The specifics of the activity of a teacher of additional education. The main functions and features of the work of a teacher of additional education

We analyzed the first of them, related to the psychological characteristics of students. The second goal of educational psychology is related to the psychological characteristics of teachers.

AT recent times when studying the problem of emotional burnout, teachers and educators often fall into the group of people who are especially prone to this psychological illness. Indeed, it is well known that educators often have a weak nervous system that they are emotionally unrestrained, get tired quickly and have a low fatigue threshold. In addition, it is not uncommon for young professionals, assuming that they will be able to effectively teach and even radically change the existing education system, start working as teachers, but through a short time there is no trace of their hopes and dreams. Moreover, they often turn out to be the most inert, the most rigid and unreasonably strict teachers, complaining about bad students and unsatisfactory conditions. professional activity. If we add to this that a significant number of teachers have problems in their personal lives related to both marital and parent-child relationships, then it becomes obvious that the problems of the psychological characteristics of teachers need to be addressed within the framework of the tasks of building effective learning.

If you don't delve into personality traits teachers, and limit ourselves to psychological characteristics that are directly related to the professional position of the teacher, then three aspects can be distinguished.

More than twenty years ago, in one of the first studies devoted to the issues of professional teams, the teaching staff was singled out as one of the most destructive, which not only does not help solve professional problems, but in every possible way hinders the construction of effective learning.

Psychologists are well aware of the phenomenon of the teaching staff, when outwardly everyone loves and supports each other very much, but in fact even the groupings that exist inside are unstable due to the fact that their members and participants change all the time. So, one team supports its director, but interferes in every possible way and even discredits the activities of a meaningful leader. However, even with a slight change in the situation, some members of this team can join the content leader and become, accordingly, the opposition to the director, etc. In some cases, the teaching staff unites for a while, for example, when a common “enemy” appears in the form of commission, a new administrator or parents who begin to oppose teachers. The most interesting thing is that at this time in such an educational institution qualitatively changes in better side and the level of organization and conduct pedagogical process. As soon as the situation stabilizes, the common enemy disappears or finds some common motives with someone from the team, and the relationship and the quality of education change.

If we try to analyze what causes protracted conflicts in the teaching staff, it turns out that they, as a rule, are associated not with professional, but with personal interests and characteristics of teachers. Even when it seems that the rejection of one teacher by another is connected with the theoretical direction promoted by one of them, which determines the characteristics of teaching, in reality it turns out that the “theoretical” aspect only laid the foundation for the conflict, and personal hostility contributed to its protracted nature.

It can be concluded that the nature of the relationship of teachers is largely determined by their personal characteristics. That is why the first requirement for the psychological characteristics of teachers and at the same time a condition that allows you to create a team of like-minded people, a team that is a team not because its members work together, but by joint problem solving - the ability to communicate meaningfully.

On the one hand, meaningful communication assumes that the subject has no problems in the implementation of personal communication. On the other hand, for its implementation it is necessary that the partners perceive the problems solved in the process of their professional work problems as common. Then their content will become the content of communication. In relation to teachers, this means that, regardless of the disciplines taught and whether a particular teacher teaches a particular student, the pedagogical team decides general tasks associated with the learning and development of students. In this case, the content of the professional work of teachers will determine their communication and interaction with each other.

Consequently, the first psychological feature of educators is related to their ability to communicate meaningfully and interact with each other. Only in this case, pedagogical teams can arise that organize a developing educational environment and provide versatile and continuous education.

The second psychological feature of educators is their ability to manage and control their professional position.

The study of the features of the subject's professional self-awareness and his professional position showed that they are closely related to his personal position and holistic self-awareness. At the same time, the teacher manages his professional self-awareness and the position that arises on its basis with the help of a personal position. That is, the professional position changes and is controlled by the personal position of the subject. Only in this case can we talk about professional growth and advanced training, only then the professional position does not interfere with a person in his personal life.

However, as the results of research show, the opposite happens for a significant number of teachers: their personal position begins to experience pressure from the pedagogical side. This leads to the fact that in everyday life The teachers still behave like teachers. They constantly and for no reason teach and educate others, react to emerging situations from a pedagogical point of view, and eventually begin to perceive themselves only as teachers. It is for this reason that they are often unhappy, have conflicts and problems with their spouses, and cannot find common language with native children.

