocational training specialists are formed outside the education system, and are focused primarily on the interests of the state. At the same time, the principle of “external through internal” formulated by S. L. Rubinshtein is implemented, and the principle of “interiorization” by L.S. Vygotsky as the leading idea of education. Thus, it is accepted that the dominant of the student's professional development is outside of him, which allows us to consider pedagogical activity as the formation of students with given qualities. The provisions of humanistic psychology and pedagogy about the self of a person, his inner intention to self-actualization and self-realization are not fully implemented in pedagogical practice.
In order for the educational process in the university to be carried out in the interests, first of all, of the students, it must begin with the subjectivization by the teacher of the learning goals set from the outside on the basis of reflection on his own activities and identifying the educational motives of students. Thus, the goal is initially shifted to a motive in order to achieve greater adequacy in managing the educational process of students' adaptation to the university. As a result, a transition from stimulus-reactive behavior determined by external conditions to active behavior determined by internal causes will be ensured. Teacher
is included in the student's development process, the source of which is the student's own activity. At the same time, the teacher becomes aware of the internal logic of the student's development: personality and subject.
It is important to find out how the pairing, coordination of the external activity of the teacher and the internal activity of the student is carried out. The essential feature of pedagogical activity is that it is realized not in the form of a set of weakly synchronized actions, but through a sequence of interactions (interactions). The philosophical category "interaction" expresses not only and not so much the idea of an active deliberate action of one object on another, but the idea of subjectivity and mutual "initiative" of objects. First of all, the actual “mutual action” as the action “on each other” means, as E.A. Klimov, coordinated activity of people in different types joint activities. For the implementation of interaction, it is necessary that its participants master the methods of interpersonal perception, interpersonal cognition and interpersonal actions. The result of establishing interaction between a teacher and a student is “organizational reality □, i.e., a system of special conditions and connections between them. It is expressed in spatio-temporal unity, which involves interpersonal perception and interpersonal actions that ensure the achievement of the unity of the interaction of meanings (temporary functional formations orienting in the current situation) and further the unity of the relationship of the personality of the teacher and students to various aspects of reality. As a result, pedagogical activity acts as an integral structure.
Thus, the pedagogical activity of a university teacher can be represented as the interaction of internal causes and external conditions, production and reproduction, direct and indirect, internalized and externalized, sensual and logical, de-objectified and objectified.
In the interaction of a teacher and a student, there is a double mediation of the presented reality and the inner world of the teacher to the student and vice versa, i.e. the interaction of the teacher and student can be represented as a detailed sequence
representation of the presented (oneself and the world around). Self-acceptance and external positively colored evaluative and value reinforcement on the part of the teacher of self-presentation (cognitive, emotional, volitional, communicative) of the student serves as a motive for creating new interactions with the teacher, accepting the teacher as a significant other □ conductor of socially important goals, which contributes to the transformation of the student from the product ( result) self-presentation into a product of social interaction □ pedagogical interaction. As a result, the motivational-semantic structure of pedagogical activity on the part of the student, as the subject who perceives it, acquires a goal-motivated character. Thus, in the temporary deployment of pedagogical activity, there is a continuous shift of goal to motive and motive to goal.
Consider the relationship between the external in relation to the personality of the student and the internal. Does the external through the internal influence the development of the student or determines his development? it key question organization and implementation educational process at the university. Probably, the answer depends on the chosen basis, which can be either theories of development coming from the ideas of J.-J. Rousseau and affirming the priority of the laws of development inherent in a person, or the theory of the environment, affirming the leading role of the environment and external influences in the formation of personality. If we assume that the source of student development is internal (self-movement, self-actualization, self-realization of one's own potentials), then the educational process will be personality-centered. Therefore, the causal series of the educational process must begin with the student, and, of course, the needs of society must also be taken into account. If, however, we accept that the center of the student's development is located outside and the teacher acts as this center, then in this case we have a traditional educational process determined by an externally set goal.
There is a common basis for effective pedagogical interaction □ internal determination of development, activity of the internal plan, which allows us to consider the activity of a teacher as
developing (directed inward) and forming (directed outward), and the student's activity as developing (self-improvement). At the same time, it is important to understand that the activity of the teacher external plan(activity-formation) does not form a student's personality with given qualities, but the environment, external conditions that affect the student's personal and professional development. In this regard, in pedagogical activity it is possible to single out: on the one hand, the activity of the internal plan □ the determinant of the personal and professional development of the teacher himself, on the other hand, the activity of the external plan, creating the external environment, conditions for the personal and professional development of the student.
We emphasize that the priority of the personality of the student in the educational process was not declared at the forefront of pedagogical innovations and modernizations of the early 90s, but in fact, after the fact, legally defined the humanization of the educational process as the norm of pedagogical practice, as a new vector for the development of pedagogical science.
Thus, the idea of the priority of the interests of the individual in education has found its legislative form. As a result, the possibility of alternative pedagogical theories and pluralism was recognized. educational practice as an adequate correspondence to reality □ imperative of interests specific person in society and the state.
At the same time, the question naturally arises about the role of the teacher and what is meant by pedagogical process and teaching activities? In search of an answer to this question, we note the duality of the teacher's functions. On the one hand, he acts as an intermediary between the student and the cultural and historical experience accumulated by society, which he broadcasts using various methods, forms and means of training and education. In this case, the pedagogical process should be understood as an indirect understanding and cognition of the existing content in accordance with the context of the surrounding world: its objectification, presentation in any perceptual or verbal form by the teacher and
subsequent subjectification, representation by students. Obviously, in this case, pedagogical activity can be considered in line with constructivism: the world as an interpretation.
