Report for the seminar "guiding the professional growth of teachers". Criteria for the professionalism of a teacher

skill training pedagogical

The basics of pedagogical excellence, implemented in activities, is already a manifestation of professionalism. But one can judge its level by how pedagogical tasks are solved and, ultimately, what results will be achieved. Determining the level of pedagogical skill is impossible without establishing its indicators and formulating criteria.

Depending on the results, four levels of mastery can be distinguished: Handbook of the teacher / Ed.-comp. I.N. Kuznetsov. - Minsk: Modern word, 2005. S.346-347.

1) reproductive (the teacher is able to tell others what he knows himself, and in the way he knows himself);

2) adaptive (the teacher is able not only to convey information, but also to transform it in relation to the features of the object with which he is dealing);

3) locally modeling (the teacher is able not only to transfer and transform information, but also to model the knowledge system on individual issues);

4) systematically modeling knowledge (the teacher is able to model a system of activities that forms a system of knowledge in his subject).

Determining the level of pedagogical skill is impossible without establishing its indicators and formulating criteria. According to the indicators of pedagogical skill, one can judge its level.

Indicators pedagogical skill is something by which one can judge his level.

Criteria pedagogical skill - its distinctive features that can be used as a measure of the assessment of pedagogical skill.

The criteria for the teaching activity of a teacher should be related to the most important components of the educational process, i.e. with didactic components. The task is to highlight the most significant, which is reflected in the teaching activities of the teacher in connection with each component of the didactic basis. This is essential and will be the distinguishing feature that can be used as one of the yardsticks for evaluating the skill of a teacher. It is very important that together these criteria make it possible to carry out a comprehensive assessment of the teaching activity of a teacher. Thus, the listed criteria are necessary and at the same time sufficient to determine the level of teaching activity of the teacher.

There are five criteria for the teaching activity of a teacher. An assessment on a 10-point scale of each of them gives 5 indicators that can be combined into a generalized functional indicator of pedagogical skill.

A comprehensive indicator of the teacher's skill covers a generalized functional indicator and a generalized effective-personal indicator.

Generalized functional indicator represents the sum of points according to five criteria: mastery of the content and its didactic organization; organization and implementation of the activities of the teacher; organization of students' activities; stimulation and motivation of the student's personality; structural and compositional construction of the lesson.

Evaluation for each criterion is made on a 10-point scale.

1) Ownership of the content and its didactic organization:

1. Possession of the content of education (knowledge of the content and its application in practice).

2. Scientific nature of the content, its novelty and the use of the results of their research.

3. Availability of content.

4. Developing and educating content.

5. Selection of the content that is optimal in terms of volume and highlighting the main, essential in it.

6. Reliance on the known (actualization of previous knowledge), the connection of new material with previously studied.

7. Establishment of intra-subject and inter-subject communications.

8. Combination of abstract and concrete content.

9. Variety of means of conveying content.

10. Orientation of the content to the formation of a system of knowledge, skills.

2) Organization and implementation of the teaching activities of the teacher:

1. Possession of all types of learning activities and their combination.

2. Orientation of the teaching activity of the teacher to the organization of the cognitive activity of the students.

3. The manifestation of constructive, gnostic, organizational and communication skills.

4. Pedagogical technique (speech, gestures, establishing contact with the audience, the form and structure of presenting information, the technique of using teaching aids, the ability to disperse attention to the entire audience, attention to the respondent, the ability to listen, etc.).

5. Scientific organization of pedagogical work.

6. The choice of optimal forms, methods, teaching aids and the nature of the management of the educational work of students at each stage of the lesson.

7. Pedagogical tact. The ability to control oneself, one's mood.

8. The ability to carry out the restructuring of their activities. Improvisation.

9. Creative attitude to activity. Creative use of the experience of teachers. Own pedagogical findings.

10. Use in pedagogical activity of personal qualities and opportunities. Individual style of pedagogical activity.

3) Organization of educational activities of trainees:

1. A clear formulation of the goal, setting tasks, bringing them to the trainees.

2. Building learning as a system for organizing the learning activities of students at different stages of the lesson. The choice of the most rational types of activities for students to master the educational material.

3. The choice of teaching methods in accordance with the tasks, content and capabilities of the trainees.

4. The system of organizing independent classroom and extracurricular educational activities, the formation of cognitive independence.

5. Accounting for the individual characteristics and capabilities of trainees. Individualization and differentiation in the organization of educational activities.

6. The combination of individual, group and collective forms of student activity.

7. Teaching methods of cognitive activity. Education of work culture of students.

8. A variety of means of organizing educational activities.

9. Taking into account the difficulties encountered in the assimilation of the content, and didactic readiness to overcome them.

10. Operational adjustment of educational activities.

4) Pedagogical stimulation and motivation of the educational activities of students:

1. Using the possibilities of pedagogical influence on the personality of the student of the components of the educational process (the personality of the teacher, the content of education, forms, methods, teaching aids).

2. Formation of motives for teaching.

3. Application of methods for stimulating educational activities (pedagogical requirement, encouragement, punishment, competition, public opinion).

4. Formation of cognitive interest.

5. The combination of control and self-control in the learning process as a stimulating effect.

6. A combination of exactingness and respect for the personality of the student. Reliance on the positive qualities and characteristics of the student.

7. Microclimate. The relationship of the teacher with the students, the style of communication and leadership in the learning process.

8. Formation of duty and responsibility in teaching.

9. Education of a creative attitude to educational work.

10. Professional orientation and the formation of a professional orientation of the individual in learning.

5) Structural and compositional construction of the training session:

1. Performance of the main functions of a teacher in the learning process (a comprehensive solution to the problems of education, upbringing and development).

