The structure of pedagogical activity, pedagogical psychology attract the attention of theorists in the field of teaching for a reason. Understanding the work, its psychological foundations is very important for such a socially significant position. The work of the teacher is not just the transfer of information from the older generation to the younger, but also the educational aspect. In many ways, it determines the future of the nation, therefore, it should be practiced as efficiently and correctly as possible.
Where does the teacher's work begin?
If you study studies on the structure of pedagogical activity, pedagogical psychology, you can find out that the work of a teacher has several aspects. There are several categories of psychology that make it possible to understand the activities of such a specialist. His personality comes to the fore. The second important category is technology itself. Communication is no less significant. The personality includes the goals of the person and his motivation. Technology is the activity of a teacher. Communication is a complex concept, which includes the climate in the team of students and the teacher, as well as mutual relations within the group.
Studying the psychology of pedagogical activity and its subject, specialists who dealt with this topic paid special attention to the personality of the teacher. In many ways, this is the center and a key factor in the work of those who choose such a path for themselves. A person’s personality is what determines his position in the field of teaching, as well as in communication. The essence of communication and the work of the teacher depends on the personality. It determines what a person works for, what goals he seeks to achieve, what methods he uses to achieve this, solving various problems.
Personal centering
As follows from the work of Orlov on the psychology of education and pedagogical activity, every person who has chosen the field of teaching for himself has certain motivations and needs that can be defined by the terminology of centering. This word is understood to mean the orientation of the teacher and his interest in the result of labor. Such a person takes care of all the participants in the process and monitors how successfully they achieve certain goals. The teacher is characterized by psychological selectivity in addressing students. Accordingly, the teacher, although serving the interests of the audience, is selective, based on his own attitude. Personal centration controls the teacher’s behavioral reactions and determines his thinking.
Studies on educational psychology and educational activities show that some teachers have a focus on their own interests. In this case, the centering is selfish. Sometimes activities are mainly determined by bureaucratic requirements, administrative interests, and the opinions of other educators. A certain role for the teacher is played by the opinion of the parent team - this is called authoritative centering. If the key position is given to the means through which the work is organized, they speak of cognitive centering. It is possible to place oneself in the center of interests of students, colleagues, and oneself.
Pedagogy and personality
The above options for centering, defined during the study of professional and pedagogical activity in psychology, are mainly presented by the conditions of teaching impersonal or authoritarian. An exceptional case is humanistic centering. The teacher may be genuinely interested in the subject he is teaching. Probably, such a person has a strong motivation in the aspect of cognition. At the same time, a person may not feel the need to transfer the information accumulated by him to others. Others simply have no interest in a young audience. A person working in such a center is unlikely to be a professional, a true master of his craft. Usually such people are called good subjects. A true teacher can theoretically turn out of such a teacher, but in practice this happens very rarely.
Studying psychology and teachers in pedagogical activity, specialists in this field drew attention to people who have an isolated interest in children. Such educators put the needs of children at the center of their activities. This is called altruistic centering. Usually, teachers want an equal love in return. In most cases, the formation of the learning process boils down to connivance and an overly liberal construction of occupations, corresponding to the format of communication.
About humanism
As observations in the field of the structure of educational activity, educational psychology showed, the best results are given by the humanistic centering of the teacher. She focuses him on moral interest, the spiritual interests of the audience. The teacher purposefully strives to ensure that everyone is happy and prosperous. Such teaching provides personal productive interaction and becomes the basis for humanistic communication in an educational institution. A teacher with such centering is a facilitator that encourages students and activates the educational process. Thanks to him, teaching is given to children more easily, development proceeds more actively.
Step by step - forward
The psychology of pedagogical activity studies the methods, the ways by which the teacher as a person can develop and grow in the chosen profession at the same time. It is believed that self-awareness is the main condition that gives a person perspectives. A key product of this condition is self-image. In psychology, it was called the I-image. This concept is comparatively stable and not always recognized by the teacher. She is experienced by a person as a unique system of self-image. The image is the foundation for building contact with other representatives of society. A concept is a personal attitude towards oneself. It is formed by three terms. Let's consider in more detail.
