Fundamentals of pedagogical activity; the essence and specificity of pedagogical activity. Fundamentals of pedagogical activity

home

Programs

Essence pedagogical activity
Main types of teaching activities
Structure of teaching activity
The teacher as a subject of pedagogical activity
Professionally determined requirements for the personality of a teacher

§ 1. The essence of pedagogical activity

The meaning of the teaching profession is revealed in the activities carried out by its representatives and which are called pedagogical. She presents a special look social activities, aimed at transferring from older generations to younger generations the culture and experience accumulated by humanity, creating conditions for their personal development and preparing them to fulfill certain social roles in society.
It is obvious that this activity is carried out not only by teachers, but also by parents, public organizations, heads of enterprises and institutions, production and other groups, as well as, to a certain extent, means mass media. However, in the first case, this activity is professional, and in the second, it is general pedagogical, which every person, voluntarily or involuntarily, carries out in relation to himself, engaging in self-education and self-education. Pedagogical activity as a professional one takes place in specially organized society educational institutions: preschool institutions, schools, vocational schools, secondary specialized and higher education institutions educational institutions, institutions additional education, advanced training and retraining.
To penetrate into the essence of pedagogical activity, it is necessary to turn to the analysis of its structure, which can be represented as the unity of purpose, motives, actions (operations), and results. The system-forming characteristic of activity, including pedagogical activity, is the goal(A.N.Leontiev).
The purpose of pedagogical activity is connected with the implementation of the goal of education, which today is considered by many as a universal human ideal of a harmoniously developed personality coming from time immemorial. This general strategic goal is achieved by solving specific tasks of training and education in various areas.
The purpose of pedagogical activity is a historical phenomenon. It is developed and shaped as a reflection of the trend social development, presenting a set of requirements to modern man, taking into account his spiritual and natural capabilities. It contains, on the one hand, the interests and expectations of various social and ethnic groups, and on the other, the needs and aspirations of the individual.
A.S. Makarenko paid much attention to the development of the problem of educational goals, but none of his works contain their general formulations. He always sharply opposed any attempts to reduce the definition of educational goals to amorphous definitions such as “harmonious personality”, “communist man”, etc. A.S. Makarenko was a supporter of the pedagogical design of the individual, and saw the goal of pedagogical activity in the program for the development of the individual and its individual adjustments.
The main objects of the purpose of pedagogical activity are the educational environment, the activities of students, the educational team and individual characteristics pupils. The implementation of the goal of pedagogical activity is associated with the solution of such social and pedagogical tasks as the formation of an educational environment, the organization of the activities of students, the creation of an educational team, and the development of individuality.
The goals of pedagogical activity are a dynamic phenomenon. And the logic of their development is such that, arising as a reflection of objective trends in social development and bringing the content, forms and methods of pedagogical activity in accordance with the needs of society, they form a detailed program of step-by-step movement towards the highest goal - the development of the individual in harmony with himself and society .
The main functional unit with the help of which all the properties of pedagogical activity are manifested is pedagogical action as a unity of goals and content. The concept of pedagogical action expresses something common that is inherent in all forms of pedagogical activity (lesson, excursion, individual conversation, etc.), but cannot be reduced to any of them. At the same time, the pedagogical action is that special one that expresses both the universal and all the richness of the individual.

Turning to the forms of materialization of pedagogical action helps to show the logic of pedagogical activity. The teacher's pedagogical action first appears in the form of a cognitive task. Based on existing knowledge, he theoretically correlates the means, the subject and the intended result of his action. The cognitive task, having been solved psychologically, then turns into the form of a practical transformative act. At the same time, some discrepancy is revealed between the means and objects of pedagogical influence, which affects the results of the teacher’s actions. In this regard, from the form of a practical act, action again passes into the form of a cognitive task, the conditions of which become more complete. Thus, the activity of a teacher-educator, by its nature, is nothing more than the process of solving an innumerable set of problems various types, classes and levels.
A specific feature of pedagogical problems is that their solutions are almost never on the surface. They often require hard work of thought, analysis of many factors, conditions and circumstances. In addition, what is sought is not presented in clear formulations: it is developed on the basis of a forecast. Solving an interrelated series of pedagogical problems is very difficult to algorithmize. If an algorithm does exist, its use by different teachers can lead to different results. This is explained by the fact that the creativity of teachers is associated with the search for new solutions to pedagogical problems.

§ 2. Main types of teaching activities

Traditionally, the main types of pedagogical activities carried out in the holistic pedagogical process are teaching and educational work.
Educational work - This is a pedagogical activity aimed at organizing the educational environment and managing various activities of students in order to solve the problems of harmonious personal development. A teaching - This is a type of educational activity that is aimed at managing primarily the cognitive activity of schoolchildren. By and large, pedagogical and educational activities are identical concepts. This understanding of the relationship educational work and teaching reveals the meaning of the thesis about the unity of teaching and upbringing.
Education, to reveal the essence and content of which many studies are devoted, is considered only conditionally, for convenience and deeper knowledge, in isolation from education. It is no coincidence that teachers involved in developing the problem of the content of education (V.V. Kraevsky, I-YaLerner, M.N. Skatkin, etc.) consider the experience of creative activity to be its integral components, along with the knowledge and skills that a person acquires in the learning process and the experience of an emotional and value-based attitude towards the world around us. Without unity of teaching and educational work, it is not possible to implement the mentioned elements of education. Figuratively speaking, the holistic pedagogical process in its content aspect is a process in which “educational teaching” and “educational education” are merged together(ADisterweg).
Let's compare in general outline teaching activities that take place both during the learning process and outside of class time, and educational work that is carried out in the holistic pedagogical process.
Teaching, carried out within the framework of any organizational form, and not just a lesson, usually has strict time limits, a strictly defined goal and options for achieving it. The most important criterion for teaching effectiveness is the achievement of the educational goal. Educational work, also carried out within the framework of any organizational form, does not pursue the direct achievement of a goal, because it is unattainable within the time frame limited by the organizational form. In educational work, only a consistent solution can be provided specific tasks goal oriented. The most important criterion for effectively solving educational problems is positive changes in the consciousness of students, manifested in emotional reactions, behavior and activities.
The content of training, and therefore the logic of teaching, can be rigidly programmed, which the content of educational work does not allow. The formation of knowledge, skills and abilities in the field of ethics, aesthetics and other sciences and arts, the study of which is not provided for in the curriculum, is essentially nothing more than training. In educational work, planning is acceptable only in the most general terms: attitude towards society, towards work, towards people, towards science (teaching), towards nature, towards things, objects and phenomena of the surrounding world, towards oneself. The logic of a teacher’s educational work in each individual class cannot be predetermined by regulatory documents.