8. The choice of the most appropriate structure of the training session in accordance with the tasks to be solved and the characteristics of the educational material.

3. Purposeful interconnection and interaction of the main components of the educational process (teacher - students - content).

4. The choice of means for the implementation of pedagogical communication (forms, methods, teaching aids, methods of pedagogical stimulation and motivation). The expediency of their use in accordance with the goal and content of the lesson.

5. Clarity, consistency of transition from stage to stage, connection of the links of the educational process with each other.

6. Rational distribution of time between the stages of the training session. Choosing the right pace of learning, eliminating waste of time.

7. Operational adjustment of the training session.

8. Increasing the informativity of learning (increasing the amount of knowledge acquired in one and the same time).

9. Creation of optimal conditions for learning.

10. Summing up the results of the training session and focusing on the implementation of independent work.

Generalized performance-personal indicator associated with the results of professional activity related to both students and the teacher. It covers: learning success; a comprehensive solution to the problems of education, upbringing and development of students; the degree of transfer of the student from the level of "object of training and education" to the level of "subject of training and education"; improvement of their professional activities; professional-pedagogical and social significance of the teacher's personality. These indicators reflect the positive changes that occur when students master the basics of science, certain cognitive, intellectual, and practical competencies. We will reveal these criteria through primary indicators:

1. Learning success: forms students' interest in their subject; achieves solid and deep knowledge; forms strong skills and abilities; teaches to apply knowledge, skills, abilities; forms a system of knowledge, skills and abilities.

2. A comprehensive solution to the problems of education, upbringing, development of students: teaches to overcome difficulties, show perseverance and strong-willed efforts in solving the problems of education, upbringing, development; forms a scientific worldview; forms a team and personal qualities of trainees; develops abilities and fosters a creative attitude to educational work; forms responsibility for the results of educational activities and behavior.

3. The degree of transfer of the student from the level of "object of training and education" to the level of "subject of training and education": teaches the methods of educational activities; forms cognitive independence; forms the motives for learning; instills skills and abilities of self-education and self-education; forms an active life position and the need for self-education and self-education.

4. Improvement of professional activity: constantly improves knowledge, skills, abilities; constantly searches for new things in work, shows creativity; studies the experience of other teachers; analyzes and summarizes personal work experience; responsible for the activities and their results.

5. Professional-pedagogical and social significance of the teacher's personality: the formation of professionally significant personal qualities and value orientations and relationships; authority among teachers; authority among trainees; actively participates in social work; The experience of this teacher is used by others.

When evaluating the results of a teacher's professional activity, the following scores can be used: 2 - pronounced, 1 - present, 0 - absent.

The criteria of teaching activity allow us to evaluate the functional aspect of the teacher's activity in teaching. Performance-personal indicators are also associated with the main components of the educational process. The following are connected with the trainees, their learning activities and the system-structural integration of the components: the success of training, the integrated solution of the problems of education, upbringing, development of trainees, the degree of transfer of the trainee from the level of “object of training and education” to the level of “subject of training and education”.

Thus, these performance-personal indicators cover all components of the didactic basis, and through them the relationship with all components of the didactic superstructure can be traced. They are a reflection of the influence of all components of the educational process on the final result of the teacher's professional activity.

The maximum number of points for the functional aspect is 50, for the productive-personal aspect - 50. The maximum complex indicator is 100 points. Using it, we will single out the levels of professional activity, the levels of the teacher's teaching activity (functional aspect), the levels according to the resultant-personal aspect.

Thus, the listed indicators and criteria are necessary and at the same time sufficient to determine the level of a teacher's skill.

1) reproductive level. The teacher knows how to tell others what he knows himself. This level of N.V. Kuzmina refers to unproductive;

2) adaptive level. The teacher can tailor his message to the characteristics of the audience. This is an unproductive level;

3) locally modeling level. The teacher owns the strategies for teaching students in individual sections of the course. He is able to formulate a pedagogical goal, select the means to achieve it, present the result of the progress of students in educational and cognitive activities. The level is medium productive.

4. The level that systematically models the knowledge of students. The teacher of this level owns the strategies for the formation of a system of knowledge, skills, and abilities in the subject as a whole. Level - productive.

5. Level systematically modeling the activity and behavior of students. The teacher of this level, unlike the previous one, has strategies for turning his subject into a means of forming the personality of students. This level is considered highly productive.

Teachers of the first two levels do not have special pedagogical abilities, only general talent is manifested. They appear only at the third level. At the fourth and fifth levels, pedagogical talent is manifested. The manifestation of pedagogical abilities increases with an increase in the level of productivity of pedagogical activity.

Learning task as a structural component of learning activity.

The most important component in the structure of studies. activity - educational task - it is offered to the student as a specific educational task, the formulation of which is important for the solution and its result. According to A.N. Leontiev, a task is a goal given under certain conditions. The main difference between the educational task and other various tasks is that its goal and result are to change the very subject of learning. actions, and not in changing the objects with which he acts (D.B. Elkonin). Almost all of the teaching activity presented as a system of educational tasks (D.B. Elbkonin, V.V. Davydov, A.G. Ball) they are given in the definition. textbook situations and involve the implementation of appropriate learning activities (subject, control, auxiliary). The structure of studies. The task consists of 2 components (A.G. Ball): 1 - the subject of the task in the initial state; 2- model of the required state of the learning task.