In psychology, the teacher’s pedagogical activity is a field of science, within the framework of which it is customary to single out the self-concept, formed primarily by the cognitive aspect. It includes information about yourself. This includes knowledge of one’s abilities, position in society, appearance and other similar nuances. The second aspect is emotional, evaluative. It includes self-attitude, self-respect, adequate criticism of one’s actions and thoughts, as well as humiliation, self-love and similar phenomena. The third conceptual component distinguished by psychologists is called volitional, or behavioral. It implies a person’s desire to be attractive to others, a desire for understanding. This component includes the ability to respect others, improve one's own status, or, conversely, strive for stealth. The volitional component includes the desire to hide from criticism and hide their own shortcomings from the whole world.
About the formation
In the framework of the psychology of pedagogical activity and communication, it is customary to talk about the self-image that appears in a person participating in social contacts. Such a concept, according to psychologists, is a unique result of the development of the human psyche. It is relatively stable. At the same time, the image is subject to internal transformations, fluctuations. The concept greatly affects all manifestations of personality in life. Self-image is laid in childhood, at the same time determining the behavior of the child, and further affects a person until the last day of life.
There are positive, negative variants of the self-image inherent in the teacher. Positive includes a positive assessment of oneself, accompanying the selection of appropriate qualities in oneself. A person who understands himself as such is confident in his abilities and is satisfied with his chosen profession. As noted in studies in the psychology of pedagogical activity and communication, a person who is inherent in a positive concept of himself works more efficiently than other people. The teacher tries to realize himself in the chosen field. The behavior of one who embodies his capabilities in reality, who is healthy mentally, is quite autonomous. It is inherent in spontaneity. Such a person is distinguished by the ability to solve problems creatively, democracy.
Positive concept: what if in more detail?
Burns (a scientist from America), who worked in the field of psychology of socio-pedagogical activity, paid special attention to the personality qualities of a teacher who have a positive self-concept. He considered that such people are especially flexible, empathy is inherent in them. Such teachers are receptive to student needs and needs. They can teach as personally as possible, due to which the lessons become brighter and more voluminous. The main goal of such a teacher is to form a positive base for students to independently perceive useful information. The teacher who owns this self-image, easily and informally interacts with the audience and can establish a warm dialogue with her. He prefers verbal communication rather than written interaction with students. As a rule, the teacher is emotionally balanced, confident in his abilities, shows love for life.
A positive perception of oneself and the audience is one of the key factors in the effectiveness of the work process. In many ways, this determines the formation of a similar concept for students.
About the negative
In psychology, in the socio-pedagogical activity, the negative self-concept of the teacher stands out. Such a person feels himself without protection, negatively perceives other people, focusing on his own anxieties and fears. A teacher of this type is characterized by an authoritarian style of communication with students. This format becomes a means of psychological defense of oneself.
A person who feels inadequate as a person or in the chosen field of work is usually dissatisfied with the results of the work process. Such a teacher forms a peculiar perception among the students, sets the atmosphere in the room where the students are located. A teacher with a negative self-concept is often excessively cruel or too authoritarian. Through aggression, he tries to protect himself from the audience. Other cases are also known: teachers are too passive, they do not control the student’s work and easily leave the main topic of the lesson. Learning in general is indifferent to them, as are the results that the students show.
Teacher self-awareness
Studies of the psychology of pedagogical activity show the importance of assessing this aspect of the teacher, as well as the process of formation of human consciousness. Bachkov in his writings has some rather interesting calculations devoted to the problem of self-awareness. The psychologist notes several stages in the development of the teacher’s consciousness: situational pragmatism, an egocentric step, a stage depending on stereotypes, subjectively accepting, subjectively universal. To determine the stage of development of the teacher’s self-awareness, you need to understand what his centering is, how independent the person is, what is the direction of his activity. Be sure to assess the extent to which the teacher is able to accept something new.