The teacher deals with approximately homogeneous “source material”. The results of the teaching are almost unambiguously determined by its activities, i.e. the ability to evoke and direct the student’s cognitive activity. The educator is forced to reckon with the fact that his pedagogical influences may intersect with unorganized and organized negative influences for a schoolchild. Teaching as an activity has a discrete nature. It usually does not involve interaction with students during the preparatory period, which may be more or less long. The peculiarity of educational work is that even in the absence of direct contact with the teacher, the student is under his indirect influence. Usually the preparatory part in educational work is longer, and often more significant, than the main part.
The criterion for the effectiveness of students’ activities in the learning process is the level of assimilation of knowledge and skills, mastery of methods for solving cognitive and practical problems, intensity of progress in development. The results of students' activities are easily identified and can be recorded in qualitative and quantitative indicators. In educational work, it is difficult to correlate the results of the teacher’s activities with the developed criteria of education. It is very difficult to identify in a developing personality the result of the activity of the educator. By virtue of stochasticity educational process, it is difficult to predict the results of certain educational actions and their receipt is much delayed in time. In educational work, it is impossible to provide feedback in a timely manner.
The noted differences in the organization of teaching and educational work show that teaching is much easier in the ways of its organization and implementation, and in the structure of the holistic pedagogical process it occupies a subordinate position. If in the learning process almost everything can be proven or deduced logically, then it is much more difficult to evoke and consolidate certain personal relationships, since freedom of choice plays a decisive role here. That is why the success of learning largely depends on the formed cognitive interest and attitude towards educational activities in general, i.e. from the results of not only teaching, but also educational work.
Identification of the specifics of the main types of pedagogical activity shows that teaching and educational work in their dialectical unity take place in the activities of a teacher of any specialty. For example, a master of industrial training in the system of vocational education in the process of his activities solves two main tasks: to equip students with the knowledge, skills and abilities to rationally perform various operations and work in compliance with all the requirements of modern production technology and labor organization; to prepare such a qualified worker who would consciously strive to increase labor productivity, the quality of the work performed, would be organized, and value the honor of his workshop and enterprise. Good master not only transfers his knowledge to students, but also guides their civic and professional development. This, in fact, is the essence of the professional education of young people. Only a master who knows and loves his job and people will be able to instill in students a sense of professional honor and create the need for perfect mastery of their specialty.
In the same way, if we consider the responsibilities of an after-school teacher, we can see both teaching and educational work in his activities. The regulations on extended day groups define the tasks of the teacher: to instill in students a love of work, high moral qualities, cultural behavior habits and personal hygiene skills; regulate the pupils’ daily routine, monitoring timely preparation homework, provide them with assistance in learning, in the reasonable organization of leisure; carry out activities together with the school doctor to promote health and physical development children; maintain contact with the teacher, class teacher, parents of students or persons replacing them. However, as can be seen from the tasks, instilling habits of cultural behavior and personal hygiene skills, for example, is already the sphere of not only education, but also training, which requires systematic exercises.
So, of the many types of activities of schoolchildren, cognitive ones are not limited only to the framework of learning, which, in turn, is “burdened” with educational functions. Experience shows that success in teaching is achieved primarily by those teachers who have the pedagogical ability to develop and support the cognitive interests of children, to create an atmosphere of general creativity, group responsibility and interest in the success of classmates in the classroom. This suggests that it is not teaching skills, but the skills of educational work that are primary in the content of a teacher’s professional readiness. Due to this professional training future teachers has as its goal the formation of their readiness to manage the holistic pedagogical process.

§ 3. Structure of pedagogical activity

In contrast to the understanding of activity accepted in psychology as a multi-level system, the components of which are goals, motives, actions and results, in relation to pedagogical activity, the prevailing approach is to identify its components as relatively independent functional types of activity of the teacher.
N.V. Kuzmina identified three interconnected components in the structure of pedagogical activity: constructive, organizational and communicative. For the successful implementation of these functional types of teaching activities, appropriate abilities are required, manifested in skills.
Constructive activity, in turn, breaks down into constructive-substantive (selection and composition educational material, planning and construction of the pedagogical process), constructive-operational (planning your actions and the actions of students) and constructive-material (designing the educational and material base of the pedagogical process). Organizational activities involves the implementation of a system of actions aimed at including students in various types of activities, creating a team and organizing joint activities.
Communication activities is aimed at establishing pedagogically appropriate relationships between the teacher and students, other school teachers, representatives of the public, and parents.
However, the named components, on the one hand, can equally be attributed not only to pedagogical, but also to almost any other activity, and on the other hand, they do not sufficiently reveal all aspects and areas of pedagogical activity.
A.I. Shcherbakov classifies constructive, organizational and research components (functions) as general labor ones, i.e. manifested in any activity. But he specifies the function of the teacher at the stage of implementation of the pedagogical process, presenting the organizational component of pedagogical activity as a unity of informational, developmental, orientation and mobilization functions. Particular attention should be paid to the research function, although it relates to general labor. The implementation of the research function requires the teacher scientific approach to pedagogical phenomena, mastery of heuristic search skills and methods of scientific and pedagogical research, including analysis own experience and the experience of other teachers.
The constructive component of pedagogical activity can be presented as internally interconnected analytical, prognostic and projective functions.
An in-depth study of the content of the communicative function makes it possible to determine it also through the interconnected perceptual, actual communicative and communicative-operational functions. The perceptual function is associated with penetration into the inner world of a person, the communicative function itself is aimed at establishing pedagogically appropriate relationships, and the communicative-operational function involves the active use of pedagogical techniques.
The effectiveness of the pedagogical process is due to the presence of constant feedback. It allows the teacher to receive timely information about the compliance of the results obtained with the planned tasks. Because of this, it is necessary to highlight a control and evaluation (reflective) component in the structure of pedagogical activity.
All components, or functional types, activities are manifested in the work of a teacher of any specialty. Their implementation requires the teacher to possess special skills.

§ 4. The teacher as a subject of pedagogical activity

One of the most important requirements that the teaching profession presents is the clarity of the social and professional positions of its representatives. It is in it that the teacher expresses himself as a subject of pedagogical activity.
The position of a teacher is a system of those intellectual, volitional and emotional-evaluative attitudes towards the world, pedagogical reality and pedagogical activity in particular, which are the source of its activity. It is determined, on the one hand, by the requirements, expectations and opportunities that society presents and provides to him. On the other hand, there are internal, personal sources of activity - the desires, experiences, motives and goals of the teacher, his value orientations, worldview, ideals.
The teacher’s position reveals his personality, the nature of his social orientation, and the type of civic behavior and activity.
Social position teacher grows out of that system of views, beliefs and value orientations that were formed back in secondary school. In the process of professional training, on their basis, a motivational and value-based attitude towards the teaching profession, the goals and means of teaching activity is formed. The motivational-value attitude towards teaching activity in its broadest sense is ultimately expressed in the orientation that forms the core of the teacher’s personality.
The social position of the teacher largely determines his professional position. However, there is no direct dependence here, since education is always built on the basis of personal interaction. That is why the teacher, clearly aware of what he is doing, is not always able to give a detailed answer as to why he acts this way and not otherwise, often contrary to common sense and logic. No analysis will help to identify which sources of activity prevailed when the teacher chose one or another position in the current situation if he himself explains his decision by intuition. The choice of a professional position for a teacher is influenced by many factors. However, the decisive ones among them are his professional attitudes, individual typological personality traits, temperament and character.
L.B. Itelson gave a description of typical role-playing pedagogical positions. The teacher can act as:
an informant, if he is limited to communicating requirements, norms, views, etc. (for example, you must be honest);
friend, if he sought to penetrate the soul of a child"
a dictator, if he forcibly introduces norms and value orientations into the consciousness of his pupils;
advisor if he uses careful persuasion"
a petitioner, if the teacher begs the pupil to be as he should be, sometimes stooping to self-humiliation and flattery;
an inspirer, if he strives to captivate (ignite) with interesting goals and prospects.
Each of these positions can have a positive or negative effect depending on the personality of the educator. However, injustice and arbitrariness always produce negative results; playing along with the child, turning him into a little idol and dictator; bribery, disrespect for the child’s personality, suppression of his initiative, etc.
§ 5. Professionally determined requirements for the personality of a teacher
The set of professionally determined requirements for a teacher is defined as professional readiness to teaching activities. In its composition, it is right to highlight, on the one hand, psychological, psychophysiological and physical readiness, and on the other, scientific, theoretical and practical training as the basis of professionalism.
The content of professional readiness as a reflection of the purpose of teacher education is accumulated in professional gram, reflecting the invariant, idealized parameters of the teacher’s personality and professional activity.
To date, a wealth of experience has been accumulated in constructing a teacher’s professiogram, which allows the professional requirements for a teacher to be combined into three main complexes, interconnected and complementary: general civic qualities; qualities that determine the specifics of the teaching profession; special knowledge, skills and abilities in the subject (specialty). When justifying a professionogram, psychologists turn to establishing a list of pedagogical abilities, which are a synthesis of the qualities of the mind, feelings and will of the individual. In particular, V.A. Krutetsky highlights didactic, academic, communication abilities, as well as pedagogical imagination and the ability to distribute attention.
A.I. Shcherbakov considers didactic, constructive, perceptual, expressive, communicative and organizational to be among the most important pedagogical abilities. He also believes that in the psychological structure of a teacher’s personality, general civic qualities, moral-psychological, social-perceptual, individual psychological characteristics, practical skills and skills: general pedagogical (information, mobilization, developmental, orientation), general labor (constructive, organizational, research), communicative (communication with people of different age categories), self-educational (systematization and generalization of knowledge and its application in solving pedagogical problems and obtaining new information ).
A teacher is not only a profession, the essence of which is to transmit knowledge, but a high mission of creating personality, affirming man in man. In this regard, the goal of teacher education can be presented as the continuous general and professional development of a new type of teacher, who is characterized by:
high civic responsibility and social activity;
love for children, the need and ability to give them your heart;
genuine intelligence, spiritual culture, desire and ability to work together with others;