A procedure that provides a solution to the study. tasks, name the way to solve it (A.G. Ball). When study. problem solved. in one way, then the student's goal is to find him, and when the problem can be solved in several ways - uch. chooses the shortest and most economical way. At the same time, experience in the application of knowledge is accumulated, this contributes to the development of logical search techniques, the improvement of the mental abilities of children. At the beginning, students do not know how to set and solve studies. tasks - this function is performed by the teacher. Acceptance of the learning task by the student occurs when the teacher explains why it is necessary to complete the learning task. At this time, the student always compares the learning task with the meaning of the teaching for himself, with all the possibilities, that is, he defines or redefines it.

E.I. Mashbitssformulated. psycho. requirements for educational tasks: 1- More than one textbook should be designed. ass., and their set; 2- When designing a textbook system. ass it is necessary that it ensures the achievement of not only immediate, but also distant educational goals; 3- Proc. ass should ensure the assimilation of the system of means necessary for successful implementation. textbook deyat; 4- Study. ass should cost. in such a way that the means of action that need to be learned act as a direct product of training (this is the executive part) and (the orientation and control parts are a by-product).

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

purposefulness;

motivation;

objectivity.

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

I level - (minimum) reproductive; the teacher can and knows how to tell others what he knows himself; unproductive.

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

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

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

Level V - (highest) system-modeling the activity and behavior of students; the teacher has strategies for turning his subject into a means of shaping the personality of the student, his needs for self-education, self-education, self-development; highly productive.

Pedagogical skill - a complex of personality traits that ensures a high level of self-organization of professional activity. Such important properties include: the humanistic orientation of the teacher's activity, his professional knowledge, pedagogical abilities and pedagogical technique. Pedagogical excellence is a self-organizing system in the personality structure, where the humanistic orientation acts as a system-forming factor, which makes it possible to build the pedagogical process expediently, with the requirements of society. The foundation for the development of a teacher's professional skills, which gives him depth, solidity, meaningfulness of actions, is professional knowledge. Orientation and professional knowledge constitute the skeleton, the “skeleton” of a high level of professionalism in activity, which ensures the integrity of a self-organizing system. Pedagogical abilities are the yeast of mastery, ensuring the speed of its improvement. Technique, based on knowledge and abilities, allows all means of influence to be linked to the goal, thereby harmonizing the structure of pedagogical activity.

Literature:

1. Kuzmina N.V. Essays on the psychology of the teacher's work: The psychological structure of the teacher's activity and the formation of his personality. L., 1967.

2. Mitina L.M. The teacher as a person and a professional (psychological problems). M., 1994.

3. Rean A.A., Bordovskaya N.V., Rozum S.I. Psychology and Pedagogy. SPb., 2000.

4. Rean A.A., Kolominsky Ya.L. Social pedagogical psychology. SPb., 1999.

5. Sukhomlinsky V.A. About education. 3rd ed. M., 1979.

6. Ushinsky K.D. Problems of Pedagogy. M., 2002.

7. Feldstein D.I. Problems of developmental and pedagogical psychology: Fav. psychol. tr. M., 1995.

Sections: School administration

The current state of the domestic educational system is characterized by the active introduction of innovative technologies in the pedagogical process. In the conditions of the ongoing changes, ever higher requirements are placed not only on the professional knowledge, skills and abilities of the teacher, but also on the level of his professional self-development.

Traditional forms of advanced training are known:

• subject courses
• work in methodical associations
• self-education
• activity introspection
• open lessons
• teachers' councils, method councils
• work in creative groups
• seminar system
• attestation.

The professionalism of each teacher can be characterized by one of the levels:

Reproductive - knows how to retell to others what he himself knows;

Adaptive - able to adapt its message to the audience of listeners;

Locally modeling - owns the strategies for the formation of the ZUN system for individual sections of the program;

System-modeling knowledge - owns strategies for the formation of a system of knowledge, skills, skills for the course as a whole;

System-modeling creativity - owns strategies for turning his subject into a means of forming a creative personality capable of self-development in new conditions.

Teachers who are at the reproductive level of activity are completely absorbed in the subject being taught, its retelling, close to the text.

At the adaptive level, the number of structural elements of the pedagogical system and the links between them increases. The teacher is looking for how to adapt educational information to the characteristics of the audience, but information remains the main thing.

At the local modeling level of activity, sufficient knowledge of information allows the teacher to start looking for different ways of presenting it. At the same time, he is able to accumulate psychological knowledge about the class and about individual students.

At the level of system-modeling knowledge, the goals of the pedagogical system fall into the zone of active attention of the teacher. Only at this level of activity, the question arises of the extent to which the individual system of the teacher's work is subordinated to the target result.

The level of system-modeling creativity corresponds to the highest skill of the teacher, when his attention is focused on the personality of the student, when the teacher turns the subject into a means of forming the creative personality of the student, capable of self-development and personal self-affirmation.

Like our students, we have different pedagogical abilities. In the literature, they are defined as individual stable characteristics of a person, consisting of a specific sensitivity to the object, processes and learning outcomes, which make it possible to find productive ways to solve pedagogical problems in specific conditions. Pedagogical abilities are a functioning system, therefore their main criterion is the result of activity.