Very similar to teachers with a predominant pedagogical position are those teachers whose professional and personal positions do not differ. They, like the teachers described above, perceive themselves only as educators. This often affects the fact that they involuntarily take a position “from above” in relation to both students and even their colleagues. In many cases, conflicts in pedagogical teams are connected precisely with the fact that several teachers begin to claim the position “from above”. Unlike educators, who leading role the pedagogical position plays, teachers with a single, undivided position have very big problems in communication due to developmental characteristics emotional sphere. If the former can, in principle, sympathize with another, “forget” about their pedagogical point of view for a while, albeit with some volitional effort, then everything human simply turns out to be alien to the latter.

Among teachers, one can also meet those whose professional and personal positions have little contact. If you remember the teacher from R. Bykov's film "Attention, Turtle", then on the way to school she walked with a light gait of a young girl and was dressed in a short skirt and a smart beret. Before entering the school, pulling her skirt to the right length and turning the beach into a classic headdress, she even changes her gait. Now nothing will betray youth in her, Have a good mood, the joys of spring. She turns into a typical, in her opinion, teacher who has no age, does not pay attention to the weather, does not care about her own appearance. And if in one situation everything is colored by a personal position, in another it is subject to a professional position.

Such teachers, in contrast to the teachers from the previous groups, are happier and more prosperous. AT real life they completely forget (or try to forget) that they are teachers. However, with greater efficiency of such a combination of professional and personal position It should be noted that teachers in this case often have no high level qualifications. In addition, it is very difficult for them to improve their level, since both in the implementation of a professional position and in situations where they act as students, they are limited only to special organized classes, not including the learning material in real life.

The third aspect of the psychological characteristics of teachers is related to their ability to learn and self-learn.

It is advisable to begin the description of the ability to learn from the fact that was obtained as a result of one psychological research dedicated to the problems of children's personal readiness for schooling.

Children of senior preschool - junior school age, on the one hand, they were taught certain skills and abilities, and on the other hand, they were asked to teach an adult to fold a boat out of paper, which they were good at making. It turned out that only children who can teach an adult the skills they have mastered can learn well. If the child did not accept the task of learning well, could not find a way to solve the problem and (or) did not accept the help of an adult to complete the task, he, as a rule, could not explain to the "learning" adult what and how to do and to make a boat, he did not see mistakes deliberately made by his student, did not control the result obtained during the training.

In spite of specific goals studies related to personal readiness for schooling, and the age of the subjects (6-8 years), the results obtained can be fully attributed to the problem of psychological characteristics of teachers that interests us.

In terms of the attitude of teachers to their own learning, they can be conditionally divided into four categories.

The former are very willing to learn, trying to use every opportunity to attend various courses, get acquainted with new technologies. However, despite their love of learning, they practically do not use new knowledge and skills in practice. This is due to the fact that in some cases, training is only outwardly training, but is not training in its psychological content. With regard to this category of teachers, training does not lead to changes in their consciousness and self-awareness. Learning for them is some kind of entertainment, comparable to reading an interesting book, the contents of which are forgotten as soon as they finish reading. Even if the content is not forgotten, it turns out to be in no way connected with the daily professional tasks of the teacher.

Other educators (the second category) are also very willing to learn and, unlike their colleagues in the first category, very actively use the acquired knowledge in their professional activities. They introduce innovations every year, and often one turns out to be the exact opposite of the other. Usually these are very enthusiastic people who, under the influence of training, constantly change their views on students, the subject of training, and tasks. They tend not only to include new methods in the learning process, but also to copy those who introduced them to these methods in their manners of explanation, behavior, even clothing style.

Despite the attractiveness of this group of teachers, it should be noted that they often have serious problems with their pedagogical qualifications, since they do not improve their level. pedagogical activity, but constantly changing it. In addition, teachers of this category do not feel well their students, they experience difficulties in creating joint activities with students.

To the third category of teachers belong people who not only do not like to learn, but are tormented if they have to act as students even for a short time. These educators sincerely believe that no new technologies, psychology or game teaching methods can help them in their professional activities. They like to appeal to their great experience or the experience of their loved ones, they tell numerous cases when they managed to teach an absolutely unlearned student, they boast of the ways and methods of managing and controlling students invented by them. They tend to complain that from year to year the students are getting worse and worse, which used to be much best attitude that only they can cope with the difficult and thankless task of learning.