The highest level of self-awareness of the teacher is considered the transformation from self-centeredness to focus on results that are useful to everyone and everyone. First, a person is aimed at self-affirmation, his personality is the main meaning for him. But the ideal teacher is the one for whom society, knowledge, results of activity are primary. He strives for the common good. This refers to all levels - from a specific person to humanity in general.
Abilities and work
One of the problems in the psychology of pedagogical activity is the ability of a particular person in relation to his chosen profession. Teacher’s abilities are personal persistent qualities, a specific susceptibility of the object of the educational process. The teacher must perceive the teaching aids, the conditions of his work. Its task is the formation of a productive system of interaction between the listener and the narrator, so that the personality of the educated person can develop in a positive direction.
In the works of Kuzmina, two levels of the teacher's abilities are defined: perceptive reflective and projective. The first involves the ability of a person to penetrate into the personality of the listener. This includes the teacher’s ability to understand how the student perceives himself. Such a quality is considered key to the teacher. It includes the ability to study others, empathize with them and understand the motives and actions of others. The teacher only has perceptual and reflective abilities when he is able to perceive someone else's point of view and evaluate it. Such abilities are the core of the teacher’s personality. If they are not, compensate for the quality will not work. These abilities are important precisely in the teaching work, they indicate the person’s orientation towards the mental improvement of the listener.
Projective abilities
Works devoted to the psychology of pedagogical activity suggest that projective ones be considered as the second level of teacher’s abilities. These include the ability to formulate new, more effective approaches to transmitting information to listeners. This includes gnostic abilities, skills in organizing the workflow, communicating with students. Projective abilities include constructive, design.
Gnostic conditions the person’s ability to quickly, creatively learn new approaches to education. This includes ingenuity in the performance of one's duty. Kuzmina said that such abilities allow the teacher to accumulate information about the students and herself. Designing is the ability to present in advance the result of solving all the tasks that fill the period of educational work. Constructive include a creative solution, organization of teamwork. The person to whom they are inherent is sensitive to the atmosphere and working structure. Communicative qualities allow you to establish contact with students.
And if more?
In the calculations of Kuzmina devoted to the methods of psychology in pedagogical activity, one can see an indication of four factors due to which the teacher’s secondary personal abilities are realized. The ability to independently identify, perceive the individual personal qualities of students is taken into account. Factors include developed intuition and suggestive qualities, that is, the ability of the teacher to inspire some audience data.
Currently, it is customary to additionally highlight the factor of speech culture. It involves meaningful phrases, an appeal to the listener and the ability to influence the audience with speech.
The organizational qualities of the teacher are mainly expressed in the selective receptivity of the organization of students. The teacher is responsible for the selection of suitable methods of presenting the material, helping students organize themselves. Organizational abilities are expressed in the ability of a person to organize their own work.
Be better than yesterday
In psychology, pedagogical activity is diagnosed by constantly monitoring the work of a teacher interacting with the audience. This happens not only in the lesson, but also outside of it. Work in an educational institution involves the desire to improve their abilities. Of course, this is peculiar only to the teacher who is interested in the chosen field of work. The development of pedagogical abilities is dictated by the personality orientation of the person.
Curious indentation
In psychology, the definition of pedagogical activity is as follows: it is such a social activity whose task is to realize educational goals. The classic understanding of such activities: training and education. The first may have different organizational forms, usually strictly regulated in time, has a specific goal and several ways to achieve it. The main criterion for evaluating effectiveness is the achievement of a predefined goal.
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According to those who analyze these problems, it is necessary to review the features of the training of the teaching staff. Greater emphasis on practice is required. Today, in the training of teachers, the practical part of the work is relatively small, and activists propose to do it several times more, so that all teachers have enough opportunities to put into practice the theory obtained in preparation.