Where to start to open your own children's club. How to open a children's development center. Equipment for children's playroom

BBK 88.4 M26

The series “Psychological Science for Schools” was founded in 1983.

Markova A.K. Psychology of teacher work: Book. for the teacher. - M.: Education, 1993. - 192 p. - (Psychological science - school). - ISBN 5-09-003639-Х.

The theme of the book is the professional competence of a teacher. Its components are additionally revealed: pedagogical activity and communication, the personality of the teacher, the training and upbringing of schoolchildren, and their corresponding characteristics are also described. professional knowledge, pedagogical skills, positions and psychological qualities teachers. In addition, the book contains diagnostic tasks and exercises for developing the qualities necessary for a specialist.

The book is addressed to teachers and school leaders, but will also be of interest to teachers and students of pedagogical universities, school psychologists.

ISBN 5-О9-ОО3639-Х

Introduction

This book will focus on the professional competence of a teacher. Since the content of a teacher’s work is to promote the mental development of the student, and the teacher’s main “tool” is his psychological interactions with the child, we will look for the foundations of professional competence in the psychology of the teacher’s work. Hence the title of the book.

Increasing the professional competence of a teacher is complicated by a number of circumstances. On the one hand, the teacher’s need for psychological knowledge may be great, but it is not supported by established work practice, due to which a large array of ready-made Scientific recommendations is not in demand by the school. On the other hand, to today A holistic concept of a teacher’s work has not yet been developed, which could form the basis for indicators of the effectiveness of his work. Psychological research is fragmented: some psychologists study activity, others study communication, and still others study teacher abilities.

In addition, there remains a gap between the psychology of the teacher and the psychology of the student. In teacher psychology, the teacher himself is studied, and the student is present, as it were, “behind the scenes,” without considering how his mental states change under the influence of the specific influences of the teacher. In pedagogical and developmental psychology, the student is studied primarily, while the teacher is considered as some common source of influences, but his own psychological characteristics in their influence on the student are not sufficiently analyzed, therefore educational and developmental psychology continues to be more the psychology of the student than the interaction between the student and the teacher.

This book proposes a holistic model of a teacher’s work, covering all its aspects in unity: the process and result of work, its effectiveness and ineffectiveness, the specifics of work in different conditions. Such a model will hopefully help the teacher to see his work as a whole and to evaluate each manifestation of his skill or quality in this overall context. In the generalized model, the relationship between the tasks, conditions, means, and results of the teacher’s work is better seen, and further prospects are seen.

3
be used as standards when a teacher evaluates his work, as a tool when a teacher comprehends and solves his professional problems.

All this is intended to help the teacher self-diagnose his level of professionalism, regardless of when and how others do it. It is important for a teacher to have his own adequate professional self-esteem, then any assessment of the teacher from the outside (even not entirely fair) will not be able to shake his professional stability, will not destroy his work, will not reduce his self-esteem in general.

When self-assessing professional competence, we sought to orient the teacher to analyze, first of all, the humanistic orientation of his work, which presupposes an interest in the study of man, the ability to understand another person and himself, express his personality and provide conditions for the development of the personality of others, create an environment of psychological safety for students and psychological security for oneself, etc. Mastery of the content and methodology of one’s academic subject is only a means of realizing this teacher’s orientation.

We would like to caution the reader against expecting only specific, quick-fix recipes from psychology (for example, how to teach children to learn, how to work with underachievers, etc.). Understanding the internal reasons for student behavior changes the teacher’s very type of thinking and helps him look at the same actions and actions of students with different eyes. The study of psychology not only does not simplify the teacher’s work, but at first even complicates it somewhat, but later there is a significant gain - both in results and in the teacher’s growing confidence due to his awareness that he has risen to a higher professional level.

And finally, the most important thing. The information presented in the book is offered to the teacher not as rigid samples, but as a broad and flexible indicative basis for his independent work. This means the following. It is important for a teacher to be aware of the laws accumulated in science and practice (for example, levels of teacher competence, criteria for the training and education of schoolchildren, diagnostic and training techniques) - this gives him a system of certain standards and norms. At the same time, from this fund of general experience the teacher draws what is consonant with his individual tasks. He begins to actively build the prospects and space of his professional future, but he does this no longer on a whim, but professionally, not only in order to teach and raise children, but also in order to build himself. Leading

4
Along with our approach, other points of view, we would like to create for the reader the most complete picture possible, to encourage him to compare, to develop his own point of view. The main conclusion of the book is that a teacher can choose (by this we sought to overcome the stereotype that a teacher should) what corresponds to his personal concept of professionalism, build his own, individual program professional self-development. But you need to have plenty to choose from.

The author of the book will consider his task completed if, after reading it, the teacher, when discussing the problem of professional competence, no longer says: “There are no psychological criteria for assessing the work of a teacher,” but says: “There are criteria, although I do not agree with all of them.”

BBK 88.4 M26
The series “Psychological Science for Schools” was founded in 1983.
M26
Markova A.K. Psychology of teacher work: Book. for the teacher. - M.: Education, 1993. - 192 p. - (Psychological science - school). - ISBN 5-09-003639-Х.
The theme of the book is the professional competence of a teacher. Its components are disclosed in detail: pedagogical activity and communication, the personality of the teacher, the training and education of schoolchildren, and the corresponding characteristics of professional knowledge, pedagogical skills, attitudes and psychological qualities of the teacher are described. In addition, the book contains diagnostic tasks and exercises for developing the qualities necessary for a specialist.
The book is addressed to teachers and school leaders, but will also be of interest to teachers and students of pedagogical universities, school psychologists.

ISBN 5-О9-ОО3639-Х
BBK 88.4
(c) Markova A.K., 1993

Introduction
This book will focus on the professional competence of a teacher. Since the content of a teacher’s work is to promote the mental development of the student, and the teacher’s main “tool” is his psychological interactions with the child, we will look for the foundations of professional competence in the psychology of the teacher’s work. Hence the title of the book.
Increasing the professional competence of a teacher is complicated by a number of circumstances. On the one hand, the teacher’s need for psychological knowledge may be great, but it is not supported by established work practice, due to which a large array of ready-made Scientific recommendations is not in demand by the school. On the other hand, to date, a holistic concept of a teacher’s work has not yet been developed, which could form the basis for indicators of the effectiveness of his work. Psychological research is fragmented: some psychologists study activity, others study communication, and still others study teacher abilities.
In addition, there remains a gap between the psychology of the teacher and the psychology of the student. In teacher psychology, the teacher himself is studied, and the student is present, as it were, “behind the scenes,” without considering how his mental states change under the influence of the specific influences of the teacher. In pedagogical and developmental psychology, the student is studied primarily, while the teacher is considered as some common source of influences, but his own psychological characteristics in their influence on the student are not sufficiently analyzed, therefore educational and developmental psychology continues to be more the psychology of the student than the interaction between the student and the teacher.
This book proposes a holistic model of a teacher’s work, covering all its aspects in unity: the process and result of work, its effectiveness and ineffectiveness, the specifics of work in different conditions. Such a model will hopefully help the teacher to see his work as a whole and to evaluate each manifestation of his skill or quality in this overall context. In the generalized model, the relationship between the tasks, conditions, means, and results of the teacher’s work is better seen, and further prospects are seen.
The following outlines the levels of professionalism that can
3

To be used as standards when a teacher evaluates his work, as a tool when a teacher comprehends and solves his professional problems.
All this is intended to help the teacher self-diagnose his level of professionalism, regardless of when and how others do it. It is important for a teacher to have his own adequate professional self-esteem, then any assessment of the teacher from the outside (even not entirely fair) will not be able to shake his professional stability, will not destroy his work, will not reduce his self-esteem in general.
When self-assessing professional competence, we sought to orient the teacher to analyze, first of all, the humanistic orientation of his work, which presupposes an interest in the study of man, the ability to understand another person and himself, express his personality and provide conditions for the development of the personality of others, create an environment of psychological safety for students and psychological security for oneself, etc. Mastery of the content and methodology of one’s academic subject is only a means of realizing this teacher’s orientation.
We would like to caution the reader against expecting only specific, quick-fix recipes from psychology (for example, how to teach children to learn, how to work with underachievers, etc.). Understanding the internal reasons for student behavior changes the teacher’s very type of thinking and helps him look at the same actions and actions of students with different eyes. The study of psychology not only does not simplify the teacher’s work, but at first even complicates it somewhat, but later there is a significant gain - both in results and in the teacher’s growing confidence due to his awareness that he has risen to a higher professional level.
And finally, the most important thing. The information presented in the book is offered to the teacher not as rigid samples, but as a broad and flexible indicative basis for his independent work. This means the following. It is important for a teacher to be aware of the laws accumulated in science and practice (for example, levels of teacher competence, criteria for the training and education of schoolchildren, diagnostic and training techniques) - this gives him a system of certain standards and norms. At the same time, from this fund of general experience the teacher draws what is consonant with his individual tasks. He begins to actively build the prospects and space of his professional future, but he does this no longer on a whim, but professionally, not only in order to teach and raise children, but also in order to build himself. Leading
4

Along with our approach to other points of view, we would like to create for the reader the most complete picture possible, to encourage him to compare, to develop his own point of view. The main conclusion of the book is that a teacher can choose (by this we sought to overcome the stereotype of a teacher) what corresponds to his personal concept of professionalism, and build his own individual program of professional self-development. But you need to have plenty to choose from.
The author of the book will consider his task completed if, after reading it, the teacher, when discussing the problem of professional competence, no longer says: “There are no psychological criteria for assessing the work of a teacher,” but says: “There are criteria, although I do not agree with all of them.”
5

Part I
PSYCHOLOGICAL ANALYSIS OF TEACHER'S WORK
I.1. Professional competence of a teacher
The question of a teacher’s professionalism often arises in a number of situations in school life. The first and most common of them is current certification, which is especially emotionally charged in connection with the possible assignment of categories to teachers for differentiated remuneration for their work; certification is also related to the promotion and placement of personnel in the school. Another situation: reasonable planning of individual and collective professional self-education of school teachers; here it turns out to be necessary to determine as accurately as possible the levels already achieved and the shortcomings of the work of individual teachers on which they have to work. Another situation: consulting teachers about difficulties in their work, identifying the reasons and providing qualified assistance. Next situation: performance evaluation of advanced teachers where the need arises to establish effectiveness pedagogical search teachers, its novelty. A new situation: holding “Teacher of the Year” competitions, which also requires analysis and comparison of teachers’ professionalism. At a pedagogical institute, it is also desirable to show students the possible prospects for their professional development as future teachers.
In all situations, indicators and criteria are vitally needed to compare the effectiveness and efficiency of teachers and, ultimately, assess their competence. An objective assessment of a teacher’s work helps establish an environment of social justice in the school and prevents conflicts.
When analyzing such a multidimensional reality as the work of a teacher, we will use three basic categories of Soviet psychology - activity, communication, personality. Pedagogical activity, pedagogical communication and personality are the three main aspects of a teacher’s work.
The teacher’s personality is the core factor in a teacher’s work, determining his professional position in the field of education.
6

Dagogical activity and pedagogical communication. During the teacher’s work, its three sides enter into complex dialectical relationships with each other, when each of them is either a prerequisite, then a means, or a result of the development of the other (for example, at first the personality is a condition, adapts to the requirements professional activity and pedagogical communication, and then builds and develops them herself). Simplifying somewhat, we can say that pedagogical activity is the “technology” of the teacher’s work, pedagogical communication is the climate and atmosphere of this work, and personality is the value orientations, ideals, and internal meanings of the teacher’s work. Professional competence presupposes the formation of all three aspects in a teacher’s work.
The ratio of the considered sides can be presented as follows:

Implementation pedagogical activity, pedagogical communication, self-realization of the teacher’s personality constitutes the process of his work. But the work of a teacher is also determined by his results: those changes in the mental development of students that arise under the influence of his work. Thus, the training (and trainability) and education (and trainability) of schoolchildren constitute two more aspects of a teacher’s work.
These five aspects of a teacher’s work will serve in our analysis as the basis of the five blocks of a teacher’s professional competence.
In each aspect of a teacher’s work, we will identify the following components:
a) professional (objectively necessary) psychological and pedagogical knowledge;
b) professional (objectively necessary) pedagogical skills;
c) professional psychological positions, teacher attitudes required of him by his profession;
7

D) personal characteristics that ensure the teacher’s mastery of professional knowledge and skills.
These qualities are both psychological prerequisites (without them it is difficult to start working as a teacher) and new formations (they themselves develop and become enriched in the course of work) of a teacher’s work.
Thus, knowledge and skills are objective characteristics of a teacher’s work, and positions and personal characteristics are subjective characteristics of a teacher necessary for him to meet the requirements of the profession. The relationship between the two can be called the “psychological module” of the teaching profession. In each of the blocks of professional competence these modules can be identified. Let's summarize what has been said in one table:
Sides of the teacher's work
Psychological module for each aspect of work
Teachers are objectively necessary for their work
Psychological characteristics of a teacher’s work
prof. knowledge
prof. ped. skills
prof. positions
prof. psychological characteristics (qualities)
Labor process
1. Pedagogical activity of the teacher

2. Teacher’s pedagogical communication

3. Teacher's personality

Result of labor
4. Education of schoolchildren

5. Education of schoolchildren

So, from this point of view, professionally competent is the work of a teacher in which pedagogical activity, pedagogical communication are carried out at a sufficiently high level, the personality of the teacher is realized, in which good results are achieved in the training and education of schoolchildren (these aspects make up the five blocks of professional competence). At the same time, competence
8

A teacher is also determined by the ratio in his real work of what his professional knowledge and skills are, on the one hand, and professional positions, psychological qualities, on the other. Thus, a holistic picture of professional competence emerges, which can form the basis for solving many practical issues.
Let us reveal in more detail the content of the characteristics inside the modules.
A teacher’s professional knowledge is information from pedagogy and psychology about the essence of a teacher’s work, the characteristics of pedagogical activity and communication, the teacher’s personality, the mental development of students, their age characteristics, etc. From professional knowledge, a teacher draws standards for his individual professional development. Pedagogical skills are the pedagogical actions (influences) of the teacher. Like any other skills, pedagogical skills are actions performed at a fairly high level. Pedagogical skills form “techniques” in the work of a teacher.
Professional psychological positions are stable systems of relationships between a teacher (to a student, to himself, to colleagues) that determine his behavior. Professional position also expresses professional self-esteem, the level of professional aspirations of the teacher, his attitude towards that place in the system public relations in the school he occupies and the one he is applying for. Professional position is closely related to the teacher’s motivation and awareness of the meaning of his work. We will distinguish between the general professional position of a teacher (the desire to be and remain a teacher) and specific professional positions depending on the types of preferred teaching activity. For example, a teacher may have a dominant position as a subject specialist or as a teacher, etc.
Psychological characteristics (qualities) relate to both the cognitive sphere of the teacher (his pedagogical thinking, observation, reflection and self-assessment) and the motivational sphere (goal setting, motivational orientation of the individual, etc.).
The proportion of individual components of professional competence varies. Some of them are priority: these include the results of the teacher’s work from the point of view of the psychological development of students (the main thing is not what the teacher gave, but what the student took). The procedural characteristics of a teacher’s work are in this regard a means of achieving results. Within the teacher’s labor process,
9

The priority role belongs to the personality of the teacher, his value orientations, and ideals.
Within the modules (professional knowledge, pedagogical skills, professional positions, psychological qualities), the most significant for the analysis of competence are professional positions and psychological qualities, which are complemented and implemented by skills, “techniques”: first, in order to master a profession, it is necessary to comprehend its purpose, and only then basis, productive mastery of the means of their implementation is possible.
The performance indicators are also not equivalent: among them, the most important are learning ability (the ability to self-learn), educational ability (the ability to self-development) and only their prerequisite, the basis is the training and education of schoolchildren. Within training, as we will show below, the priority is the ability to learn, formed educational activities, the ability to independently acquire knowledge, and knowledge as such is of less importance. In other words, the psychological price and significance of individual aspects of a teacher’s work are not the same. When analyzing professional competence, it is important to pay attention first of all to the main, priority characteristics. Subsequent sections of the book will be devoted to their justification.
For a particular teacher, the characteristics of professional competence also develop unevenly throughout their professional life. Seeing this internal dynamics means assessing the teacher’s professional competence and making a forecast of his professional growth.
The outlined components of professional competence make it possible to outline both the ways of their diagnosis and development. The formation of a teacher as a subject of pedagogical work is carried out both in the direction of developing his mental qualities with approaching the requirements of the profession, and as a complication of his subjective world - motivation, self-awareness, position, etc. When assessing competence, it is therefore important to take into account the degree of approach of the teacher to the requirements of the profession (to standards), and the uniqueness and originality of this teacher as a professional.
Literature
1. It all starts with the teacher / Ed. 3. I. Ravkina. - M., 1983.
2. Gavrilov V. E. Using a modular approach for the psychological classification of professions for the purpose of
10

Career guidance // Questions of psychology. - 1987. - No. 1.
3. Davydov V.V. Problems of developmental education. - M., 1986.
4. Zabrodin Yu. M., Zazykin V. G., Zotova O. I., etc. Problems of the psychology of work and profession // Psychological journal. - 1981. - No. 6.
5. Zinchenko P. P., Munipov V. M. Fundamentals of ergonomics. - M., 1979.
6. Ivanova E. M. Analytical professiogram as a means of ensuring professional diagnostics of personnel // Bulletin of Moscow State University. Psychology. - 1989. - No. 3.
7. Ivanova E. M. Fundamentals of psychological study of professional activity. - M., 1987.
8. Klimov E. A. Introduction to labor psychology. - M., 1983.
9. Kotelova Yu. V. Essays on the psychology of work. - M., 1986.
10. Leontyev A. N. Activity. Consciousness. Personality. M., 1975.
11. Lomov B.V. Methodological and theoretical problems of psychology. - M., 1984.
12. Reshetova 3. A. Psychological foundations vocational training. - M., 1985.
13. Rubinstein S. L. Problems of general psychology. - M., 1976.
14. Stones E. Psychopedagogy. - M., 1984.
15. Shadrikov V. D. Problems of systemogenesis of professional activity. - M., 1982.
I.2. Components of a teacher’s professional competence
When considering each component, we will adhere to the following scheme: professional knowledge; pedagogical skills necessary for the implementation, self-diagnosis and self-formation of this aspect of the teacher’s work; professional psychological positions of the teacher; psychological qualities that ensure the implementation of this aspect of labor, and psychological new formations that arise in its course; psychological map of the state of this aspect of a teacher’s work.
I.2.1. Pedagogical activity of the teacher
We will outline the professional knowledge necessary to carry out teaching activities.
Pedagogical activity is a professional ac-
11

The activity of the teacher, in which, with the help of various means of influencing students, the tasks of their education and upbringing are solved.
There are different types of pedagogical activities: teaching, educational, organizational, propaganda, managerial, consulting and diagnostic, self-education activities. All these types of activities have some common structure and at the same time originality.
The psychologically complete structure of activity always includes: firstly, a motivational-orientation link, when a person navigates a new environment, sets goals and objectives, and develops motives; this is the stage of readiness for activity; secondly, the central, executive link, where a person carries out actions - that is why the activity was started; thirdly, the control and evaluation link, where a person mentally turns back and establishes for himself whether he has solved the problems that he himself set with the help of available means and methods. Accordingly, psychologically holistic pedagogical activity has three components:
1) setting by the teacher of pedagogical goals and objectives;
2) selection and use of means of influence on students;
3) control and assessment by the teacher of his own pedagogical influences (pedagogical self-analysis).
The full implementation of pedagogical activity by a teacher presupposes the implementation (expanded and at a sufficiently high level) of all its components: independent setting of pedagogical goals and objectives; mastery of a wide range of influence on students; constant self-monitoring of the progress and state of one’s teaching activities. If one of the components of pedagogical activity is insufficiently developed, then we can talk about the deformation of pedagogical activity: for example, if the teacher does not set pedagogical goals independently, but basically takes them ready-made from methodological developments, then he acts as a performer, and not a subject of his pedagogical activity, which, of course, reduces the effectiveness of his work.
All types of pedagogical activities (teaching, educational, etc.) have the named structure, although the content of each component will be different.
Let's consider the individual components of teaching activity.
Pedagogical goals and objectives. Objectives are goals set under certain conditions, i.e. this concept is more specific than the concept of a goal. The essence of pedagogical activity is that the teacher sets himself
12