The last (fourth) category includes teachers, the number of which in some educational institutions very small. They try to find in training answers to questions that arise in the process of implementing their professional activities. In addition, they try to study not only during special courses, but also by studying special literature, analyzing cases and situations from films and performances, attracting their own interests and hobbies to their work.

If we return to the problem of emotional burnout, which many teachers are prone to, then we can say that those who are able to meaningfully communicate, manage and control their professional position and are capable of learning and self-learning, master the art of pedagogy and not only do not lose their emotional basis, but also have the necessary conditions for its development and improvement. Regardless of who these teachers teach (the child preschool age or a student), they are determined by the future both in their professional activity and personal life, and do not complain and do not grieve about the irretrievably gone ideal past. They master new activities for themselves in order to become real partners with their students, so that their pedagogy becomes a true pedagogy of cooperation.

A teacher is a person who teaches and educates students. But, of course, such a definition cannot reveal all that a teacher needs to do and for which he is responsible during the educational process. And not everyone can become one. It is necessary that a person has a special type of personality. What qualities of a teacher help him in transferring knowledge to other generations?

Professional readiness

Briefly list the qualities of a teacher, they will be as follows:

• love for children;
• humanism;
• intelligence;
• creative approach to work;
• high civic responsibility and social activity;
• physical and mental health.

Together, they constitute professional readiness for pedagogical activity. It distinguishes psychophysiological and theoretical and practical aspects. They describe the requirements for determining the competence of a teacher. Pedagogical competence is the definition of the theoretical and practical readiness of the teacher to carry out his professional activities. At the same time, the requirements for the teacher elementary school somewhat different from other teachers.

Qualities of the first school teacher

AT modern system education, the concept of "primary school teacher" has become more widely used than before. If once its functions were limited only by the fact that it gave basic knowledge to children, now its field of activity has expanded significantly.

Therefore, the requirements for the qualities of a teacher primary school now the following:

• he is not only a teacher, but also an educator;
• must know the psychophysiological characteristics of children;
• he must be able to organize the activities of his wards;
• the teacher actively interacts with children and their parents;
• readiness for constant self-development;
• the teacher must create optimal conditions for learning;
• helps students interact with the environment;
• owns modern teaching methods.

The primary school teacher is not comparable with the teachers of the middle and senior levels. Its functions are even wider, since it is always class teacher and teaches several disciplines. Of course, the qualities of a teacher, both professional and personal, are important.

What skills and abilities does the teacher have?

What should a teacher be like? This is determined by the standards that are prescribed in the Federal State Educational Standard, as well as the qualities listed by others. famous personalities in pedagogy. For example, such an employee must constantly educate himself and improve his skills. Professional quality teachers identify the following:

• a broad outlook and the ability to correctly present the material;
• training taking into account individual features students;
• competent, delivered speech and clear diction;
• the ability to use facial expressions and gestures during performances;
• focus on working with students;
• the ability to quickly respond to situations, resourcefulness;
• the ability to correctly formulate goals;
• must have organizational skills;
• quality control of students' knowledge.

Important qualities of a teacher are his knowledge and skills acquired during his studies and during his professional activities. He should also be able to apply them in his work as a teacher.

Personal qualities of a teacher

It is very important that the teacher had a theoretical base, which is the basis of the educational process. But even if a person knows everything about raising and educating children, he may not become a good teacher. What should be a teacher from a personal point of view? A qualified specialist is defined by the following qualities:

Leading abilities in pedagogical activity

1. The activity of the teacher is of a successive and promising nature. Having the knowledge of past generations, he must master modern techniques and follow new trends. The teacher must also see personal potential students.
2. Interactions between a teacher and a student are subjective-subjective in nature. The "object" of the teacher's activity is a group of students or a pupil, who at the same time are the subject of their own activity with their own needs and interests.
3. AT educational process it is difficult to appreciate the contribution made by all those involved in the upbringing and education of the child. Therefore, pedagogical activity has a collective character.
4. The process of upbringing and education takes place in the natural and social environment in which it is difficult to take into account all the factors. Therefore, the teacher has to constantly create optimal conditions for learning.
5. Pedagogical activity is creative nature. The teacher has to constantly look for non-standard solutions for the tasks set, various ways increasing the motivation of pupils. Also, the mentor must be proactive, observant, he must strive for excellence.
6. All professional activity of a teacher is based on humanistic principles: respect for the individual, trust, the ability to empathize with students, faith in the child's abilities.
7. The teacher cannot immediately see the result of his work.
8. The teacher is constantly engaged in self-education and improves the level of his qualifications, that is, there is continuous learning.