high professionalism, innovative style of scientific and pedagogical thinking, readiness to create new values and make creative decisions;
the need for constant self-education and readiness for it;
physical and mental health, professional performance.
This capacious and laconic characteristic of a teacher can be specified to the level of personal characteristics.
In a teacher’s professional profile, the leading place is occupied by the orientation of his personality. In this regard, let us consider the personality traits of a teacher-educator that characterize his social, moral, professional, pedagogical and cognitive orientation.
KD. Ushinsky wrote: “The main road of human education is conviction, and conviction can only be acted upon by conviction. Every teaching program, every method of education, no matter how good it may be, that has not passed into the educator’s convictions will remain a dead letter that has no force in reality.” The most vigilant control will not help in this matter. The teacher can never be a blind executor of instructions: if not warmed by the warmth of his personal conviction, it will have no power."
In the activities of a teacher, ideological conviction determines all other properties and characteristics of a person that express his social and moral orientation. In particular, social needs, moral and value orientations, a sense of public duty and civic responsibility. Ideological conviction underlies the social activity of the teacher. That is why it is rightfully considered the most profound fundamental characteristic of a teacher’s personality. A citizen teacher is faithful to his people and close to them. He does not isolate himself in a narrow circle of his personal concerns; his life is continuously connected with the life of the village and city where he lives and works.
In the structure of a teacher’s personality, a special role belongs to professional and pedagogical orientation. It is the framework around which the main professional significant properties personality of the teacher.
The professional orientation of a teacher’s personality includes interest in the teaching profession, teaching vocation, professional pedagogical intentions and inclinations. The basis of the pedagogical orientation is interest in the teaching profession, which finds its expression in a positive emotional attitude towards children, towards parents, pedagogical activity in general and towards its specific types, in the desire to master pedagogical knowledge and skills. Pedagogical vocation in contrast to pedagogical interest, which can also be contemplative, it means an inclination that grows from an awareness of the ability to teach.
The presence or absence of a vocation can only be revealed when the future teacher is included in educational or real professionally oriented activities, because a person’s professional destiny is not directly and unambiguously determined by the originality of his natural features. Meanwhile, the subjective experience of a calling to a particular activity or even a chosen activity can turn out to be a very significant factor in the development of the individual: it can cause passion for the activity and confidence in one’s suitability for it.
Thus, the pedagogical vocation is formed in the process of accumulation of theoretical and practical knowledge by the future teacher. teaching experience and self-assessment of their teaching abilities. From this we can conclude that shortcomings in special (academic) preparedness cannot serve as a reason for recognizing the complete professional unsuitability of a future teacher.
The basis of the teaching vocation is love for children. This fundamental quality is a prerequisite for self-improvement, targeted self-development of many professionally significant qualities that characterize the professional and pedagogical orientation of a teacher.
Among these qualities are pedagogical duty And responsibility. Guided by a sense of pedagogical duty, the teacher always rushes to provide help to children and adults, to everyone who needs it, within the limits of his rights and competence; he is demanding of himself, strictly following a kind of code pedagogical morality.
The highest manifestation of pedagogical duty is dedication teachers. It is in it that his motivational and value-based attitude towards work finds expression. A teacher who has this quality works without regard for time, sometimes even for health reasons. A striking example of professional dedication is the life and work of A.S. Makarenko and V.A. Sukhomlinsky. An exceptional example of dedication and self-sacrifice is the life and feat of Janusz Korczak, a prominent Polish doctor and teacher, who despised the Nazis’ offers to stay alive and stepped into the crematorium oven along with his pupils.

The teacher’s relationships with colleagues, parents and children, based on an awareness of professional duty and a sense of responsibility, constitute the essence pedagogical tact, which is at the same time a sense of proportion, and a conscious dosage of action, and the ability to control it and, if necessary, balance one means with another. In any case, the tactics of the teacher’s behavior is to, anticipating its consequences, choose the appropriate style and tone, time and place of pedagogical action, as well as make timely adjustments.
Pedagogical tact largely depends on the personal qualities of the teacher, his outlook, culture, will, civic position and professional skills. It is the basis on which trusting relationships between teachers and students grow. Pedagogical tact is especially clearly manifested in the control and evaluation activities of the teacher, where special attentiveness and fairness are extremely important.
Pedagogical justice represents a unique measure of the teacher’s objectivity and the level of his moral education. V.A. Sukhomlinsky wrote: “Fairness is the basis of a child’s trust in the teacher. But there is no kind of abstract justice - outside of individuality, outside of personal interests, passions, impulses. To become fair, you need to know the spiritual world of each child in detail.” .
Personal qualities that characterize the professional and pedagogical orientation of a teacher are a prerequisite and a concentrated expression of his authority. If within the framework of other professions the expressions “scientific authority”, “recognized authority in their field”, etc. are commonly heard, then a teacher may have a single and indivisible personal authority.
The basis of a person’s cognitive orientation is spiritual needs and interests.
One of the manifestations of the spiritual forces and cultural needs of the individual is the need for knowledge. Continuity pedagogical self-education - necessary condition professional development and improvement.
One of the main factors of cognitive interest is love for the subject being taught. L.N. Tolstoy noted that if “you want to educate a student with science, love your science and know it, and the students will love you, and you will educate them; but if you yourself do not love it, then no matter how much you force them to teach, science will not produce educational influence." This idea was also developed by V.A. Sukhomlinsky. He believed that "a master of pedagogy knows the ABCs of his science so well that in the lesson, while studying the material, the focus of his attention is not the content of what is being studied. , and students, their mental work, their thinking, the difficulties of their mental work."
A modern teacher must be well versed in various industries science, the foundations of which he teaches, to know its capabilities for solving socio-economic, industrial and cultural problems. But this is not enough - he must constantly be aware of new research, discoveries and hypotheses, see the short-term and long-term prospects of the science being taught.

Most general characteristic The cognitive orientation of the teacher’s personality is the culture of scientific and pedagogical thinking, the main feature of which is dialecticity. It manifests itself in the ability to detect in every pedagogical phenomenon its constituent contradictions. A dialectical view of the phenomena of pedagogical reality allows the teacher to perceive it as a process where continuous development occurs through the struggle of the new with the old, and to influence this process, promptly solving all the issues and tasks that arise in his activities.

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Posted on http://www.allbest.ru/

Introduction

1. The essence of pedagogical activity

2. Main types of teaching activities

3. Structure of teaching activities

4. Functions of pedagogical activity

Conclusion

Bibliography

INTRODUCTION

Teacher of any level educational system is a representative of the largest part of the humanitarian intelligentsia. The fate of education, culture, and the formation of future generations largely depends on it.

Outside of pedagogical activity, it is difficult to imagine the development of society and the individual. Pedagogical activity can be considered as most important attribute human existence.