In addition to abilities, the level of professionalism directly depends on the professional competence of the teacher. The main elements of pedagogical competence are:

• special competence in the field of the taught discipline (deep knowledge of the subject, qualifications and experience, knowledge of how to solve both technical and creative problems)
• methodological competence in the field of ways of forming the ZUN of students (possession of various teaching methods, knowledge of didactic methods and techniques, the ability to apply them, knowledge of the psychological mechanisms of mastering knowledge, developing skills, developing skills)
• psychological and pedagogical competence in the field of education (possession of pedagogical diagnostics, the ability to build pedagogically expedient relationships with students, to carry out individual work based on the results of diagnostics, knowledge of developmental psychology, the psychology of interpersonal and pedagogical communication, the ability to arouse and develop students' sustainable interest in the subject)
• differential psychological competence in the field of motives, abilities, orientation of students (the ability to identify personal characteristics, attitudes and orientation of students, to determine and take into account the emotional state of people, the ability to competently build relationships with leaders, colleagues, students, parents)
• reflection of pedagogical activity or autopsychological competence (the ability to realize the level of one's own activity, one's abilities; knowledge about the methods of professional self-improvement, the ability to see the causes of shortcomings in one's work, in oneself; the desire to improve oneself). Without a self-educational need, the professional growth of a teacher is impossible.

An analysis of the annual survey of parents of first-graders refers to the main personality traits of a primary school teacher more than 20 qualities:

1. love for children
2. professional competence
3. patience
4. kindness
5. pedagogical skill.

Love for children is also an incentive for professional improvement. The teacher accidentally or deliberately puts into practice some technique and as a result receives interest in the subject, respect and love of the child. This gives the teacher professional satisfaction, he not only learns and applies the known method, but also looks for new ones. The desire to make pupils fall in love with oneself is professionally necessary and justified, it means gaining trust and authority. However, the teacher must himself take place as a person, create his own image and style of activity. An indifferent teacher does not need the love of children. He contemplates a sloppy child, a bully or a loser, without trying to change them.

Today, a teacher is in demand who is able to creatively approach the solution of any problem, compare, analyze, explore, who knows how to find a way out of atypical situations. In accordance with this, it became necessary to search for new ways of developing the creative personality of the teacher. One of them is research activity. Specialists rightly emphasize that "the research element was, is, and, as we believe, will be to an even greater extent the most important element of practical pedagogical activity." A teacher who has mastered the research function, who is able to creatively solve various pedagogical problems, look for new solutions to pedagogical situations, will be able to organize the learning process at a level that meets the requirements of modern society.

Philosophical understanding of the problem in the context of personal self-development is found in the works of G. S. Batishchev, M. M. Bakhtin, N. A. Berdyaev, V. S. Bibler, G. Hegel, S. I. Gessen, E. N. Gusinsky, V.P. Zinchenko, E. V. Ilyenkov, I. Kant, M. Mamardashvili, K. Marx, F. Engels, as well as in the works of Yakut researchers A. G. Novikov, V. D. Mikhailov, K. D. Utkin, V. E. Stepanova and others. Psychological aspects of the problem are reflected in the studies of K. A. Abulkhanova-Slavskaya, A. A. Bodalev,

L. S. Vygotsky, P. Ya. Galperin, V. V. Davydov, A. N. Leontiev, V. A. Petrovsky, S. L. Rubinshtein, G. A. Zuckerman, in the works of foreign scientists A. Maslow, M. Heidegger, K. Rogers, D. Watson, W. Hunter and others. At the interdisciplinary level, the problem is studied by V.I. Andreev, I.A. Zimney, L.N. Kulikova, A.V. Merenkov and others. The possibilities of personal self-development in the educational process are presented in the works of E. V. Bondarevskaya, O. S. Gazman, I. I. Ilyasov, G. K. Selevko, V. V. Serikov, I. S. Yakimanskaya and others The issues of professional self-development of the teacher are covered in the works of Yu. Konarzhevsky, V. S. Lazarev, A. M. Moiseev, M. M. Potashnik and others.

For all the undoubted significance of these studies, they do not fully reflect the technologies of professional self-development of a teacher in the conditions of modernization of education.

An analysis of the scientific literature and empirical experience allows us to identify a number of contradictions:

1. between the requirements for the training and activities of a teacher associated with innovations in the field of education, and the lack of conscious interest in mastering the research function aimed at creative improvement of the pedagogical process and professional self-development;
2. between the need to reorient the teacher's activity to new pedagogical values ​​associated with creativity, and the insufficient development of the theoretical foundations for providing pedagogical support to the teacher-researcher;
3. between the growing role of using group potential for the qualitative improvement of the work of the teaching staff and the insufficient orientation of managerial activities in the school towards the collective subject of pedagogical activity.

Thus, the problem is revealed, which lies in the need to develop theoretical foundations and conditions for enhancing the professional self-development of a teacher. We offer you our experience on the possibility of enhancing professional self-development by creating social and pedagogical conditions for the development of a teacher

research function. The insufficient development of this problem and the need to solve it in school practice have determined topic research: “Mastering the research function as a factor activation of professional self-development of the teacher”.

The object of management is the process of professional self-development of the teacher.

The subject of management is the research function as a factor and condition for the professional self-development of a teacher.

The purpose of the work: to theoretically and practically substantiate the socio-pedagogical conditions that ensure the effectiveness of the professional self-development of the teacher in the process of mastering the research function.

The work is based hypothesis, according to which the activation of the teacher's professional self-development in the process of mastering the research function of pedagogical activity is ensured when:

• a specially organized developing, innovative environment has been created at the school, providing for tolerant relations between colleagues, open to the transmission and socialization of one's own experience;
• cooperation of teachers-researchers was organized on the basis of facilitating, conventional and polyfunctional interaction;
• the teacher is involved in the process of school development management through participation, active participation and partnership.

To effectively solve the problem, you need to:

• to analyze the problem of professional self-development of a teacher;
• establish interdependent relationships between the level of professional self-development of a teacher and the level of possession of research skills and abilities;
• track the effectiveness of the teacher's professional self-development in the process of mastering the research function with the phased implementation of managerial tasks based on facilitating, conventional and polyfunctional relationships;
• adapt the model of professional self-development of the teacher in the process of mastering the research function for our educational institution;
• develop scientific and methodological recommendations for creating socio-pedagogical conditions for the teacher to master the research function at school.

