эссе

The role of professional self-education in the activities of the teacher.

Exam: Essays

Discipline: Introduction to the pedagogical profession

Student: Ivan Vladimirovich Chapaksin

Specialty: Chemistry

Group: polylingual

Course: 2

Date: 29 /01/2018.

Lecturer: Shumeiko Tatyana Stepanovna

Plan:

Introduction;

1) The opinion on the self-education of the teacher;

2) The principles of self-education;

Conclusion.

 "You must always learn. Until the end of life, not only all the major scientists were taught, but also studied. Stop learning - you can not teach. For knowledge all grow and become more complicated. "

Academician D.S. Likhachev

Introduction

The uniqueness of each person is beyond doubt. One way to present yourself to the world, to express your uniqueness is a problem for most people.

As you know, the creator, as well as the intellectual, are not given birth. A lot depends on what opportunities the environment presents for the realization of personal potential.

Personal and professional growth directly depends on the processes of self-education and self-improvement, allows the most effective implementation of the future teacher in his activities, ensuring his development and self-development, contributing to a creative approach to business

        L.N. Tolstoy defined the following tasks of self-education: "The most important thing for me in life is correction from the three main vices: lack of character, irritability and laziness."

To teach today the rising generation at the present level of the requirements of society is impossible without the constant renewal and enrichment of its professional potential. Professional teacher education in principle is impossible, if he himself does not see gaps in general pedagogical knowledge, knowledge of the fundamentals of science taught, and the inadequacy of his pedagogical tools. Starting to work on self-education and professional self-improvement, the beginning teacher should have data of the analysis of the work for the certain period, their objective estimation and recommendations of instructors on improvement of the activity. The experience of teachers who have achieved notable success in their professional work through systematic work on themselves indicates that self-improvement work must begin with an in-depth analysis of one's own pedagogical practice, identifying the reasons for both successes and failures. Analyzing the results and process of his own activity, the teacher makes a reflection, without which there is no understanding of the laws of the educational process, there is no progressive movement towards pedagogical mastery.

The leading component of professional self-improvement and self-education of the teacher is self-education, by which we mean "purposeful, definitely carried out cognitive activity of the teacher in mastering the universal experience, methodological and special knowledge, professional skills and skills necessary to improve the pedagogical process"

Personality of a person is formed and develops under the influence of numerous factors - objective and subjective, public and social, internal and external, independent and dependent on the will and consciousness of people acting spontaneously or according to certain goals. Moreover, man himself is not a passive being, he acts as a subject of his own formation and development.

Work on yourself is self-education, starting with awareness and accepting an objective goal as a subjective, desirable motive of one's activity. A subjective setting by a person of a specific goal of behavior or activity creates a conscious tension of will, a definition of the plan of actions for tomorrow. Implementation of this goal is inevitably accompanied by emerging obstacles - both objective and subjective.

1) The opinion on the self-education of the teacher;

K.D. Ushinsky believed that he was helped in self-education by the following:

"... the tranquility is perfect, at least externally; directness in words and deeds; deliberate action; determination; do not talk about yourself without need of a single word; do not spend time unconsciously; do what you want, not what will happen; to spend only on the necessary or pleasant, and not for the sake of passion; every evening honesty to give themselves an account of their actions; never boast of what was, nor what is, nor what will be. "

Self-education, notes I.P. Podlaska, is a systematic and conscious human activity aimed at self-development and the formation of the basic culture of the individual.

Self-education is designed to strengthen and develop the ability to voluntarily fulfill obligations, both personal and based on the requirements of the collective, to form moral feelings, necessary habits of behavior, volitional qualities. Self-education is an integral part and result of upbringing and the whole process of personality development. It depends on the specific conditions in which a person lives.

According to H.A. Berezovin, self-education is a conscious activity aimed at the fullest possible realization of a person as a person

According to H.A. Berezovin, self-education is a conscious activity aimed at the fullest possible realization of a person as a person. Based on the activation mechanisms of self-regulation, it assumes the existence of clearly realized goals, ideals, personal meanings. Self-education is a relatively late acquisition of ontogenesis, associated with a certain level of self-awareness, critical thinking, ability and readiness for self-determination, self-expression, self-discovery, self-improvement. It is based on an adjecture of self-esteem, a critical analysis of its individual characteristics and potential opportunities; is in a non-disruptive relationship with upbringing, not only reinforcing, but also developing the process of the formation and perfection of the individual.