Outside of pedagogical activity, it is difficult to imagine continuity educational process in its spatiotemporal characteristics. “The world in time and space is placed under the sign of the school” (S. S. Averintsev). And school is inextricably linked with the phenomena of “teaching-apprenticeship”. The connection between pedagogical activity and these relationships also largely determines its value-based, inherently humanitarian characteristics.

Pedagogical activity is a condition for the continuity of generations. It “grows” out of the culture of its era, is consistent with this culture, and is aimed at its preservation and reproduction. But at the same time, it is a prerequisite and condition for the further development of culture, the emergence of fundamentally new phenomena in it. Real teachers are always concerned not only with the transfer and translation of existing experience and accumulated knowledge, but also with the development of the creative potential of the personality of their students, their ability and ability to overcome the boundaries of the known, traditional. Thanks to this, it becomes possible to go beyond the educational standard, to create conditions for the successful development of those who are capable not only of reproductive activity, but also of creative activity. This determines the special sociocultural value of pedagogical activity.

1. THE ESSENCE OF PEDAGOGICAL ACTIVITY

Pedagogical activity --This is a type of professional activity, the content of which istraining, education, education, developmentstudents (children of different ages, students of schools, technical schools, vocational schools, higher educational institutions, institutes for advanced training, institutions of further education, etc.).

The purpose of pedagogical activity is connected with the implementation of the goal of education, which today is considered by many as a universal human ideal of a harmoniously developed personality coming from time immemorial. This general strategic goal is achieved by solving specific tasks of training and education in various areas.

The purpose of pedagogical activity is a historical phenomenon. It is developed and shaped as a reflection of the trend of social development, presenting a set of requirements to modern man, taking into account his spiritual and natural capabilities. It contains, on the one hand, the interests and expectations of various social and ethnic groups, and on the other, the needs and aspirations of the individual.

A.S. Makarenko paid much attention to the development of the problem of educational goals, but none of his work contains their general formulations. He always sharply opposed any attempts to reduce the definition of educational goals to amorphous definitions such as “harmonious personality”, “communist man”, etc. A. S. Makarenko was a supporter of the pedagogical design of the individual, and saw the goal of pedagogical activity in the program for the development of the individual and its individual adjustments.

The main objects of the purpose of pedagogical activity are the educational environment, the activities of students, the educational team and the individual characteristics of students. The implementation of the goal of pedagogical activity is associated with the solution of such social and pedagogical tasks as the formation of an educational environment, the organization of the activities of students, the creation of an educational team, and the development of individuality.

The goals of pedagogical activity are a dynamic phenomenon. And the logic of their development is such that, arising as a reflection of objective trends in social development and bringing the content, forms and methods of pedagogical activity in accordance with the needs of society, they form a detailed program of gradual movement towards the highest goal - the development of the individual in harmony with himself and society Slastenin V. A., Isaev I. F., Shiyanov E. N. Pedagogy: Tutorial. - 7th ed. - M.: Academy, 2007, p. 18-19. .

One of the most important characteristics of pedagogical activity is its collaborative nature: it necessarily involves a teacher and those whom he teaches, educates, and develops. This activity cannot be an activity only “for oneself”. Its essence lies in the transition of activity “for oneself” into activity “for another,” “for others.” This activity combines the self-realization of the teacher and his purposeful participation in changing the student (the level of his training, education, development, education).

Professional activity requires special education, i.e. mastering a system of special knowledge, skills and abilities necessary to perform functions related to this profession. You will master this knowledge and skills by studying theoretical and practical pedagogy, engaging in self-education and self-improvement in order to achieve high performance results and achieve a high level of professionalism.

A person who is engaged in professional teaching activities can be called differently: educator, teacher, lecturer, pedagogue. Often this depends on the institution in which he works: the teacher - in kindergarten, teacher - at school, teacher - at technical school, college, university. A teacher is rather a generic concept in relation to everyone else.

They teach and educate at home (parents, grandparents, nannies, governesses, tutors, home teachers), teach and educate in kindergarten (educators, club leaders), teach and educate at school (teachers, class teachers, after-school teachers, teachers of additional education). Thus, already in childhood, a growing person becomes the object of pedagogical activity of many people. But then the person became an adult: he entered a technical school, college, higher education institution, took courses, etc. And here he again falls into the sphere of pedagogical activity, which is carried out by specially trained teachers.

Having received a profession, modern man Over the course of his life, he will have to replenish his knowledge more than once, improve his qualifications, change his profile of activity, and perhaps change his profession for various reasons. He will have to take various courses, at advanced training institutes, and receive new or additional education. And again he falls into the sphere of pedagogical activity Slastenin V.A., Isaev I.F., Shiyanov E.N. Pedagogy: Textbook. - 7th ed. - M.: Academy, 2007, p. 20. .

Thus, it turns out that not a single person can live without becoming the object of pedagogical activity. This is an activity that is extremely necessary in any society, demanded by the entire course of sociocultural and civilizational development of mankind, and has an enduring value.

2. MAIN TYPES OF PEDAGOGICAL ACTIVITIES

Traditionally the main types of teaching activities carried out in a holistic pedagogical process are teaching And educational work.

Educational work- this is a pedagogical activity aimed at organizing the educational environment and managing various activities of students in order to solve the problems of harmonious personal development. A teaching- this is a type of educational activity that is aimed at managing primarily the cognitive activity of schoolchildren. By and large, pedagogical and educational activities are identical concepts. This understanding of the relationship between educational work and teaching reveals the meaning of the thesis about the unity of teaching and upbringing.

Education, to reveal the essence and content of which many studies are devoted, is considered only conditionally, for convenience and deeper knowledge, in isolation from education. It is no coincidence that teachers involved in developing the problem of the content of education (V.V. Kraevsky, I.Ya. Lerner, M.N. Skatkin, etc.), along with the knowledge and skills that a person acquires in the learning process, consider the experience of creative activities and experience of emotional and value-based attitude towards the world around us. Without unity of teaching and educational work, it is not possible to implement the mentioned elements of education. Figuratively speaking, the holistic pedagogical process in its content aspect is a process in which educational teaching and educational upbringing are fused together.

Identification of the specifics of the main types of pedagogical activity shows that teaching and educational work in their dialectical unity take place in the activities of a teacher of any specialty. For example, a master of industrial training in the system of vocational education in the process of his activities solves two main tasks: to equip students with the knowledge, skills and abilities to rationally perform various operations and work in compliance with all the requirements of modern production technology and labor organization; to prepare such a qualified worker who would consciously strive to increase labor productivity, the quality of the work performed, would be organized, and value the honor of his workshop and enterprise.

In the same way, if we consider the responsibilities of an after-school teacher, we can see both teaching and educational work in his activities. The regulations on extended day groups define the tasks of the teacher: instill in students a love of work, high moral qualities, habits of cultural behavior and personal hygiene skills; regulate the daily routine of pupils, monitoring the timely preparation of homework, provide them with assistance in studying, in the reasonable organization of leisure time; carry out activities together with the school doctor to promote the health and physical development of children; maintain contact with the teacher, class teacher, parents of students or persons replacing them. However, as can be seen from the tasks, instilling habits of cultural behavior and personal hygiene skills, for example, is already the sphere of not only education, but also training, which requires systematic exercises.

So, of the many types of activities of schoolchildren, cognitive activity is not limited only to the framework of learning, which, in turn, is “burdened” with educational functions. Experience shows that success in teaching is achieved, first of all, by those teachers who have the pedagogical ability to develop and support the cognitive interests of children, create an atmosphere of general creativity, group responsibility and interest in the success of classmates in the classroom. This suggests that it is not teaching skills, but the skills of educational work that are primary in the content of a teacher’s professional readiness. In this regard, the professional training of future teachers is aimed at developing their readiness to manage the holistic pedagogical process Slastenin V. A., Isaev I. F., Shiyanov E. N. Pedagogy: Textbook. - 7th ed. - M.: Academy, 2007, p. 20-23. .