Pedagogical goals and objectives, drawing them from pedagogical situations, and then transforms them into tasks for students, which should stimulate their activity and, ultimately, cause positive changes in their mental development.
What general features of pedagogical tasks are important for a teacher not to miss?
1. It is known that the task itself general view- this is a system that necessarily includes: the subject of the task, which is in the initial state, and a model of the required state of the subject of the task. Accordingly, in the work of a teacher, the pedagogical task should include the characteristics of mental development before the influence of the teacher (the subject of the pedagogical task) and the desired changes in the mental development of students (the model of the required state). This means that it is important for the teacher to clearly understand the state of mental development of students at the beginning of training and the changes that it is desirable to cause in the psyche of students by the end of a certain stage of training. Meanwhile, it is known that pedagogical tasks are sometimes set by the teacher, based on the logic of deployment educational material(which topic needs to be covered), and not from an analysis of the opportunities and prospects for student development.
2. A teacher’s formulation of a pedagogical task should always take into account the student as an active equal participant in the educational process, who has his own logic of behavior. Almost always, the teacher’s pedagogical task undergoes “redefinition” on the part of the student, depending on his motivation, level of aspirations, or “redefinition,” i.e., replacement of the teacher’s task with another, but his own (V.V. Davydov, V.V. Repkin, G. A. Ball, E. I. Mashbits). It is important to accept these processes of students’ active acceptance and processing of the teacher’s tasks as a real fact of changing the pedagogical task in the student’s mind depending on his capabilities, and not consider this as the student’s disobedience to the teacher’s demands. By the way, this process is aggravated by the fact that the student is in the process of constant change and development of the level of his aspirations and capabilities, therefore he can react differently to the same task of the teacher at the beginning and at the end of the school year.
3. Solving pedagogical problems requires immediate action from the teacher in a pedagogical situation, and the result of the solution can be delayed in time, which makes it difficult to monitor the success of solving the tasks, but does not make it impossible in principle.
4. The teacher always deals with a hierarchy of pedagogical tasks. Some of them (they are called global, originating
13

New, strategic) society sets before the teacher in its social order; these tasks are solved by all teachers (for example, to educate a young man as a citizen, a worker, a subject of continuous self-education, etc.). Another group of pedagogical tasks is also given to the teacher from the outside by the content of the academic subject, the type of educational institution (these are stage-by-stage, tactical tasks). And finally, ultimately, the task depends on the specific contingent of students in a given class and is determined by the teacher himself (operational pedagogical tasks).
The teacher’s competence lies in not missing out on general pedagogical tasks and skillfully specifying them depending on the conditions. In addition, the teacher deals with pedagogical tasks aimed at different aspects of the mental development of students (teaching, developmental, educational). The teacher’s professionalism here also consists in not missing all these tasks, although in practice it is easier for a teacher to set teaching tasks than developmental and educational ones. This is due to the fact that when setting learning tasks, it is enough to know your academic subject, but when setting a developmental task, you need to be able to operate with indicators of the mental development of students and be able to identify their state in students. In subsequent sections we will give examples of developmental and training tasks to enrich the reader’s stock of them.
Setting pedagogical goals and objectives by a teacher requires an analysis of the pedagogical situation. A pedagogical situation is a set of conditions in which a teacher sets pedagogical goals and objectives, makes and implements pedagogical decisions (any situation becomes pedagogical if it sets the objectives of teaching and upbringing). In psychology there are two approaches to analyzing a situation. According to the first approach, a situation is a set of external conditions that does not include the person himself and does not depend on him. In relation to the teacher, this means that the pedagogical situation exists, as it were, independently of him and he only encounters it in his work. According to the second approach, the situation includes both external circumstances and the person himself, who influences the situation with his presence. Then it turns out that every pedagogical situation is in one way or another determined by the teacher himself (his previous influences on the students) and the students (their reactions).
The pedagogical situation as a whole is a product of the active interaction of a number of external conditions (for example, class size, the presence of weak students in the class) and behavior.
14

Denia of all its participants. Consequently, it is important for a teacher to perceive the pedagogical situation not only as an inevitable reality to which all that remains is to adapt, but also to have a more active position in it, to approach it from the point of view of the possibility of changing it through the interaction of participants, which is an indicator of the teacher’s pedagogical maturity.
There are also planned pedagogical situations (for example, a problem lesson, educational activities) and unpredictable, calm and conflicting, constant and episodic. The number of unexpected situations in a teacher’s work is generally quite large.
Solving pedagogical problems goes through several stages (Yu.N. Kulyutkin, G.S. Sukhobskaya): analytical stage (analysis and assessment of the current situation and formulation of the problem itself to be solved); constructive stage, at which ways to solve the problem are planned, taking into account both the content of the educational material and the activities and development of students, it is planned what types of activities students are involved in; the executive stage, where the teacher implements his actions in interaction with students.
Thus, pedagogical activity begins not with a goal, but with an initial analysis of the pedagogical situation. It is important for a teacher to carry out all stages of solving a pedagogical problem: determining the purpose of his actions for the mental development of students, anticipating the expected result of the development of relevant educational situations, choosing and implementing actions and evaluating the outcome of the work. It is in the course of analyzing and comprehending the pedagogical situation that the teacher determines pedagogical tasks from the point of view of the mental development of students.
The teacher’s fulfillment of all stages of solving a pedagogical task without missing any of them means the implementation of a full cycle of pedagogical activity. The cycle of pedagogical activity is defined as a relatively closed stage in pedagogical activity, starting with setting tasks and ending with their solution. There is a macrocycle (a long-term cycle, for example, guiding the self-education of an adult student) and a microcycle (short-term, for example, studying a particular topic). Cycles in terms of the number of tasks and time may not coincide. The implementation of teaching activities in the full range of its cycles is one of the indicators of a teacher’s professionalism.
The teacher’s implementation of pedagogical activities in
15

The understanding stated above means his mastery of pedagogical technology as a preliminary design of the educational process, taking into account the prospects for the development and activities of the students themselves and subsequent control, primarily from the point of view of achieving these tasks. This means that the planning and solution of pedagogical problems comes from the student, that is, it is determined by the goals of the mental development of students in a given class, who have specific characteristics and capabilities (3).
These are the features of pedagogical goals and objectives that make up the first component of pedagogical activity.
Pedagogical influence of the teacher on the student. Three groups of such impacts can be distinguished:
1) selection, processing and transmission by the teacher of the content of educational material (let’s call it the “what to teach” influence group);
2) studying the current capabilities of students and new levels of their mental development (influence group “who to teach”);
3) selection and application of methods, forms, means of influence and their combinations (influence group “how to teach”).
What all influences have in common is that they are all means of control on the part of the teacher over the mental development of schoolchildren.
Below we systematize all pedagogical actions and teacher skills in teaching activities. But first, let us dwell on the psychological difficulties that a teacher may encounter here.
1. When selecting the content of educational material (the group of influences “what to teach”), it is important for the teacher to present it not only as a list and body of knowledge to be learned (what needs to be learned), but also as those types of activities that must be performed by the student to master these knowledge (how to learn), including educational tasks for the students themselves, increasingly complex systems of actions, etc.
Unfortunately, this logic of the psychological approach has not yet been sufficiently implemented in textbooks (a gratifying exception is the inclusion in school curricula of sections of educational skills that at least partially guide teachers not only on what should be mastered by students, but also how to master it, with the help of what actions). Related to this is the teacher’s understanding of the difference between the logic of science and the logic of an academic subject: an educational subject is not a direct projection of science precisely because it includes the characteristics of students’ activities in mastering the system
16

Scientific concepts (how to create motivation to master them, how to ensure active actions with educational material, how to teach schoolchildren to test themselves, etc.); Depending on this, the composition and order of assimilation of scientific concepts may change.
2. When a teacher masters the means of studying students (the group of influences “who to teach”), it is important to take into account that it is undesirable to reduce the psychological study of students to the diagnosis of their individual mental functions (thinking, memory, speech, etc.). Modern psychology has long moved away from the so-called “functional approach” and the understanding of man as a sum of functions (memory, thinking, etc.) and is turning to the study of man as a whole, as a subject of activity, personality, individuality.
The subject of special attention of the teacher should also be the forecast, perspective, zone of proximal development of students (L. S. Vygotsky), and not just the current level of development. According to B. G. Ananyev, adapting to the existing ones at the moment individual characteristics students, the teacher loses perspective on the child’s development. Therefore, when studying schoolchildren, it is important to pay attention not only to the results of the student’s work, but also to the ways of obtaining them; not only a successful solution, but also the nature of the student’s difficulties; not only identifying the level of development of the child, but also the characteristics of the student’s transition from one level to another. When studying students, it is also important not to proceed from everyday stereotypes and not to attribute your own traits to other people.
3. When using means of influence associated with the choice of methods and forms (the group of influences “how to teach”), from a psychological point of view, the most important is the teacher’s willingness to see and use several methodological ways to solve the same pedagogical problem, i.e. mastery of the so-called “variable technique”. A teacher’s broad view of possible approaches to teaching allows him to more freely and reasonably choose options that are optimal for specific learning conditions. If the choice of strategy is made correctly, then the so-called “pedagogical resonance” occurs: the efforts of the teacher are combined with the efforts of the students and the learning effect increases sharply.
Pedagogical self-analysis of the teacher. The desire for constant and constructive self-evaluation characterizes the mature pedagogical activity of a teacher. It is determined by the very essence of the teacher’s work: a person will not be able to understand the motives and feelings of another person if he
17

Can't understand himself. In school practice, on the contrary, there is a teacher’s reluctance to analyze his work, the teacher’s inability to identify its strengths and weaknesses, which hinders the design of his future teaching activities and its improvement. At school, it is necessary to find such forms of stimulating the teacher’s pedagogical self-analysis in which the focus on conscious professional self-improvement would be encouraged and positively assessed.
Let us now describe the pedagogical skills of a teacher that are objectively necessary for mastering teaching activities. They constitute three large groups of skills related to setting tasks and organizing the situation, the use of pedagogical methods of influence, and the use of pedagogical self-analysis, respectively.
The first group of pedagogical skills: the ability to see a problem in a pedagogical situation and formulate it in the form of pedagogical tasks; the ability, when setting a pedagogical task, to focus on the student as an active, developing participant in the educational process, who has his own motives and goals; the ability to study and transform the pedagogical situation; the ability to specify pedagogical tasks into phased and operational ones, to make the optimal pedagogical decision in conditions of uncertainty, to flexibly rearrange pedagogical goals and objectives as the pedagogical situation changes; the ability to overcome difficult pedagogical situations with dignity; the ability to foresee near and long-term results of solving pedagogical problems, etc.
The second group of pedagogical skills consists of three subgroups. Subgroup “what to teach”: skills of working with the content of educational material (awareness of new concepts and teaching technologies, the ability to highlight key ideas of a subject, update a subject through the use of concepts, terms, discussions in the relevant field of science); the ability to pedagogically interpret information coming from newspapers and magazines; formation of general educational and special skills in schoolchildren, implementation of interdisciplinary connections, etc.
Subgroup “who to teach”: the ability to study in students the state of individual mental functions (memory, thinking, attention, speech, etc.) and holistic characteristics of activities (educational, work), training and education of schoolchildren, to study the real educational capabilities of schoolchildren, to distinguish between academic performance And personal qualities
18

Students; the ability to identify not only the current level, but also the zone of proximal development of students, the conditions for their transition from one level of development to another, to anticipate possible and take into account typical difficulties of students; the ability to proceed from the motivation of the students themselves when planning and organizing the educational process; the ability to design and form in schoolchildren levels of activity that they lack; the teacher’s ability to expand the field for self-organization of students; ability to work with both weak and gifted children, building individual programs for them.
Subgroup “how to teach”: the ability to select and apply combinations of techniques and forms of teaching and upbringing, take into account the expenditure of effort and time of students and teachers; the ability to compare and generalize pedagogical situations, transfer pedagogical techniques to other situations and combine them, apply a differentiated and individual approach to schoolchildren, organize their independent educational activities; the ability to find several ways to solve one pedagogical problem, to master a variable pedagogical solution.
The third group of pedagogical skills: the ability to use psychological and pedagogical knowledge and awareness in current state psychology and pedagogy, advanced pedagogical experience; the ability to time, record, register the process and results of one’s work; the ability to correlate students’ difficulties with shortcomings in their work; ability to see strengths and weak sides your work, evaluate your individual style, analyze and generalize your experience, compare it with the experience of other teachers; the ability to make plans for the development of one’s teaching activities, etc.
The priority in the listed groups of skills are psychological and pedagogical. Subject and methodological skills are derivative, although, of course, the teacher must master them too.
The implementation of a number of pedagogical skills and the implementation of different teacher-student relationships during this process lead to the formation of a number of professional positions in the teacher.
By mastering the techniques of conveying the content of his educational material, the teacher acts in the position of a subject specialist. When selecting teaching methods - in the position of a methodologist. Studying students and himself - in the position of a diagnostician and self-diagnostician. Setting goals and objectives for yourself, predicting your further professional development - in the position of a subject of pedagogical
19

Activities. Which of these positions are a priority for teaching?
From a psychological point of view, these are the positions of a diagnostician, a self-diagnostician, a subject of pedagogical activity; it is they who determine the humanistic orientation of pedagogical activity. The positions of the subject specialist and methodologist are also derivative and follow from the former.
Important characteristic pedagogical activity are the psychological qualities of the teacher himself. Let's list them.
Pedagogical erudition is a stock of modern knowledge that a teacher flexibly applies when solving pedagogical problems.
Pedagogical goal setting is the teacher’s need to plan his work, readiness to change tasks depending on the pedagogical situation. Pedagogical goal setting is the ability of a teacher to develop a fusion of the goals of society and his own and then offer them for acceptance and discussion by students.
In the course of the analysis of pedagogical situations, the teacher’s pedagogical thinking also unfolds as a process of identifying the externally not given, hidden properties of pedagogical reality in the course of comparing and classifying situations, discovering cause-and-effect relationships in them.
Of particular interest here is practical pedagogical thinking. This is an analysis of specific situations using theoretical principles and making a pedagogical decision based on this. Practical thinking is always preparation for the transformation of reality, aimed at making changes to it. Practical thinking is usually carried out under time pressure and has limited opportunities to test assumptions.
A variant of practical pedagogical thinking is the teacher’s diagnostic thinking - analysis of individual child traits and linking them together, taking into account the prediction of personality development.
To analyze the teacher’s thinking, it is important to compare its two types: analytical, discursive, unfolded over time, having distinct stages, as well as intuitive thinking, which is characterized by rapidity, the absence of clearly defined stages, and minimal awareness.
Pedagogical intuition is a quick, instantaneous adoption by a teacher of a pedagogical decision, taking into account the anticipation of the further development of the situation without a detailed conscious analysis. If the teacher in subsequent stages
20

Can expand the rationale for this decision, then we can talk about intuition more high level; if he cannot explain his decision, then empirical, everyday intuition takes place. Practical thinking and everyday intuition can produce good results, an example of which is folk pedagogy.
An intuitive method of pedagogical thinking is necessary for the teacher, because, as noted in the literature, the diversity and uniqueness of pedagogical situations, the limited time for searching and making decisions make accurate calculations impossible and intuitive anticipation of actions, pedagogical instinct turns out to be more accurate than logical calculations, replaces logical reasoning for the teacher, and allows quick see the right solution.
An important feature of pedagogical thinking is pedagogical improvisation - finding an unexpected pedagogical solution and its instant implementation, the coincidence of the processes of creation and application with minimal disruption.
The process of pedagogical improvisation consists of four stages. The first stage is pedagogical insight. During a lesson or educational event, in response to a remark, a question, an action, or when explaining new material, the teacher receives a push, an impulse from within, a flash occurs that illuminates a new, unusual thought, idea. This moment of arrival of a pedagogical idea, subject to its immediate implementation, is the beginning of improvisation. The second stage is an instant comprehension of the pedagogical idea and an instant choice of the path for its implementation. At this stage, a decision is made: to be or not to be improvisation? The birth of an idea arises intuitively, and the path to its implementation is chosen intuitively and logically. The third stage is the public embodiment, or implementation, of the pedagogical idea. Here the visible process of improvisation takes place, its visible, so to speak, surface part; right before the eyes of the audience (schoolchildren, teachers, parents) a subjectively or objectively new thing is born. This stage becomes central; the effectiveness of improvisation depends on it. No matter what brilliant ideas come to a teacher’s head, no matter how many options he instantly calculates, they will not make much sense if he fails to publicly implement them in a pedagogically meaningful way. The fourth stage: comprehension, i.e. an instant analysis of the process of implementing a pedagogical idea, an instant decision to continue improvisation, if along the way it is born new idea, or completing it with a smooth transition to what was previously planned. (23)
21

Form 1
Psychological map of the state of the teacher’s pedagogical activity (PD)
Specific pedagogical skills in OA

The degree of formation of the features named in bars 2, 3, 4

Basic
Derivatives
Basic
Derivatives
Basic
Derivatives
Possesses in perfection
owns in general
Does not own

1st group of skills

1. Pedagogical goals and objectives
The ability to plan training based on the results of psychological studies of students
The ability to set teaching, developmental, educational tasks in unity, and flexibly rearrange them depending on changing situations
Goal-laying subject
Organizer of his teaching activities
Pedagogical goal setting, pedagogical thinking, intuition
Pedagogical erudition

2nd group of skills

2. Means and methods of pedagogical influence on students: “What to teach”

Working with content

subject

Continuation
I. “Block” of professional competence of a teacher - pedagogical activity
Specific pedagogical skills in PD
Professional positions in PD
Psychological qualities ensuring the implementation of PD
The degree of formation of the features named in columns 2, 3, 4

Basic
Derivatives
Basic
Derivatives
Basic
Derivatives
Possesses in perfection
Proficient in general
Not
owns
"Whom to teach"
Student Study

Diagnostician

Ped. optimism
Ped. observation, vigilance, ped. improvisation, ped. resourcefulness

"How to teach"

Optimal combination of methods, forms, means

Methodist

3rd group of skills

3. Pedagogical self-analysis of the teacher
Self-analysis of PD based on student learning

Self-diagnostician, PD subject

Pedagogical reflection

As the teacher studies students and himself, a number of other professionally important psychological qualities also improve.
Pedagogical observation, vigilance, pedagogical hearing - the teacher’s understanding of the essence of the pedagogical situation by outwardly insignificant signs and details, penetration into the inner world of the student by the subtle nuances of his behavior, the ability to read a person like a book by expressive movements.
Pedagogical optimism is a teacher’s approach to a student with an optimistic hypothesis, with faith in his capabilities, the reserves of his personality, the ability to see in every child something positive that can be relied upon.
Pedagogical resourcefulness is the ability to flexibly rebuild a difficult pedagogical situation, give it a positive emotional tone, a positive and constructive orientation.
Pedagogical foresight, forecasting - the ability to anticipate the behavior and reaction of students before the start or end of a pedagogical situation, to anticipate their and their own difficulties.
Pedagogical reflection is the turning of the teacher’s consciousness towards himself, taking into account the students’ ideas about his activities and the student’s ideas about how the teacher understands the student’s activities. In other words, pedagogical reflection is the teacher’s ability to mentally imagine the student’s picture of the situation and, on this basis, clarify his idea of himself. Reflection means the teacher's awareness of himself from the students' point of view in changing situations. It is important for a teacher to develop healthy constructive reflection, which leads to improvement of activity, and not to its destruction by constant doubts and hesitations. Pedagogical reflection is the teacher’s independent turn to self-analysis without the school administration requiring it from him.
Literature
1. Babansky Yu. K. Intensification of the learning process. - M., 1987.
2. Ball G. A. Theory of educational tasks. - M., 1990.
3. Bespalko V. P. Components of pedagogical technology. - M., 1989.
4. Zagvyazinsky V.I. Pedagogical foresight. - M., 1987.
24

5. Kulyutkin Yu. N. Psychology of adult education. - M., 1985.
6. Modeling of pedagogical situations / Ed. Yu. N. Kulyutkina, G. S. Sukhobskoy. - M., 1981.
7. Teacher’s thinking / Ed. Yu. N. Kulyutkina, G. S. Sukhobskoy. - M., 1990.
8. New pedagogical thinking / Ed. A. V. Petrovsky. - M., 1990.
9. Orlov A. A. Formation of pedagogical thinking / / Soviet pedagogy. - 1990. - No. 1.
10. Osipova E. K. The structure of a teacher’s pedagogical thinking // Questions of psychology. - 1987. - No. 5.
11. Potashnik M. M., Vulfov B. 3. Pedagogical situations. - M., 1983.
12. Psychological aspects of new political thinking: Materials of the Round Table // Psychological Journal. - 1989. - No. 6; 1990. - No. 1.
13. Psychological problems in the development of teacher initiative and creativity // Questions of psychology. - 1987. - No. 4, 5.
14. Psychological problems of teacher self-education / Ed. G. S. Sukhobskoy. - L., 1986.
15. Psychology of prognostic skills and abilities / Comp. L. V. Regush. - L., 1984.
16. Rachenko I.V. Teacher’s NOTE. - M., 1982.
17. Rean A. A. Reflexive-perceptual analysis of a teacher’s activities // Questions of psychology. - 1990. - No. 2.
18. Warm B. M. The mind of a commander. - M., 1990.
19. Tikhomirov O. K. Psychology of thinking. - M., 1984.
20. The teacher who is expected/Ed. I. A. Zyazyuna. - M., 1988.
21. To the teacher about pedagogical technology / Ed. L.I. Ruvinsky. - M., 1987.
22. Filippov A.V., Kovalev S.V. Situation as an element of a psychological thesaurus // Psychological Journal. - 1986. - No. 1.
23. Kharkin V.N. Pedagogical improvisation//Soviet pedagogy. - 1989. - No. 9.

