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Possibilities of teacher's professional and pedagogical growth

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:

Possibilities of teacher's professional and pedagogical growth

The humanization of both general and vocational education is linked to the development of man's creative capabilities, the creation of real conditions for enriching the intellectual, emotional, volitional and moral potential of the individual, stimulating her desire to realize herself, and expanding the boundaries of self-development and self-realization. Such an ideal humanistic goal of education, believed the famous philosopher E.V. Ilyenkov, will allow you to lead every person in his individual development to the cutting edge of human culture, to the boundary of the known and unknown, done and not done. Transferring a person to a new level of mastering culture, changing his attitude towards the world, other people and himself, increasing responsibility for their actions and their consequences is the main result of the humanization of education. The idea of ​​personal development leads the goal of modern pedagogical education beyond the traditional notions of him as a system for the transfer of a certain amount of professional knowledge and the formation of corresponding skills.

With the traditional approach, the teacher acts only as the basis for strictly regulated pedagogical activity. Within the framework of the humanistic approach, the goal of education is the continuous general and professional development of the individuality and personality of all participants in the pedagogical process, including the teacher.

In this regard, the goal of the teacher's professional training is changing. In addition to professional knowledge, skills and skills (professional competence), it covers the general cultural development of the teacher, the formation of his personal position (motivational and value attitude to pedagogical activity). And this unity does not look like a sum of properties, but as a qualitatively new entity. It is characterized by a level of development of the teacher's personality, in which actions and actions are determined not so much by external circumstances as by an internal worldview, attitudes.

Entry into the profession, psychologists say, is an "ingrowth" into the "super", in many ways predetermining the style and way of life of a person. The overall satisfaction of a person depends to a large extent on how saturated its fundamental needs are; the need for creative self-realization, understanding and recognition of individual values ​​by the closest circle of referents, in development and self-development, etc.

A person can not "just live" and do his work, he must find a goal in which work and profession, and most importantly, he himself and his actions in the profession occupy a certain place.

In the event that the chosen profession does not contradict the formed personality traits and the professional development of the personality corresponds to its basic values, one can expect in the future a value relation to professional activity. In other words, in this case there is a unity of personal development and professional growth of the individual.

Consequently, the problem of choosing a profession and mastering an activity is part of the problem of the meaning of life.

In the scientific literature, the problem of professional conformity is associated with the presence of a certain potential of inclinations or abilities that can ensure the successful formation of the necessary professional knowledge, skills and habits. On the harmonious development of the individual, about professionalization as a process, which largely determines this development, speech practically does not go. It is assumed that the personality will be all right, if it meets the requirements of professional activity to the subject according to certain parameters. However, in a number of cases, even in the presence of the required qualities, a person is unable to achieve such states as fruitfulness (E.From), self-actualization (A.Maslow), identity (E.Erikson). This is just the case when it was not a person who was held, but a functionary, for whom a dual role position is characteristic: for work and for oneself.

Personal development and professional growth of the teacher as an organic unity are possible when in the process of "ingrowing" into the profession (choice of profession, vocational training, pedagogical activity), a number of contradictions are purposefully resolved. First of all, this contradiction arises in the individual consciousness between the standard of the professional person and the image of his inner, already existing, "I".

Motives for the personal development of the teacher. It is established that the majority of students entering pedagogical universities have an interest in the profession of a teacher or a propensity for pedagogical activity. At the same time, the first teachers or one or two teachers who taught the subject in the middle and senior classes, personal experience of pedagogical work are the determining factors that influenced the choice of the profession.

The motives for choosing a pedagogical profession are largely predetermined by the motives of the teaching of students of a pedagogical university. If we take into account that the motive is nothing more than a need, then for future teachers such a need can be a "pure" cognitive interest, the desire to better prepare for independent professional activity, a sense of duty and responsibility, or the desire through the teaching to stand out among the classmates, take a prestigious position in the team, avoid criticism from teachers and parents, a desire to receive praise, an increased scholarship, etc.