3. STRUCTURE OF PEDAGOGICAL ACTIVITY

Like any type of activity, the activity of a teacher has its own structure:

1. Motivation.

2. Pedagogical goals and objectives.

3. Subject of teaching activity.

4. Pedagogical means and methods for solving assigned tasks.

5. Product and result of pedagogical activity Zimnyaya I. A. Pedagogical psychology. - M.: Logos, 2004, p. 45. .

Each type of activity has its own subject, just as pedagogical activity has its own.

Subject Pedagogical activity is the organization of educational activities of students, aimed at students mastering subject-specific sociocultural experience as the basis and condition for development.

By means pedagogical activities are:

· scientific (theoretical and empirical) knowledge, with the help and on the basis of which the conceptual and terminological apparatus of students is formed;

· “carriers” of knowledge - textbook texts or knowledge reproduced by the student during observation (in laboratory, practical classes, etc.), organized by the teacher, of the facts, patterns, properties of objective reality being mastered;

· auxiliary means - technical, computer, graphic, etc.

In ways transfer of social experience in teaching activities are:

· explanation;

· display (illustration);

· collaboration;

· direct practice of the student (laboratory, field);

· trainings, etc.

Product pedagogical activity - the individual experience formed by the student in the entire set of axiological, moral-ethical, emotional-semantic, subject-matter, evaluative components. The product of this activity is assessed in an exam, tests, according to the criteria of solving problems, performing educational and control actions.

The result pedagogical activity as the fulfillment of its main goal is the development of the student:

· his personal improvement;

· intellectual improvement;

· his formation as a person, as a subject of educational activity Grigorovich L. A., Martsinkovskaya T. D. Pedagogy and psychology. - M.: Gardariki, 2003, p. 64. .

pedagogical activity educational training

4. FUNCTIONS OF PEDAGOGICAL ACTIVITY

In a number of psychological and pedagogical works, two groups of pedagogical functions are distinguished - goal-setting and organizational-structural.

1. B target group includes the following functions:

· orientation;

· developing;

· mobilizing (stimulating the mental development of students);

· informational.

This group of functions correlates with a person’s didactic, academic, authoritarian, and communicative abilities.

2. B organizational and structural group includes the following functions:

· constructive;

· organizational;

· communicative;

· Gnostic.

So, constructive function provides:

a) selection and organization of content educational information, which must be learned by students;

b) designing student activities in which information can be learned;

c) designing one’s own future activities and behavior, what they should be in the process of interaction with students.

Organizational the function is implemented through the organization:

a) information in the process of communicating it to students;

b) various types student activities;

c) own activities and behavior in the process of direct interaction with students.

Communicative the function assumes:

a) establishing correct relationships with students;

b) normal, business relations with other teachers, with the school administration.

Gnostic(research) function involves studying:

b) age and individual psychological characteristics of other people;

c) features of the process and results of one’s own activities, its advantages and disadvantages Bordovskaya N., Rean A. Pedagogy: Textbook. - St. Petersburg: Peter, 2008, p. 142-143. .

CONCLUSION

This activity is carried out not only by teachers, but also by parents, public organizations, heads of enterprises and institutions, production and other groups, as well as, to a certain extent, the media. However, in the first case, this activity is professional, and in the second, it is general pedagogical, which every person, voluntarily or involuntarily, carries out in relation to himself, engaged in self-education and self-education.

Pedagogical activity as a professional one takes place in educational institutions specially organized by society: preschool institutions, schools, vocational schools, secondary specialized and higher educational institutions, institutions of additional education, advanced training and retraining.

BIBLIOGRAPHY

1. Bordovskaya N., Rean A. Pedagogy: Textbook. - St. Petersburg: Peter, 2008.

2. Borytko N. M., Solovtseva I. A., Baibakov A. M. Pedagogy. - M.: Academy, 2007.

3. Weindorf-Sysoeva M. E., Krivshenko L. P. Pedagogy. - M.: Yurayt-Izdat, 2005.

4. Grigorovich L. A., Martsinkovskaya T. D. Pedagogy and psychology. - M.: Gardariki, 2003.

5. Zimnyaya I. A. Pedagogical psychology. - M.: Logos, 2004.

6. Kotova I. B., Shiyanov E. N. Teacher: profession and personality. - Rostov - n/a, 2004.

7. Kuzmina N.V. Professionalism of the personality of a teacher and industrial training master. - M.: Pedagogy, 2000.

8. Lomov B.F. Methodological and theoretical problems of psychology. - M.: Academy, 2004.

9. Pidkasisty P.I. Pedagogy: Textbook. - M.: Higher education, 2008.

10. Podlasy I. P. Pedagogy. - M.: VLADOS, 2003.

11. Robotova A. S., Leontyeva T. V., Shaposhnikova I. G. Introduction to pedagogical activity. - M.: Academy, 2000.

12. Sergeev I. S. Fundamentals of pedagogical activity: Textbook. - St. Petersburg: Peter, 2004.

13. Slastenin V. A., Isaev I. F., Shiyanov E. N. Pedagogy: Textbook. - 7th ed. - M.: Academy, 2007.

14. Philosophical encyclopedic dictionary. -- 4th ed. -- M., 2003.

15. Yakunin V. A. Pedagogical psychology. - St. Petersburg: Peter, 2003.

Posted on Allbest.ru

Similar documents

Ways to solve specific problems of training and education. The structure of pedagogical activity: motivation, goals, objectives, means, product and result. Characteristics of goal-setting and organizational-structural functions of pedagogical activity.

abstract, added 10/26/2011

The meaning, goals and functions of pedagogical activity, the main components that make up its structure, interpretation of the concept in the literature. The task of comprehensive development of all essential forces of the human personality. Concept, structure and hierarchy of pedagogical systems

abstract, added 03/16/2010

Basic concepts and types of teaching activities. Specifics of the activity of a technology teacher in the process of teaching technology. The concept of analysis and self-analysis of teaching activities. An example of developing a lesson "Turning technology on a lathe."

thesis, added 06/24/2010

General tasks of pedagogical activity. Assessing the compatibility of a teacher’s teaching and educational activities. Analysis of professional and personal qualities of a teacher. The importance of speech culture in pedagogical activity, the personal-humane model of communication.

course work, added 05/31/2014

Study of factors contributing to the improvement of the pedagogical activity of a teacher of additional education. Structure of pedagogical activity. Determining the level of psychological competence and professional attitudes of a teacher.

abstract, added 11/04/2013

The essence and content of pedagogical improvisation. The role of pedagogical improvisation in solving pedagogical problems. The concept of pedagogical intuition. Influence pedagogical style activities on the nature and effectiveness of pedagogical improvisation.

course work, added 09/05/2012

The essence of pedagogical activity. Comparative characteristics professional-pedagogical and social-pedagogical activities. The emergence and development of the teaching profession. Structure of professional and pedagogical activities.

test, added 06/25/2012

The study of motivation as one of the most important components of pedagogical activity. Study of the tasks and goals of pedagogy. Determination of the main components of pedagogical culture. Characteristics of means and methods of pedagogical influence on students.

abstract, added 02/03/2016

Social and pedagogical paradigm of educational work as a system. Formative factors of educational activity. Specifics of designing educational work, a combination of normative and diagnostic approaches. Working with deviant teenagers.

abstract, added 09/16/2009

Concept and functions individual style pedagogical activities. Basic characteristics of learning style. Universal principles for organizing effective educational work. Emotional-improvisational and emotional-methodological teaching styles.