To solve the tasks set, a complex was used methods: theoretical - analysis and synthesis, abstraction and concretization, analogy and modeling, analysis of pedagogical experience, causal analysis of the empirical data obtained, retrospective analysis of one's own activities; empirical - experimental work, study and generalization of best practices, observation, questioning, rating, conversation, interviewing, self-assessment of listeners, expert assessment. In the course of the study, pedagogical measurements were carried out, and mathematical data processing took place.

Research results:

• pedagogical methods and technologies were tested to ensure the success of the development of the research function by teachers;
• the results of the activity are introduced into the practice of organizational and managerial activities of the entire school for the implementation of the research function by teachers as a means of professional self-development;
• organizational and managerial recommendations were developed for the development of the research function by teachers.

At the first stage, the theoretical base of the research was determined, which included the study and analysis of conceptual approaches to the development of the topic, the state of preparation of teachers for research work was analyzed, and the socio-pedagogical conditions for the development of the research function by teachers were identified.

At the second stage, modeling and experimental verification of the conditions for activating the professional self-development of teachers in the process of organizing research activities were carried out, criteria, indicators and levels of professional self-development were developed.

At the third stage) - the final results of the study were summarized and theoretically comprehended, a quantitative and qualitative analysis of the results obtained was carried out, management recommendations were developed:

1. The activation of the teacher's professional self-development (as a transforming subject) is ensured by forming the need for professional self-development (as a functioning subject) and stimulating his search and creative activity (as an acting subject) on the basis of personality-oriented, personality-activity and personality-creative approaches.

2. The professional self-development of a teacher is based on the phased mastery of the research function: a) introducing the teacher to research activities; b) organization of research activities; c) integration of research skills into pedagogical activity in the process of facilitating, conventional and polyfunctional interaction.

3. The socio-pedagogical conditions created at the school for mastering the research function (a specially organized developmental environment, organizing cooperation between teachers; involving the teacher in the process of managing the development of the school) contribute to the professional self-development of the teacher.

The analysis of scientific papers devoted to the consideration of aspects of self-development of the personality made it possible to establish that self-development is a process that is biologically determined through anticipation, teleonomy, introversion, reflection, defines individualization as self-realization of a person as a subject of his own activity. This means that the process of self-development is considered in the dialectical unity of opposites - socialization and individualization, it is an inextricably interconnected process, at a certain stage, supplemented by the self-government of the individual, who begins to consciously organize her own life, and therefore, to construct her own development to one degree or another. The factor affecting the direction and intensity of self-change and at the same time the degree of its implementation is not just the external environment and the influence of other people on a person, but the angle of view on these influences developed by the person himself, the measure of his understanding and acceptance of them for himself, that is, his personal decision, personal position.

This implies the thesis that self-development is an integral process of social and personal development, due to subjectivity, subjective activity of the individual, living and working conditions. Self-development for a person is an unconditional value, self-development is creativity directed at one's personality. The ability for an active-creative position is acquired by a person only as a result of long-term purposeful efforts aimed at changing himself. As a result of creative work on oneself, an irreversible qualitative change in the psychological status of the individual takes place, expressed in the need for self-improvement, self-education, in building oneself as a person. We consider the ability of a person to self-development as an integral component of a teacher's professionalism.

In the course of analyzing theoretical sources, comprehending our own experience of pedagogical and managerial activities, based on the essence of the process of self-development, we clarified and concretized the concepts of “professional self-development” and “professional socialization”, which made it possible to understand the internal mechanisms of building a teacher’s unique trajectory of professional development and determine managerial tasks aimed at activating this process.

Professional self-development is considered as a dynamic process of assimilation, mastering, modernization of professional experience, technology of activity, leading to the formation and development of individual professional competencies. The social aspect, reflected in the concept of “professional socialization”, is the formation of professional knowledge, skills, assimilation of social and professional norms, the formation of a person as a subject of professional activity. As a result of professional socialization, there is an active implementation of the accumulated professional experience, which implies continuous professional self-development and self-improvement.

As a result of the study of the main characteristics of professional self-development, its technological stages:

1) self-understanding, expressed in the awareness of their needs, capabilities, interests;
2) self-cultivation, when the teacher independently formulates the goals and objectives of self-development, plans work on himself, selects the means of self-influence;
3) self-manifestation, as a result of which a new quality of the content and structure of activity arises.

The technological approach to the professional self-development of the individual made it possible to find the best ways to activate this process.

The processes of cardinal transformations in the modern school require the teacher to reorient his activities to new pedagogical values ​​that are adequate to the nature of scientific creativity, which, in turn, involves the search for new ways of developing the creative personality of the teacher, one of which is research activity. It, as an integral component of innovative processes in education, motivates teachers for the subsequent deployment of their professional activities, activates self-awareness, self-education, self-development, develops creative, communicative, reflective and predictive abilities, that is, it leads the teacher-researcher to a state of intense activity.

The analysis of works devoted to the essence, content of the research function of a teacher (V.I. Zagvyazinsky, V.I. Zvereva, V.S. Lazarev, A.M. Moiseev, N.V. Nemova, T.V. Orlova, M. M. Potashnik, T.I. Shamova, etc.), made it possible to determine that this function, as a necessary component of professionalism, is distinguished by qualitatively new characteristics. It is included in all types of his professional activity, is its main element and factor of creativity, an indicator of attitude to new information, a way to solve scientific and practical problems of education and training.