The teaching profession involves constant interaction with large quantity people, namely children. He must be able to organize their activities and keep their attention in class. The teacher must know the psychophysiological characteristics of each age period of children and apply them in practice. Also, the teacher must be able to cope with a large amount of information.

Or maybe it's a calling?

It is difficult to determine what is more important: to get Teacher Education or love children and have a sincere desire to teach and educate them. For many, teaching is not a job, it's a calling. Because if you want to build trusting relationship with a child, you need to stay a little small yourself.

A teacher should be like a child who is always interested in everything, who is always in search of something new. And being a teacher is a great talent, you need to be able to discern in each pupil his potential and help realize it. Also, the teacher must be a highly spiritual and cultured person in order to bring up the right life guidelines in his wards.

Introduction to Psychological and Pedagogical Activities: Textbook Chernyavskaya Anna Pavlovna

2.2. Features of pedagogical activity

The social purpose of the teacher, his functions largely determine the characteristics of his work. First of all, it is the social significance of labor, which is set by the perspective direction of activity. The future of our society is being laid at the humble teacher's table today. Those children who come to your classes will determine the development of society in 20-30 years. What they will be depends largely on their teachers. This leads to the next feature - a huge responsibility. If the turner allows marriage, then society will lose only the smallest piece of material values, and the teacher's mistakes are the fate of people.

One of the features of pedagogical activity is the huge dependence of the results of labor on the personality of the worker. In this respect, the work of a teacher is akin to the work of an actor. Another great K.D. Ushinsky wrote that personality is formed by personality, character is formed by character. The personality of the teacher individual qualities as if projected onto hundreds of his students. This applies to both the advantages and disadvantages of teachers.

A characteristic feature of the teacher's work is the high level of his employment. The fact is that it is very difficult for a teacher to disconnect from their professional activities even outside the school. And it is not always easy to determine where work is and where leisure is. Let's say the teacher reads the magazine "Youth" or watches the program "Time". What is it - work or leisure? Probably both.

The assertion of the classic of German pedagogy A. Diesterweg that a teacher can teach others only as long as he is learning himself is absolutely true. Consequently, the great employment of the teacher is connected, first of all, with the need to constantly work on oneself, grow, and move forward. Stagnation, complacency are contraindicated for the teacher.

One of the arguments used by the "opponents" of the teaching profession, trying to dissuade young people from entering pedagogical educational establishments, is allegedly its monotony, monotony. These "experts" say that repeating the same thing from year to year is the lot of the teacher. Let's try to answer them. Ask any teacher about whether it is possible to give two completely the same lesson in two parallel classrooms. It is almost impossible: the classes are unique, and the lesson is creativity. In addition, the teacher, both in the classroom and in educational work, has to solve pedagogical problems every day. These tasks are classified as creative, because there is not and cannot be an absolutely reliable formula, scheme, template for their solution. In each situation, the teacher is faced with the unique personality of the student, each personality is deeply individual. By creativity the profession of a teacher is on a par with the profession of an artist, actor, sculptor. Indeed, teachers, like sculptors, mold the soul of a person, shaping his personality. As actors, they are constantly in front of the audience, playing a role, however, always the same one – of themselves.

A feature of pedagogical activity is that it is carried out in the course of interaction between the teacher and the student. The nature of this interaction is determined primarily by the teacher. The optimal type of such interaction is cooperation, which implies the position of equal, mutually respecting partners.

And about one more feature of pedagogical work: a teacher is a profession of eternal youth. Despite his age, he lives by the interests of the younger generation, communication with which gives him the opportunity to remain spiritually young all his life.

Summing up this section, we note that the features of pedagogical work include: social significance, promising orientation, high social responsibility, creative character, high level of employment associated with the constant need to work on oneself, the determining role of the teacher's personality in the results of pedagogical work, constant communication with young people.

2. Psychological features labor activity In practical work, a person goes through several psychological stages: professional choice, professional adaptation and self-identification, the formation of one’s own space in the workplace

16. The concept of the labor collective. Psychological features of labor activity A labor collective is a group of people united by one labor and professional activity, place of work or belonging to one enterprise, institution, organization. From