INTRODUCTION 3
1. ESSENCE OF PEDAGOGICAL ACTIVITY 4
2. MAIN TYPES OF PEDAGOGICAL ACTIVITIES 8
3. STRUCTURE OF PEDAGOGICAL ACTIVITY 11
4. FUNCTIONS OF PEDAGOGICAL ACTIVITY 13
CONCLUSION 15
REFERENCES 16

INTRODUCTION

A teacher at any level of the educational system is a representative of the largest part of the humanitarian intelligentsia. The fate of education, culture, and the formation of future generations largely depends on it.
Outside of pedagogical activity, it is difficult to imagine the development of society and the individual. Pedagogical activity can be considered as the most important attribute of human existence.
Outside of pedagogical activity, it is difficult to imagine the continuity of the educational process in its spatio-temporal characteristics. “The world in time and space is placed under the sign of the school” (S. S. Averintsev). And school is inextricably linked with the “teacher-apprenticeship” phenomena. The connection between pedagogical activity and these relationships also largely determines its value-based, inherently humanitarian characteristics.
Pedagogical activity is a condition for the continuity of generations. It “grows” out of the culture of its era, is consistent with this culture, and is aimed at its preservation and reproduction. But at the same time, it is a prerequisite and condition for the further development of culture, the emergence of fundamentally new phenomena in it. Real teachers are always concerned not only with the transfer and translation of existing experience and accumulated knowledge, but also with the development of the creative potential of the personality of their students, their ability and ability to overcome the boundaries of the known, traditional. Thanks to this, it becomes possible to go beyond the educational standard, to create conditions for the successful development of those who are capable not only of reproductive activity, but also of creative activity. This determines the special sociocultural value of pedagogical activity.

1. ESSENCE OF PEDAGOGICAL ACTIVITY

In everyday meaning, the word “activity” has synonyms: work, business, occupation. In science, activity is considered in connection with human existence and is studied in many areas of knowledge: philosophy, psychology, history, cultural studies, pedagogy, etc. One of the essential properties of a person is manifested in activity - to be active. This is precisely what is emphasized in the philosophical definition of activity as “a specifically human form of active relationship to the surrounding world.” As psychologist B.F. Lomov noted, “activity is multidimensional,” therefore there are numerous classifications of activity, which are based on its various features, reflecting the various aspects of this phenomenon. There are spiritual and practical activities, reproductive (performing) and creative, individual and collective, etc. Various types of professional activities are also highlighted.
Pedagogical activity is a type of professional activity, the content of which is training, education, education, development of students (children of different ages, students of schools, technical schools, vocational schools, higher educational institutions, institutes for advanced training, institutions of additional education, etc. ).
The purpose of pedagogical activity is connected with the implementation of the goal of education, which today is considered by many as a universal human ideal of a harmoniously developed personality coming from time immemorial. This general strategic goal is achieved by solving specific tasks of training and education in various areas.
The purpose of pedagogical activity is a historical phenomenon. It is developed and formed as a reflection of the trend of social development, presenting a set of requirements to modern man, taking into account his spiritual and natural capabilities. It contains, on the one hand, the interests and expectations of various social and ethnic groups, and on the other, the needs and aspirations of the individual.
A.S. Makarenko paid much attention to the development of the problem of educational goals, but none of his work contains their general formulations. He always sharply opposed any attempts to reduce the definition of educational goals to amorphous definitions such as “harmonious personality”, “communist man”, etc. A. S. Makarenko was a supporter of pedagogical design of personality, and saw the goal of pedagogical activity in the program for the development of personality and its individual adjustments.
The main objects of the purpose of pedagogical activity are the educational environment, the activities of students, the educational team and the individual characteristics of students. The implementation of the goal of pedagogical activity is associated with the solution of such social and pedagogical tasks as the formation of an educational environment, the organization of the activities of students, the creation of an educational team, and the development of individuality.
The goals of pedagogical activity are a dynamic phenomenon. And the logic of their development is such that, arising as a reflection of objective trends in social development and bringing the content, forms and methods of pedagogical activity in accordance with the needs of society, they form a detailed program of step-by-step movement towards the highest goal - development individuals in harmony with themselves and society.
One of the most important characteristics of pedagogical activity is its collaborative nature: it necessarily involves a teacher and the one whom he teaches, educates, and develops. This activity cannot be an activity only “for oneself”. Its essence lies in the transition of activity “for oneself” into activity “for another,” “for others.” This activity combines the self-realization of the teacher and his purposeful participation in changing the student (the level of his training, education, development, education).
Professional activity requires special education, i.e. mastering a system of special knowledge, skills and abilities necessary to perform functions related to this profession. You will master this knowledge and skills by studying theoretical and practical pedagogy, engaging in self-education and self-improvement in order to achieve high performance results and achieve a high level of professionalism.
A person who is engaged in professional teaching activities can be called differently: educator, teacher, lecturer, pedagogue. Often this depends on the institution in which he works: a teacher - in a kindergarten, a teacher - in a school, a teacher - in a technical school, college, university. A teacher is rather a generic concept in relation to everyone else.
They teach and educate at home (parents, grandparents, nannies, governesses, tutors, home teachers), teach and educate in kindergarten (educators, club leaders), teach and educate at school (teachers, class teachers, after-school teachers, teachers of additional education). Thus, already in childhood, a growing person becomes the object of pedagogical activity of many people. But then the person became an adult: he entered a technical school, college, higher education institution, took courses, etc. And here he again falls into the sphere of pedagogical activity, which is carried out by specially trained teachers.
Having acquired a profession, a modern person will have to replenish his knowledge more than once throughout his life, improve his qualifications, change his profile of activity, and perhaps change the profession itself for various reasons. He will have to take various courses, at advanced training institutes, and receive new or additional education. And again he falls into the sphere of pedagogical activity.
Thus, it turns out that not a single person can live without becoming the object of pedagogical activity. This is an activity that is extremely necessary in any society, demanded by the entire course of sociocultural and civilizational development of mankind, and has an enduring value.

2. MAIN TYPES OF PEDAGOGICAL ACTIVITIES

Traditionally, the main types of pedagogical activities carried out in the holistic pedagogical process are teaching and educational work.
Educational work is a pedagogical activity aimed at organizing the educational environment and managing various activities of students in order to solve the problems of harmonious personal development. And teaching is a type of educational activity that is aimed at managing primarily the cognitive activity of schoolchildren. By and large, pedagogical and educational activities are identical concepts. This understanding of the relationship between educational work and teaching reveals the meaning of the thesis about the unity of teaching and upbringing.
Education, to reveal the essence and content of which many studies are devoted, is considered only conditionally, for convenience and deeper knowledge, in isolation from education. It is no coincidence that teachers involved in developing the problem of the content of education (V.V. Kraevsky, I.Ya. Lerner, M.N. Skatkin, etc.), along with the knowledge and skills that a person acquires in the learning process, consider the experience of creative activities and experience of emotional and value-based attitude towards the world around us. Without unity of teaching and educational work, it is not possible to implement the mentioned elements of education. Figuratively speaking, the holistic pedagogical process in its content aspect is a process in which educational teaching and educational upbringing are fused together.
Identification of the specifics of the main types of pedagogical activity shows that teaching and educational work in their dialectical unity take place in the activities of a teacher of any specialty. For example, a master of industrial training in the system of vocational education in the process of his activities solves two main tasks: to equip students with the knowledge, skills and abilities to rationally perform various operations and work in compliance with all the requirements of modern production technology and labor organization; to prepare such a qualified worker who would consciously strive to increase labor productivity, the quality of the work performed, would be organized, and value the honor of his workshop and enterprise.
In the same way, if we consider the responsibilities of an after-school teacher, we can see both teaching and educational work in his activities. The regulations on extended day groups define the tasks of the teacher: to instill in students a love of work, high moral qualities, cultural behavior habits and personal hygiene skills; regulate the daily routine of pupils, monitoring the timely preparation of homework, provide them with assistance in studying, in the reasonable organization of leisure time; carry out activities together with the school doctor to promote the health and physical development of children; maintain contact with the teacher, class teacher, parents of students or persons replacing them. However, as can be seen from the tasks, instilling habits of cultural behavior and personal hygiene skills, for example, is already the sphere of not only education, but also training, which requires systematic exercises.
So, of the many types of activities of schoolchildren, cognitive activity is not limited only to the framework of learning, which, in turn, is “burdened” with educational functions. Experience shows that success in teaching is achieved, first of all, by those teachers who have the pedagogical ability to develop and support the cognitive interests of children, create an atmosphere of general creativity, group responsibility and interest in the success of classmates in the classroom. This suggests that it is not teaching skills, but the skills of educational work that are primary in the content of a teacher’s professional readiness. In this regard, the professional training of future teachers is aimed at developing their readiness to manage the holistic pedagogical process.