On the other hand, the teacher and student interact in
educational process. This is a key moment in determining the essence of the teacher's role in the development of the student's personality. It creates such conditions, opportunities that contribute to the development of the student's personality as an active subject. At the same time, the function of the teacher in relation to the student is not to manage and direct. It is fundamentally different □ this is the position of social constructionism (recognition
the paramount role of discourse and relations with students in their construction of the world and their own "JP", complicity (exchange emotional states and feelings), cooperation (continuous interactions). Here psychological structure activity acquires a new pedagogical meaning. The bottom line is that the application of the category "activity" in its
psychological essence in pedagogy is not entirely correct, because
activity (according to A.N. Leontiev) is activity aimed primarily at transforming the objective world, materialized reality. At the same time, pedagogical activity □ is a purposeful activity that changes individual and collective consciousness. It reproduces the aspects of the object mastered by it, the phenomena ideally □ as the properties of another object, acting in the knowledge function of the first
(produces the ideal). The most essential changes here occur with the concept of “action” □ It transforms into assistance, interaction and becomes a “cell” of pedagogical activity as an organic substrate □ of cognitive, emotional, volitional acts, a carrier of development and an organizing principle in the personal and professional development of the student and teacher.
Thus, pedagogical activity is a pedagogical interaction between a teacher and students as an affective-cognitive, intersubjective process in which, based on the achievement
the resonance of interpretations of meanings, i.e., the polyphony of the meanings of authentic inner experience, reflects and actualizes the motives, value orientations, attitudes, and beliefs of the student and teacher.
The content of the pedagogical interaction of the teacher and students in determining the values and meanings lies in the fact that the teacher de-objectifies various objects of reality. Internalizing them in the form of concepts, he creates an individualized system of meanings in which the essential properties and functions of objects are fixed. The totality of individual meanings and meanings of the teacher and student is the constructs through which they perceive the world and describe, classify, evaluate phenomena and objects of reality.
Thus, signification occurs □ the process, method, mechanism and result of ordering the reflected socio-historical experience in the form of generalized forms of the contents of consciousness, which are refined through structuring and differentiation, are revealed in a stable content-normative sense as “concretization of the meaning of an object in speech or activity correlation it with the meaning of words or with an objective situation □ .
Some of these meanings are encapsulated in the student's mind without critical reflection (memorized mechanically). The other part is simply lost, thereby reducing the effectiveness of the teacher's pedagogical activity. Here we should make a small digression. An individual system of meanings develops in ontogenesis, which means that it may not coincide for a teacher and students. Further, the meanings and correlation of meanings generate their meanings, which are determined not only by objective factors of reality, but also by subjective ones (motives, aspirations, etc.). In addition, with the science of language under the meaning ( lexical meaning) understand the meaning of the word. characteristic feature words is, as a rule, the presence of different meanings, as well as the variability of their semantic content. For these reasons, the meaning of words
strongly depends on the context and the situation in which the words are used” [ibid], acting as a unity of generalization and communication, intellectual and communicative function subjects.
Thus, in order to achieve mutual understanding between the teacher and students, in order to ensure effective pedagogical interaction, it is necessary to match the emerging individual values with socially (professionally) accepted forms, which implies:
First, be guided by the fact that the interaction
(mutual understanding of meanings as the first stage) begins at the preverbal level through the empathic reflection of the student's inner world by the teacher, invaluable acceptance of each other;
secondly, when exteriorizing the assigned meanings and meanings, take into account that “the more explicit the subject relatedness of the actualized image, the easier the subject content is actualized in it, the more accessible it is for □ awareness. And vice versa: the less clear subject relatedness an image has, the more difficult it is to realize its content and the meaning that it carries”;
thirdly, to understand that the objective and subjective circumstances that took place in the ontogenesis of the teacher and students and the systems of meanings and meanings formed under their influence may not coincide. In addition, the content of the primary forms of individual meanings of students will continue to exist for some time as an alternative to the meanings accepted by them, or manifest itself in filmed in a wider context;
fourthly, given the fact that in the conditions of pedagogical
interaction part of the objective circumstances that affect the teacher and students coincides, subjective circumstances (primarily motives, aspirations, attitudes) put at the forefront.
For the teacher, it is important to see behind the unambiguity of numerous preliminary reflections and interpretations of the student
alternative meanings, to discover the student's experience is still undefined. AT
As a result, the freedom of choice significantly increases in the construction of meanings, since instead of the criterion of one-to-one correspondence, the idea of constructive alternativeism is implemented □ a variety of ways to conceptualize events. Diaidic interaction results in a dialogue of thoughts, feelings, intentions of the teacher and the student, in which arbitrarily introduced changes in the interpretation do not create states of uncertainty.
Thus, the student feels himself at the same time a subject, and a person, and an individuality, offers and defends his understanding of values, interests, ideals. As a result of the discourse of alternative meanings, dominant meanings arise, the author of which can be both a teacher and a student. These meanings are internalized by students, acquire motivating force and become leading motives in the case of polymotivation of meanings. Motives guide the student's activity, become motives-goals. Realizing the goal as a need (existential, psychological and spiritual), the student is convinced that the satisfaction of the need is possible only through the achievement of the goal. This gives him the opportunity to correlate his subjective ideas about the goal (need) with its objective content, determining the means to achieve it.
In the course of pedagogical interaction, self-actualization and self-realization of the student is carried out. An important aspect of this interaction is interpersonal relations based on two contradictory principles □ objective (objective) and subjective (personal). In the first type of relationship, the student and the teacher perceive and evaluate the external behavioral characteristics of each other in order to compare with themselves or use them in their own interests. The complexity of the implementation of pedagogical activity "Lt goal" lies in the fact that each subject (teacher and student) interact with their object, focusing on achieving their own goal. As a result, coordination of their actions with each other, the formation of a common goal of joint activities does not occur. The semantic world of consciousness in each
personality is formed, which makes it difficult to establish a social, civil, cultural identity in a pair of teacher □ student.