The process of mastering the research function by a teacher is considered as a consistent system of interrelated actions based on a creative approach to pedagogical phenomena, mastery of heuristic search skills and methods of scientific and pedagogical research, analysis of one's own experience and the experience of other teachers. At the same time, the managerial role consists in the implementation of a number of tasks: at the motivational stage, involving the teacher in research activities; at the organizational stage - teaching the teacher the technology of research activities; at the generalizing stage - providing an opportunity for generalization and translation of the experience gained.

The formation of the research skills of the teacher is determined using criteria such as research motivation, scientific style of thinking, technological readiness for research, creative activity of the individual, which contain a number of identified indicators and levels (reproductive, heuristic, creative).

Depending on the results of the activity, the professionalism of each teacher can be characterized by one of the levels:

In order to optimize the process of mastering the research function by the teacher, socio-pedagogical conditions have been identified that contribute to the formation of the teacher as a subject of professional activity, the formation of positive motivation in the process of joint research work.

Firstly, this is the creation of a specially organized environment through the development school development programs, stimulation of research activities, organization of the system of teaching teachers. The innovative activity of the school as a "specially organized environment" contributes to the activation of the teacher's activity, his professional growth, and raises the prestige of the teacher in his own eyes. The organization of research activities as a form of introduction of pedagogical innovations is based on the program-targeted management of school development. At the same time, the goals of school development are perceived by the teacher as the implementation of subjectively significant individual, group, and social goals.

Secondly, the organization of joint research activities and effective pedagogical interaction is based on facilitating, conventional relations. The social context in which the teacher masters the research function and the emerging interpersonal relationships support the autonomy of the teacher and contribute to his self-development. The organization of polyfunctional forms of interaction through the development of various pedagogical roles, participation in the work of various creative groups on research problems, the formation of one's own point of view - all this contributes to professional self-development. Management tasks are aimed at a special organization of activities and optimization of communication, causing the need for self-expression and self-realization of the teacher, allowing him to withdraw from the sphere of narrowly professional, subject interests into the sphere of public interests.

Thirdly, intra-school management based on democratic principles, involving all teachers in the management of school development, increases the responsibility of the teacher for the results of his work.

The school is developing innovative activities. The created specially organized innovative environment contributes to the implementation of the research program and acts as an important condition for the self-development of the subjects of the educational process. The organizational structure of school development management is defined as a complex linear-functional structure with elements of a matrix type.

The problem-oriented analysis of the received materials showed that, despite the obvious presence of success indicators, the process of innovation was not holistic. The organization of research work was based on the methodology of “large doses”, the methods of “key cases” prevailed, which resulted in a slow pace of self-development of teachers, the appearance of destructive factors, and difficulties in learning new things. Accordingly, we have identified the following contradictions:

1) between the need to master the research function and the weak personal motivation of the teacher;
2) between the presence of a need to conduct research activities and insufficiently formed research skills and abilities;
3) between the possibilities of intra-school preparation for research activities and insufficiently effective forms of pedagogical support.

The identified contradictions led to the need to develop a dynamic three-stage model “Activation of professional self-development of a teacher”.

The conceptual foundations of the model developed by us are built on the paradigm of continuous self-development of a person, who is regarded as a unique, spiritual-natural, self-developing system. The essence of the model is that it is able to provide active professional self-development of the teacher as the subject and creator of his life experience.

Modeling the process of activating the professional self-development of a teacher in the context of the organization of research work determined the identification of the main goals:

1) formation of the need for professional self-development through involvement in research activities;
2) stimulation of professional self-development through the organization of research activities;
3) activation of professional self-development through the generalization of research experience and the teacher's transition to continuous innovative activity.

In the process of modeling, the main ways to improve the professional status of a teacher were identified. In accordance with the main idea of ​​the study, which is to design managerial actions focused on the development of the individual as a subject of his professional activity, the formation of a system of interactions between participants in the research process is determined as the leading directions. The organizational task is singled out, which consists in uniting teachers-researchers into a team of like-minded people who accept the common goal and objectives of school development, are able to independently design and carry out their professional activities based on research assignments, providing mutual assistance and support to each other.

The criteria for the effectiveness of professional self-development in the process of research activities are determined:

1. at the first stage(formation of the teacher's need for professional self-development in the process of joining the research function): the presence of the teacher's needs for professional self-development; a positive attitude towards mastering the research function; availability of an individual program of professional self-development; positive attitude towards interaction with colleagues;
2. at the second stage(stimulating the professional self-development of the teacher in the process of developing research activities): active participation in the implementation of methodological activities of the school, city and region; promotion of the teacher in the implementation of an individual research program, step-by-step and scrupulous actions; mastering the skills of self-organization; mastering research skills and abilities;
3. at the third stage(activation of professional self-development in the process of generalization and translation of the experience of implementing the research function in pedagogical activity): positive changes in the effectiveness of professional activity, advanced training; growth of satisfaction with own activity; active dissemination of their experience, availability of publications; teacher's ability to self-development.

At the initial stage of “I can do it myself”, management actions were aimed at involving teachers in research activities by combining them into a team of like-minded people who accept a common goal and tasks, who are able to independently move along the chosen path with mutual support. One of the necessary conditions for activating the self-development of a teacher-researcher, we saw the provision of the possibility of various sources of information, the most important of which are: the availability of literature, electronic sources; communication with colleagues, organization of training; own research practice.

