The structure of pedagogical activity, educational 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 a 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.
How does a teacher's job begin?
If you study studies on the structure of pedagogical activity, educational 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 isactual technology. Equally important is communication. Personality includes the goals of a person and his motivation. Technology is the activity of the 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 dealing 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 have chosen such a path for themselves. The personality of a person is what determines his position in the field of teaching, as well as in communication. The essence of communication and work of a teacher depends on the personality. It determines what a person works for, what goals he strives to achieve, what methods he uses for this, solving various problems.
Personal Centering
As follows from Orlov's works devoted to the psychology of education and pedagogical activity, every person who has chosen the field of teaching has certain motivations and needs that can be defined by the terminology of centration. By this word it is customary to understand the orientation of the teacher and his interest in the result of work. Such a person cares about all participants in the process and monitors how successfully they achieve certain goals. The teacher is inherent in the psychological selectivity of addressing the audience. Accordingly, the teacher, although serving the interests of the audience, is selective, based on his own attitude. Personal centeringcontrols the behavioral reactions of the teacher and determines his thinking.
Studies on educational psychology, learning activities, show that some teachers tend to focus on their own interests. In this case, the centering is egoistic. Sometimes activity is predominantly determined by bureaucratic requirements, administrative interests, and the opinion of other teachers. 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 assigned to the means through which work is organized, one speaks of cognitive centralization. It is possible to place students, colleagues, and oneself in the center of interests.
Pedagogy and personality
The above variants of centralization, identified in the course of studying professional and pedagogical activity in psychology, are mainly represented by the conditions of teaching work as impersonal or authoritarian. An exceptional case is humanistic centration. A teacher may be genuinely interested in the subject he teaches. Probably, such a person has a strong motivation in the aspect of knowledge. At the same time, a person may not feel the need to transfer the information he has accumulated to others. Others simply do not have an interest in a young audience. A person working in the conditions of such a centralization is unlikely to be a professional, a true master of his craft. Usually such people are called good subjects. A true teacher from such a teacher can theoretically turn out, but in practice it happens veryrare.
Studying psychology and teachers in pedagogical activity, specialists in this field have paid attention to people who have an isolated interest in children. These educators put the needs of the children at the center of their activities. This is commonly referred to as altruistic centering. Teachers usually want equal love in return. In most cases, the formation of the learning process comes down to connivance and overly liberal construction of classes that correspond to the format of communication.
About humanism
As shown by observations in the field of the structure of educational activity, pedagogical psychology, the best results are given by the humanistic centering of the teacher. It focuses it on the moral interest, the spiritual interests of the audience. The teacher purposefully seeks to ensure that everyone is happy and prosperous. Such teaching provides personal productive interaction and becomes the basis of humanistic communication in an educational institution. Having such a centering, the teacher is a facilitator, stimulating students and activating the educational process. Thanks to him, teaching is given to children easier, development proceeds more actively.
Step by step forward
Psychology of pedagogical activity studies the methods, ways by which a teacher as a person can develop, simultaneously grow in the chosen profession. It is believed that self-awareness is the main condition that gives a person perspective. Key Productof this condition is self-image. In psychology, this is called the I-image. This concept has a comparative stability and is not always realized by the teacher. It is experienced by the person as a unique system of ideas about himself. 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 take a closer look.
In psychology, the pedagogical activity of a teacher is a field of science within 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 attitude towards oneself, respect for oneself, adequate criticism of one's actions and thoughts, as well as humiliation, self-love and similar phenomena. The third conceptual component identified by psychologists is called volitional or behavioral. It implies a person's desire to be sympathetic to others, the desire for understanding. This component includes the ability to respect others, to raise one's own status, or, conversely, to strive for invisibility. The volitional component includes the desire to hide from criticism and hide one's own shortcomings from the world.
About formation
Within the framework of the psychology of pedagogical activity and communication, it is customary to talk about the I-image that appears in a person participating in social contacts. Such a conceptaccording to psychologists, is a unique result of the development of the human psyche. She is relatively stable. At the same time, the image is subject to internal transformations and fluctuations. The concept strongly influences all manifestations of personality in life. The concept of oneself is laid down in childhood, at the same time determining the behavior of the child, and then affects a person until the last day of life.
There are positive, negative versions of the I-image inherent in the teacher. Positive includes a positive assessment of oneself, accompanying the allocation of appropriate qualities in oneself. A person who understands himself this way 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 has a positive concept of himself works more efficiently than other people. The teacher tries to realize himself in the chosen field. The behavior of someone who embodies their capabilities in reality, who is mentally he althy, is quite autonomous. He has spontaneity. Such a person is distinguished by the ability to solve problems creatively, democracy.
Positive concept: more details?
Working in the field of psychology of socio-pedagogical activity Burns (a scientist from America) paid special attention to the qualities of the teacher's personality, who has 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 requirements. They can teach as personally as possible, due to which the lessons become brighter and more voluminous. Mainthe installation of such a teacher is to form a positive base for students to independently perceive useful information. A teacher who owns such a self-image interacts easily and informally with the audience and can establish a warm dialogue with it. He prefers oral communication to written interaction with students. As a rule, the teacher is emotionally balanced, confident in his abilities, shows love for life.