In the personal type of relationship, the teacher treats the student (as well as the student to the teacher) as a unique subject with an absolute value that cannot be reduced to its specific actions and qualities. It generates an internal connection in the form of empathy, sympathy, rejoicing, assistance, taking into account the attitude towards success (failure) of the interactions and expectations of the subjects, the student's attitude to the goal and the process of achieving it. Self-transformation of a student and teacher is expressed in the transcendence of their personality from the I-current state, the transformation of personal identity as a result of self-presentation and social interaction by following the internal logic of development in the context of objectified needs. As a result, pedagogical activity is a two-way process of psycho-socio-spiritual evolution, which has its own speed of deployment for the teacher and the student.
In terms of content, pedagogical activity □ is the assimilation of new meanings, education and the exchange of new meanings. Here arises the problem of harmonizing the development of a teacher and a student, which is both a condition and a way effective interaction. By harmonization we mean the achievement of synchronism in the development of the student and the teacher in time, as well as the coincidence of the meanings of development.
It is probably almost impossible to achieve synchrony (ideally, syntonicity) in the development of a teacher and a student. The speed of internal progress is different, which is determined by somatic,
psychophysiological, mental characteristics, external factors and conditions. It is another matter to achieve consistency in understanding the essence and logic of development, the coincidence of the meanings of development by filling them with the same or synonymous content. The more coincidences, the more organic the interaction. It should be noted that during the translation of knowledge in the educational process, their interpretation occurs at least twice:
first as a teacher, then □ as a student. Therefore, it is expedient to affirm the principle of the plurality of truths. The latter implies a high methodological culture of the teacher: on the one hand, not to allow monopoly in the knowledge and interpretation of knowledge □ own exclusive right to the truth (otherwise, there is a desire for authoritarianism), on the other hand, not to exaggerate, as V.P. Kokhanovsky, the meaning of the absolute moment in truth, presenting this moment as truth in general.
In addition, I would like to focus on the syncretism of pedagogical activity, which is as follows:
the totality of the learner's motives is richer in features and more mobile than the need set by the goal of the educational process. Consequently, the student's subjective awareness of the goal as an experienced need, the satisfaction of which can be poured through the achievement of this goal, is not guaranteed, just as the transfer of the motive to the goal in the course of activity is not guaranteed;
the subjectivity of the student's activity is expressed in the personal sense □ "meaning for oneself" attached to various events, phenomena, objects of the surrounding world, designated by the teacher. They may not coincide with the meanings defined by the teacher.
In general, the contradictions that arise in the educational process can be generally represented as a discrepancy between what should be and what is. At the same time, a multivariant reduction of their essence is observed: they are ranked first as sources, then as driving forces, then to the mechanisms of development. What we can agree with is that contradictions, by creating problematic situations, give impetus to development. However, the creative role of contradictions is possible only if they are promptly identified and resolved.
Implementation of the idea of the dialectical unity of the subjective and the objective will contribute to the achievement of the integrity of the social and individual
activities of the teacher and internal intentions of personal and professional development of students.
Bibliographic list
1. Philosophical Dictionary / Ed. I.T. Frolova. □ 5th ed. □ M.: Politizdat, 1987. □
2. Law of the Russian Federation of 10.07. 1992 No. 3261-1 “On Education^” // Rossiyskaya Gazeta. P1996. □
3. Klimov E.A. Fundamentals of psychology: Textbook for universities. □ 2nd ed., revised and additional. □ M.: UNITI-DANA, 2003. □ 462 p.
4. Kraevsky V.V. Methodology of pedagogy: a new stage: textbook. allowance for students. higher textbook institutions / V.V. Kraevsky, E.V. Berezhnova. □ M.: Publishing house. Center "Academy" 2006. □400 p.
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6. Kokhanovsky V.P. Philosophy and methodology of science / V.P. Kokhanovsky, E.V. Zolotukhina, T.G. Leshkevich. □ Rostov n/a: Phoenix, 1999. □ 576 p.
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The entire history of education and upbringing, except for the very first stages of human development and rare happy exceptions, is like the Athenian education system, marked by authoritarianism, undemocratic, cruelty. It has deep roots. AT ancient Sparta upbringing was public affairs and was firmly controlled by the state. Newborn children were examined by persons authorized by the state. Healthy children were returned to their parents, with violations and deviations were thrown into the abyss. In state educational institutions, boys were taught to endure cold, hunger, and heat. After each year of study, public trials were held, including beatings. Death from torture was considered the dignity of a pet, despair and crying - a shame for parents and educators Ukrainian student of the University of Padua Grigory Skibinsky at the end of the 17th century. they cut off his hand only because he, being Orthodox, accepted Uniatism for the sake of getting a high education, dared to study science in a Catholic educational institution, not belonging to the Catholic Church. Against the name of a Ukrainian student Pavel Skop, apparently because he was poor, in the lists of the same university, a note was made "horned cattle."
Therefore, the creation of modern humanistic pedagogy requires a corresponding new image of the teacher. How does a teacher of higher education see himself, what is his mission, what requirements does society make of him? It is no coincidence that these questions are in the field of view of modern scientific thought and the public. After all, the final result of the reform of higher education in Ukraine depends to a certain extent on their decision.
As you know, university professors belong to the main socio-professional groups on which society has assigned extremely important tasks: the preservation and enhancement of the cultural heritage of society and civilization as a whole; socialization of the individual at an important stage of its formation, associated with professional training.