I.2.2. Teacher's pedagogical communication

Speaking about pedagogical communication, we can highlight the same components of a teacher’s professional competence: professional knowledge, pedagogical skills, professional positions, psychological qualities.
The role of properly organized pedagogical communication is especially great because the atmosphere of appeal to different
25

It is the teacher who creates the personality of the student. If we compare the psychological significance of the role of teaching activity and pedagogical communication, then the second is more important. In other words, the technology of knowledge transfer takes a back seat compared to the atmosphere that the teacher creates for the development of the student’s personality.
Ask yourself a question: “Which teacher would you, as a parent (and as a representative of society), prefer: with one teacher, the student knows all the rules, exceptions, laws and formulations, but is overloaded, tense, constrained, anxious, has low self-esteem; with the second teacher, the student lacks something in knowledge, but is in an atmosphere of smooth, calm relationships, mutual respect, is confident in his abilities, has learned to set his own goals?” From our point of view, the second teacher has an advantage, because he more successfully solves the central psychological task of the school - the development of an active personality, which can independently compensate for a certain lack of some knowledge if it is really needed in life. Meanwhile, at school they often evaluate the fact that the teacher provides solid knowledge, but turn a blind eye to how he communicates with students. To increase his competence in communication, it is useful for a teacher to arm himself with professional knowledge about its types and structure.
First of all, the question arises: is it worth highlighting pedagogical communication separately, since the teacher interacts with the student already in the course of teaching activity, maybe this is communication? There are different points of view here. Some believe that communication is inseparable from activity, intertwined with it, or is one of the means of activity. Others, to whom we join, believe that the independent existence of communication is possible as an independent connection of the spiritual worlds of people located close to each other, when people communicate not to exchange information or to find out a way to solve life problems, but communicate for its own sake, for mutual enrichment spiritual values. In this regard, there are different functions and types of communication (14):
a) the purpose of communication is, as it were, outside the interaction of subjects, when communication serves a substantive activity (for example, communication between a teacher and a student in a lesson);
b) the purpose of communication lies in itself (when the possibility of communication between teacher and student arises as a conversation about life; here there is complete equality of partners);
26

C) the purpose of communication is to familiarize the partner with the experience and values of the initiator of communication (this is ordinary communication from teacher to student);
d) the purpose of communication is to introduce the initiator himself to the values of the partner (more often from student to teacher, less often back).
More often at school the teacher communicates about joint activities, transferring knowledge from oneself to the student. The same kind of communication, when a teacher sees an individuality in a student and strives to communicate with him in order to enrich himself spiritually and himself, rarely happens. So, we will proceed from the fact that pedagogical communication has the right to a separate existence as an exchange of values between teacher and student, and not necessarily about the lesson and educational matters.
Pedagogical is called not only communication between a teacher and students, but also with other participants in the educational process (teacher - teacher, teacher - school principal, teacher - parent, etc.).
Two main types of communication can be distinguished: interaction in which the teacher acts mainly as an evaluator (teacher - student, teacher - parent), and interaction in which the teacher acts mainly as an evaluator (teacher - director, methodologist, inspector). Next, we will mainly consider pedagogical communication of the teacher-student type.
The teacher’s professional knowledge also includes an understanding of the structure of communication:
1) communicative tasks set by the teacher (motivational sphere of communication);
2) methods of communication, i.e. means of expression, communication styles, positions, roles, masks in communication (the operational side of communication techniques);
3) self-analysis by the teacher of the progress and results of communication.
1. Let's consider the content of communicative tasks. It is important to comprehend them especially, because the teacher in the educational process needs to specifically provide for these tasks. In practice, there are common cases when the teacher does not particularly think through and does not set communicative tasks, relying on situations that spontaneously arise in the teaching and educational process.
Today we can highlight enough wide range such tasks:
this is the mutual exchange of information, communication between the teacher and the student (and not just the transfer of knowledge from the teacher, because the ultimate task of communication is sometimes called the acquisition of new knowledge in the course of communication);

Page 1
(total 13)

BBK 88.4 M26

The series “Psychological Science for Schools” was founded in 1983.

Markova A.K. Psychology of teacher work: Book. for the teacher. - M.: Education, 1993. - 192 p. - (Psychological science - school). - ISBN 5-09-003639-Х.

The theme of the book is the professional competence of a teacher. Its components are disclosed in detail: pedagogical activity and communication, the personality of the teacher, the training and education of schoolchildren, and the corresponding characteristics of professional knowledge, pedagogical skills, attitudes and psychological qualities of the teacher are described. In addition, the book contains diagnostic tasks and exercises for developing the qualities necessary for a specialist.

The book is addressed to teachers and school leaders, but will also be of interest to teachers and students of pedagogical universities, school psychologists.

ISBN 5-О9-ОО3639-Х

Introduction

Increasing the professional competence of a teacher is complicated by a number of circumstances. On the one hand, the teacher’s need for psychological knowledge may be great, but it is not supported by established work practice, due to which a large array of ready-made Scientific recommendations is not in demand by the school. On the other hand, to date, a holistic concept of a teacher’s work has not yet been developed, which could form the basis for indicators of the effectiveness of his work. Psychological research is fragmented: some psychologists study activity, others study communication, and still others study teacher abilities.

be used as standards when a teacher evaluates his work, as a tool when a teacher comprehends and solves his professional problems.

Along with our approach, other points of view, we would like to create for the reader the most complete picture possible, to encourage him to compare, to develop his own point of view. The main conclusion of the book is that a teacher can choose (by this we sought to overcome the stereotype of a teacher) what corresponds to his personal concept of professionalism, and build his own individual program of professional self-development. But you need to have plenty to choose from.

Part I. PSYCHOLOGICAL ANALYSIS OF TEACHER'S WORK

I.1. Professional competence of a teacher

In all situations, indicators and criteria are vitally needed to compare the effectiveness, efficiency of teachers and ultimately evaluate them... When analyzing such a multidimensional reality as the work of a teacher, we... The personality of a teacher is the core factor of a teacher’s work, determining his professional position in...

Literature

1. It all starts with the teacher / Ed. 3. I. Ravkina. - M., 1983.

2. Gavrilov V. E. Using a modular approach for the psychological classification of professions for the purpose of

career guidance // Questions of psychology. - 1987. - No. 1.

3. Davydov V.V. Problems of developmental education. - M., 1986.

4. Zabrodin Yu. M., Zazykin V. G., Zotova O. I., etc. Problems of the psychology of work and profession // Psychological journal. - 1981. - No. 6.

5. Zinchenko P. P., Munipov V. M. Fundamentals of ergonomics. - M., 1979.

6. Ivanova E. M. Analytical professiogram as a means of ensuring professional diagnostics of personnel // Bulletin of Moscow State University. Psychology. - 1989. - No. 3.

7. Ivanova E. M. Fundamentals of psychological study of professional activity. - M., 1987.

8. Klimov E. A. Introduction to labor psychology. - M., 1983.

9. Kotelova Yu. V. Essays on the psychology of work. - M., 1986.

10. Leontyev A. N. Activity. Consciousness. Personality. M., 1975.

11. Lomov B.V. Methodological and theoretical problems of psychology. - M., 1984.

12. Reshetova 3. A. Psychological foundations of vocational training. - M., 1985.

13. Rubinstein S. L. Problems of general psychology. - M., 1976.

14. Stones E. Psychopedagogy. - M., 1984.

15. Shadrikov V. D. Problems of systemogenesis of professional activity. - M., 1982.

I.2. Components of a teacher’s professional competence

When considering each component, we will adhere to the following scheme: professional knowledge; pedagogical skills necessary for the implementation, self-diagnosis and self-formation of this aspect of the teacher’s work; professional psychological positions of the teacher; psychological qualities that ensure the implementation of this aspect of labor, and psychological new formations that arise in its course; psychological map of the state of this aspect of a teacher’s work.

I.2.1. Pedagogical activity of the teacher

Pedagogical activity is the professional activity of a teacher, in which, with the help of various means of influencing students, the tasks of their learning and...

Literature

1. Babansky Yu. K. Intensification of the learning process. - M., 1987.

2. Ball G. A. Theory of educational tasks. - M., 1990.

3. Bespalko V. P. Components of pedagogical technology. - M., 1989.

4. Zagvyazinsky V.I. Pedagogical foresight. - M., 1987.

5. Kulyutkin Yu. N. Psychology of adult education. - M., 1985.

6. Modeling of pedagogical situations / Ed. Yu. N. Kulyutkina, G. S. Sukhobskoy. - M., 1981.

7. Teacher’s thinking / Ed. Yu. N. Kulyutkina, G. S. Sukhobskoy. - M., 1990.

8. New pedagogical thinking / Ed. A. V. Petrovsky. - M., 1990.

9. Orlov A. A. Formation of pedagogical thinking / / Soviet pedagogy. - 1990. - No. 1.

10. Osipova E. K. The structure of a teacher’s pedagogical thinking // Questions of psychology. - 1987. - No. 5.

11. Potashnik M. M., Vulfov B. 3. Pedagogical situations. - M., 1983.

12. Psychological aspects of new political thinking: Materials of the Round Table // Psychological Journal. - 1989. - No. 6; 1990. - No. 1.

13. Psychological problems in the development of teacher initiative and creativity // Questions of psychology. - 1987. - No. 4, 5.

14. Psychological problems of teacher self-education / Ed. G. S. Sukhobskoy. - L., 1986.

15. Psychology of prognostic skills and abilities / Comp. L. V. Regush. - L., 1984.

16. Rachenko I.V. Teacher’s NOTE. - M., 1982.

17. Rean A. A. Reflexive-perceptual analysis of a teacher’s activities // Questions of psychology. - 1990. - No. 2.

18. Warm B. M. The mind of a commander. - M., 1990.

19. Tikhomirov O. K. Psychology of thinking. - M., 1984.

20. The teacher who is expected/Ed. I. A. Zyazyuna. - M., 1988.

21. To the teacher about pedagogical technology / Ed. L.I. Ruvinsky. - M., 1987.

22. Filippov A.V., Kovalev S.V. Situation as an element of a psychological thesaurus // Psychological Journal. - 1986. - No. 1.

23. Kharkin V.N. Pedagogical improvisation//Soviet pedagogy. - 1989. - No. 9.

I.2.2. Teacher's pedagogical communication

Speaking about pedagogical communication, we can highlight the same components of a teacher’s professional competence: professional knowledge, pedagogical... The role of properly organized pedagogical communication is especially great because...

I.2.3. Teacher's personality

Let's consider this block of professional competence according to the same plan: professional knowledge, pedagogical skills, professional positions,... We will begin the presentation of professional knowledge about the individual with its structure. Structure…personal motivation (personality orientation and its types);

Literature

1. Abdulina O. A. General pedagogical training of teachers in the system of higher pedagogical education. - M., 1989.

2. Ananyev B, G. Man as an object of knowledge / / Favorites. psychol. works. - M., 1980. - T. 1.

3. Asmolov A. G. Personality as a subject of psychological research. - M., 1984.

4. Babansky Yu. K. Pedagogical science and creativity of the teacher/ /Soviet pedagogy. - 1987. - No. 2.

5. Burns R. Development of self-concept and education. - M., 1986.

6. Brazhe T. G. Development of the creative potential of the teacher / / Soviet pedagogy. - 1989. - No. 8.

7. Bratus B.S. Towards the study of the semantic sphere of personality/ / Bulletin of Moscow State University: Psychology. - 1981. - No. 2.

8. Burgin M. S. Innovation and novelty in pedagogy // Soviet pedagogy. - 1989. - No. 12.

9. Vershlovsky S.G. Teacher about himself and profession. - L., 1988.

10. Vyatkina 3. I. Individual style in the pedagogical skill of a teacher. - Perm, 1979.

11. Dodonov B.I. About the “personality” system // Questions of psychology. - 1985. - No. 5.

12. Elkanov S. B. Professional self-education of a teacher. - M., 1986.

13. Zagvyazinsky V.I. Pedagogical creativity of a teacher // Soviet pedagogy. - 1989. - No. 1.

14. Kagalyants A.I., Melnik L.P. Teacher’s temperament and the success of pedagogical activity // Questions of psychology. - 1986. - No. 2.

15. Kan-Kalik V. A., Nikandrov N. D. Pedagogical creativity. - M., 1990.

16. Kan-Kalik V. A. Pedagogical activity as a creative process. - Grozny, 1976.

17. Klimov E. A. Individual style of activity. - Kazan, 1969.

18. Koziev V. N. Psychological analysis of a teacher’s professional self-awareness: Abstract of thesis. Ph.D. diss. - L., 1980.

19. Kon I. S. Discovery of “I”. - M., 1978.

20. Kondratenkov A. E. Work and talent of a teacher. - M., 1989.

21. Kuzmina N.V. Teacher’s skill as a factor in the development of students’ abilities // Questions of psychology. - 1984. - No. 1.

22. Kuzmina N.V. Essays on the psychology of teacher work.-L., 1967.

23. Kuzmina N.V. Abilities, giftedness, talent of a teacher.-L., 1985.

24. Kuzmina N.V. Formation of pedagogical abilities.-L., 1969.

25. Kulyutkin Yu. N. Creative thinking in the professional activity of a teacher // Questions of psychology. - 1986. - No. 2.

26. Kukharev N.V. On the way to professional excellence. - M., 1990.

27. Lapin N. I., Sazonov B. V. Human factor in innovations // Psychological journal. - 1985. - No. 4.

28. Lvova Yu. L. Teacher’s creative laboratory. - M., 1992.

29. Luzina L. M. Formation of the creative individuality of a teacher in a pedagogical university. - Tashkent, 1986.

30. Matejko A. Conditions of creative work. - M., 1970.

31. Merlin V. S. Essay on an integral study of individuality. - M., 1986.

32. Milrud R.P. Formation of emotional regulation of teacher behavior/ / Questions of psychology. - 1987. - No. 6.

33. Mitina L. M. Formation of professional sa-

teacher’s consciousness // Questions of psychology. - 1990. - No. 3.

34. Mudrik A.V. Teacher: skill and inspiration. - M., 1986.

35. Nikonova A. Ya. Psychological features of the individual style of a teacher’s pedagogical activity: Auto-ref. Ph.D. diss. - M., 1986.

36. Petrova N. I. Individual style of teacher activity. - Kazan, 1982.

37. Fundamentals of pedagogical skills / Ed. I. A. Zyazyuna. - M., 1990.

38. Polonsky V. M. Criteria for the theoretical and practical significance of research // Soviet pedagogy. - 1989. - No. 11.

39. Ponomarev Ya. A. Psychology of creativity and pedagogy. - M., 1976.

40. Postalyuk N. Yu. Creative style of activity: Pedagogical aspect. - Kazan, 1989.

41. Potashnik M. M. In search optimal option. - M., 1987.

42. Professional activity of a young teacher / Ed. S. G. Vershlovsky, L. N. Lesokhina. - M., 1982.

43. Prokhorov A. O. Mental states of the teacher and lesson productivity // Questions of psychology. - 1989. - No. 6.

44. Psychological problems in the development of teacher initiative and creativity: Round table // Questions of psychology. - 1987. - No. 6.

45. Rachenko I.P. Pedagogical creativity of teachers / / Public education. - 1985. - No. 7.

46. Rezvitsky I. M. Philosophical foundations of the theory of individuality. - L., 1973.

47. Roginsky V. M. ABC of pedagogical work. - M., 1990.

48. Rogers N. Creativity as self-strengthening // Questions of psychology. - 1990. - No. 1.

49. Skatkin M. N. Methodology and methods of pedagogical research. - M., 1986.

50. Slastenin V. A. Formation of the personality of a Soviet school teacher in the process vocational training. - M., 1976.

51. Slastenin V. A., Tamarin V. E. Methodological culture of the teacher // Soviet pedagogy. - 1990. - No. 7.

52. Improving the professional knowledge and skills of teachers in the process of advanced training / Ed. T. G. Brazhe, A. Ya. Marona. - M., 1982.

53. Stolin V.V. Self-awareness of the individual. - M., 1983.

54. Sukhomlinsky V. A. One hundred tips for the teacher. - Kyiv, 1984.

55. Tarasevich N. N. Acquiring pedagogical mastery // Soviet pedagogy. - 1990. - No. 11.

56. Creative orientation of the teacher’s activities / Under. ed. Yu. N. Kulyutkina, G. S. Sukhobskoy. - L., 1978.

57. Philosophical culture of the teacher / Ed. A. G. Borisova. - Saratov, 1985.

58. Shadrikov V.D. Initiative and creativity of teachers are the decisive force of reform // Public education. - 1987. - No. 4.

59. Shakurov R. X. Creative growth of a teacher. - M., 1985.

60. Shcherbakov A.I. Psychological foundations of the formation of the personality of a Soviet teacher. - L., 1967.

61. Yusupov I.M. Professional self-awareness of a teacher/ / Soviet pedagogy. - 1989. - No. 12.

62. Edward de Bonnet. The birth of a new idea. - M., 1976.

Education and learning ability of schoolchildren

A teacher’s assessment of the results of his work requires new facets of his competence, first of all, diagnostic thinking and diagnostic... This block of professional competence, like the previous ones, we will... At school, the term “trainability”, less often “learning”, is quite widely used. The content of each of these concepts...

Literature

1. Voitko V.I., Gilbukh Yu. 3. School psychodiagnostics: Achievements and prospects. - Kyiv, 1980.

2. Gilbukh Yu. 3. Psychodiagnostics at school. - M., 1989.

3. Gilbukh Yu. 3. Psychodiagnostic function of the teacher: Ways of its implementation // Questions of psychology. - 1989. - No. 3.

4. Davydov V.V. Types of generalization in teaching. - M., 1972.

5. Diagnostics educational activities and intellectual development / Ed. D. B. Elkonin, A. L. Venger. - M., 1981.

6. Diagnostic and correctional work of a school psychologist / Ed. I. V. Dubrovina. - M., 1987.

7. Zach A. 3. How to determine the level of development of younger schoolchildren. - M., 1982.

8. Ivanova A. Ya. Learning ability as a principle for assessing the mental development of children. - M., 1975.

9. Kalmykova 3. I. Psychological principles of developmental education. - M., 1979.

10. Karpov Yu. V., Talyzina N. F. Psychodiagnostics of cognitive development of students. - M., 1989.

11. Lerner I. Ya. Qualities of students’ knowledge: What they should be. - M., 1978.

12. Markova A.K., Matis T.A., Orlov A.B. Formation of learning motivation. - M., 1990.

13. General psychodiagnostics / Ed. A. A. Bodaleva, V. V. Stolina. - M., 1987.

14. Romanova E. S., Usanova O. N., Potemkina O. R. Psychological diagnostics of the development of schoolchildren in normal and pathological conditions. - M., 1990.

15. Rutenberg D. Psychodiagnostics as necessary component pedagogical skill of the teacher // Questions of psychology. - 1984. - No. 4.

16. Talyzina N.F., Karpov Yu.V. Pedagogical psychology: Psychodiagnostics of intelligence. - M., 1987.

17. Unt Inge. Individualization and differentiation of training. - M., 1990.

18. Shvantsara I. Diagnosis of mental development. - Prague, 1978.

19. Yakimanskaya I. S. Knowledge and thinking of schoolchildren. - M., 1985.

Education and education of schoolchildren

as in the analysis of other blocks of professional competence, we... Let us turn to basic professional knowledge about good manners and good manners. I must say that the second term is often...

Literature

1. Bodalev A. A. On the psychological foundations of personality education // Questions of psychology. - 1985. - No. 5.

2. Bozhovich L. I. Personality and its formation in childhood. - M., 1968.

3. Zagvyazinsky V.I. Teacher as a researcher. - M., 1980.

4. Markusha A. M. If you are a teacher. - M., 1989.

5. Pedagogical diagnostics at school / Ed. A. I. Kochetova. - Minsk, 1987.

6. Potashnik M. M. - How to optimize the education process. - M., 1984.

7. Psychological and pedagogical problems of the formation of personality and individuality in childhood. - M., 1980.

8. Tripolsky V. S. Psychological analysis of resistance to persuasive influence: Author's abstract. Ph.D. diss. - M., 1989.

9. Helus 3. Do you understand the student? - M., 1987.

10. Chudnovsky V. Actual problems psychology of the formation of beliefs // Questions of psychology.-1990. -No. 5.

11. Chudnovsky V. Moral stability of the individual. - M., 1987.

12. Shadrikov V.D., Starovoitenko E.B. Concept of individualization of education // Soviet pedagogy. - 1987. - No. 6.

Efficiency and ineffectiveness of a teacher's work

Teacher performance

Effectiveness in a teacher’s work is the presence of qualitative changes... In our understanding, effectiveness is a narrower concept than effectiveness (because results can also be unexpected...