3. STRUCTURE OF PEDAGOGICAL ACTIVITY

Like any type of activity, the activity of a teacher has its own structure:
1. Motivation.
2. Pedagogical goals and objectives.
3. Subject of teaching activity.
4. Pedagogical means and methods for solving assigned tasks.
5. Product and result of pedagogical activity.
Each type of activity has its own subject, just as pedagogical activity has its own.
The subject of pedagogical activity is the organization of educational activities of students, aimed at students mastering subject-specific sociocultural experience as the basis and condition for development.
The means of pedagogical activity are:
scientific (theoretical and empirical) knowledge, with the help and on the basis of which the conceptual and terminological apparatus of students is formed;
“carriers” of knowledge - textbook texts or knowledge reproduced by the student during observation (in laboratory, practical classes, etc.), organized by the teacher, of the facts, patterns, properties of objective reality being mastered;
auxiliary means - technical, computer, graphic, etc.
The ways of transmitting social experience in teaching activities are:
explanation;
display (illustration);
collaboration;
direct practice of the student (laboratory, field);
trainings, etc.
The product of pedagogical activity is the individual experience formed in the student in the entire set of axiological, moral-ethical, emotional-semantic, objective, evaluative components. The product of this activity is assessed in an exam, tests, according to the criteria of solving problems, performing educational and control actions.
The result of pedagogical activity as the fulfillment of its main goal is the development of the student:
his personal improvement;
intellectual improvement;
his formation as a person, as a subject of educational activity.

4. FUNCTIONS OF PEDAGOGICAL ACTIVITY

In a number of psychological and pedagogical works, two groups of pedagogical functions are distinguished - goal-setting and organizational-structural.
1. The target group includes the following functions:
orientation;
developing;
mobilizing (stimulating the mental development of students);
informational.
This group of functions correlates with a person’s didactic, academic, authoritarian, and communicative abilities.
2. The organizational and structural group includes the following functions:
constructive;
organizational;
communicative;
Gnostic
Thus, the constructive function provides:
a) selection and organization of the content of educational information that must be learned by students;
b) designing student activities in which information can be learned;
c) designing one’s own future activities and behavior, what they should be in the process of interaction with students.
The organizational function is implemented through the organization:
a) information in the process of communicating it to students;
b) various types of student activities;
c) own activities and behavior in the process of direct interaction with students.
The communicative function involves:
a) establishing correct relationships with students;
b) normal, business relations with other teachers, with the school administration.
The Gnostic (research) function involves the study of:
a) content and methods of influencing other people;
b) age and individual psychological characteristics of other people;
c) features of the process and results of one’s own activities, its advantages and disadvantages.

CONCLUSION

So, the meaning of the teaching profession is revealed in the activities that its representatives carry out and which are called pedagogical. It is a special type of social activity aimed at transferring from older generations to younger generations the culture and experience accumulated by humanity, creating conditions for their personal development and preparing them to fulfill certain social roles in society.
This activity is carried out not only by teachers, but also by parents, public organizations, heads of enterprises and institutions, production and other groups, as well as, to a certain extent, the media. However, in the first case, this activity is professional, and in the second, it is general pedagogical, which every person, voluntarily or unwittingly, carries out in relation to himself, engaging in self-education and self-education.
Pedagogical activity as a professional takes place in educational institutions specially organized by society: preschool institutions, schools, vocational schools, secondary specialized and higher educational institutions, institutions of additional education, advanced training and retraining.

BIBLIOGRAPHY

1. Bordovskaya N., Rean A. Pedagogy: Textbook. – St. Petersburg: Peter, 2008.
2. Borytko N. M., Solovtseva I. A., Baibakov A. M. Pedagogy. – M.: Academy, 2007.
3. Weindorf-Sysoeva M. E., Krivshenko L. P. Pedagogy. – M.: Yurayt-Izdat, 2005.
4. Grigorovich L. A., Martsinkovskaya T. D. Pedagogy and psychology. – M.: Gardariki, 2003.
5. Zimnyaya I. A. Pedagogical psychology. – M.: Logos, 2004.
6. Kotova I. B., Shiyanov E. N. Teacher: profession and personality. – Rostov – n/a, 2004.
7. Kuzmina N.V. Professionalism of the personality of a teacher and industrial training master. – M.: Pedagogy, 2000.
8. Lomov B.F. Methodological and theoretical problems of psychology. - M.: Academy, 2004.
9. Pidkasisty P.I. Pedagogy: Textbook. – M.: Higher Education, 2008.
10. Podlasy I. P. Pedagogy. – M.: VLADOS, 2003.
11. Robotova A. S., Leontyeva T. V., Shaposhnikova I. G. Introduction to pedagogical activity. – M.: Academy, 2000.
12. Sergeev I. S. Fundamentals of pedagogical activity: Textbook. – St. Petersburg: Peter, 2004.
13. Slastenin V. A., Isaev I. F., Shiyanov E. N. Pedagogy: Textbook. – 7th ed. – M.: Academy, 2007.
14. Philosophical encyclopedic dictionary. - 4th ed. - M., 2003.
15. Yakunin V. A. Pedagogical psychology. – St. Petersburg: Peter, 2003.

The functions and goals of pedagogical activity have a deeply humanitarian basis. The work of a teacher is based primarily on the love of life, children, and the world. An integral element of the profession is also responsibility for the quality of knowledge and the development of the child as an individual. It is teachers who have a key influence on moral principles public life. Let us further consider what the structure and functions of pedagogical activity are.

Role of the teacher

Any achievements in the state’s economy will not give the desired effect if the conditions in which the functions of social and pedagogical activities will be realized are not provided. The role of a teacher in the life of society is difficult to overestimate. Even if we do not take into account the educational aspect of the work, teachers act as a connecting link between all members of society. In this regard, the teacher expresses the general needs and interests of the population and knows the pressing problems of our time.

Pedagogical activity: essence, structure, functions

The job of a teacher is very specific. Pedagogical is a special type of socially useful activity of adult citizens, consciously aimed at preparing children for life in accordance with existing political, economic, aesthetic, moral and other goals. As part of this work, an objective educational process is organized. The functions of social and pedagogical activities are focused on improving and accelerating the preparation of the younger generation for life. This is due to the fact that teachers, in implementing the tasks assigned to them, use theoretical knowledge and practical experience within the framework of the system of special institutions. Many authors consider isolating each function of professional pedagogical activity separately from others, while maintaining their interrelation. IN common system Three components of teaching were formed: communicative, organizational and constructive. To implement each function of pedagogical activity, pedagogical skills, abilities and aspirations play a key role.

general characteristics

The constructive functions of professional pedagogical activity are divided into:

Operational. It involves planning the teacher’s own actions and the students’ behavioral acts.
Meaningful. As part of the implementation of this function of the professional and pedagogical activity of the teacher, the selection and arrangement of materials, planning and construction of the entire educational process are carried out.
Material. Within the framework of this direction, the design of the educational and methodological base of the entire process is carried out.

The organizational aspect involves the implementation of a set of actions aimed at including children in various jobs, team building. Communicative pedagogical activity is of particular importance. The functions of pedagogical activity in this direction are focused on establishing expedient, from an educational point of view, relationships between the teacher and children, colleagues, parents, as well as members of the public.