Recall that the process of training specialists with higher education constitutes a highly developed rich-aspect system, the main functions of which are:
- 1) development of knowledge - scientific research, their implementation in practice, expertise; development of new academic disciplines, educational programs, scientific and methodological support;
- 2) transfer of knowledge - the educational process in a variety of forms, methods, means and educational technologies;
- 3) dissemination of knowledge - publication teaching aids, scientific monographs, articles; speeches to the public, participation in scientific, educational, methodological and cultural and educational events of the regional, all-Ukrainian and international levels;
- 4) the formation of the skills and awareness of the need to learn throughout life in those who study.
These functions determine the main components of teaching activity: scientific and subject, psychological and pedagogical, cultural and educational.
A high school teacher must meet the following requirements: high professional competence - deep knowledge and wide erudition in the scientific and subject area, non-standard thinking, creativity, possession of innovative tactics and strategy, methods for solving creative problems;
pedagogical competence- thorough knowledge of pedagogy and psychology, in particular andragogy, medical and biological aspects of intellectual activity, possession of modern forms, methods, means and technologies of education;
socio-economic competence- knowledge of global processes of civilization development and functioning modern society, as well as the foundations of sociology, economics, management and law;
communicative competence - culture of oral and written forms literary language, possession foreign languages, modern information technology, effective methods and methods of interpersonal communication.
Added to this is the high level common culture - a scientific outlook has been formed, a stable system of national and universal spiritual and moral values.
In the system of open and flexible education, special attention is paid to the preparedness of the teacher:
- - to the organization of learning based on practice through actions and the analysis of these actions;
- - formation of research and creative skills;
- - the formation of students' faith in their own abilities and in the reality of professional achievements;
- - selection, depending on the situation, of an appropriate role, for example, an expert, consultant, organizer, designer, adviser;
- - organizing students into working groups, as well as the distribution of volumes educational material and formation of cooperation rules;
- - support social integration student team;
- - application of effective methods of prevention and resolution of interpersonal and group conflicts;
- - organization of individualized learning (work at "levels" in groups, equalizing classes, communication with feedback);
- - organizing self-study of students, in particular, preparing them for independent use of textual and post-text sources of information;
- - developing the skills of individual and group decision-making, as well as solving various problems before making decisions;
- - formation of skills of independent planning and adaptation to changing working conditions; mental construction through the operations of comparison, analysis, conclusions and verification, as well as object-manipulation design according to the analytical, operational and synthetic stages of behavior in solving problems;
- - practical application of the concept of versatile learning and the concept of individualized learning, taking into account the needs of students.
To successfully perform his functions, a teacher must be an organizer, speaker, analyst, psychologist, highly competent specialist in his field, an erudite in other fields of knowledge. Also, the teacher must have talent, natural abilities. It requires great mental, physical, temporal and emotional-volitional costs. A university teacher must be a creative person, since only a creative person can prepare a future creative specialist.
In the current socio-economic situation in Russia, success can be achieved by a person armed with knowledge and able to adapt to constantly changing conditions. This is precisely the goal of Russian higher education today. It is impossible to achieve the goal without appropriate methodological and personnel support, which means that special training of teachers of higher educational institutions is required.
The profession of a teacher, including a university teacher, belongs to the type "Man - Man", according to the classification of professions proposed by E.A. Klimov (on the subject of labor). The subject of labor in this group of professions is interaction with another person. This group includes the professions of a manager, teacher, psychologist, seller.
Pedagogical activity can be defined as a purposeful process of solving the goals and objectives of education and, in addition, the development of students. Positive changes in personal development of students occur only when their goals coincide with the goals of the teacher's activities.
The content of pedagogical activity is training, upbringing, education, development of students. Distinctive feature pedagogical activity - its joint nature: the work of a teacher is unthinkable without those to whom his teaching, developmental and educational impact is directed. Pedagogical activity differs from other types of activity in that the teacher's self-realization consists in a positive influence on the pupil. At the same time, students can also influence the teacher, the types and forms of his activity.
The peculiarity of the activity of a teacher of higher education is that it is complexly organized and aimed at solving many interrelated tasks. Realizing various goals, the teacher of the university carries out different kinds activities: pedagogical (educational and methodical), research, organizational, managerial and educational. Only a combination of pedagogical and scientific activities for a teacher of higher education is productive. It is pedagogical activity that plays the leading role in the activity of a university teacher, and other types of activity are integrated and manifested in it.
It is possible to formulate certain criteria for assessing the levels of research, professional, managerial and social activities of a higher education teacher. Regarding pedagogical activity, one can accept the classification of N.V. Kuzmina, according to which five levels of its productivity are established:
Reproductive, when the teacher is able to retell to others what
what he himself knows;
- adaptive, in which the teacher is able to adapt his message to the characteristics of the audience;
- locally modeling students' knowledge, when the teacher has strategies for teaching knowledge, skills and abilities in certain sections of the course, allowing to determine the pedagogical goal, set tasks, develop an algorithm for their solutions and use pedagogical means of including students in educational and cognitive activities;
- system-modeling the knowledge of students, when the teacher owns the strategies for the formation of the desired system of knowledge, skills and abilities in the discipline as a whole;
- system-modeling the activity and behavior of students, in which the teacher is able to turn his discipline into a means of shaping the personality of the student, his needs for self-education, self-education and self-development.
In the learning process, the teacher solves the problems of teaching and developing students, which determines the main functions of his activity.
- 1. Obtaining and accumulating new knowledge in the field of both the subject of teaching and the forms, techniques and methods of teaching. The implementation of this function presupposes the ability to acquire special knowledge, knowledge of pedagogy, psychology, etc., as well as creatively use the accumulated knowledge. It is no secret that the level of special knowledge of a university teacher is much higher than the knowledge of teaching methods, and this is a big problem for higher education.