Literature

1. Blinov V. M. Efficiency of training. - M., 1976.

2. Kolesnikov L.F. Reserves for the effectiveness of pedagogical work. - Novosibirsk, 1985.

3. Kreitsberg T.U. Experience in researching the effectiveness of teacher activity // Soviet pedagogy.-1980.-No. 5.

4. On ways to increase the effectiveness of a teacher’s work / Ed. A.K. Markova. - M., 1987.

5. Potashnik M. M. Democratization of school management. - M., 1990.

Psychological indicators of teacher performance

		Relationship between indicators and components of professional competence	Degree of expression
High	Avg.	Bottom.
Procedural indicators	Teacher	1. Pedagogical activity: how a teacher masters setting and changing pedagogical tasks, knowledge of his subject, methods of studying students, methods of self-analysis
2. Pedagogical communication: how a teacher implements a wide range of communicative tasks, creates a favorable psychological climate
3. Personality of the teacher: how the teacher realizes his abilities, self-concept, creativity
Students	4. Activities and activity of students: are they organized by the teacher? active work and student communication
Teacher/students	5. The degree of consistency of motives, expectations of the teacher and students, their cooperation
Performance Indicators	Students	1. Training and learning ability of schoolchildren: does the teacher receive tangible results in training, does he ensure receptivity to further learning by students, their ability to self-learn
2. Good manners and education: does the teacher contribute to the emergence of new valuable beliefs and behavior of students; prepares the teacher for openness to further educational influences, students’ readiness for self-education

Continuation

		Relationship between indicators and components of teacher professional competence	Degree of expression
High	Avg.	Bottom.
Performance Indicators	Teacher	3. Psychological new formations of a teacher in the course of his work: do new qualities and levels of pedagogical goal-setting, pedagogical thinking, pedagogical reflection, pedagogical tact, etc. arise in overcoming the difficulties of students and difficulties in one’s own work?
Teacher/students	4. Updating the personality and individuality of students and teachers
5. Psychological “price” of the result: the expenditure of time and effort of students and teachers
6. Satisfaction with the result - students, teachers

Teacher inefficiency

The teacher’s difficulties are understood as: a) his lack of adequate means of pedagogical activity or... b) the teacher’s failure to use the means available to him for some reason (due to his own condition, for example...

Literature

1. Kan-Kalik V. A. To the teacher about pedagogical communication. - M., 1987.

2. Kan-Kalik V. A., Nikandrov V. D. Pedagogical creativity. - M., 1990.

3. Kan-Kalik V. A., Nikandrov V. D. Preparing the future teacher for pedagogical creativity // Soviet pedagogy. - 1987. - No. 6.

4. Leshchinsky V.I., Kuznetsova S.S., Kulnevich S.V. Is the teacher always right? - M., 1990.

5. Markova A.K. Current problems of teacher labor psychology // Soviet pedagogy. - 1986. - No. 6.

6. Polyakova T. S. Analysis of difficulties in the pedagogical activities of beginning teachers. - M., 1983.

7. Postalyuk N. Yu. Creative style of activity: Pedagogical aspect. - Kazan, 1989.

8. Slastenin V. A. Teacher and time // Soviet pedagogy. - 1990. - No. 9.

9. Slastenin V. A., Tamarin V. E. Methodological culture of the teacher // Soviet pedagogy. - 1990. - No. 7.

External and internal working conditions of a teacher

Form 7 Map of individual shortcomings of the teacher Types of shortcomings Nature of shortcomings (in which block...

Beginner and experienced teacher

The teaching activity of a young teacher is often characterized by preoccupation with his own information activities, when various situations on... The pedagogical communication of a young teacher is characterized by inconsistency,... It is important that the young teacher feels satisfaction from the profession and the growth of his...

Primary and secondary school teacher

To the teacher primary school It is important not to confuse the assessment of a student’s academic performance and personality. An elementary school teacher must develop in schoolchildren... The age characteristics of elementary school students also influence...

Teacher of various academic subjects

Pedagogical activity, communication and the personality of the teacher of the humanitarian cycle are determined by the fact that here the subject of learning by schoolchildren is ... must be constantly correlated with the analysis of everyday relationships and actions of class students.

Rural and urban school teacher

teaching related subjects expands the possibilities of interdisciplinary connections. Features of pedagogical communication allow you to pay more attention to students. Pedagogical communication continues and...

Teacher in collaboration with colleagues

Real pedagogical cooperation is a special activity that requires new facets of professional competence. Let's consider what... A teacher's professional capabilities manifest themselves differently depending on...

Teacher under pressure

Two aspects are important here for the teacher: the ability to prepare for difficult situation and the ability to act in it, if it has already arrived. Extreme... Stress is a person’s neuropsychological tension caused by... Since the work of a teacher, due to his responsibility, is characterized by a high degree of tension, the problem of stress is very...

Literature

1. Avetisyan O. A. Specifics of school work in a disaster zone // Soviet pedagogy. - 1990. - No. 12.

2. Antsyferova L.I. Psychological patterns of personality development of an adult and the problem of continuous education // Psychological journal. - 1980. No. 2.

3. Borodkin F. M., Koryak N. M. Attention: conflict! - Novosibirsk, 1989.

4. Bratus B.S. On the problem of personality development in adulthood // Bulletin of Moscow State University. Psychology.- Ser. 14. - 1980. - No. 12.

5. Borisova L.G. Young teacher: Work, life, creativity. - M., 1983.

6. Dezhnikova N. S. Teaching staff of the school. - M., 1984.

7. Dontsov A. I., Polozova T. A. The problem of conflict in Western social psychology // Psychological Journal. - 1980. - No. 6.

8. Zhiltsov P. A., Velichkina V. M. Rural school teacher. - M., 1985.

9. Kotik M. A. Psychology and safety. - Tallinn, 1987.

10. Conflicts at school age: Ways to overcome them and prevent them / Ed. E. A. Shumilina. - M., 1986.

11. Lemekhova R. A. Ageless teacher: Factors of creative youth / / Young teacher in the system of continuing education / Ed. S. G. Vershlovsky. - M., 1987.

12. Leontiev V. G., Syrovetsky Yu. S. Leadership style and socio-psychological climate of the teaching staff. - Novosibirsk, 1988.

13. Lvova Yu. L. On the issue of the decline in the teacher’s professional activity and its tides // Social and pedagogical problems of the development of professional and social activity of teachers / Ed. S. G. Vershlovsky. - M., 1988.

14. Masgutova S.K. Stages of rehabilitation of children who survived a railway accident // Questions of psychology. - 1990. - No. 1.

15. Mechitov A.I., Rebrik S.B. Risk perception // Psychological journal. - 1990. - No. 3.

16. Features of the social and professional position of young teachers / Ed. S. G. Vershlovsky, L. N. Leso-khina. - L., 1981.

17. Psychological problems of activity in special conditions. / Ed. B. F. Lomova, Yu. M. Zabrodina. - M., 1985.

18. Simonova L. V. Interpersonal conflicts of teachers and high school students and ways to resolve them: Abstract of thesis. Ph.D. diss. - M., 1989.

19. Slastenin V. A., Tamarina Ya. V. Psychological problems of teacher training for collective pedagogical activities // Questions of psychology. - 1986. - No. 3.

20. Social and pedagogical problems of professional development of young teachers / Comp. S. G. Vershlovsky. - L., 1989.

21. Sukhomlinsky V. A. Conversation with a young school director. - M., 1984.

22. Teacher-methodologist - trainee mentor / Ed. S. G. Vershlovsky. - M., 1988.

23. Chernoushek M. Psychology of the living environment. - M 1989.

24. Shakurov R. X. Social and psychological problems of teaching staff management. - M., 1983.

25. Yamburg E. A. Pedagogical ensemble of the school. - M., 1987.

Part II. DIAGNOSTICS OF TEACHER'S PROFESSIONAL COMPETENCE

II.1. Consolidated program for the psychological study of teacher professional competence

Objectives of studying the professional competence of teachers. There are several of them: determining directions and prospects for further internal growth, strengthening... maintaining or correcting the existing position of the teacher during certification once every five years;

Literature

1. Ageev V. S., Bazarov T. Yu., Skvortsov V. V. Methodology for compiling socio-psychological characteristics for personnel certification. - M., 1986.

2. Temporary regulations on the procedure for certification of management and teaching staff educational institutions. - M., 1989.

3. Diagnostics and analysis of professional teaching activities and the use of computers. -L., 1986.

4. Kuzmina N.V., Mikhailovskaya G.I. Guidelines for school leaders on certification of school teachers. - L., 1987.

5. Kuzmina N.V. Fundamentals of professional psychodiagnostics. - M., 1984.

6. Levitsky M. L., Nechaev N. N. Measurements in educational activities // Soviet pedagogy. - 1990. - No. 8.

7. Markova A.K. Psychological analysis of a teacher’s professional competence // Soviet pedagogy. - 1990. - No. 8.

8. Methods of pedagogical research / Ed. A. I. Piskunova, G. V. Vorobyova. - M., 1979.

9. Methods of social psychology. - L., 1977.

10. Mozgarev L.V. Experience of differentiated payment for teacher labor // Soviet pedagogy. - 1990. - No. 12.

11. Nikitenko A. To each according to his work // Public education. - 1989. - No. 4.

12. Assessment of the activities of teachers and schools: Correspondence seminar for school leaders // Public education. - 1989. - No. 4.

13. Petrov V. Certification of teaching staff: experience and tasks // Public education. - 1986. - No. 2.

14. Talanchuk N. M. Certification of the quality of educational work // Soviet pedagogy. - 1988. - No. 4.

15. Tarasov V.K. System of automated certification of managers and specialists: Experience of social technology. - Tallinn, 1982.

16. Cherepanov V. S. Expert assessments in pedagogical research. - M., 1989.

17. Shamova T. I., Akhlestin K. N. Professional qualifications of the director secondary school. - M., 1986.

18. Shitov V. Increase the effectiveness of certification // Public education. - 1989. - No. 2.

Summary psychological program and stages of studying professional competence (PK) of a teacher

Criteria for professional competence

Assessing the professional competence of a particular teacher

Types of teacher performance indicators

The composition of pedagogical skills necessary for the implementation of all aspects of a teacher’s work

Types of professional teacher positions

Psychological qualities that ensure the fulfillment of all aspects of a teacher’s work

Experts’ assessment of the state of professional competence (the number corresponds to the level of professionalism in form 9 (circle the required number)

Diagnosis (presence of PrK, its level)

Forecast (prospects for further growth, zone of immediate professional development), recommendation.

Notes about fact, further cont. teachers to PRK

Basic

Derivatives

Basic

Derivatives

Basic

Derivatives

Self-esteem teaches.

Director

Head teacher

Methodist

Dr. teachers

Shk. psychologist

General total points

Block I

1st group of skills:

Pedagogical activity and its components

Ability to plan psychological training

The ability to put together teaching, develop-

Up-rav-le-nets in his pedagogy

Pedagogical goal setting

Pedagogical erudition

654 321

Continuation

3rd group of skills:

3. Teacher self-analysis

The teacher’s ability to conduct self-analysis of his teacher. activities

“Sa-modi-ag-nost”, subject of its ped. activities

Ped. reflection

Block II Pedagogical communication its components 1. Communicative tasks

4th group of skills:

The ability to ensure the implementation of partner reserves, create

Smart, teachers put a wide range of communications. tasks (mutual

"Humanist"

"Communication organizer"

Gu-ma-ni-sti-che-skaya moti-vaci-oniya on-right-

Pe-dago-giche tact, peda-gogi-che-skaya

Continuation

him psychological security

mob-exchange of knowledge, mutual-sea-walking, satisfied, participants)

laziness towards another person

empathy

2. Methods, means of subjective interaction: stages, stages, styles, roles in communication

5th group of skills:

Ability to communicate at the level: another person is a “source”,

The ability to flexibly rearrange positions and roles in communication, choose the optimal

"Psychotherapist"

Ready for " open communication»

Pedagogical communication emotional self-regulation

Continuation

laziness

2. Personality traits: teaching abilities

Ability to develop psychological components of abilities

"Psychologist"

"Organizer"

Per-ceptive-but-re-flexive attitudes and abilities

Con-structive management attitudes and abilities

Temperament, character, mental states Individual mental processes (will,

Continuation

speech, etc.) Personality traits

3. Integral psychological characteristics of personality:

7th group of skills:

Pedagogical self-awareness

The ability to consciously build prospects for professional growth

"Optimist"

Holistic pedagogical consciousness (positive self-conception)

Continuation

Individual style

The ability to recognize individual style and strengthen its positive aspects

"Individuality"

Emotional satisfaction and comfort

Creativity

The ability to be open to searching for new things and master creative techniques

"Innovator", "pro-fes-sio-nal"

"Master", "Creator"

Creativity and Innovation

Continuation

Unit V Good manners and educational ability of schoolchildren Moral knowledge of beggars. Real moral behavior.

9th group of skills

Performance Indicators

The ability to assess the state of education and educational ability of schoolchildren

The ability, based on psychological study, to build plans for educational work taking into account the development goals of individual students

"Diagnostician", "Educator"

Motivation to be studied, children's personalities, diagnostics. thinking at the level of understand, the holistic personality of the student, pro-gno-zir. once-

Continuation

development of children's personalities

10th group of skills:

Integral diagnostic skills of a teacher

"Researcher"

"Expert"

Satisfaction with your work and its results, teacher motivation

Pedagogical logic: awareness of the connection between tasks, conditions, and results of one’s work. Pe-dago-giche-

The ability to analyze all aspects and results of one’s work, to relate the peculiarities of one’s

Ability to evaluate your own work and the work of your colleagues

Continuation

Map of teacher professional competence levels (categories)

	Main characteristics of the level (professionalism, creativity, skill, effectiveness, efficiency, optimality, individuality)
6. Professional teacher	Constant desire for a psychologist. self-development, the presence of previous positive levels. A psychologist who carries out all searches “from the student” and for the student; a researcher who knows how to study the effectiveness of new things; an innovator who tries new things; luggage handler modern science; individuality	Difficulties are overcome with constant gain; special creation of situations of difficulties for students to jointly discuss ways to resolve them
5. Teacher-researcher	The desire and ability to study and evaluate the significance of one’s original ideas or new techniques of other teachers, assessing effectiveness, optimality	Difficulties accompanying the study
4. Innovative teacher	Search and use of individual original techniques or complete original systems of training or education. Creativity (“opening up to others”). Efficiency in the search for something new. A clear focus on the mental development of students as the main result of work. Individuality	Difficulties accompanying the search and implementation of new things into practice
3. Master teacher	Possession of the highest examples of techniques known in science and practice. Everyday solution of non-standard pedagogical problems (“discovery for oneself”). Sustainable high efficiency. Optimality	Difficulties and even mistakes can be used to achieve good result and setting new goals

Continuation

Their characteristics Levels and categories	Main characteristics of the level (professionalism, creativity, skill, effectiveness, efficiency, optimality, individuality)	Nature of difficulties, shortcomings, mistakes	Forecast for further professional growth and recommendations
	(work without overload). Commitment to consideration of student development. Transferring experience to other teachers
2. Teacher	Mastering the basics of the profession, applying techniques known in science and practice. Everyday solving of non-standard problems (“discovery for oneself”). Positive effectiveness and efficiency. Predominant focus on knowledge (rather than development) of students	Difficulties in mastering new professional techniques encourage thinking and indicate weaknesses
1. Trainee teacher (after university)	Entering the practice of the profession, testing your strengths. First positive results	Difficulties and disadvantages associated with the practical development of professional knowledge, skills and abilities; may indicate weaknesses, may slow down, destroy activities
0. It is better to leave the teaching profession	Lack of interest in the student, lack of interest in the profession, in one’s professional development, negative performance, negative consequences for the student	Persistent shortcomings and errors without the desire to understand their causes and eliminate them

Summary assessment of a teacher’s professional competence to determine his category

Blocks of professional competence

Pedagogical skills

Self-esteem 2345

Director 2345

Head teacher 2345

Methodist 2345

Another teacher 2345

School psychologist 2345

Total points 2345

Procedural indicators

Block I. Pedagogical activity

1st, 2nd, 3rd skill groups (see previous tables)

“Subject specialist”, “Methodologist”, “Diagnosticist”, “Self-diagnostician”

Pedagogical thinking, pedagogical goal setting, intuition, ped. tact, optimism, ped. reflection

Continuation

Blocks of professional competence

Contents of each block, professional standards

Individual standards of a given teacher (taking into account his previous achievements)

Assessment by experts in points (using a 5-point system) (circle the required number) of the block of professional competence, taking into account the assessment of its content (see column 2)

Determination of teacher category: 1 - Trainee, 2 - Teacher, 3 - Master, 4 - Innovator, 5 - Researcher, 6 - Professional

Recommendations for further professional development of a teacher, taking into account his zone of proximal development

Pedagogical skills

Professional psychological positions

Psychological qualities and neoplasms

Self-esteem 2345

Director 2345

Head teacher 2345

Methodist 2345

Another teacher 2345

School psychologist 2345

Total points 2345

Procedural indicators

Block II. Pedagogical communication

4th, 5th groups of skills

“Humanist”, “psychotherapist”, “actor”, “subject of equal communication”

Psychological motivational focus on another person, empathy

Continuation

Blocks of professional competence

Contents of each block, professional standards

Individual standards of a given teacher (taking into account his previous achievements)

Assessment by experts in points (using a 5-point system) (circle the required number) of the block of professional competence, taking into account the assessment of its content (see column 2)

Determination of teacher category: 1 - Trainee, 2 - Teacher, 3 - Master, 4 - Innovator, 5 - Researcher, 6 - Professional

Recommendations for further professional development of a teacher, taking into account his zone of proximal development

Pedagogical skills

Professional psychological positions

Psychological qualities and neoplasms

Self-esteem 2345

Director 2345

Head teacher 2345

Methodist 2345

Another teacher 2345

School psychologist 2345

Total points 2345

Performance Indicators

Block III. Teacher's personality

6th and 7th groups of skills

“Citizen”, “teacher by title”, “psychologist”, “optimist”, “master”, “innovator”

Perceptual-reflexive abilities, positive self-concept, individuality, creativity

Block IV. Education and learning ability of schoolchildren

! group of skills

"Diagnostician", "consultant"

Diagnostic thinking, ped. forecasting

Continuation

Blocks of professional competence

Contents of each block, professional standards

Individual standards of a given teacher (taking into account his previous achievements)

Assessment by experts in points (using a 5-point system) (circle the required number) of the block of professional competence, taking into account the assessment of its content (see column 2)

Determination of teacher category: 1 - Trainee, 2 - Teacher, 3 - Master, 4 - Innovator, 5 - Researcher, 6 - Professional

Recommendations for further professional development of a teacher, taking into account his zone of proximal development

Pedagogical skills

Professional psychological positions

Psychological qualities and neoplasms

Self-esteem 2345

Director 2345

Head teacher 2345

Methodist 2345

Another teacher 2345

School psychologist 2345

Total points 2345

Performance Indicators

Block V. Good manners and educational ability of schoolchildren

9th group of skills. 10th group of skills (integral diagnostic skills)

“Educator”, “researcher”, “expert”, “professional”

Forecasting student personality development, research thinking

Note: If each expert can give from 2 to 5 points, then the maximum number of points of all experts for 5 blocks is 150, the minimum is 60. Then the conditional correlation points and teacher categories will be: trainee - 60 points, teacher - 78 points, innovator - 97-114 points, researcher - 114-132 points, professional - 132-150 points.

Expert assessment program different sides professional

Points

Blocks of professional competence

Pedagogical communication

Prof. knowledge

Ped. skills

Prof. positions

Psychol qualities

Prof. know

Ped. skills

Professional positions

Psychol. quality

types of PD

1st group of skills

2nd group of skills

3rd group of skills

"Subject"

"Methodist"

"Diagnostician"

"Self-diagnostic"

Ped. goal setting

Ped. thinking

Ped. reflection

4th group of skills

5th group of skills.

"Humanist"

"Psychotherapist"

Ped. empathy

Ped. tact

Ped. ethics

6. Teacher-professional-sio-nal

5. Teacher-researcher

4. Teacher-innovator

3. Teacher-tel-mas-ter

2. Teacher

4 3

1. Teacher-in-training

teacher competence (Tc) and definition of categories of professionalism

Teacher Personality (L)

Prof. knowledge

Ped. skills

Prof. positions

Psychol. quality

Prof. knowledge

Ped.smart.

Prof. pos.

Psychol. quality

Prof. knowledge

Ped.smart.

Prof. positions

Psi-hol. quality

Knowledge about the structure of L

6th group of skills

7th group of skills

"Citizen"

"Teacher by vocation"

"Master"

"Creator", "Innovator"

Human. focus

Posit. Self-concept

Individuality

Creativity

8th group of skills

"Diagnostician"

Diagnosis thinking

Ped. forecasting

9, 10 groups of skills

"Diagnostician"

"Educator"

"Expert"

Diagnosis thinking in the sphere of L

Explores. thinking

Continuation

The name of the ka tegori" profession of Zionism

Points

Blocks of professional competence

Pedagogical activity (PD)

Pedagogical communication

Prof. knowledge

Ped. skills

Prof. positions

Psychol qualities

Prof. know

Ped. skills

Professional positions

Psychol. quality

types of PD

1st group of skills

2nd group of skills

3rd group of skills

"Subject"

"Methodist"

"Diagnostician"

"Self-diagnostic"

Ped. goal setting

Ped. thinking

Ped. reflection

Knowledge about the structure, software levels

4th group of skills

5th group of skills.

"Humanist"

"Psychotherapist"

Ped. empathy

Ped. tact

Ped. ethics

0. Not ready for the profession at the time of assessment

Continuation

Teacher Personality (L)

Education of schoolchildren (butch.)

Education of schoolchildren (education)

Prof. knowledge

Ped. skills

Prof. positions

Psychol. quality

Prof. knowledge

Ped.smart.

Prof. pos.