A technological approach to creating an innovative environment was provided through the development of goal-setting for an educational institution as a whole, departments and individual employees; definition of the functional responsibilities of each; establishing types of relationships between employees; development of norms (samples) and criteria of professional activity; organization of continuous professional training of teachers. When organizing intra-school education on the basis of a student-centered approach, the main managerial task was to create conditions for the learning environment and activities that contribute to the formation and self-development of the personality of a teacher-researcher.

At the second stage “I can with others”, goal setting was aimed at organizing the interaction of subjects, stimulating professional self-development in the process of carrying out research activities using a personal-activity approach. At the same time, the focus was on the self-organization of teachers, the ability to manage themselves, manage the process of self-government based on a pedagogical analysis of the research situation, making managerial decisions, including goal setting, setting goals and developing a plan for their implementation, self-organization, self-control and self-regulation.

Planning their professional growth, tracking the results of mastering their new function, self-assessment, self-diagnosis and designing their own pedagogical activity, teachers could reflect in the methodological portfolio “Steps of Growth” developed by us. The successful promotion of teachers in the developed research programs was facilitated by the system of scientific and methodological work created at the school, the organization of the search and creative activities of teachers a departments, in scientific and practical laboratories and creative groups. Management tasks were aimed at a special organization of activities and optimization of communication, causing the need for self-expression and self-realization of the teacher, allowing him to take him out of the sphere of narrowly professional, subject interests into the sphere of public interests.

At the final stage of the implementation of the “I Can for Others” model, the tasks were: mastering the technology of generalizing the research experience obtained as a result of research experience, providing an opportunity for generalization and translation of innovative experience; stimulating the transfer of innovative experience to a specific educational situation.

The analysis of difficulties during the implementation of the model led to the need to develop additional measures that contributed to the development of the research function by teachers:

• correction of the training program in accordance with the needs, interests and individual experience of the teacher;
• reduction of overload of teachers through the scientific organization of research work;
• definition and specification of methods of social and pedagogical support for teachers at each stage of professional self-development.

In the course of the implementation of the model and the search for solutions to the identified problems, there was a transition from “embedding” social and pedagogical support into the system for managing the research activities of teachers to creating an integral system of support for the teacher-researcher at every stage of his professional self-development. These adjustments were made to the program for implementing the developed model. The results obtained during the implementation of the model developed by us allow us to conclude that:

1) a significant moment in the professional development of teachers is the presence of needs, positive motivation and self-understanding by teachers of the goals of their activities (I can do it myself, so I will be engaged in research activities ...);
2) work in the mode of active innovative activity, group interaction contributes to the self-cultivation of the personality of a professional and the mastery of research skills (I can work with others, while I can enrich myself with experience in the process of interaction ...);
3) organizing the process of advanced training through obtaining positive results from the implementation of the research function of pedagogical activity, generalization and translation of the experience gained contribute to the activation of professional self-development (I can for others, while constantly improving myself).

The effectiveness of the developed model was tested by means of control and evaluation actions to determine the level of activation of the teacher's professional self-development.

Diagnostic tools are presented by a number of methods (“Study of the attitude of teachers to interaction”, “Needs of teaching staff for professional self-development” (according to N.V. Nemova), “Attitude of teachers to research activity” (according to V.I. Zvereva), “Ability of the teacher to self-development” (V.I. Zvereva, N.V. Nemova), “Possession of research skills” (development of the City Educational Institution of Kustanai), sociological and pedagogical methods were also used (observation, conversation, questioning, interviewing, introspection, self-assessment); analysis of school documentation, analysis of products of creative, research activities of teachers.

A comparative analysis of the diagnosis of the activation of the teacher's professional self-development in the process of mastering the research function demonstrates a positive trend.

As can be seen from the above data, the creation of socio-pedagogical conditions at each stage contributed to the activation of the process of teachers' self-change.

Thus, we come to the conclusion that in order to increase the efficiency of the process of mastering the research function by teachers, it is advisable to propose the following organizational and managerial recommendations:

• determine the strategic goal of the team as the "cultivation" of new teachers capable of active professional self-development;
• create a positive motivation for the teacher to master the research function of pedagogical activity through immersion in a developing, innovative, tolerant environment;
• stimulate the creative cooperation of teachers on the basis of facilitating, conventional, polyfunctional interaction;
• organize differentiated training of teachers in the technology of implementing the research function, taking into account subjective professional and personal experience based on the use of active forms and methods of professional and self-educational activities;
• actively use various methods of socio-pedagogical support for teachers at all stages of mastering the research function in their professional activities;
• in order to develop a subjective position and increase personal responsibility for the results of the study, involve the teacher in managing the development of the school on the basis of complicity, participation and partnership

5. sincere love for children desire to understand and help them.

Levels of pedagogical creativity: reproductive, adaptive, locally modeling, system modeling.

The professionalism of each teacher can be characterized by one of the levels:

1. Reproductive (very low). knows how to tell others what he knows himself;

2. Adaptive (low). knows how to adapt his message to the audience of listeners;

3. Locally modeling (average, sufficient). This level is characterized by high quality in certain areas of educational work with students. owns strategies for the formation of the ZUN system for individual sections of the program;

4. System modeling (higher). This is a manifestation of a creative attitude to all types of activities, the implementation of a scientific search for ways to increase the effectiveness of the educational process. System modeling knowledge – owns strategies for the formation of a system of knowledge, skills, skills for the course as a whole;

System-modeling creativity- owns strategies for turning his subject into a means of forming a creative personality capable of self-development in new conditions.

Teachers who are at the reproductive level of activity are completely absorbed in the subject being taught, its retelling, close to the text.

At the adaptive level, the number of structural elements of the pedagogical system and the links between them increases. The teacher is looking for how to adapt educational information to the characteristics of the audience, but information remains the main thing.