- 2. Designing the learning process. Based on the objectives of studying the discipline, the teacher develops a program, the structure of the course, chooses the methodology and technology of teaching. Ability to plan the study of the whole course and each individual lesson, correlate the content selected topics With common goals academic discipline, knowledge of the age and individual psychological characteristics of the trainees are the necessary components of the teacher's activity. When designing educational process the teacher creatively approaches the use of already developed technologies, methods, teaching methods or offers original, own ones.
- 3. Selection and structuring of the content of the lesson. Based on the knowledge of the characteristics of the audience, their own training, the teacher constructs each lesson. It should be noted that one topic can be presented to different groups of students in different ways: different material is selected, time is allocated differently for studying individual issues, other teaching methods and techniques are used.
- 4. Organization of the educational process. It is not only about organizing the activities of students, but also about the ability of the teacher to organize himself, his work to achieve the learning goals.
- 5. Establishment of communication links, without which personal development is not possible. Of great importance in the professional activity of a teacher are his relationships with colleagues, with students, as they become a source and catalyst for the process of enrichment with knowledge, a condition for improving professionalism, and a means of educational influence on students.
The effectiveness of communication links is determined by a number of positions:
- objective perception of a person in the process of communicating with him;
- mutual trust in joint activities;
- exchange of information;
- elimination of conflicts;
- fair but tactful criticism;
- change, if necessary, one's own behavior in relation to a partner.
- 6. Educational impact on students. The formation of a student's personality is a multifaceted process: in addition to transferring knowledge and developing certain skills, the teacher influences the social and moral sphere of the pupil. A positive impact is possible only with emotional harmony with students and joint purposeful activities with them. Taking into account the state, mood, motives of pupils, tact in dealing with them significantly increase the effectiveness of pedagogical influence, determine positive dynamics in the personal development of students.
The essence of the teacher's activity can be defined by its following components: firstly, the transfer of knowledge, skills and abilities (the teacher teaches, communicates, transmits systematic information on any subject); secondly, it is an educational impact; thirdly, evaluation and control of learning outcomes.
Without self-education and self-development, the activity of a teacher is not conceivable: it is not only conducting scientific research but also the enrichment of the methodological base. In addition, the teacher needs to develop professionally important qualities. Mandatory in the activities of the teacher is interpersonal interaction: communication with colleagues, the head of the department, the leadership of the university, as well as interaction with students.
In modern conditions, learning takes on the character of an exchange of opinions. The teacher ceases to be the custodian and transmitter of scientific knowledge, he helps the student navigate the world of scientific information. Equal communication becomes a prerequisite for genuine subjective relations necessary for the student's creative self-disclosure. The activity of the teacher is aimed at activating the creative potential of students, stimulating their independence in finding solutions to educational and scientific problems.
The teachers of the department directly teach and educate students, develop curricula in the disciplines assigned to it, determine the appropriate forms and methods of teaching them, prepare educational and methodological materials, conduct the classes provided for by the curriculum and bear full responsibility for preparing students in their profile.
Under the guidance of the lecturer, the methodological support of training sessions in the discipline is developed, the teachers of specific courses determine the level of students' knowledge, therefore the lecturer controls the quality of the classes conducted by the teachers and the level of mastering the educational material by students.
Educational work at a university is often called educational work. Of course, there are purely educational activities: cultural and mass work, sports work, the activities of teachers-curators of student groups, work with students living in dormitories, work with students' parents, prevention of violations of academic discipline, etc.
But, communicating with students in ordinary training sessions, advising their course and diploma design, taking tests and exams, involving them in research work, one should not forget about the need for constant educational influence on the culture and morality of young people, the formation of their life values.
The teacher will make a serious mistake if he believes that the educational aspect of teaching students is not his business. Any teacher, like a leader, like a parent, must accept and perceive his student with the whole range of his problems - both educational and moral, because all this will affect the ultimate life success of university students.
The effectiveness of the educational work of the teaching staff is directly dependent on the level of pedagogical and methodical skill teachers. In its formation, two aspects must be taken into account.
On the one hand, the peculiarity of pedagogical activity associated with the specifics of its object, which is a person (he is also the subject of activity), the constant variability of pedagogical situations do not allow the teacher to use any one, once and for all learned system of actions. On the other hand, when developing methodological foundations for optimizing the educational process, the problem arises of the relationship between the creativity of the teacher and a certain algorithm of actions that the teacher must constantly carry out.
The main objectives of the methodological work are:
- systematic improvement of the methods of teaching and educating students;
- promotion pedagogical excellence teachers;
- development of new effective methods of organizing and conducting the educational process;
- generalization and dissemination of advanced experience in teaching and educating students.
The main tasks of methodological work:
- development of teaching methods for disciplines assigned to the department;
- improvement of existing and creation of new, most effective methods, techniques, methods and forms of teaching and educating students;
- development and improvement of educational teaching materials on academic disciplines departments;
- ensuring close communication theoretical training students with practical activities of graduates to improve curricula and teaching methods;
- systematic generalization and dissemination of advanced experience in teaching and educating students. Organizational methodical work includes several areas of work with students. This is, first of all, the organization of work in junior courses, cultural and mass work, educational work in the hostel. The high level of organization of work in these areas contributes to raising the cultural level of students and helps to promote student leaders.
Organizational and methodological work also covers a set of issues related to the organization of office work, the preparation and implementation of plans, the preparation and execution of plans and reports of the department.
In a generalized form, the areas of activity of a university teacher are presented in fig. 1.1 and in table. 1.1.
The main areas of activity of a teacher of a modern university
Table 1.1
Areas of activity |
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Conducting the educational process |
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Methodological work and advanced training |
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Educational work among students |
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The end of the table. 1.1
Areas of activity |
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Participation in the management of the department, university and other organizational activities |
1) Fulfillment of cathedral-wide assignments in the management system of the department, faculty, university;
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Personal life |
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The fields of activity of the teacher determine the model of his qualities necessary for successful activity in the university.