Psychol. quality

Prof. knowledge

Ped.smart.

Prof. positions

Psi-hol. quality

Knowledge about the structure of L

6th group of skills

7th group of skills

"Citizen"

"Teacher by vocation"

"Master"

"Creator", "Innovator"

Human. focus

Posit. Self-concept

Individuality

Creativity

1 Knowledge about indicators and levels of training

8th group of skills

"Diagnostician"

Diagnosis thinking

Ped. forecasting

Knowledge about indicators and levels of education

9, 10 groups of skills

"Diagnostician"

"Educator"

"Expert"

Diagnosis thinking in the sphere of L

Explores. thinking

General map of professional competence of school teachers

Full name of teachers

Blocks of professional competence

Wishes _ and recommendations for further professional self-development

Pedagogical activity

Pedagogical communication

Teacher's personality. Education and upbringing of schoolchildren

Professional teaching positions

"Subject"

"Diagnostician"

"Methodist"

"Humanist"

"Psychotherapist"

"Citizen"

Teacher by vocation

"Psychologist"

"Individuality"

"Master"

"Innovator"

"Diagnostician"

"Consultant"

"Educator"

"Explorer"

II. 2. Techniques for express diagnostics of individual aspects of a teacher’s work

This section will present a number of short diagnostic techniques arising from the program proposed above.

The tasks are of a different nature. This is an analysis and assessment by the teacher of students and himself using the proposed forms and scales (II.2.1, II.2.2), and exercises for the teacher to mentally place himself in imaginary pedagogical situations (II.2.3), and compilation based on qualitative analysis psychological certification characteristics of a teacher.

II.2.1. Techniques for studying the training and education of schoolchildren

The state of learning can also be determined using tests, where the student’s answers are compared with certain standards. For example, short... The learning ability of schoolchildren is best identified in individual formative...

II.2.2. Techniques for studying professional psychological qualities of a teacher

- Outline the objectives of the lesson. Teach a lesson. Then draw up the tasks set and actually completed, analyze the reasons for their discrepancy. What... - Identify macro- and microcycles in your teaching activities during... Tasks for pedagogical thinking:

Literature

1. Alumäe S. Test as a means of identifying the level of self-control of students in educational activities // Research methods in pedagogy. - Tallinn, 1989.

2. Ivanova E. M., Noskova O. G., Chernysheva O. N. Special workshop on the psychological study of professional activity. - M., 1980.

3. A set of methods for studying and generalizing pedagogical experience on a diagnostic basis / Ed. Ya. S. Turbovsky. - M., 1986.

4. Comprehensive study of teacher’s work / Ed. V. N. Turchenko. - Novosibirsk, 1983.

5. Kuzmina N.V. Methods for studying pedagogical activity. - L., 1979.

6. Lopatin D. Creation of a test // Public education. - 1989. - No. 3.

7. Methods for studying the professional orientation of a teacher’s personality / Ed. TO). N. Kulyutkina, G. S. Sukhobskaya. - L., 1980.

8. Methodology and methods of social psychology. - M., 1977.

9. Methods of psychological analysis of professional activity. - L., 1973.

10. Popular psychology: Reader / Comp. V.V. Mironenko. - M., 1990.

11. Psychological diagnostic methods in a complex longitudinal study of students / Ed. A. A. Bodaleva. - L., 1976.

Part III. WAYS TO INCREASE A TEACHER'S PROFESSIONAL COMPETENCE

III.1. Methods of socio-psychological training of professional competence of teachers

- Professional positions, psychological qualities, pedagogical skills are exerciseable, i.e. can be the subject of formation and self-development. ... - The formation of a teacher’s work should take place in the system of all its aspects, and not as ... - Teacher training and his self-study should be built as a readiness for a generalized and flexible analysis of pedagogical ...

Literature.

1. Batishchev G. M. Pedagogical experimentation / / Soviet pedagogy. - 1990. - No. 1.

2. Belchikov Ya. M., Birshtein M. I. Business games. - Riga, 1989.

3. Davydov V.V., Neverkovich S.D., Samukina N.V. On the functions of reflection in game-based training for managers // Questions of psychology. - 1990. - No. 3.

4. Vasilyuk F. E. Psychology of experience. - M., 1984.

5. Vishnyakova N. F., Prygin G. S. Fundamentals of pedagogical creativity. - Melitopol, 1985.

6. Zhurbin V.I. The concept of psychological protection in the concepts of 3. Freud, K. Rogers // Questions of psychology. - 1990. - No. 4.

7. Emelyanov Yu. N. Active group methods of socio-psychological training of specialists // Questions of psychology. - 1985. - No. 6.

8. Game modeling: Methodology and practice / Ed. I. S. Ladenko. - Novosibirsk, 1987.

9. The use of business games in adult education / Comp. L. N. Lesokhina, I. G. Abramova. - L., 1983.

10. Kabanov I.M., Lichko V.E., Smirnov V.M. Methods of psychological diagnostics and correction in the clinic. - L., 1983.

11. Krasovsky Yu. D. The world of business games. - M., 1989.

12. Laos V. G. On active methods in the psychological training of managers and teachers // Psychological Journal. - 1982. - No. 5.

13. Naem J. Psychology and psychiatry in the USA. - M., 1984.

14. Petrovskaya L. A. Theoretical and methodological problems of socio-psychological training. - M., 1981.

15. Platov V, Ya., Podinovsky V, V., Velsky A. A. Business games on labor protection in construction. - M., 1987.

16. Psychological support social development human / Ed. A. A. Krylova. -L., 1989.

17. Psychology of predictive skills and abilities/ Comp. L. A. Regush. - L., 1984.

18. Forverg M., Albert T. Characteristics of socio-psychological behavior training / / Psychological Journal. - 1984. - No. 4.

III.2. Development of teacher skills focused on the labor process

III.2.1. Formation of teacher skills to set developmental and educational tasks

ty of the student, development of skills and abilities, ability to learn, etc. Meanwhile, educational psychology has accumulated a large amount of information about the development of the student in the course of learning. Below we...

III.2.2. Formation of teacher skills to evaluate and improve their individual style

Emotional-improvisational style (EIS). Teachers with EIS are distinguished by a predominant focus on the learning process. Explaining new material to such... - strong, interested in him, interviews them at a fast pace, asks... Emotional-methodical style (EMS). A teacher with EMS is characterized by a focus on the process and results of learning,...

III.2.3. Improving the qualities of a teacher necessary for his teaching activities and communication, professional self-realization

You have set the task of stimulating the learning of schoolchildren. Make this task concrete for students in your class. Use development forms... Vary developmental tasks in your teaching activities, introduce them into... Develop pedagogical goal-setting in situations with incomplete conditions (for example, when unknown...

Literature

1. Zharikov E. S. Psychological means of stress resistance. - M., 1990.

2. Kartseva T. B. Personal changes in situations of life changes // Psychological journal. - 1988. - No. 5.

3. Kelasev V.I. Some forms of mental training / / Psychological Journal. - 1987. - No. 6.

4. Kondrashova L.V. Collection of pedagogical tasks. - M., 1987.

5. Kurylenko T. M. School management: Tasks and business games. - Minsk, 1988.

6. Malenko A. T. Problems in professional pedagogy. - M., 1987.

7. Natanzon E. Sh. Psychological analysis of student actions. - M., 1991.

8. Nikonova A. Ya. Psychological features of the individual style of a teacher’s pedagogical activity: Cand. diss. - M., 1986.

9. Orlov Yu. M. Ascent to individuality. - M., 1991.

10. Fundamentals of pedagogical creativity / Comp. N. Vishnyakova, G. S. Prygin, - Melitopol, 1985.

11. Regush L. V. Training of pedagogical observation // Questions of psychology. - 1983. - No. 3.

12. Formation of educational activities of schoolchildren / Ed. V. V. Davydov, I. Lompshera, A. K. Markova. - M., 1982.

13. Zeng N.V., Pakhomenko Yu.V. Training: Games and exercises. - M., 1989.

14. Elkonin D. B. Psychology of learning junior school student. - M., 1974.

Introduction................................... 3

Part I. Psychological analysis of a teacher’s work......... 6

Part II. Diagnosis of a teacher’s professional competence............................................107

Part III. Ways to improve a teacher’s professional competence............................................158

EDUCATIONAL EDITION

Markova Aelita Kapitonovna

PSYCHOLOGY OF TEACHER'S WORK

Head Edited by N. P. Semykin

Editors A. I. Lunkov, O. N. Podkolzina

Junior editor Yu. V. Ikonnikova

Art editor E. L. Afanasyeva

Artist V. Yu. Lukin

Technical editors T. V. Sidorova, N. V. Slavskaya

Proofreaders A. V. Rudakova, E. E. Nikulina

Delivered to set 03/03/92. Signed for publication on January 14, 1993. Format 84 X 108 1/32. Boom. newspaper Taime headset. Offset printing. Condition-bake l. 10.08. Conditional cr.-ott. 10.29. Academic ed. l. 11.06. Circulation 44,000 copies. Order 640.

Order of the Red Banner of Labor Publishing House "Prosveshchenie" Ministry of Press and Information Russian Federation. 127521, Moscow, 3rd proezd Maryina Roshcha, 41.

Rybinsk Printing House

Ministry of Press and Information of the Russian Federation.

152901, Rybinsk, st. Chkalova, 8.

The numbering of skills that began during the analysis of teaching activities continues.

What will we do with the received material:

If this material was useful to you, you can save it to your page on social networks:

The content of the book was aimed at providing assistance in the psychological analysis of professionalism to different groups of people: every working person, including those just starting their professional path and striving to become a professional; a specialist psychologist who carries out consulting and correctional work with specific people on issues of their professionalization; to the manager and manager conducting professional certification; a teacher at a vocational educational institution teaching an introduction to a profession or specialty; a researcher who studies the patterns of becoming a professional. In conclusion to the book, we will try to show the possibilities of appealing to different groups of readers to individual paragraphs of the book.

Paragraphs highlighting individual stages of a person’s advancement towards professionalism are addressed to each working citizen. Thus, to one degree or another, it is necessary for any person to: choose the right profession and not be afraid to return to a second choice of profession throughout life (see 1.3; 4.3; 4.4); carefully consider and weigh your spiritual and moral values, ideals and motives in work, directing your work for the benefit of specific people, humanity (see 2.4); achieve mastery and creativity in their professional activities (see 2.1; 2.5), achieve success, public recognition, make a career (see 2.7); be able to cooperate with other people, work in a professional community (see 2.6) and take a worthy place in professional structure society; realize and develop your individuality in the profession (see 2.9), choose your individual trajectory of professional growth; try to avoid professional personality deformations, crises (or use them constructively as a new chance), postpone professional aging (see 3.1.); maintain your integrity, strengthen your positive professional self-concept, listen to your inner voice, maintain your satisfaction at work (see 4.5); continuously throughout your life carry out your professional self-improvement, including advanced training, see the areas of your immediate and distant professional development, maintain a constant readiness for self-change, expand professional self-learning (see 4.4); maintain a reasonable and optimal balance for yourself between energy expenditure, tension and professional self-preservation (see 4.5); painlessly complete their professional path, finding new forms of self-realization of their personality in later ages (see 2.8). All these aspects of a person's professional life were touched upon in the book.

Some analysis techniques offered in this book in the form of tables can also be of some help to a person in his professional self-awareness. For example, when self-analyzing the directions of one’s self-determination (have I succeeded as a professional, as a person, as a family member, etc.), a person can rely on the table. 6 in 2.2. When self-analyzing what types of professional competence a given employee has, he can use the table. 3 in 1.5; when self-studying the state of the motivational sphere of one’s work - table. 7 in 2.4 and the state of the operational sphere - table. 8 in 2.5; when self-assessing the level of your professionalism - table. 1 in 1.1 and table. 5 in 2.1. When a person self-analyzes the place of his current age in the overall picture of professional age development, the table can help him. 11 at 2.8. When self-aware of the presence of individual differences, individual style, and the expression of individuality in work, an employee can refer to Table. 12 at 2.9. When a person self-assesses whether he or she has the psychological qualities to withstand extreme and hazardous conditions labor can be considered table. 13 and 14 in 3.2 and 3.3. And finally, to “measure” the state of different types of professional competence and their components, it is advisable for an employee to use the technology we offer in the form of an individual professional card in Table. 16 in 4.2. Perhaps these techniques will help a person become at least a little psychologist for himself. If, when analyzing the professiogram of his work (Table 2 in 1.4), a worker assimilates social professional norms (what the profession requires of him), then when working with an individual diagnostic card (Table 16 in 4.2), a person identifies his personal professional capabilities, clarifies the essence affairs of your individual professional norm. General techniques for professional self-diagnosis are arranged in table. 15 in 4.1. Specialists who provide practical assistance to working people during their professionalization (practical psychologist and vocational consultant, acmeologist, Social worker), they can, if they wish, pick up some information in the book on those pressing issues of professional development that people often ask about: choosing a first profession or a forced choice new profession when

job losses (see 4.3 and 4.4); professional deformations and crises (see 3.1); reasons for decreased interest in work, decline in performance and occurrence of errors in work (see 2.7); preparation for professional certification (see 4.2), professional career (2.7), etc. The systematic assistance of a psychologist to a working person during his professionalization is today called psychological support and support for a professional career. The task of a practical psychologist is to stimulate, first of all, the employee himself to professional self-development, to help him build a program for his further professional growth, to suggest ways of self-correction and self-compensation for missing professional qualities. If necessary, the psychologist must assist in the professional rehabilitation of the employee. In the future, it is hoped that every employee will have the opportunity to seek advice from a psychologist about their professional problems directly at their enterprise or at a nearby psychological center.

Managers, heads of institutions, and personnel personnel workers can rely to a certain extent on the materials of this book in their work to assess the professionalism of personnel and their certification. Thus, a generalized technology for drawing up a professionogram for any specialty has been proposed (Table 2 in 1.4), which can form the basis for constructing specific professionograms; psychological rules of certification were systematized (see 4.2), levels of professionalism were highlighted (Table 5 in 2.1); approaches to the construction of professional diagrams of private types of work are outlined (see 5.2), which can be used when certifying representatives of different professions, an individual professional diagnostic card is proposed (Table 16 in 4.2), which allows us to get closer to constructing a psychological business portrait of a specific specialist, which important when working with personnel. Experts in their work can take into account the psychological indicators of labor efficiency, arranged in table. 10 in 2.7.

Teachers of different types of vocational educational institutions can use the materials in the book when constructing an introduction course to the profession or specialty. Thus, students need to be helped to understand the generalized model of a successful specialist, the professiogram of their future work (see 1.4), understand the patterns of becoming a professional (see 5.1), master the psychological indicators of professionalism (Table 4 in 1.6), clearly imagine the levels of professionalism (Table .5 in 2.1) in its future profession; take an active

the position of a subject of labor, a professional, a creator (see 1.2). These sections can become topics for an introduction to the profession course. A teacher at a vocational educational institution can also take into account the milestones in the mental development of students, qualitative shifts in the motivational and operational sphere of the personality of the future specialist that occur during professional training (see Table 18 in 4.3). Of course, in different professions, in different professional educational institutions, the model of a specialist as a specialist will be different. final goal education, the milestones in the psychological advancement of students in it will vary accordingly. At the same time, the very approach to choosing the content and methods of professional training from the point of view of their influence on the formation of the personality traits of a future specialist should, apparently, be preserved. The psychological content of pre-vocational training (labor training and education in school and family) is indicated in Table. 17 in 4.3. The teacher can use during classes questions for paragraphs of the book and literature given at the end of the book.

Scientists in the field of psychology of professionalism, they can take into account the data from previous scientific research presented in the book; use the factors of professionalization highlighted in the book when conducting your research, for example, vary in an experimental study individual components of the motivational (Table 7 in 2.4) and operational (Table 8 in 2.5) spheres and trace their influence on the success of professionalization; to experimentally identify the relationship between the different aspects of professionalism highlighted in the book, for example, the professional abilities of an employee and satisfaction with his work, or the relationship between a person’s active position in work and the success of his opposition professional deformations etc.; start from the little-studied problems of the psychology of professionalism and the “blank spots” in this psychological discipline identified in the book when choosing the topic of your future research.

The psychology of professionalism interacts with many psychological disciplines. We tried to show how the psychology of professionalism is connected with general labor psychology and acmeology (1.1, 1.3, 1.6, 2.5), with the psychology of personality and individuality (2.3, 2.4, 2.9), with social psychology (2.6), with developmental psychology and developmental psychology (2.8), with educational psychology (4.3), with engineering psychology (3.2), with pathopsychology (3.1, 4.6) and psychohygiene (4.5), with psychodiagnostics (4.1, 4.2), etc.

The psychology of professionalism has a constructive, creative orientation. It is designed to help and facilitate a particular working person’s progress towards professionalism, to stimulate his professional self-awareness, to show various ways of professional self-discovery, self-preservation, and self-compensation. At the same time, the use of psychological data requires the activity and inner work of the person himself: as they say, the door is open to you, but you can only enter yourself.

The psychology of professionalism has a humanistic orientation. In the book, we sought to emphasize that a person’s personal space is wider than his professional space. A person must be able to work professionally, highly efficiently, contributing to the prosperity of his country. At the same time, it is important for an employee, a specialist, not to allow his professional wear and tear and destruction of the integrity of his personality; for this, he should try to understand his individual purpose, maintain strength for his self-realization, and live a full, happy life. Society (social services) and science (scientific and practical consulting centers) can help a person develop such professionally constructive and personally “protective” life strategies. In conditions when scientific and technological progress requires a person to increase labor productivity, master new technologies, and improve the operational side of labor, special work is needed to prevent a narrow technocratic approach to human labor. The concerted efforts of social and personnel services and psychological counseling centers could, to a certain extent, contribute to strengthening the motivational and personal sphere of the working person, encouraging moral orientations in work, increasing attention to the humanistic orientation and spirituality of the working person

So, professionalism is considered in the book as an integral characteristic of the personality and activity of a working person. The psychological characteristics of professionalism are described, including indicators of the maturity of the motivational and operational sphere of work; signs of high and low levels of professional competence; manifestations of age and individual dynamics of professional growth; criteria of professionalism, which together mean a high degree of human involvement in the content (process and result) of work.

In general, a professional can, in our opinion, be considered an employee who:

– masters the norms of the profession in the motivational sphere (realizes moral guidelines, motives, spiritual values in the profession, follows them, knows how to “draw out” new meanings in his profession, is devoted to it) and in the operational sphere (masters the necessary professional knowledge, methods of action and professional “ techniques", methods and mindset of professional thinking, techniques of professional self-awareness and reflection);

– carries out his work activities effectively and successfully, with high productivity, following high standards in it, achieving mastery;

– has a “strong” professional goal setting, an internal “locus” of control, independently builds a scenario for his professional life, and is resistant to external obstacles;

– on his own initiative, identifies and develops his capabilities and abilities in the profession, is ready for constant professional self-change and self-development, strives to realize and strengthen his individuality, to preserve his integrity, and experiences satisfaction from his self-realization in the profession;

– enriches the experience of the profession with his original creative contribution;

– thus combines several types of professional competence (special, social and general, personal, individual);

– helps to increase the social prestige of the profession in society, public interest in the results of work in their profession;

– able to compete with other professionals in their field and related fields, competitive;

– is, thanks to the presence of the above-mentioned signs, an active subject of highly professional work.

Of course, not every professionally successful employee possesses the set of listed signs of professionalism. These signs constitute a broad indicative basis of professionalism, and not its rigid scheme. Thus, representatives of different professions may have different aspects and qualities of professionalism predominant, which can form the basis of a specialist’s model; for example, among representatives of creative professions, such qualities of professionalism as enriching the experience of their profession, conscious self-realization, maintaining their integrity and individuality come to the fore, and among representatives of blue-collar professions, increasing productivity and productivity, etc.

In various professionally successful specific people, signs of professionalism can also appear in different combinations, which can be reflected in the individual profile of a specialist; for example, some people in the creative profession achieve success due to strong professional goal-setting, dedication, skill, others - due to the originality of ideas and the novelty of their contribution to the experience of the profession. For the same person at different stages of his development, professionalism is often achieved by strengthening one or another psychological qualities, which can be revealed using periodically filled out individual professional diagnostic cards; for example, at the beginning of mastering a creative profession, a person often has a predominant interest in its operational side - in “techniques”, methods, and as he gains professional experience, his interest in the motivational and semantic content of the profession and its spiritual content often increases.

In conclusion, we emphasize that the approach presented in this book is one of the possible ones and in no way claims to be an exhaustive coverage of the complex multidimensional problem of the relationship between the processes of becoming a Person as a Personality and as a Professional.