Important point

Types and functions of teaching activities are implemented in the presence of constant feedback. Thanks to it, the teacher receives timely information about the results of achieving the set goals. In this regard, the control and evaluation component is also included in the set of elements from which pedagogical activity is formed. The functions of pedagogical activity are implemented by teachers of any specialty. Each of them must have the appropriate skills and qualifications.

Main functions of teaching activity

The educational process is implemented in direct subordination to the tasks and goals set by the teacher. Key Features pedagogical activities are:

Key aspects

Traditionally, there are two directions in which teaching activities are carried out. The functions of pedagogical activity are focused on teaching and education. The first direction involves managing primarily the cognitive abilities and aspirations of children. Educational activities are focused on organizing student behavior. It involves solving problems for the harmonious development of personality. By and large, these concepts can be called identical. This approach to considering the relationship between these areas of activity reveals the essence of the thesis about the unity of education and upbringing. Teaching, which is carried out within not only a lesson, but also any organizational form, usually has a clear time frame, a specific goal and options for achieving it. The same cannot be said for education. This work is not directly aimed at achieving goals, since this is impossible in organizational form, limited by time frames. In the educational process, it is possible to provide for an exclusively sequential solution to certain problems. They, in turn, are aimed at achieving a positive change in the consciousness of children, which manifests itself in behavior, emotional reactions, and cognitive activity.

Teacher culture

It acts as an integral element of a teacher’s professionalism. The formation of an information culture contributes to the optimization of the educational process. With it, teachers have the opportunity to:

Apply new ways and methods of presenting and summarizing information. In particular, we are talking about academic performance and the level of knowledge of children.
Use more materials.
Develop and apply computer monitoring and educational programs.
Improve your skills through distance learning.
Use modern information resources in self-education.

The effectiveness with which the function of designing pedagogical activities will be implemented depends on how developed the information culture is.

Personal qualities

They act as the foundation on which pedagogical activities are based. The functions of pedagogical activity cannot be implemented by incompetent specialists. In this regard, special requirements are placed on teachers. The professional development of a teacher is of paramount importance. It influences the level of development of society as a whole. The very personality of the teacher and his knowledge act as valuable capital. The content and functions of pedagogical activity presuppose the presence of certain orientations and knowledge that the specialist conveys to the children. In this regard, the teacher is not only the personification of normative work, but also an active participant who uses his skills for the benefit of society. To fully understand the essence and functions of pedagogical activity, a person must go through a certain path. The formation of his competence covers a long period.

Specialist skill

It is considered highest level pedagogical activities. Craftsmanship is characterized by high efficiency and creativity. By demonstrating it, the teacher performs his work at the level of samples and standards, tested in practice and set forth in methodological recommendations. It must be said that the skill of a teacher is not directly related to the length of his experience. The main functions of pedagogical activity discussed above cannot be implemented without the ability of a specialist to build and set in motion the educational process. According to A. S. Makarenko, mastery of mastery is available to absolutely every teacher, subject to targeted self-development. It is formed, undoubtedly, on the basis of practical experience. However, it does not always become a source of teacher skill. It can only be work, the essence, goals and technology of implementation of which will be comprehended. The skill of a teacher is a complex of individual business qualities and specialist competence.

Components

The elements that form a teacher’s skill are:

Psychological and pedagogical erudition.
Teaching technique.
Professional abilities.

Teaching technique should be understood as various methods of individual influence of a specialist on children. The process of education can be viewed from methodological, social and other points of view. The public position forms a set of values that a specialist must convey to each child. To implement this task, special training of the teacher is required. He must be able to operate with existing values and be their bearer. One of the most important components of mastery is the ability to find the right tone to express one’s assessment.

Teaching ability

They represent a special mental property of an individual, which is expressed in sensitivity to the current requirements of the educational system, to the specifics of how they are reflected by the relevant students, as well as to the likely ways of influencing children to obtain the desired result. Communication abilities are manifested in the ways of establishing relationships with each child on the basis of gaining trust and authority. They are provided by:

The ability to identify, that is, to identify oneself with children.
Differential sensitivity to personal characteristics students (their inclinations, interests, needs, etc.).
Ability to suggest.
Developed intuition. She acts as important characteristic creative thinking and manifests itself in anticipation of the desired result in the process of choosing a strategy.

One of the methods of influence is suggestion. It can be beneficial if it is aimed at stimulating fantasy, self-confidence, the ability to overcome emerging obstacles, and self-affirmation through work. Suggestion can also be destructive. This manifests itself when it is aimed at relaxation, humiliation, disbelief in one’s own abilities or strengths, or unreasonable narcissism.

Organizational skills

They are necessary for any teacher to implement his functions. Organizational skills are manifested in the teacher’s sensitivity to productive and unproductive forms:

interaction of children with objects of knowledge during the educational process and outside of school hours;
teaching children self-organization;
building relationships in teams and groups, etc.

Competence

It represents the ability to determine the correspondence between a situation and knowledge. Competence consists of a set of interrelated qualities of an individual, which are formed in relation to a specific range of objects and processes necessary to perform productive and quality work. The key to the development of a teacher and his activities, therefore, is a radical rethinking of the content of the pedagogical process and the forms of its organization. A specialist must have the ability to systematically, effectively, optimally predict and perform work in the educational space, taking into account his own interests and scientific achievements. The professionalism of a teacher increases by increasing competencies. It is determined based on the analysis of educational events and situations. The characteristics are also important. There are three of them:

Reproductive.
Adaptive.
Locally modeling.

Each new level contains the previous one, which has undergone qualitative changes.

Competency model

Pedagogical professionalism has a number of characteristics. Together they form a competency model. It ensures the effective implementation of pedagogical functions. These signs include:

Understanding the basics.
The ability to predict phenomena and processes that are within the specialist’s vision.
Incorporating intuitive processes into work.
Originality and novelty of activity, rejection of stereotypes.
Competent approach to organizing work.

Self-education

The basis of any professionalism is skills and knowledge. However, over time they become outdated, and their assessment also changes. In this regard, to ensure effectiveness in the implementation of pedagogical functions, it is necessary to constantly improve the qualifications of specialists. Wherein successful work lectures cannot replace self-education and self-education of teachers. Currently, a number of principles have been identified that promote the independent development of teacher competence. These include:

Communication

It acts as an integral element of a teacher of any specialty. This is due to the fact that the key tasks of the educational and upbringing process are solved exclusively in communication with children. Despite the fact that during university training the basic elements are studied rather fragmentarily and superficially, many practicing teachers subsequently become brilliant masters. At the same time, they build communication mainly intuitively, based on personal experience and common sense. Meanwhile, there are opposing views on the essence of the communicative function of a teacher and ways of its implementation. In accordance with the traditional approach, communication is considered as a certain influence aimed at transmitting to children necessary knowledge and developing the desired qualities in them. According to an alternative approach, priority is given to the interaction of communication participants within the framework of equal dialogue and cooperation. Leading scientists note that both of these approaches are subject to criticism, since when using any of them there is a possibility of being taken to a dangerous extreme - liberal connivance or authoritarian dictate. According to analysts, an integrated approach will be considered the most optimal. It provides the opportunity to effectively implement pedagogical functions, taking into account the age, individual psychological, gender and other characteristics of students.

Conclusion

The implementation of pedagogical functions requires not only certain knowledge from a specialist. The effectiveness of achieving your goals depends on many factors. These include personal qualities, the level of competence, and the ability for self-development and self-education. The work of a teacher is very labor-intensive and requires a lot of time and mental investment. The implementation of the functions of pedagogical activity should be carried out according to a clear plan, drawn up on the basis of diagnostic results, taking into account the characteristics of the children's team and using the experience of advanced teachers of our time.

Sections