Motives are divided into leading (long-term) and situational. In addition, distinguish between external and internal motives. The activity of the teacher is a chain of different situations. In some situations, the purpose of the activity and the motive are the same. Other situations are perceived as purposeful coercion, when the goal and motive do not coincide. In this case, the teacher can treat the goal of pedagogical activity indifferently and even negatively. In situations of the first type, teachers work with enthusiasm, inspiration, and therefore, productively. In the second case - with the inevitable nervous tension and usually do not have good results.

Pedagogical activity is very complex and on this is usually caused by several motives that differ in strength, personal and social significance. The poly-motivation of pedagogical activity is an ordinary phenomenon: a teacher can work well for the sake of achieving high results, but at the same time meet other needs (recognition of colleagues, moral and material encouragement, etc.).

The most important role is played by socially valuable motives of pedagogical activity. These include a sense of professional and civic duty, responsibility for the upbringing of children, honest and conscientious performance of professional functions (professional honor), passion for the subject of teaching and satisfaction from communication with children, awareness of the high mission of the teacher; love of children, a sense of calling.

Creative individuality of the teacher. The humanization of education largely depends on the teacher's orientation toward creativity in his work. The level of creativity shows the extent to which the teacher realizes his capabilities and is the most important characteristic of his personality, which determines the author's pedagogical style.

The creative individuality of the teacher is characterized first of all by the need for self-realization, i.e. aspiration to the fullest possible realization of their potentialities in professional activity. The need for self-realization is characteristic of a person with a sufficiently developed self-awareness, capable of choice.

Theoretical and practical significance in this connection is the idea of ​​the unity of the potential and actual in the development of the personality of the teacher. According to this idea, it is necessary to take into account not only the already manifested, existing, but also potential characteristics of the personality, those natural features that have not yet emerged. The form of the potential is the goals, aspirations, ideals of the individual, as well as objective prospects and opportunities for its development.

SL Rubinshtein stressed that a person as a person characterizes not only what is, but also what he wants to become, what he actively strives for, that is, it is characterized not only by what has already formed and constitutes the content of its inner peace and activity, but also what is the sphere of possible development.

The activity of innovative teachers and masters of pedagogical work proves that the brighter the individuality of the teacher, the more harmoniously combines professionalism and spiritual culture in him, the more he perceives, evaluates and transforms the surrounding reality, and therefore he is more interesting to learners, has greater opportunities for influencing development of their personality.

Creative individuality is manifested not only in mastering the culture accumulated by mankind and developing on this basis an individual spiritual culture. First of all, it manifests itself in active transformative activity, in the processes of personal choice and personal contribution, full self-surrender.

Conditions for the development of the creative individuality of the teacher. A number of studies establish the set of conditions necessary for the formation of professional self-awareness of the future teacher. They contribute to the teacher's need for creative professional activity. Among the conditions can be identified the following:

- Reversal of consciousness as a subject of pedagogical activity;

- experiencing conflicts;

- the ability to reflect;

- organization of self-knowledge of professional and personal qualities;

- use of joint forms of activity;

- extensive involvement of the future teacher in various types of professional and regulatory relations;

- providing an opportunity for the most complete comparison and assessment of professionally important qualities, skills and abilities; the formation of a proper appraisal of yourself and others, and others.

At the initial stage of mastering professional self-education, its goals and tasks are not specific, their content is not sufficiently defined. They exist in the form of an indefinite desire to become better at all, which appears when external stimuli are affected. Means and methods of self-education have not yet been fully mastered. The process of self-education proceeds as a learning procedure, so the student needs help from a significant other (teacher).

In the second stage of mastering self-development, the goal-setting becomes more specific and concrete. At the same time, the goals and tasks that the student sets before him relate to the specific qualities of his personality. Much in self-development procedures depends on external circumstances. However, as experience accumulates, the procedures for implementing self-development are reduced. Liteness, self-instruction, self-criticism are essential manifestations of self-development at this stage.

In the third stage of self-development, the teacher independently and reasonably formulates his goals and objectives. At the same time, the content of self-development rises from particular qualities to global or general professionally significant personality traits. Planning for work on self, selection of means of self-action is easy. All the basic actions of self-development - goal-setting, planning, self-control, self-correction - are carried out automatically, at ease.