Questions for discussion and literature for paragraphs of the book

Questions 11 What is the subject of the psychology of professionalism? What is the place of the psychology of professionalism in the system of related disciplines? Literature for 11_

1. Agapova E N Physiology and psychology of work. Samara, 1991.

2. Akinshina A K. Labor statistics., M., 1977.

3. Ananyev B G. Man as an object of knowledge. Selected psychological works. T. 1, M, 1980.

4. Introduction to ergonomics. Ed. G.M. Zarakovsky, V.A. Koroleva, V.I. Medvedeva, P i Shcheev, M., 1974.

5. Issues of labor psychology and ergonomics. Ed. V.D. Shadrikova et al., Yaroslavl I976

6. Garber E.I. Introduction to occupational psychology. Saratov, 19.8.

7. Dmitrieve M. A., Krylov A.A., Naftulev A.I. Labor psychology and engineering psychology. P., 1974.

8. Eremina N.M.. Marshalova V.P. Labor statistics. M., 1988.

9. Zinchechko V. P., Munipov V. M. Basics of ergonomics. M., 1979.

10. Klimov E.A. Introduction to labor psychology. M, 1988.

11. Kozlog. V.N. Physiology and psychology of work. Saratov, 1980.

12. Kotelova Yu V. Essays on the psychology of work M., 1986.

13. Kundiev Yu I. Occupational hygiene and physiology. M., 1982.

14 Levitov N.D. Psychology of work. M., 1963.

15. Mzkushin H.V. Lectures on the course “Fundamentals of physiology and psychology of work.” M., 1971

16. Fundamentals of Social and Applied Acmeology. Ed. A.A. Derkach et al. M., 1994.

17. Plato: - K K. Questions of labor psychology. M, 1970.

18 Labor psychology. Ed. K.K. Platonov. Per. from Slovak, M., 1979.

19. Romanova E.S., Suvorova G.A. Psychological foundations of professionography. M.. 1990.

20. Sociology of labor. Edited by N.I. Dryakhlova, A.I. Kravchenko, V.V Shcherbiny, M., 1Р93.

21. Filippov A.V., Lipinskii V.K., Knyazev V.N. Industrial sociology, psychology and pedagogy. M., (989.

Questions for 1 2: Under what conditions can work activity turn into professional activity? What are the characteristics of the object and subject of labor depending on the content of labor? In “these types of labor a person is involved during his life, how do they differ in the degree of involvement in active creative person d Under what conditions did a working person become a subject of his labor, a professional?

Literature to

1. Zarakevsky G. M. Psychophysiological analysis labor activity. M., I966.

2. Ivanova E.M. Psychotechnical study of man in work. M., 1992

3. Karpov A.V. Psychological analysis of work activity. Yaroslavl, 1988.

4. Lozovoy V.P. On the scientific classification of types of labor. J. "Questions of Philosophy", 1965, No. 3.

5. Lehrer R. Labor productivity of white collar workers. Per. from English General ed. V.V. Zotova, M., 1984.

6. Psychological analysis of work activity. Ed. V.D. Shadrikova, Yaroslavl, 1980.

7. Raevsky A.N., Antonov A.V. Production and Psychology Ed. G.V. Sukhodolsky, L., 1969.

8. Strumilin S.G. On the issue of classification of trade. In the book. "History of Soviet labor psychology." Ed. V.P. Zinchenko, V.M. Munipoya, S.G. Noskova, M.. 1983.

9. Tyutyunnik V.I. Fundamentals of psychological and pedagogical examination of creative work of preschool children. M., 1992.

Questions for 1.3: On what basis are occupations classified? How do different professions influence the development of a worker’s personality? 7 What is unique about the professions listed below, what lifestyle is associated with this profession? Give examples of these professions: mass profession; working profession; a profession in short supply; prestigious profession; free profession; a rare, unique profession; new profession; peaceful profession; female or male profession; a wide-ranging profession; risky profession; family profession; exotic profession; a dying profession; Piece profession; elite profession, shadow profession, reserve and main profession; eternal profession.

Literature for 1.3:

1. Issues of professional studies. Ed. V.E. Gavrilova, V.G. Kanevets, M., 1982.

2. Issues of professional studies. Ed. S.N. Levieva, L., 1979.

3. Gavrilov V.E. Using a modular approach for psychological classification of professions for career guidance purposes. J. "Questions of Psychology", 1987, No. 1.

4. Gavrilov V.E. A modular approach to the psychological classification of professions. On Sat. “Improving career guidance and selection of young people for working professions”, L., 1986.

5. Gavrilov V.E. Experience of taxonomic analysis of Gnostic professions. J. "Questions of Psychology", 1975, No. 3.

6. Gavrilov V.E. Compilation and use of psychological characteristics of professions for career guidance purposes. L., 1988.

7. Zgursky V.S. Person and profession. M., 1972.

8. Kaverina R.D. Experience in psychological classification of some professions for the purpose of career counseling. J. "Questions of Psychology", 1978, No. 4.

9. Klimov E.A. The path to the profession. L., 1974.

10. Klimov E.A. Developing people in the world of professions. Obninsk, 1993.

11. Loos V.G. Psychological classification of professions for the purposes of vocational guidance of schoolchildren. J. "Questions of Psychology", 1974, No. 5.

12 World of professions. Comp. S.N. Levieva, M., 1985 and 1988; comp. V.E. Gavrilov, M., 1987; comp. R.D. Kaverina 1986 and 1988; comp. A.I. Smirnov, M., 1987.

13. Klimov E.A. The image of the world in different types of professions. M., 1995.

14. Morosanova V.I. Regulatory prerequisites for choosing a new profession. On Sat. "Psychological aspects of social instability." Ed. B.A. Sosnovsky, M., 1995.

15. Noskova O.G. Questions of psychology and psychophysiology of work in the system of professional classification of SM. Bogoslovsky. J. “Bulletin of Moscow State University. Series 14. Psychology", I987, No. 1.

16. PodmarksE Z.G. A person in the world of professions. J. "Questions of Philosophy", 1973, No. 8.

17. Market and new professions. Yaroslavl, center. M.. 1993.

18. Compilation and use of psychological characteristics of professions for career guidance purposes. Compiled by V.E. Gavrilov, L., 1988.

19. Titova I.P. From the experience of studying the classification of professions abroad. “Information retrieval system. Professionography". L., 1972.

20. Titova I.P. On the issue of classification of professions. In the book. “Issues of the theory and practice of career guidance in secondary schools,” M., 1972.

21. Ukke Yu.V. Problems of psychology of professions in the USA. J. "Questions of Psychology", 1972, No. 1.

22. Person and profession. Vol. 1 L., 1975; issue 2 L., 1977; issue 3 L., 1978; issue 4 L., 1979; issue 5, L, 1980.

Questions for 1.4; What is the relationship between the specialist model and the professional program? How might the models of an established and a novice specialist differ? Can knowledge of a professiogram hinder the individual professional development of a particular person? What is the humanistic, human-centric approach to constructing a professionogram? Try to understand (build) a professional profile of your specialty, start by determining the true result of your work (what the result of work should be and what the result should not be); think about what methods, means, mental processes and states this result can be achieved (and what methods should not be used, etc.)

Literature for 1 4

1. Alexandrii G.N., Sharipov F.V. Problems of forming a specialist’s personality model. In the book. Khozyainov G.I. Formation of didactic theory, etc., M., 1984.

2. Anisimov V E, Pantina N S. Methodological issues in developing a specialist model (at a university) J. “Soviet Pedagogy”, 1977, No. 3.

3. Ivanova E.M. Analytical professionogram as a means of ensuring professional diagnostics of personnel. J. “Bulletin of Moscow State University. Series 14. Psychology", 1989, No. 3.

4. Kolinko V.V. Psychogram as a factor in improving the career guidance of young people for working professions. Author's abstract. Ph.D. diss. Kyiv, 1988.

5. Qualification characteristics specialists with higher education. Overview information. NIIV, vol. 1, M., 1980.

6. Kotelnikov N.N. Model of a specialist. Purpose. Content. Principles and methods of construction. On Sat. “Formation of the personality of a specialist at a university” Grozny, 1980.

7. Methodological and methodological aspects of research into the training of specialists with higher education, Minsk, 1981.

9. Minaeva N.V. Approaching a specialist's professional profile. ECO, 1980, No. 7.

10. Modeling the activities of a specialist based on a comprehensive study. Ed. E.E. Smirnova, L., 1984

11. Scientific and methodological problems of developing the specific content of models for general specialists L, 1974.

12. Scientific Basics development of a model of activity for a master of industrial training at a secondary vocational school, L., 1981.

13. Nechaev N.N. The activity approach as the basis for the systematic construction of an architect's model. In the book. "Psychology and Architecture". M, 1993.

14. On the methodological and methodological principles of constructing a specialist model highly qualified. Tallinn, 1979.

15. Basic methodological provisions for developing models of future specialists with higher and secondary specialized education. Belorussk inst. National Economy, Minsk, 1973.

16. Problems of forming the personality of a generalist. L., Leningrad Engineering and Economic Institute. Proceedings, vol. 113, 1976.

17. Smirnova E.E., Ways to form a model of activity for a specialist with higher education. L., 1977,

18. Syedin V.V. Some principles for constructing a specialist model (overview). Research Institute of Problems high school. M., 1977.

19. Talyzina N.F., Pechenyuk N.G., Khokhlovsky L.B. Ways to develop a specialist profile. Saratov, 1987.

20. Typical professional and qualification models for executive employees of industry enterprises. M., 1977; the same for the industry research institute M., 1980; the same for the design bureau of the industry, M., 1980; the same for trade enterprises and Catering. M., 1981.

21. Fukin A.I. How to compose professiograms. Elabuga, M., 1990.

Questions for 1.5: What types of competence are needed in any (in your) profession7 What is the relationship between competence and competence? Under what circumstances might an employee who exhibits incompetence or overcompetence encounter difficulties?

Literature for 1.5;

1. Markova A.K. Psychological analysis of teacher professional competence. J. "Soviet Pedagogy", 1990, No. 8.

2. Mikhailov I.V. The problem of professional maturity in the works of D.E. Super. J. "Questions of Psychology", 1975, N? 8.

3. Petrovskaya L.A. Competence in communication. M., 1989.

4. Peter J.L. Peter's principles. M., 1990.

5. Psychological competence as a factor in increasing the effectiveness of a manager. Prep. ME AND. Ukrainian, Kyiv, 1989.

6. Rachenko I.P. Diagnosis of pedagogical competence. Pyatigorsk, 1990.

Questions for 1.6: What type of worker can be considered a professional? What is the role of the motivational sphere in the general characteristics of professionalism? What characterizes the motivational sphere of a high level of professionalism? What is characteristic of the operational sphere of a high level of professionalism? Can a person be a professional in more than one field? About whom can we say – an accomplished (unaccomplished) professional?

Literature for 1.6:

1. Zazykin V.G., Chernyshev A.P. Acmeological problems of professionalism, M., 1993.

2. Kuzmina N.V. Professionalism of the personality of the teacher and master of industrial training. M., 1990.

3. Kuzmina N.V. Professionalism of the teacher's personality. M., 1990.

4. Kuzmina N.V., Rean A.L. Professionalism of teaching activities. St. Petersburg, 1993.

5. Markova A.K. Psychological criteria and stages of teacher professionalism. J. "Pedagogy", 1995, No. 6.

6. Shamardin V.N., Tambovkina T.M., Suslova N.P. School: from the final result to creative search M., 1991.

Questions to 2.1: Does each employee go through stages in his development from adaptation to harmonization with professions, and later to creative enrichment of his profession? Based on your experience, what might be the duration and scope of these stages? What is the difference between the close levels of professionalism: master and innovator, experimenter and researcher, creatively developing and self-preserving specialist?

Literature for 2.1:

1. Belkin P.G., Emelyanov E.N., Ivanov M.A. Social psychology of the scientific team. Ed. M.G. Yaroshevsky, M., 1987.

2. Kondakov I.M., Sukharev A.V. Methodological foundations of foreign theories of professional development. J. "Questions of Psychology", 1989, No. 5.

3. Markova A.K. Psychology of teacher work. M., 1993.

4. Ponomarenko V.A., Vorona A.A. Formation of the personality of a professional. First international readings. Abstracts of reports. M., 1991.

5. Psychological research into the problem of professional personality formation. Ed. V.A. Bodrova, M., 1991.

6. Psychophysiological issues of becoming a professional. Ed. K.M. Gurevich, M., 1974.

7. Psychophysiological issues of becoming a professional. M., Sov. Russia, 1976, issue. 2.

Questions for 2.2: Does professional self-determination end by the time you choose a profession? What might be the advantages and disadvantages of early and late professional self-determination? Under what conditions can professional re-self-determination occur and what does it consist of?

References for 2.2.

1. Baimetov V.A. Dialogue in professional self-determination (in the context of psychological counseling on career choice). Author's abstract. Ph.D. diss, Moscow, 1990.

2. Berne R. Development of self-concept and education. M., 1986.

3. Ginzburg M.R. Personal self-determination as a psychological problem. J. "Questions of Psychology", 1988, No. 2.

4. Ginzburg M.R. Psychological content of personal self-determination. J. "Questions of Psychology", 1994, No. 3.

5. Kon I.S. In search of myself. Personality and its self-awareness. M., 1984.

6. Kudryavtsev T.V., Sukharev A.V. The influence of personality characteristics on the dynamics of professional self-determination. J. "Questions of Psychology", 1985, No. 1.

7. Kudryavtsev T.V., Shegurova V.Yu. Psychological analysis of professional self-determination of personality. J. "Questions of Psychology", 1983. No. 2.

8. Kukharchuk A.M., Tsentsiper A.B. Professional self-determination of students. Minsk, 1976.

9. Lyskov B.D., Gorbatov S.V. On the relationship between external and internal determinants in the professional self-determination of “difficult” teenagers. In the book. “Psychological support for social development.” Ed. A.A. Krylova, L., 1989.

10. Scientific foundations of professional self-determination of students. Ed. V.G. Kanevets et al. L., 1982.

11. Safin V.F., Nikov G.P. Psychological aspect of personality self-determination. "Psychological Journal", 1984, No. 4.

12. Stolin Z.V. Personal self-awareness. M., 1983.

13. Shavir P.A. Psychology of professional self-determination. M., 1981.

Questions for 2.3: In what directions (vectors) does the process of professionalization occur? Are there possible discrepancies or contradictions between the processes of professionalization and socialization (for example, professionalism is high, but the personality is not mature and perfect)? Can professionalization and socialization stimulate (inhibit) each other? How do professionalization and socialization occur in different periods of a person’s life (pre-labor, labor, post-labor)? During mental self-analysis, try to compare the intensity of the processes of professionalization and socialization.

Literature for 2.3:

1. Badoev T.L. Professionalization as a factor determining the dynamics of the system of motives for work activity. Problems of engineering psychology, vol. 3 part 1, L., 1984.

2. Bodrov V.A. Psychological research into the problem of personal professionalization. Psychological research into the problem of professional personality formation. Ed. V.A. Bodrova, M., 1991.

3. Borisova E.M. On the role of professional activity in personality development. In the book. “Psychology of Personality Formation and Development” Ed. L.I. Antsyferova, M., 1981.

4. Ivanova E.M. Fundamentals of the psychological study of professional activity. M., 1987.

5. Kapterev A.I. Professionalization management model. J. "Soviet Pedagogy", 1990, No. 3.

6. Menytsikova L.V. On the orientations of psychological services in the context of university restructuring. On Sat. "Psychological science and practice." Novosibirsk, 1987.

7. Nechaev N.N. Psychological and pedagogical foundations of the formation of professional activity. M., 1988.

8. Ovsyannikova V.V. Dynamics of the “image of one’s profession” depending on the degree of involvement in it. J. "Questions of Psychology", 1981, No. 5.

9. Povarenkov Yu.P. Criteria for professionalization and formation of the structure of professional abilities. In the book “Development and Diagnostics of Abilities.” Ed. V.N. Druzhinina, V.D. Shadrikova, M., 1991.

10. Povarenkov Yu.P. Psychological analysis of the process of professionalization. In the book. “Problems of career counseling for youth.” Tallinn, 1989.

11. Povarenkov Yu.P. Psychological analysis of the process of professionalization. The concept of “the goal of professionalization.” In the book. "Characteristics and activities." Yaroslavl, 1989.

12. Povarenkov Yu.P. Psychological analysis of the process of professionalization. In the book. "Psychological patterns of professionalization." Ed. N.L. Ansimova, Yaroslavl, 1991.

13. Psychological patterns of professionalization. Ed. N.P. Ansimova, Yaroslavl, 1991.

14. Psychological problems of professional activity. Ed. A.G. Dikoy, A.N Zankovsky, M., 1991.

15. Psychological problems of professional activity. Ed. G.S. Nikiforova, St. Petersburg. 1991.

16. Shadrikov V.D. Problems of systemogenesis of professional activity. M., 1982.

17. Shadrikov V.D. Druzhinin V.N. Formation of a subsystem professionally important qualities in the process of professionalization. In the book. "Problems of industrial psychology." Yaroslavl, 1979.

Questions for 2.4: What is the comparative role of individual motivations (value orientations, motives, etc.) in the motivational sphere of professional activity? What are the dynamics of motivation at different stages of professionalization? What are the signs of insufficiency in the motivational sphere of professional activity? What is the impact of deviations in the motivational sphere on the effectiveness of professional activity and a person’s job satisfaction? What are the psychological reasons for difficulties in professional adaptation?

Literature for 2.4:

1. Artemyeva E.Yu., Strelkov Yu.K. The professional component of the image of the world. In the book. “Thinking and learning: active interaction with the world”, Yaroslavl, 1988.

2. Aseev V.G. Motivation of behavior and personality formation. M., 1976.

3. Badoev T.L. Dynamics of work motives. In the book. "Problems of industrial psychology", Yaroslavl, 1979.

4. Baram D.P. Academic and professional interests of eighth-graders with various characteristics of cognitive processes. J. “Questions of Psychology”, 1984, Nb 2.

5. Belkin P.P. Social and psychological factors of adaptation young specialist in the scientific team. Author's abstract. Ph.D. diss, M., 1985.

6. Berezin M.B. Mental and psychophysiological adaptation of a person. L., 1988.

7. Budyakin M.P., Rusalinova A.A. Some issues of adaptation of newcomers to production. "Man and Society" vol. 4, Leningrad State University, Leningrad, 1971.

8. Grebenyuk O.S. Problems of forming motivation to study and work among students of secondary vocational schools. M., 1985.

9. Danch I. Changing the professional attitude of young workers. J. "Questions of Psychology", 1985, No. 4.

10. Dyachenko M.I. etc. Readiness to act in tense situations. Psychological aspect. Minsk, 1988.

11. Dyachenko M.I., Kandybovich L.A. Psychological problems of readiness for activity. Minsk, 1976.

12. Zelichenko A.I., Shmelev A.G. On the issue of classification of motivational factors of work activity and professional choice. J. “Bulletin of Moscow State University. Psychology.*, 1987, No. 4.

13. Katvel T.O. On socio-psychological problems of job satisfaction. Tallinn, 1974.

14. Kovalev V.I. Motives of behavior and activity. M., 1988.

15. Kovalev V.I., Druzhinin V.N. Motivational sphere of personality and its dynamics in the process of professional training. "Psychological Journal", 1982, No. 6.

16. Kovalev V.I., Syrnikova N.A. Motives of work and adaptation of workers. "Psychological Journal", 1985, No. 6.

17. Kostenko N.V., Ossovsky V.L. Values of professional activity. Kyiv, 1986.

18. Krau E. Initial professional adaptation and ways of its determination. J. "Questions of Psychology", 1972, No. 1.

19. Kronik A.A., Akhmerov R.A. Motivational insufficiency as a criterion for deformation of the life path picture. In the book. “Motivational regulation of individual activity and behavior.” Ed. L.I. Antsyferova, M., 1988.

20. Kryagzde SI. Psychology of formation of professional interests. Vilnius, 1981.

21. Kryagzde SI. Managing the formation of professional interests. J. "Questions of Psychology", 1985, No. 3.

22. Kuznetsov P.S. Adaptation as a function of personality development. Saratov, 1991.

23. Lobanova T.N., Kokurina I.G. The use of psychodiagnostic information in correcting the motivational structure of managers. J. “Bulletin of Moscow State University. Psychology.”, 1992, No. 4.

24. Magun B.C. On the relationship between the significance of various needs and their satisfaction. J. "Questions of Psychology", 1978, No. 6.

25. Meyerovich M.M. Study of work motivation. In the book. “Psychological support for work activity.” Ed. A.A. Krylova, L.. 1987.

26. Milman V.E. Productive and consumer motivation. "Psychological Journal", 1988, No. 1.

27. Milman V.E. Work motivation and job satisfaction. "Psychological Journal", 1985, No. 5.

28. Naumova N.F., Popova I.M. Job satisfaction as a social characteristic. M., 1970.

29. Obukhovsky K. Psychology of human drives. M., 1972.

30. Orlov A.B. Aptitude and profession. M., 1981.

31. Pavlyutenkov E.M. Formation of motives for choosing a profession. Kyiv, 1980.

32. Prokhvatilov A.A., Shalyto Yu.Ya. Managing the adaptation process of workers in the workforce. In the book. “Psychological support for human development.” Ed. A.A. Krylova, L., 1989.

33. Rusalinova A.A., Judge Ya.I. Some socio-psychological aspects of staff turnover. In the book. "Social psychology and social planning." Ed. E.S. Kuzmina, A.A. Bodaleva, L., 1973.