The profession of a university teacher is one of the most creative and complex professions that combine science and art. This profession is akin to the work of a writer (creativity in the preparation of material), a director and director (creation of an idea and its implementation), an actor (in pedagogical activity, the teacher’s personality is an instrument), a teacher, a psychologist and a scientist.
As you know, university teachers belong to the main socio-professional groups on which society has assigned extremely important tasks: the preservation and enhancement of the cultural heritage of society and civilization as a whole; socialization of the individual at an important stage of its formation, associated with professional training.
As most researchers note, any pedagogical activity is carried out in conditions of both mental and emotional stress. The conditions for such activities in higher education have specifics associated with the need to give lectures for students, conduct practical exercises, management of independent and research activities.
As the analysis showed scientific literature The university teacher performs the following functions:
Organizational (leader, guide in the labyrinth of knowledge, skills);
Informational (carrier of the latest information);
Transformational (transformation of the socially significant content of knowledge into an act of individual cognition);
Approximate-regulatory (the structure of the teacher's knowledge determines the structure of the student's knowledge);
Mobilizing (transferring the object of education into the subject of self-education, self-promotion, self-affirmation).
To successfully perform his functions, a teacher must be an organizer, speaker, analyst, psychologist, highly competent specialist in his field, an erudite in other fields of knowledge. Also, the teacher must have talent, natural abilities. It requires great mental, physical, temporal and emotional-volitional costs. A university teacher must be a creative person, since only a creative person can prepare a future creative specialist.
P. Yasvin, analyzing the requirements for a university teacher, emphasizes the importance of the formation of his readiness for professional activity. The researcher divides such readiness into theoretical, practical and motivational.
Theoretical readiness consists of the following skills:
Draw up working curricula on the subject at the basic and profile levels;
Determine the most rational activities of students in mastering educational material and provide for difficulties in its development by students;
Determine the most effective methods and techniques for conducting a lecture or a practical lesson;
Develop diagnostic tools;
Diagnose and analyze problems, determine the causes and ways to overcome them;
Based on the results of student personality diagnostics, design an educational process aimed at maximizing the individualization of learning, the development of research and independent activities of students;
Build the logic of teaching the subject, based on the needs and capabilities of students of a particular profile of education;
Systematically replenish their knowledge through self-education;
Systematically expand your knowledge by studying the experience of colleagues;
Acquire new knowledge of the real pedagogical process.
Practical readiness implies the ability to:
To study the personality of students and the student body in order to identify the level of their development and the conditions that affect the results of training and education;
Analyze and practically evaluate educational material, teaching and methodological aids, course programs, teaching aids and use them creatively;
Not so much to transmit the knowledge presented in the textbook, but to organize the educational and cognitive activities of students;
Adequately interpret the results of diagnostics of students' personality;
Monitor the progress of students along the planned educational route;
To stimulate independent work with various sources of information and databases, to use the possibilities of information technologies for open education in the educational process;
Provide practical orientation and instrumental orientation of education for the formation of students, subject, over-subject and key competencies;
organize a joint creative activity aimed at the development of social significant qualities personality;
To form in students the experience of responsible choice and responsible activity, the experience of self-organization;
To study the advantages and disadvantages of one's own personality and activity and restructure one's activity in accordance with the goals and conditions of its course.
Motivational readiness is expressed:
In the presence of sustainable motivation for professional growth;
In understanding the need to update professional knowledge and improve pedagogical skills;
In the desire to transfer the acquired knowledge in the new conditions of pedagogical activity;
In an effort to creatively solve pedagogical problems;
In the ability to adequately assess the results of their professional activities, taking into account the conditions for their receipt;
In recognizing the student as the subject of the educational process and the desire to build interaction with him on a parity basis.
It should be emphasized that in the system of open and flexible education, special attention is paid to the preparedness of the teacher for:
Organization of practice-based learning due to actions and analysis of these actions;
Formation of research and creative skills;
Formation of students' faith in their own capabilities and the reality of professional achievements;
The choice, depending on the situation, of the appropriate role, for example, an expert, consultant, organizer, designer, adviser;
Organization of students in working groups, as well as the distribution of volumes of educational material and the formation of rules for cooperation;
Support for the social integration of the student body;
Application of effective methods of prevention and resolution of interpersonal and group conflicts;
Organizations of individualized learning (work at "levels", in groups, leveling sessions, communication with feedback);
Organization of self-study of students, including their preparation for independent use of textual sources of information;
Developing the skills of individual and group decision-making, as well as solving various problems before making decisions;
Formation of skills of independent planning and adaptation to changing working conditions; mental construction from the operations of comparison, analysis, conclusions and verification, as well as object-manipulation construction according to the analytical, operational and synthetic stages of behavior in solving problems;
Practical application of the concept of versatile learning and the concept of individualized learning, taking into account the needs of students.
Thus, the activity of a teacher of higher education has a high social significance and occupies one of the central places in the state formation of the national consciousness and spiritual culture of society.
The defining and the largest component of the teacher's work is teaching and pedagogical activity. According to its content, educational work in a higher educational institution is part of a purposeful labor activity for the training of highly qualified specialists, including the types of specific work determined by the structure of the curriculum of the specialty. There are more than forty such types of works.
Educational and pedagogical activity is aimed at organizing the learning process in higher education in accordance with the requirements of society. The educational process in higher education is characterized by an organic combination of educational and research aspects, increased activity and independent work of the student (having learned, the student learns himself). Pedagogical activity combines a theoretical component associated with the disclosure of new patterns, the essence of science, as well as a practical component aimed at transforming specific situations, at solving a system pedagogical tasks. The teacher determines the goals and objectives of teaching in a particular subject in conjunction with others academic subjects; considers the content of education, modern forms and methods that contribute to the activation of the student's educational and cognitive activity, forms of control; forms creative teams of study groups; carries out the education of the student and brings up the need for self-education. The main types of this activity are lecturing, conducting laboratory, practical, seminar, settlement and graphic work, consultations, tests, exams, reviewing and receiving defense term papers, projects, management of practice and teaching and research work of students, management of theses, etc.