The teacher A.I. Kochetov defines the following parameters of self-education:

Dominant in self-education is the formation of such qualities as self-awareness, enthusiasm, direction, ability to control oneself, etc.

So, self-education is inextricably linked with a person's ability to self-analysis and self-esteem, with the ability to control his behavior and activities, set himself significant goals.

Self-education can be directed to the upbringing of the mind (the intellectual sphere) of the senses (the emotional sphere) of freedom (the willed sphere). However, the leading sphere in the self-taught process is the willed sphere, which ensures self-regulation of the inner world of a person according to reality.

Life itself marked the problem of continuous pedagogical education as the most relevant. But in real practical activity, as V.А. Slastenin, "with numerous duties5 that take a lot of time from the teacher, there can be a situation when he does not go beyond the immediate affairs that are carried out every day. In this case, his attitude towards the profession is an attitude toward her individual sides. Accordingly, the assessment of the profession and itself in it is fragmentary, situational in nature, related to emerging problems (establishing discipline, organizing the team, clarifying the relationship with the school administration, etc.) "

Such immediacy of professional life sooner or later comes into conflict with the logic of pedagogical activity, which encourages teachers to critically assess themselves in the profession, to force themselves to rise above these conditions directly. This way of professional activity is associated with the manifestation of reflection, or, in the words of S.L. Rubinshtein, world outlook, forming a generalized holistic attitude to the profession.

2) The principles of self-education;

1. Principle of development

reveals the inextricable interrelation between the development of the personality in ontogeny and its continuous self-education, the dependence of the maturity level of the teacher's personality on the level of his self-education and self-education. This principle is revealed through a number of installations:

• an emphasis on the problem in pedagogical work, which forms the motives for self-education and self-education

• self-awareness, self-evaluation of their pedagogical activity, stimulating its improvement

• The setting for personal importance allows you to correlate the objectively existing goal of self-education and self-education with personally-significant motives (cognitive interest, the pursuit of success, etc.).

2. The principle of self-activity is realized through the following settings:

• on goal-setting and purposefulness, which make it possible to consciously and systematically engage in self-education and upbringing

• Planning self-education, allowing to streamline its methods and techniques, provide control

• on self-organization, which is based on such personality traits as will, motivational and cognitive spheres, and in turn stimulates their further development.

3. The principle of self-management is realized through the following settings:

• for self-control;

• for self-regulation

• the individualization of self-education and self-education

• for mobilization, which helps to overcome the difficulties of self-education and self-education

• to correct the planned results of work on oneself, change the previously planned program in connection with the successes already achieved.

Conclusion

Along with the self-education program, you can also make a plan for working on yourself: a maximum plan for a large period of time and a minimum plan (for a day, a week, a month). For beginners self-educating activities that do not have sufficient experience of working on themselves, a more comprehensible program is presented, consisting of three sections: self-knowledge and self-education; mastering the skills of academic work in the university; self-education.

To properly set the goals of self-education, you need to know your strengths and weaknesses, that is, to know yourself. One of the most important methods of self-knowledge is the analysis of one's own experience, both positive and negative. Experience, "the son of the mistakes of the difficult", is an excellent teacher, expensive, however, taking for his lessons. Another way of knowing yourself is to compare with others. For obvious reasons, not all the tasks and directions of work on yourself can be fixed in the program. Sometimes there is no special need for this. The main thing is that everyone who has entered the non-pedagogical path, develops his own set of life rules and principles and strictly adhered to them in life.

Means and ways of self-action are infinitely diverse. Given the characteristics of his personality and specific conditions, each person chooses their optimal combination. Relaxation is a general state of rest, relaxation after intense experiences or physical effort.

A special place in a number of means of self-education is occupied by the means of controlling one's mental state, i.e. means of self-regulation. These include all kinds of tricks of disconnection, self-distraction, muscle relaxation (relaxation), as well as self-belief, self-order, self-control, self-hypnosis, etc.

In recent years, due to widespread popularization, methods and methods of purposeful self-hypnosis using special verbal formulas-auto-training are increasingly being used. The perfect mastery of the integral ability to think and act on the basis of pedagogy can not be achieved without special exercises aimed at developing observation, imagination as the basis for foresight and creative design of one's actions and actions of pupils. Scientific pedagogical thinking is expressed in the free operation of pedagogical facts, their decomposition into constituent components in order to penetrate into their essence, establish analogies, similarities and differences in pedagogical phenomena.