34. Sazonov V.P. Education based on human needs. J. "Pedagogy", 1993, Nb 2.

35. Santalainen T., Vougilainen E., Porenne P., Nissanen J. Management by results. M., 1988.

36. Sventsitsky A.L. Motives of an individual's work activity. In the book. "Social psychology of personality", L., 1974. ,

37. Selye G. Essays on the adaptation syndrome. M., 1960.

38. Serikov V.V. Formation of students' readiness for work. M., 1988.

39. Strelkov Yu.K. Operational and semantic structures of professional experience. J. “Bulletin of Moscow State University. Psychology", 1990, No. 3.

40. Faraponova E.A., Gulbe O.A. Formation of work motivation in adolescents and young men with deviant behavior. "Psychological Journal", 1993, Ns 6.

41. Frankl V. Man in search of meaning. M., 1990.

42. Fromm E. Man for himself. Minsk, 1992.

43. Khanina I.B. On the issue of the professional component in the structure of the image of the world. J. “Bulletin of Moscow State University. Series 14. Psychology", 1990, Ns 3.

44. Heckhausen H. Motivation and activity. In 2 volumes. M., 1986.

45. Chugunova E.S. The connection between professional motivation and creative activity of engineers. J. "Questions of Psychology", 1986, No. 7.

46. Chugunova E.S. Socio-psychological features of professional motivation in engineering activities and problems of creative activity. "Psychological Journal", 1985, No. 4.

Questions for 2.5: What is the ratio of general human, special, professional, and special professional abilities? How does the development of professional abilities differ from the accumulation of professional knowledge and skills? What are the possible directions for expanding professional consciousness? Is it right to talk about specifically professional thinking (technical, pedagogical, artistic, etc.)? Are they directly related? professional excellence and creativity with experience, seniority as an employee? Is professional skill and creativity measurable and by what indicators? What personality traits of an employee contribute to professional creativity? How would you evaluate the statement (from a scientific publication): where there is professionalism, creativity has nothing to do.

Literature for 2 5:

1. Andronov Z.P. Psychological foundations of the formation of a doctor’s professional thinking. J. “Questions of Psychology”, 1991, Ne 4.

2 Artemyeva T.I. Methodological problems of abilities. M., 1977.

3. Artemyeva T.I. The problem of abilities" personal aspect. "Psychological Journal", 1984, Ns 3

4. Batalov A.A. Professional thinking. Philosophical problems. Author's abstract. doc. diss. Sverdlovsk, 1986.

5 Bilibin A.F., Tsaregorodtsev G.I. About clinical thinking. M., 1973.

6. Bobrov V. A., Pisarenko Yu. E. Study of the structure and dynamics of the development of flight abilities. "Psychological Journal", 1994, No. 3.

7 Bragina V.D. Ideas about the profession and self-esteem of professionally significant qualities among students. J. "Questions of Psychology", 1976, No. 2.

8. Vyatkin B.A., Khrustaleva T.M. Special abilities in the structure of a teacher’s personality. J. "Questions of Psychology", 1994, No. 4.

9. Gellershtein S, G. On the issue of professional typology. In the book. “History of Soviet labor psychology,” Ed. V.P. Zinchenko, V.M. Munipova, O.G. Noskova, M., 1983.

10. Gindilis N.L., Kedrov B.M. Typology of creative activity depending on the stages of cognition ( comparative analysis classification of creative personalities). "Psychological Journal", 1981, No. 1.

11. Gotsdiner A.A. On the problem of multilateral abilities. J. “Questions of Psychology.” 1991, no. 4.

12. Zavalishina D.N. Thinking in material and production labor. "Psychological Journal", 1984, No. 5.

13. Zavalishina D.N. Psychological structure of abilities. In the book. “Development and dynamics of abilities,” Ed. V.D. Shadrikova, M., 1991.

14. Zavalishina D.N. Psychological analysis of operational thinking. M., 1985.

15. Zavalishina D.N. The creative aspect of practical thinking. "Psychological Journal", 1991, No. 2.

16. Zelichenko A.I., Stepanova T.I. Psychosematics and the study of professional consciousness of psychologists. J. “Bulletin of Moscow State University. Psychology", 1989, Ns 3.

17. Ilyin E.P. The problem of abilities: two approaches to its solution. "Psychological Journal", 1993, No. 3.

19. Karpov A.V. Psychology of decision making in professional activities. Yaroslavl, 1991.

20. Klimina T.B. Psychological analysis of the mental activity of a worker under standardization conditions. In the book. "Problems of thinking in production activities" Yaroslavl, 1986.

21. Klimina T.B. Mental activity in stereotypical work activity. Author's abstract. Ph.D. diss, M., 1989.

22. Kedrov B.M. Psychological “mechanism” of scientific discovery. J. "Questions of Psychology", 1969, No. 3.

23. Kozhokin V.F. Formation of “tactical” thinking among athletes. J. "Questions of Psychology", 1970, No. 4.

24. Koziev V.N. Psychological analysis of a teacher’s professional self-awareness. Author's abstract. Ph.D. diss, L., 1980.

25. Koneva E.V. Psychological analysis of the reproductive components of a professional’s thinking in real activities. Author's abstract. Ph.D. diss. Yaroslavl, 1986.

26. Kornilov Yu.K. Thinking in production activities. Yaroslavl, 1984.

27. Kornilov Yu.K. Leader's thinking and methods of studying it. Yaroslavl, 1982.

28. Kornilov Yu.K., Koneva E.V. Some features of solving mental problems by a professional worker. In the book. "Thinking. Communication. Experience." Yaroslavl, 1983.

29. Krutetsky V.A. Psychology of mathematical abilities of schoolchildren. M., 1968.

30. Krutetsky V.A., Balbasova E.G. Pedagogical abilities, their structure, diagnostics, conditions of formation and development. M., 1991.

31. Kulyutkin Yu.N. Creative thinking in the professional activities of a teacher. J. “Questions of Psychology”, 19866 No. 2.

32. Kudryavtsev T.V. Psychology of technical thinking. M., 1975.

33. Brief psychological dictionary. Ed. A.V. Petrovsky, M.G. Yaroshevsky, M., 1985.

34. Brief psychological dictionary - a reader. Ed. K.K. Platonova, M., 1974.

35. Lychagina T.B. Assessing the mental activity of a leader. “Problems of thinking in production activities”, Yaroslavl, 1980.

36. Luk A.N. Creative thinking in science. "Psychological Journal", 1980, Nb 4.

37. Molyako V.A. Psychology of design activity. M., 1983.

38. Thinking in production activities. Ed. Yu.K. Kornilov. Yaroslavl, 1987.

39. Thinking. Communication. Experience. Collection of scientific articles. Ed. Yu.K. Kornilova et al. Yaroslavl, 1983.

40. Thinking. Communication, Practice Collection of scientific articles. Ed. Yu.K. Kornilova et al. Yaroslavl, 1986.

41. Teacher's thinking. Ed. Yu.N. Kulyutkina, G.S. Sukhobskoy, M., 1990.

42. Nechaev N.N. Professional consciousness as a central category of psychology higher education. Social and psychological problems of activation human factor V national economy. Abstracts of reports of the All-Union Conference, part 11, M., 1987.

43. Psychological problems of rational activity. Ed. S.N. Batrakova et al., 1981.

44. Psychological foundations of the formation of professional thinking. Ed. V.P. Andronova, Saransk, 1984.

45. Psychological Dictionary. Ed. V.V. Davydova et al. M., 1983.

46. Psychology of technical creativity. Ed. T.V. Kudryavtseva, M., 1973.

47. Pushkin V.N. Operational thinking in large systems. M., 1965.

48. Pushkin V.N. Heuristics is the science of creative thinking. M., 1967.

49. Reshetova Z.A., Mishchik S.A. Formation of polytechnic thinking in the conditions of preparing schoolchildren for wide-profile work. “Bulletin of Moscow State University. Psychology.”, 1984, No. 1.

50. Ronzin D.V. Psychological problems of development of professional consciousness of a practicing teacher. M., 1992.

51. RuS^inshtein S.L. Fundamentals of general psychology. M., 1946.

52. Chudnovsky V.E. Current problems in the psychology of abilities. J. "Questions of Psychology", 1986, No. 3.

53. Shadrikov V.D. Problems of professional abilities. "Psychological Journal", 1982, No. 5.

54. Shadrikov V.D. Psychological analysis of activity as a system. "Psychological Journal", 1982, No. 3.

55. Shkalikov V.A., Shadrikov V.D. The relationship between training and development in the process of mastering a profession. "Psychological Journal", 1984, No. 5.

Questions for 2.6: By what signs can one judge the presence professional group, professional community, community? What is the comparative role of the individual’s personal activity and the professional environment in the development of a professional? In what way (using your example? personal experience) the significance for the professional community of its various qualities - cohesion, compatibility, workability, etc. Is it possible to talk about the professionalism of the team (community of workers), what does it consist of?

References for 2.6:

1. Ageev B.S. Psychology of intergroup relations. M., 1983.

2. Ackoff R, Emery N. About goal-oriented systems. M., 1974.

3. Aleksandrova E.V. Social and labor conflicts. Mm 1993.

4. Andreeva G.N. Social Psychology. M., 1988.

5. Anikeeva N.P. Psychological climate in the team. M., 1989.

6. Arskaya L.P. Japanese management secrets. M., 1991.

7. Boyko V.V., Kovalev A.G., Panferov V.N. Socio-psychological climate of the team and personality. M., 1983.

8. Buber M. Me and You. M., 1993.

9. Voropaev M.V. The problem of individuality of the team. J. "Pedagogy", 1991, No. 5.

10. Dikaya L., Shkoporov N.B., Allahverdova O.V. On the issue of psychological mechanisms for regulating intragroup behavior in special conditions. In the book. "Social psychology and social practice." Ed. E.V. Shorokhova, V.P. Levkovich, M., 1985.

11. Dontsov A.I. Psychology of the collective. M., 1984. v

12. Dyachenko V.K. Collaboration in learning. M., 1991.

13. Yarina SI. On the issue of studying socio-psychological conflicts at work. Yaroslavl, 1984.

14. Zhuravlev G.E. Morphological and functional aspects of the structure of relations in a production team. In the book. "Social psychology and social practice." Ed. E.V. Shorokhova, V.P. Levkovich, M., 1985.

15. Klyuchnikov S. Psychoenergetic protection. M., 1995.

16. Krichevsky L.R., Dubrovskaya E.N. Psychology of the small group. M., 1991.

17. Lutoshkin R.N. Emotional potentials of the team. M., 1988.

18. Interpersonal perception in the group. Ed. G.M. Andreeva, A.I. Dontsova. M., 1981.

19. Merlin B.C. The relationship between individual development and team development as a factor in personnel stability. In the book. "Applied problems of social psychology." Ed. E.I. Shorokhova, V.P. Levkovich, M., 1983.

20. Nemov R.S. Socio-psychological analysis effective activities team. M., 1984.

21. Obozov N.N. Compatibility of people. In the book. "Social psychology of personality." L., 1974.

22. Community. Agni Yoga. Novosibirsk, 1991.

23. Organizational abilities and their development. Kursk, 1967.

24. Parygin V.D. Fundamentals of socio-psychological theory. M., 1971.

25. Parygin B.D. Ways to study the socio-psychological climate in a team. In the book. "Scientific and technological revolution and social psychology." Ed. B.D. Parygina, M., 1981.

26. Parygin B.D. Social and psychological climate of the team. M., 1981.

27. Petrovsky A.V., Shpalinsky V.V. Social psychology of the team. M., 1978.

28. Industrial social psychology. L., 1982.

29. Pronnikov V.A., Ladanov I.D. Personnel management in Japan. M., 1978.

30. Pchelinoe A.F. Professional communication and flight safety. J. “Questions of Psychology”, 1982, Ns 6.

31. Russian cosmism. Compiled by S.G. Semenova, A.G. Gacheva, M., 1993.

32. Sventsitsky A.L. The socio-psychological climate of the primary production team as an object of research. In the book. "Social psychology and social planning." Ed. E. S. Kuzmina, A. A. Bodaleva, L., 1973.

33. Subbotsky E.V. Psychology of partnership relations in preschool children. M., 1976.

34. Umansky L.I. To the problem psychological assessment collective activity and structure of the contact group as a collective. In the book. “Social and psychological aspects of social activity of schoolchildren and students,” vol. 42.

35. Waterman R. Renewal factor. M., 1988.

36. Fisher M.I. Overcoming uncertainty in Russian education. J. "Pedagogy", 1993, No. 6.

37. Hyurynen Yu.P. How quickly a person can change: Some aspects related to time, creativity and power. "Psychological Journal", 1991, No. 4.

38. Tsvetov V. The fifteenth stone of the Reanji garden. M., 1991.

39. Chernoushek M. Psychology environment. M., 1989.

40. Chernyshez A.S. Socio-psychological foundations of the organization of the primary collective (based on the material of youth groups and collectives), Abstract. doc. diss. M., 1980.

41. Yaroshevsky M.G., Kartsev V.P. Social psychology of the scientific team. J. "Questions of Psychology", 1977, No. 1.

Questions for 2.7: What is the relationship between a person’s performance and the efficiency of his work? Evaluate yourself, what your performance could be at the optimal level, at the limit of your capabilities. How do you feel about the situation: he had the gift of turning any business he took on into success. Under what conditions does a career coincide with real professional growth? What might a “second wind” be like? professional growth, in a career? What type of career is typical for your personal professional path? What are the possible and typical mistakes and difficulties in the professional activity in which you are engaged? Are “productive mistakes” possible that lead to the search for a non-standard way of professional activity? What dynamics of performance are typical for you personally during the working day? working week? How to make it optimal, taking into account labor efficiency and the absence of your overload?

Literature for 2.7:

1. Alekseev SV. Labor and health. L., 1989.

2. Aminev N.V., Egorov A.S. Some methodological approaches to assessing human performance. On Sat. " Current issues studying the work and rest regimes of vocational school students.” L., 1984.

3. Antropova N.V. Students’ performance and its dynamics in the process of educational and work activities. M., 1968.

4. Baturin N.A. Success, failure and performance. "Psychological Journal", 1987, No. 3.

5. Bodriv V.A. The performance of a human operator and ways to improve it. "Psychological Journal", 1987, No. 3.

6. Bubnova S.S. On some criteria for the effectiveness of the operator-observer. "Psychological Journal", 1980, No. 7.

7. Vernoy X. Industrial fatigue and labor productivity. Per. from English M-L, 1925.

8. Issues of methodology for measuring labor productivity. Rep. editor A.I. Scabbers. Kyiv, 1970.

9. Gavrilov F.P. Labor productivity: planning indicators and measurement methods. M., 1985.

10. Dyadichkin V.N. Psychophysiological reserves for increasing performance. Minsk, 1990.

11. Efimov I.N. About efficiency and ability to work. "Occupational health and occupational diseases", 1974, No. 1.

12. Zhdanov E.A. Forecasting successful professional activities. M., 1968.

13. Zagryadsky V.P., Egorova A.S. To the concept of “human performance”. “Occupational Health and Occupational Diseases”, 1971, No. 4.

14. Zarakovsky G.M., Medvedev V.I. Classification of operator errors. "Technical Aesthetics", 1971, No. 10.

15. Zinchenko V.P., Munipov S.N., Rubakhin V.F. Psychological issues efficiency and quality of work. "Psychological Journal", 1984, No. 2.

16. Ilyin E.P. Optimal characteristics of human performance. Author's abstract. doc. diss. L., 168.

17. Integral assessment of performance during mental and physical labor. E.A. Derevianko, V.K. Khukhlaev et al. M., 1976.

18. Kozlov V.N. Physiology and psychology of work (influence production factors on the physiological performance of the body and the severity of labor). Saratov. 1983.

19. Leonova A.B. Psychodiagnostics of human functional states. M.. 1984.

20. Livshits V.M. Sliding work schedule. Tallinn. 1984.

21. Lysenko Yu.N. Psychological foundations for increasing the effectiveness of professional activities. Author's abstract. doc. diss. St. Petersburg, 1992.

22. Malkov N.E. Micro-interval analysis of mental performance of high school students. "Questions of Psychology", 1971, No. 5.

23. Mestnikov V.T. Psychological and physiological aspects of increasing the efficiency of scientific and engineering work. L., 1973.

24. Monmollen M. Systems, man and machine. M., 1973.

257 Munipov V.M. Psychological problems of labor qualities. On Sat. "Psychological problems of efficiency and quality of work." M., 1977.

26. Myasishchev V.N. Performance and personality illnesses. “Neuropathy, psychiatry and psychohygiene”, 1935, 9-10.

27. Nikiforov G.S., Yakovleva G.N. Psychological issues of labor quality. "Bulletin of Leningrad State University" vol. 7, 1981, No. 23.

28. Nikiforov G.S., Tsenova B.M. Psychological factors of defect-free labor. "Psychological Journal", 1987, No. 5.

29. Polyakov V.A. Career technology, M., 1995.

30. Popov A.K. Human performance. "Psychological Journal", 1985, No. 1.

31. Potashnik M.M. Looking for the best option. M., 1988.

32. Pochtareva R.I. To the analysis of erroneous actions of the pilot. In the book. "History of Soviet labor psychology." Ed. V.P. Zinchenko, V.N. Munipova, O.G. Noskova, M., 1993.

33. Psychophysiological criteria for normal labor intensity. Hand. B.N. Petukhov, M., 1982.

34. Psychological problems of rationalization of work activity. Ed. A.V., Karpova, Yaroslavl, 1987.

35. Psychological problems of rational activity. Ed. SI. Batrakova et al. Yaroslavl, 1981.

36. Raevsky V.S. Dynamics of human performance as a criterion for the rationality of work and rest regimes. "Socialist Labor", 1971, No. 4.

37. Rozhdestvenskaya V. Individual differences performance. M., 1980.

38. Sinisalo P. Peculiarities of a labor career in the life situation of young people. In the book. "Personality psychology and lifestyle." Rep. ed. E.V. Shorokhova, 1987.

39. Ukke Yu.V. Development of psychological problems of vocational guidance in the United States of America. J. "Questions of Psychology", 1971, No. 1.

40. Fatkin L.V. Psychological patterns of stimulating highly productive work. M., 1984.

41. Hyurynen Yu.P. Some problems of longitudinal research of life course and professional career. In the book. "Personality psychology and lifestyle." Rep. Ved. E.V. Shorokhova, M., 1987.

42. Tsenova B.M. Psychological factors of defect-free labor. Author's abstract. Ph.D. diss. L., 1982.

43. Schwalbe B., Schwalbe X. Personality, career, success. Business psychology. M., 1993.

44. Efficiency and motivation of work. Ed. A.I. Bychkova et al. Tomsk, 1991.

Questions for 2.8: How are the general patterns of age-related development (sensitivity, unevenness, plasticity, etc.) reflected in a person’s professional development? What new mechanisms of age-related development are included at the stage of maturity, what is their impact on professional activity? How many times, under what conditions and at what age stages can a person be “born again” during his life as an individual, a professional, a creator? Do and how (according to your observations) the optimal age periods for achieving the peaks of professionalism in different fields of work (for example, humanitarian, technical sciences)? In a mental analysis, determine for yourself at what age stages of professional activity you had the greatest (least) success. Literature for 2.8:

1. Abramova V.N., Belekhov V.V. Formation of professionally important personal qualities of a nuclear power plant operator. "Psychological Journal", 1988, No. 4.

2. Alexandrova M.D. Problems of social and psychological gerontology. L., 1974.

3. Ananyev B.G. Selected psychological works. In 2 vols. M., 1981.

4. Antsyferova L.I. New stages of late life: a time of warm autumn or harsh winter? "Psychological Journal", 1994, No. 3.

5. Antsyferova L.I. Psychological patterns of personality development of an adult and the problem of continuing education. "Psychological Journal", 1980, No. 2.

6. Antsyferova L.I. Psychology of everyday life: the life path of the individual and the “technique” of his existence, Psychological Journal, 1993, No. 2.

7. Baltes P. All-age approach to developmental psychology: studies of the dynamics of ups and downs throughout life. "Psychological Journal", 1994, No. 1.

8. Borozdina L.V., Molchanova O.N. Features of self-esteem in late age. “Bulletin of Moscow State University. Series 14. Psychology", 1988, No. 1.

9. Bratus B.S. On the problem of personality development in adulthood. “Bulletin of Moscow State University. Psychology", 1980, No. 2.

10. Age of knowledge. Comp. N. Filippovsky, M., 1974.

11. Vygotsky L.S. The problem of age. Collected works vol.4, M., 1984.

12. Vygotsky L.S. The problem of age periodization child development. J. "Questions of Psychology", 1972, No. 2.

13. Golovakha E.I., Kronik A.A. Psychological time of personality. Kyiv, 1984.

14. Dalakeshvili S.M., Bakhtadze N.A., Nikuradze M.D. Study of the personal characteristics of centenarians. "Psychological Journal", 1989, No. 7.

15. Kozlova T.S. Age groups in the scientific team. M., 1983.

16. Kronik A.A., Golovakha E.I. Psychological age of the individual. "Psychological Journal", 1983, No. 5.

17. Leites N.S. Problem general abilities in terms of age. J. "Questions of Psychology", 1969, No. 2.

18. Loginova N.A. Personal development and life path. In the book. "The principle of development of psychology." Ed. L.I. Antsyferova, M., 1978.