FROM academic work closely related educational and methodological activities for the preparation of the educational process, its provision and improvement. The university assumes 29 specific types of educational and methodological activities. Among them: preparation for lectures, practical, seminars, educational practice; development, revision and preparation for publication of lecture notes, collections of exercises and tasks, laboratory workshops and other educational and methodological materials, methodological materials for coursework and theses; current work to improve pedagogical qualifications (reading methodological and educational, scientific and methodological literature); study of best practices with reporting and peer review of lecture notes, collections of problems and laboratory workshops; drawing up methodological developments, assignments, exam tickets, topics of term papers; development of schedules for independent work of students; mutual visits, etc. The teacher's working day is divided into two parts: carrying out all the above types of work and preparing for their implementation. Thus, the content of educational and methodological work is in direct connection with the educational work, its volume and structure. The introduction of computers helps in the development of methods for the use of programmed learning, the creation of maps for programmed control, the development of methods for the use of TCO, etc.
The work of a university teacher necessarily involves organizational and methodological work, the main types of which are work in the preparatory department, career guidance, organization of pedagogical practices, work in admission committee, preparation of materials for a meeting of the department, faculty council, university council, methodological work to help teachers, work on the preparation of scientific and methodological seminars, etc.
An organic part of teaching activity is the work of educating students. It contains the following types of work: control over independent work students in the study of primary sources, review of notes, colloquia, interviews, the work of a curator, head of clubs, educational work in hostels, holding evenings, excursions and the like. For all types of work, the teacher reports at a meeting of the department, administration.
An obligatory element in the work of a university teacher is research work. Scientific work includes the following types: implementation of planned research work, collective agreements; writing and publishing textbooks, manuals, monographs, scientific articles and abstracts, reports at conferences; editing textbooks, reviewing them, writing reviews on dissertations; work in editorial boards of scientific journals; management of research work of students; participation in scientific councils and the like.
So, the professional activity of a teacher of higher education includes educational and pedagogical activities, educational and methodological and organizational and methodological activities, research work.
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 of the total);
With the same severity of pedagogical and research orientation (slightly more than 1/3 of the total).
According to certain types of activity, it is possible to determine the immediate functional responsibilities of a teacher of higher education, which are as follows.
1. Preparation of training courses, their methodological and methodological support, the choice of information (audio, video, computer, telecommunications, etc.) support.
2. Creation of educational, training and control programs, including computer ones.
4. Lectures, conducting laboratory, seminars and other practical classes, conferences, role-playing, situational and business games, etc.
5. Organizational and methodological support of students' practice and participation in its implementation.
6. Search and development of new pedagogical methods and educational technologies of increased efficiency.
7. Consulting and other individual work with students.
8. Search for sources of funding for scientific research and consumers of scientific developments.
9. Planning, organization and implementation of scientific research and specific practical developments.
10. Preparation of scientific, popular science and other materials.
11. Preparation of developments that are patented.
12. Implementation of educational functions in the process of group and individual work with students, during informal communication with them.
13. Continuous personal and professional growth, improvement of scientific and pedagogical competence and qualifications.
14. Possession of various professionally necessary practical skills.
In order to fulfill their functional duties at a high level, a teacher of higher education must meet the following requirements:
High professional competence - deep knowledge and broad erudition in the scientific and subject area, non-standard thinking, creativity, possession of innovative tactics and strategy, methods for solving creative problems;
Formation of pedagogical skills and abilities (didactic, academic, perceptual, speech, organizational, communicative, predictive, reflective, etc.);
Pedagogical competence - thorough knowledge of pedagogy and psychology, in particular andragogy, medical and biological aspects of intellectual activity, possession of modern forms, methods, means and technologies of education;
Socio-economic competence - knowledge of the global processes of development of civilization and the functioning of modern society, as well as the basics of sociology, economics, management and law;
Communicative competence- culture of oral and written forms of literary speech, knowledge of foreign languages, modern information technologies, effective methods and techniques of interpersonal communication.
To this should be added a high level of general culture - a well-formed scientific outlook, a stable system of national and universal spiritual and moral values.
The specific content of the work, the rights and obligations of a professor, associate professor, teacher of higher educational institution determines the charter of the relevant educational institution.
Employees of the university and other educational institutions have the right to:
Free choice of forms, methods, means of education or scientific activity, manifestation of pedagogical and scientific initiative;
Individual pedagogical and scientific activity;
Obtaining all information, educational and methodological and other materials developed at the university (institute), as well as information about the decision of the Academic Council, the rector of the university (institute) and planned events;
Use of all types of services that the university (institute) can provide to its employees, as well as all other opportunities of the university (institute) in obtaining material assistance; assistance in expanding and improving their activities, prompt and effective solution of educational, methodological, research and production problems;
Use of extended paid leave;
Participation in discussion and decision critical issues educational, scientific and production activities of the university (institute) and its subdivisions, submission of proposals for improving their work;
Performance of work on a full-time part-time basis, or hourly wages, to receive wages for replacing temporarily absent employees, for wages for self-supporting activities, work in joint ventures, firms, cooperative bodies, etc.;
Advanced training, retraining, free choice of content, programs, forms of education and scientific activities, organizations and institutions providing advanced training and retraining;
Protection of professional honor, dignity;
Choice of means and methods of teaching, scientific activity.