At the local modeling level of activity, sufficient knowledge of information allows the teacher to start looking for different ways of presenting it. At the same time, he is able to accumulate psychological knowledge about the class and about individual students.

At the level of system-modeling knowledge, the goals of the pedagogical system fall into the zone of active attention of the teacher. Only at this level of activity, the question arises of the extent to which the individual system of the teacher's work is subordinated to the target result.

The level of system-modeling creativity corresponds to the highest skill of the teacher, when his attention is focused on the personality of the student, when the teacher turns the subject into a means of forming the creative personality of the student, capable of self-development and personal self-affirmation.

in various directions: moral, legal, anti-drug, environmental, labor, economic, aesthetic, physical, etc. The implementation of the content and tasks of each of these areas involves taking into account the specifics of the future professional activity of specialists, the necessary human and professional qualities for this.

Organizational physical education of students includes the following main areas:

General preparatory direction provides comprehensive physical training of students and its maintenance at the level of requirements of the state program of physical education.

Sports direction provides specialized systematic classes in one of the sports in the departments of sports improvement (sections), as well as participation in sports competitions in order to improve the level of sportsmanship.

Professional applied direction promotes the use of physical education in relation to the chosen specialty, taking into account its features.

Hygienic direction provides for the use of physical education to restore health and improve health.

Health-improving and recreational direction provides for the use of physical education in the organization of recreation and cultural leisure on weekends and during the holidays to improve health.

Medical direction ensures the restoration of health in general or individual functions of the body, reduced or lost as a result of diseases, injuries.

system of moral values are divided into absolutely eternal, national, civil, family and personal life values ​​(A. Vishnevsky).

1. Absolutely eternal values. These are universal human values ​​that have a universal meaning and an unlimited scope (goodness, truth, love, honesty, dignity, beauty, wisdom, justice).

2. National values. They are significant for one people, but they are not always shared by other peoples.

3. Civic values. They are based on the recognition of the dignity of people and find their application in democratic societies.

4. Family values. They cover the moral foundations of family life, generational relationships, the laws of marital fidelity, caring for children, the memory of ancestors, and the like.

5. Values ​​of personal life. They are important primarily for the person himself, they determine the traits of his character, behavior, her economic success, the style of private life, etc.

parenting method- this is a way of influence of the educator on the consciousness, will and behavior of the pet in order to form the desired qualities in him, the comprehensive harmonious development of the personality.

General methods of education traditionally classified according to their functional orientation. On this basis, the following three groups of methods are distinguished:

Formation of worldview and spiritual and axiological orientations;

Methods of organizing activities and shaping behavior;

Methods of stimulating and correcting the behavior and activities of the individual.

Beliefs - this is a method that provides for a deliberate purposeful impact on the consciousness, will and feelings of pupils in order to form stable beliefs in them.

Example - a method of education that provides for the organization of a role model in order to optimize the process of social inheritance.

methods takes requirement as a method of pedagogical influence on the mind of a pet in order to cause, stimulate or inhibit certain types of its activities.

Exercises - this is a method of education, which provides for a systematic, organized, repeated performance of certain actions in order to master them, increase their effectiveness and form skills and abilities.

method accustoming, which provides for the organization of systematic and regular performance by pupils of certain actions with elements of coercion, obligation in order to form specific behavioral habits.

OK - this is a way of pedagogical influence on the personality, which expresses a positive assessment of the pet's behavior by the educator in order to consolidate positive qualities and stimulate activity. condemnation - this is a method of education, which provides for the influence of the teacher on the personality of the pupil in order to condemn or inhibit his negative actions and deeds.

In educational work with student youth, various forms should be used. : direct educational, production activities, participation in public affairs, behavior in everyday life.

a wide range of forms of activity that contribute to the formation of a comprehensively developed personality. These are training sessions (lectures, seminars, practical classes), practice, scientific circles, creative studios, excursions, trips, various forms and types of socially useful work, etc.

The main form of activity that ensures the education of the student's personality, his formation of professionalism, there are different types of training sessions. Here there is an educational impact on the consciousness and will of students, on the one hand, through the content of the educational material, on the other hand, through the organization of students for educational work and, above all, through the moral and spiritual potential of the teacher.

A prominent place in the system of education of student youth occupy the means of education, the property of material and spiritual culture (fiction and scientific literature, the media, fine arts, cinema, theater), forms and types of educational work(meetings, conferences, games, sports activities, etc.), which are used in the process of educational work.

Teaching as a specific type of activity of students. The purpose and structure of the teaching (motives, learning activities, actions of control, evaluation and analysis of results), the relationship of structural elements.

Doctrine acts as a type of activity, the purpose of which is the acquisition by a person of knowledge, skills and abilities that are ultimately necessary for the performance of labor activity.

Learning activities- the leading activity of school age, within the framework of which there is a controlled appropriation of the foundations of social experience, primarily in the form of intellectual basic operations and theoretical concepts.

Participate in learning activities necessarily two persons: 1) a teacher; 2) student.

Giving students knowledge, the teacher teaches them to think and observe, to express what they understand in speech. The student acquires not only knowledge, but also a way to think independently, to acquire knowledge. Well-organized training is educational in nature. In the process of learning, the personality of the student is formed: its orientation, strong-willed character traits, abilities, etc.

Structure- this is a relatively stable system of links of elements that form a whole (thing). The learning activity of the subject has a structure that includes the following components: I) motivation, 2) learning tasks in specific situations, 3) learning activities; 4) control turning into self-control; 5) assessment, u passing into self-assessment.