19. Markova A.K. Patterns of age development. J. "Soviet Pedagogy", 1989, No. 5.

20. Massen P., Conger J., Kagan J., Giviti J. Personality development in midlife. In the book. "Psychology of Personality". Texts". Ed. Yu.B. Gippenreiter, A.A. Bubbles, M., 1982.

21 Morgun V.F., Tkacheva N.Yu. The problem of periodization of personality development in psychology. M., 1981.

22. Nemchin T.A. Specificity of socio-psychological factors of the genesis of emotions and their manifestations in old age. “Bulletin of Leningradsk ~ about the University, series 6. no. 4, No. 27, 1987.

23. Nechiporov B.V. On the psychology of old age. Psychology and medicine. M., 1978.

25. How old are you? Ed. A.A. Kronika, M., 1993.

26. Stepanova E.I. Person: age, work, education. J. "Questions of Psychology", 1986, No. 1.

27. Tolstykh A.V. Ages of life. M., 1988.

28. Thome G. Theoretical and empirical foundations of the psychology of human life development. In the book. “The principle of development in psychology”, Rep. Ed. L.I. Antsyferova, M., 19.8.

29. Tyukov A.A. Qualification analysis of human behavior (using the example of adolescence). J. "Questions of Psychology", 1993, No. 3.

30. Elkonin D.B. On the problem of periodization of mental development in childhood. J. "Questions of Psychology", 1971, No. 4.

31. Erickson E. Childhood and society. Obninsk, 1993.

Questions for 2.9: What is the relationship between individual differences, individual style and individual person? What determines the individual strategies of a person’s professional life? What functions does an individual style of work and professional activity perform? How does it make it easier for a person to carry them out? Is it possible for a person to self-correct his or her individual style of professional activity? How do you feel about the situation (from the press): if a person has found the right path for himself, then like an escalator, the elevator will take him out himself? How, according to your personal experience, is a person’s individuality manifested in his professional activities?

References for 2.9:

1. Abulkhanova-Slavskaya K.A. Life strategies. M., 1991.

2. Asmolov A.G. Psychology of individuality. M., 1986.

3. Borisova E.M. Individual originality of becoming a professional. In the book. “Psychophysiological issues of becoming a professional.” M. Soviet Russia, vol. 2, 1976.

4. Borisova E.M., Loginova G.P. Individuality and profession. M., 1991.

5. Vyatkina Z.N. Individual style in the pedagogical skill of a teacher. Perm, 1979.

6. Ilyin E.P. Activity style: new approaches and aspects. "Questions of Psychology", 1988, No. 6.

7. Klimina T.B. Study of the process of formation of an individual way of activity in order to optimize it. “Psychological problems of rationalization of activity”, Yaroslavl, 1981.

8. Klimina B.B. Self-analysis of individual techniques for performing technological operations as a means of overcoming the monotony of work. J. "Bon dew psychology", 1984, No. 1.

9. Klimov E.A. Individual style of activity depending on the typological properties of the nervous system. Kazan, 1969.

10. Klubov E.P. Individual concept of a leader as a problem in management psychology. Abstracts of the report. to the I All-Union Scientific and Practical Conference on Management Psychology. M., 1979.

11. Kronik A.A. Psychological foundations of the typology of individual life styles. Personal life style. Kyiv, 1982.

12. Kagan M.S., Etkind A.M. Individuality as an objective and subjective reality. J. "Questions of Psychology", 1989, No. 4.

13. Kulyutkin Yu.N., Sukhobskaya G.S. Individual differences in the mental functioning of adult learners. M., 1971.

Introduction………………………………………………………………………………..2

1.1 Peculiarities of pedagogical activity…………………………………………………………......... .......3-4 1.2 The main functions of teaching activities. Functions and actions (skills).Characteristics of the main functions. Functions and contradictions of pedagogical activity. Levels of productivity of teaching activities........................................................ ........................................................ 5-9 1.3. Pedagogical skills. general characteristics pedagogical skills………………………………………………………………………………… 9-13 1.4 Motivation and productivity of teaching activities........14-19 1.5 Style of teaching activity. General characteristics...........................................................................................................19-22

2.1 Teacher - student: ethics of communication......................22-26

2.2 Method of conversation in the lesson…………………………………………………………………………………26-30

2.3 Educational dialogue: technology or art?....................................30-34

2.4 Active methods training in the process of developing communicative competence………………………………………………………………...35-39

Conclusion………………………………………………………….39 References……………………………………………………… …………..39

Introduction

"The concept of federal state standards general education» sets strategic goals for higher pedagogical education in training teachers of the new generation. The requirements for a teacher in the new century are distinguished primarily by the presence of key competencies among teachers, reflecting, on the one hand, the quality of pedagogical education, and on the other, the teacher’s competitiveness in the labor market, since the customer educational services today is not only the state, but also parents and children. According to the second generation strategic standards, a modern teacher needs to abandon the “knowledge” paradigm of education and move on to its new content aspect, focused on the personal, social, cognitive and communicative development of the student. Today there should be an orientation towards an activity-based approach, which ensures the continuity of education and self-education of the teacher’s personality throughout the life and professionalism of the teacher. Today, such qualities as professionalism of activity and professionalism of the individual come to the fore. In this regard, the following qualities of a professional are at the forefront today: creativity, entrepreneurial skills, broad outlook, responsibility, independence, readiness to make decisions, ability for self-development, communication skills.How complete the mental and personal development schoolchildren, the development of their motives and needs, interests and inclinations, independent creative thinking, their self-awareness, social activity and moral education, largely depends on the teacher as an individual and as a professional.

Features of teaching activity

The teaching profession owes its origin to the separation of education into a special social function, when in the structure social division labor, a specific type of activity has been formed, the purpose of which is to prepare younger generations for life on the basis of introducing them to the values of human culture.

E.A. Klimov developed a scheme of characteristics of professions. According to this scheme, the object of the teaching profession is a person, and the subject is the activity of his development, education, and training. Pedagogical activity belongs to the group of professions “person - person”.

In the study of psychologypedagogical activityA number of problems can be identified. Among the most important of them are the following:

The problem of a teacher’s creative potential and his ability to overcome pedagogical stereotypes.
The problem of teacher professionalism.
The problem of psychological training of teachers.
The problem of preparing teachers for developmental education systems.
The problem of teacher training, etc.

1.2 The main functions of teaching activity. Functions and actions (skills).Characteristics of the main functions. Functions and contradictions of pedagogical activity. Levels of productivity of teaching activities.

Pedagogical activity is implemented in certain pedagogical situations by a set of a wide variety of actions - perceptual, mnemonic, communicative, subject-transforming, research, control (self-control), assessment (self-assessment), etc.

Characteristics of the main functions

All pedagogical functions are divided into two groups - goal-setting and organizational-structural. The first group includes orientation, development, mobilization (stimulating the mental development of students) and information functions. This group of functions correlates with didactic, academic, authoritarian, communication skills person. Generalization of the results of the study of the second group of functions - organizational-structural - allows us to note the general content of the constructive, organizational, communicative and gnostic functions included in it.

Functions and contradictions of pedagogical activity

Like any type of activity, the activity of a teacher has its own structure. It is this: motivation; pedagogical goals and objectives; subject of pedagogical activity; pedagogical means and methods for solving assigned problems; product and result of pedagogical activity.
In a number of psychological and pedagogical works, two groups of pedagogical functions are distinguished - goal-setting and organizational-structural.
Pedagogical activity has the same characteristics as any other type of human activity. This is, first of all: focus; motivation; objectivity.

A specific characteristic of pedagogical activity is its productivity. N.V. Kuzmina identifies five levels of productivity in teaching activities.

1.3. Pedagogical skills. General characteristics of teaching skills

Pedagogical skills represent a combination of a wide variety of teacher actions, which primarily correlate with the functions of pedagogical activity, largely reveal the individual psychological characteristics of the teacher (teacher) and indicate his subject-related professional competence. Speaking about the teacher’s skills in general, A.I. Shcherbakov, A.V. Mudrik believe that in the actual didactic plan, they all come down to three main ones: 1) the ability to transfer knowledge known to the teacher, solution options, teaching and upbringing techniques into the conditions of a new pedagogical situation...; 2) the ability to find a new solution for each pedagogical situation; 3) the ability to create new elements of pedagogical knowledge and ideas and construct new techniques for solving a specific pedagogical situation.

However, the teacher’s skills are most fully represented by A.K. Markova.

Pedagogical skills, according to A.K. Markova, correspond to different positions of the teacher. In pedagogical activity, different positions of the teacher are manifested: subject of information, subject specialist, methodologist, researcher, organizer of students’ activities. In communication, the teacher acts from the position of organizer, partner and facilitator of this process.

The internal connection of the concepts “pedagogical orientation”, “pedagogical concentration” and “pedagogical position” allows us to speak about their general correlation with pedagogical actions or skills. Because of this, the totality of professional pedagogical actions always reveals positions (centering, orientation), and vice versa, pedagogical skills represent both the personality of the teacher and his activities and interaction with students.

Motivation and productivity of teaching activities.Classification of motives for teaching activities. Features of the manifestation of motives for teaching activity in innovation activity. Basic types of teacher centering

Classification of motives for teaching activities.

In general psychological theories of personality, orientation acts as a quality that determines its psychological make-up. In different concepts, this characteristic is revealed in different ways: “dynamic tendency” (Rubinshtein S.L.); “meaning-forming motive” (Leontyev A.N.); “main life direction” (Ananyev B.G.); “dynamic organization of the “essential forces” of man” (A.S. Prangishvili), etc. The structure of the focus consists of three groups of motives: humanistic; personal; business.

1.5 Style of teaching activity. General characteristics.Determining the style of activity. Individual style of activity. Content side. Types of teaching styles. Styles of teaching activity depending on its nature

Under the style of communication, according to V.A. Kan-Kalik, individual typological features of socio-psychological interaction between teacher and students are understood.

Individual style of activity

Currently, the concept of “style” is interpreted in a very broad context, as a style of behavior, style of activity, management style (leadership), communication style, cognitive style, etc.

As G.M. emphasizes Andreev, the styles of behavior defined by K. Levin related primarily to the type of decision-making by managers. Three leadership styles were identified: authoritarian, democratic and permissive. In subsequent studies, such definitions as directive, collegial and permissive were introduced.

G.M. Andreeva provides a complete description of the formal and substantive aspects of three styles: authoritarian, democratic and permissive.

Types of teaching styles

Styles of pedagogical activity are primarily divided into three general types discussed above: authoritarian, democratic and liberal-permissive. Authoritarian style. The student is considered as an object of pedagogical influence.

Democratic style. The student is considered an equal partner in communication.

Liberal style. The teacher avoids making decisions, transferring the initiative to the students.

V.A. Kan-Kalik draws attention to the danger of a friendly disposition turning into familiarity and familiarity.

Based on the analysis of the dominance of each of the above styles in the behavior (activity) of teacher V.A. Kan-Kalik considers eight models.

2 .1 Teacher - student: ethics of communication.Pedagogical communication. The influence of relationship style on the nature of communication between teachers and students. Teacher's tact

The main thing in the process of communication between a teacher and schoolchildren is to create a trusting atmosphere between teacher and student. It would seem that everything is clear: the teacher teaches. But do they always learn from him? Unfortunately, not all is well at school today. Many problems focus on one thing: teacher - student, their relationship. To the question: “What would you change at school today?” - many of the graduates answer without hesitation: “The attitude of teachers, especially towards high school students.” And, worried, they express their wishes: let them trust more, let them not humiliate their dignity, let them get rid of bias.

I would like to emphasize: everything starts with the teacher, with his ability to organize pedagogically appropriate relationships with students, which then sprout in communication, in the students’ speech.

Teachers themselves, as sociologists prove, are not always aware of their leading role in organizing contacts. When difficulties arise in communication, about 25 percent of them believe that the complications “come from the students” and are a consequence of their bad manners. One can only regret that the mentor does not recognize his “contribution,” and a significant one, to the creation of a conflict situation.

Pedagogical communication- This is professional communication between a teacher and students in and outside of class, aimed at creating a favorable psychological climate. But this climate can be very different. And it manifests itself, as a rule, in training. And each of us knows what “forms of communication” everything can result in. These are fear, uncertainty, weakening of attention, memory, performance, impaired speech dynamics, and the appearance of stereotypical statements. Ultimately, a stable negative attitude towards the teacher, and therefore towards the subject, is born. This kind of oppression by the subject - actually by the teacher - for some schoolchildren continues for a number of years. Let's think together: alienation instead of joy. And this is in language and literature lessons! But communication between a teacher and students should always remove negative emotions.

I remember the lessons of my first mentor at school, Alina Ivanovna. All her lessons and communication outside of class become an impetus for good deeds by schoolchildren. And in these matters - the handwriting of their mentor.

One day, her eighth-graders received a letter of gratitude from Kirov from Taisiya Samoilovna Lupynina, whose son died in Afghanistan: “From a mother’s heart, thank you for your kindness, for the dahlia tubers that you sent. I planted them on my son's grave. He loved these flowers."

It is important for the teacher that children in her lessons not only comprehend the meaning of literature, but also learn to understand a person, to find their own, not erased words, their own intonations for relationships. Word and deed are always interconnected. It's so clear!

As a warning to herself, Alina Ivanovna always remembers those excursionists who ate ice cream at the pit of the mine where the Young Guards were dumped.

“But once these excursionists were children, but they were unlucky with mentors,” Shuiskaya thinks out loud.

But here are the lessons of another teacher N.G. She reads the poems of M. Yu. Lermontov: “The poet died...” And there is sorrow and accusation in her words, and the students see that the loss is enormous - the Poet died. There is suffering in Nina Grigorievna’s voice: “The slave of honor has fallen, slandered by rumors...” And everyone present at the lesson understands, everyone empathizes. The teacher’s word is addressed not only to the ear, but to the heart of everyone.

And I remembered a recent lesson from an intern, which we then thought about for a long time. Why weren’t the schoolchildren imbued with pain and bitterness? It’s all about “empty words,” as V. A. Sukhomlinsky said. In one line, quickly, clearly and thoughtlessly (or rather, with a thought about the words, and not about the meaning), the diligent student read the poems, and there was dead silence in the class (there were guests). Dead in the literal sense. No feeling, no life.

“Every word spoken in school should be “sifted through a sieve,” wise, purposeful, full-fledged. A teacher of Russian language and literature must master words, just as a musician masters an instrument, or a sculptor masters a chisel. But V.A. especially condemned Sukhomlinsky the teacher’s cry: “The teacher’s word should first of all reassure.”

Among the causes of conflicts that arise between teacher and student, the main one is VasilyAlexandrovich considered misunderstanding of the child’s inner world, unfair punishments, rudeness, threats, and insults. For a wise teacher, above all else is the preservation of children's trust, the child's ability to see a friend and mentor in the teacher. To be able to build relationships - this is the wise power of a teacher over children's souls.

Once again let me turn to the experience of A.I. Shumskaya. Once, after a lesson in which they talked about Eugene Onegin, girls approached her and asked her to explain the word “lover”. This was the first time a teacher with thirty years of experience had been asked about this. How and what to explain to young people? But the first thought is always - why did you ask about this? And a guess: of course, - recently there was “To Chaadaev” and there - “How a lover waits for the young moment of a true date.” And in “Eugene Onegin”: “The nightingale sang, the lover of spring.” And on TV - “Dear Friend”. Everything was mixed up in the minds of these girls. But it’s good that they go to the teacher for an answer and trust. Let's try to explain. And Alina Ivanovna suggests: “Let's understand the wordslove, beloved, loving and lover... There is so much warmth, purity, tenderness in the first ones. The latter foreshadows some kind of shadow, vulgarity. But it was not always so. If you look in smart dictionaries, they, in addition to the now established one, will tell you three other meanings of the word lover: in the time of Pushkin - thisperson in love, belovedor poetic correspondence to the word amateur (lover of freedom), in A. Ostrovsky and I. Turgenev - actor, performer of the role of a young man in love.

Statement: relationship style influences the nature of communication between teachers and students- finds numerous confirmations.

As research shows, a teacher with a stable emotionally positive attitude towards children, care for them, and a business-like reaction to shortcomings in educational work and behavior, with a calm and even tone of address, schoolchildren are relaxed, sociable, and trusting. A negative attitude towards children (“I’m so tired of your class”, “You’ve learned to be smart, but not to write competently”, etc.), the instability of the position of a teacher who falls under the power of his moods and experiences, create the ground for the emergence of distrust, isolation, and even and lead to such ugly forms of “self-affirmation” as hypocrisy, sycophancy, playing the role of the class clown, etc. All this leaves an imprint on the entire course of the educational process. Does a mentor have the right to forget even for a moment that an idea for a student is inseparable from the teacher’s personality: “What a beloved teacher says is perceived completely differently than what a person despised by them, a stranger to them, says. The loftiest ideas in his mouth become hateful” (N.K. Krupskaya). The affairs of a wordsmith who has no contact with the class are deplorable.

It all starts with the wise act of the teacher. Pedagogical tact presupposes that the teacher has a sense of proportion, avoiding extremes in communication. Characterizing the work of a teacher, K. D. Ushinsky wrote: “Seriousness should reign in school, allowing for jokes, affection without cloying, justice without pickiness, kindness without weakness, order without pedantry and, most importantly, constant reasonable activity. (Selected pedagogical works. – M., 1953.- T. 1.-P. 610).

Reasonable activity of the teacher. Just as medicine in medicine requires precise packaging and dosage regimen, so the word of the teacher and his methods must be applied optimally, unobtrusively, and delicately. Excessiveness can lead to the opposite reaction: excessive demands for disobedience, excessive indulgence in rudeness.

Depending on the level of education of the student’s personality, the teacher varies the shades of his relationship with him: from hidden sympathy to emphasized coldness, from cordiality to dryness, from softness to severity. Shows of attention, care, and kindness should change depending on the age of the children. In relation to primary school students - directly and specifically: the teacher can hug the child, pat him on the head, put his hand on the shoulder, call him by a diminutive name. With middle-aged and older children, this is permissible only in certain cases. Restraint and simplicity of relationships are important here, because teenagers want to seem like adults and the “childishness” of treatment irritates them.

Analysis of school conflicts confirms that one their reasons - the teacher’s tactlessness, manifested by rude remarks regarding appearance, intelligence, abilities of young interlocutors. Some teachers consider the following comments normal: “Why are you fidgeting, does it look like there are nails under you?” or “Dumb, you have cotton wool in your head instead of brains!”

A teacher needs tact at all stages of communication with children. Your own behavior requires special attention when testing and assessing students’ knowledge. Here tact is expressed in the ability to listen to the student’s answer: to be interested and attentive, to show restraint when difficulties arise. In this case, you should respond to the mistake with an encouraging “Take your time, think!” And, of course, remarks like: “This is of no use!”, “Sit down, as always, you don’t know anything!” are unacceptable! There are cases where children who stutter are cured of their illness in the Master's lessons and become numb with the evil teacher.

Everyone loves to respond to someone who knows how to listen carefully, respectfully, and with participation. But if, say, seventh graders crave support with a smile, a glance, a facial expression, a nod, and comments along the way confuse them, then high school students do not claim such responsiveness. They describe it as a difficult, undesirable situation to respond to when teachers listen with a sense of superiority and comment with irony and sarcasm.

The timing of the assessment is also important. Sometimes the teacher comments in such a way that it seems to the students that he is dissatisfied with a good grade: “You surprised me, I have to give you a “4.” But he should have sincerely rejoiced at the successful answer of the weak student and worried about him. And these are also components of the art of communication.

We love our favorite teacher because he is devoted to his work and devoted to the children. But is it possible for every teacher working by vocation to build relationships with children based on mutual understanding and creativity?...

The pedagogical style of communication with students is very different. But the ability to earn the trust and friendship of students, the ability to captivate them with work will certainly bring success to the teacher.

Conclusion

Thus, with the development of society and changes in the sociocultural situation, modernization of education is necessary. An important direction in the development of education is currently ensuring the national character of education, cultivating “national self-awareness”. Changes taking place in modern society, require accelerated improvement of the educational space. Students' mastery of universal learning activities creates the opportunity for independent successful assimilation of new knowledge, skills and competencies, including the organization of assimilation, that is, the ability to learn. An important area in this regard is the need to develop ways and means, connect education with life, and prepare graduates who can successfully integrate into society. Today it is not enough to equip students with good knowledge and skills; it is necessary to develop their own personal qualities, which allow a person to successfully socialize. For this purpose, specialized training, a competency-based approach, and personal development training are in demand in education. The task of a modern teacher is to follow the logic of the development of universal educational actions that help the student, almost literally, to embrace the immensity, that is, to follow the formula: from action to thought.

Literature:

Kuzmina N.V. Professionalism of the activities of a teacher and a master of industrial training at a vocational school. M., 1990.
Markova A.K. Psychology of teacher work. M., 1993.
Markova A.K. Psychology of professionalism. M., 1996.
Mitina L.M. Psychology of teacher professional development. M., 1998.
Orlov A.B. Psychology of personality and human essence: paradigms, projections, practices. M., 1995.
Rean A.A. Psychology of pedagogical activity. Izhevsk, 1994.

home » Earn money online » Where to start to open your own children's club. How to open a children's development center. Equipment for children's playroom