Employees of the university (institute) are obliged to:
Comply with the Charter of the university (institute), current legislation and international agreements;
To provide conditions for the assimilation by students, trainees, interns, graduate students, doctoral students of study programs at the level of mandatory requirements of state standards, to promote the development of abilities in the latter;
Actively participate in solving the problems facing the university (institute), ensure a high level of training of specialists and research work;
By mentorship and personal example, to assert respect for the principles of universal morality;
Regularly, at least once every five years, undergo various forms of advanced training while maintaining the average salary and paying the costs of advanced training at the expense of a higher educational institution;
To cultivate respect for people, national-cultural, spiritual and historical values, respect for environment;
To educate young people in the spirit of mutual understanding, peace, harmony between all peoples, ethnic, national, religious groups;
Comply with the requirements of pedagogical and scientific ethics, morality, respect the dignity of students and employees of the university (institute), protect them from any form of physical or mental violence, prevent the use of alcohol, drugs, etc.
Thus, the profession of a university teacher is one of the most creative and complex professions. The professional activity of a teacher of higher education has a complex structure and includes educational and pedagogical activities, educational and methodological and organizational and methodological activities, research work. At the same time, the university teacher performs the following functions: organizational, informational, transformational, tentatively regulatory, mobilizing. In order to effectively fulfill their professional duties, a teacher of higher education as a subject of pedagogical activity must have a professional and pedagogical orientation, possess pedagogical skills, developed general and pedagogical abilities, professional and pedagogical competence; ensure effective subject-subject interaction, productivity of activity, solution of educational, educational and developmental tasks.
To acquire and improve the necessary professionalism, you need to know in detail the structure of pedagogical activity and master the system of practical skills associated with it. In the works of N.V. Kuzmina, V.A. Slastenin and A.I. Shcherbakov identified the following activities of the teacher:
Diagnostic;
Orientation-prognostic;
Structural design;
Organizational;
Information and explanatory;
Communicative and stimulating;
Analytical and evaluation;
Research and creative.
Consider the essence and practical implementation of each of these activities.
Diagnostic activity (from the Greek. diagnosis - recognition, definition). It is associated with the study of students, establishing the level of their upbringing and characteristics. learning activities and behaviour. Although on a somewhat different occasion, K.D. Ushinsky wrote: "If pedagogy wants to educate a person in all respects, then she must first recognize him in all respects too." This statement can be fully attributed to the diagnostic activity of the teacher.
Orientation-prognostic activity (from the Greek pro - forward, gnosis - knowledge) is expressed in the teacher's ability to determine the goals, objectives and direction of the upcoming pedagogical work, based on knowledge of the characteristics and level of upbringing of the student, i.e. what specifically needs to be achieved, what needs to be improved in their learning and behavior.
Structural and design activities. Its essence lies in the fact that the teacher, having determined the goals and objectives of the forthcoming pedagogical work, models and details the content, forms and methods of its implementation.
Organizational activity is aimed at involving students in the planned educational work, giving it exciting forms, distributing responsibilities between students and encouraging them to be active.
Information and explanatory activity. Its great importance is due to the fact that both training and education are actually based on information processes. In this case, the teacher acts for students not only as an organizer of training and education, but also as a source of knowledge, philosophical and moral and aesthetic ideas. To do this, he needs to have a good command of his science, as well as the methods of educational work, be able to logically, easily and emotionally present the material being studied.
Communicative-stimulating activity is connected with the great influence that a teacher's ability to communicate has on students, influence them with his personality, maintain humane and benevolent relations with them, instill in them confidence in success, show care, warmth and sincerity, combined with tact. exactingness. K.D. Ushinsky wrote: “In education, everything should be based on the personality of the educator, because the educational power flows only from the living source of the human personality ... Without the personal direct influence of the educator on the pupil, true education that penetrates the character is impossible.”
Analytical and evaluation activities. Its essence lies in the constant analysis (based on feedback) ongoing educational work, identifying its positive aspects and shortcomings, comparing the results achieved with the goals and objectives that were planned to be implemented, which allows you to make the necessary adjustments in the process of training and education.
Research and creative activity. It consists in the fact that the application of pedagogical theory in itself requires a certain creativity from the teacher. The point is that theoretical and methodological ideas in pedagogy reflect typical teaching and upbringing situations. The specific conditions of training and education are too diverse, and sometimes unique. For example, general theoretical position concerning respect for students and exactingness towards them, in the real teaching and educational process has many methodological modifications.
Scientific activity, the main significance of which lies in the constant increase in the level of professional knowledge of the teacher, and hence with an increase in his authority in the eyes of colleagues and students.
All university teachers can be divided into three groups:
1) with a predominance of pedagogical orientation (approximately 2/5 of total number);
2) with a predominance of research orientation (approximately 1/5 of the total number);
3) with the same severity of pedagogical and research orientation (slightly more than 1/3).
In general, 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. Undoubtedly, one of the most important components of the teacher should be his creativity, creative attitude to work.
Pedagogical creativity is the process of solving pedagogical problems in changing circumstances.
The level of creativity in the activities of the teacher reflects the extent to which he uses his abilities to achieve the goals.
Unlike creativity in other areas (science, technology, art), the teacher's creativity does not aim to create a socially valuable new, original, since its product is always the development of the individual. Of course, a creatively working teacher creates his own pedagogical system, but it is only a means to obtain the best result under given conditions.
Creative personality is distinguished by a special combination of personal and business qualities that characterize her creativity . Creativity- the ability, reflecting the deep property of individuals to create original values, to make non-standard decisions. E.S. Gromov and V.A. Molyako names seven signs of creativity:
Originality;
heuristic;
Fantasy;
Activity;
concentration;
Definition;
Sensitivity.
The teacher-creator also has such qualities as initiative, independence, the ability to overcome the inertia of thinking, a sense of the truly new and the desire to learn it, a high need for achievement, purposefulness, breadth of associations, developed professional memory.