A positive perception of yourself and the audience is one of the key factors in the effectiveness of the workflow. In many ways, this determines the formation of a similar concept among trainees.
On the negative
In psychology, the teacher's negative self-concept stands out in socio-pedagogical activity. Such a person feels himself without protection, negatively perceives other people, focusing on his own anxieties and fears. This type of teacher is characterized by an authoritarian style of communication with students. This format becomes a means of psychological self-defense.
A person who feels inadequate as a person or in a chosen area of work is usually dissatisfied with the results of the work process. Such a teacher forms a peculiar perception among the listeners, sets the atmosphere in the room where the students are. A teacher with a negative self-concept is often too cruel or too authoritarian. Through aggression, he tries to protect himself from listeners. Other cases are known: teachers are too passive, they do not control the work of the student andeasily get away from the main topic of the lesson. They are indifferent to learning in general, as well as the results that students show.
Teacher Self-Awareness
Studies in the psychology of pedagogical activity show the importance of assessing this aspect of the teacher, as well as the process of becoming a person's consciousness. In Bachkov's works, there are some rather interesting calculations devoted to the problem of self-consciousness. The psychologist notes several stages in the development of the teacher's consciousness: situational pragmatism, egocentric step, stereotype-dependent stage, subject-accepting, subject-universal. To determine the stage of development of the teacher's self-awareness, you need to understand what is its centering, how independent a person is, what is the direction of his activity. Be sure to evaluate the extent to which the teacher is able to accept something new.
The highest level of a teacher's self-awareness is the transformation from egocentrism to a focus on results that are useful to everyone. First, a person is aimed at self-affirmation, his personality is the main meaning for him. But the ideal teacher is one for whom society, knowledge, and the results of activity are primary. He strives for the common good. This refers to all levels - from a specific person to humanity in general.
Ability 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. A teacher's abilities are personal persistent qualities, a specificreceptivity of the object of the educational process. The teacher must perceive the means of teaching, the conditions of his work. Its task is to form 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 teacher's abilities are defined: perceptual, reflective and projective. The first involves the ability of a person to penetrate the personal identity of the listener. This includes the teacher's ability to understand how the student perceives himself. This quality is considered key for a teacher. It includes the ability to study others, empathize with them, and understand the motives and actions of others. The teacher only then 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, it will not be possible to compensate for the quality. These abilities are important in teaching work, they indicate a person's focus on the mental improvement of the listener.
Projective ability
Works devoted to the psychology of pedagogical activity, as the second level of the teacher's abilities, are proposed to be considered projective. They include the ability to shape new, more effective approaches to conveying information to listeners. This includes gnostic abilities, skills in the field of organizing the workflow, communicating with listeners. Projective abilities include constructive, designing.
Gnostic determine the ability of a person to quickly, creatively master new approaches to education. This includes inventiveness in the performance of one's duty. Kuzmina said that such abilities allow the teacher to accumulate information about the students and themselves. Designing - this is the ability to present in advance the result of solving all the problems that fill the period of educational work. Constructive ones include a creative solution, organization of joint work. The person to whom they are inherent is sensitive to the atmosphere and working formation. Communicative qualities allow you to establish contact with students.
And more details?
In Kuzmina's calculations devoted to the methods of psychology in pedagogical activity, one can see an indication of four factors due to which secondary personal abilities of the teacher are realized. The ability to independently identify, to perceive the individual personal qualities of the listeners is taken into account. The factors include developed intuition and suggestive qualities, that is, the ability of the teacher to inspire some data to the audience.
Currently, it is customary to additionally highlight the factor of speech culture. It involves meaningful phrases, appeal to the listener and the ability to influence the audience with speech.
Organizational qualities of a teacher are mainly expressed in the selective susceptibility of methods of organizing students. The teacher is responsible for the selection of appropriate methods of presentation of the material, helpsstudents to organize themselves. Organizational skills are expressed in the ability of a person to organize their own work.
Be better than yesterday
In psychology, pedagogical activity is diagnosed through constant monitoring of the work of a teacher interacting with the audience. This happens not only in the classroom, but also outside of it. Work in an educational institution involves the desire to improve their abilities. Of course, this is peculiar only to a teacher who is interested in the chosen field of work. The development of pedagogical abilities is dictated by the personal 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 classical understanding of such activities is training and education. The first can have different organizational forms, is 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 predetermined goal.
Education is a workflow that can also be organized in different ways. It does not pursue any goal directly, since there are no achievable for a limited period and within the chosen form. Educational work is work that is consistently aimed at solving problems, the choice of which is subordinated to the ultimate goal. The main criterion of effectiveness is positivecorrection of the listener's consciousness. It can be seen by emotional responses to events, by the activity of the child and the characteristics of his behavior. Assessing a developing person, it is difficult to determine what exactly is due to the activity of a particular teacher.
And if in more detail?
Determining the specifics of the main types of teacher activity, which involves research in the psychology of pedagogical activity, clearly shows that education and training are dialectically united in the work of a teacher. The direction chosen by him, specialization does not matter. The goals pursued by the educational, teaching processes in relation to the general educational system are considered an external aspect. They are defined by society. He is also responsible for evaluating the result.
Not without complications
At the moment, the study of the activities of teachers from the point of view of psychology is a task for which some problems are inherent. To some extent, this is due to the complexity of determining the professional level of an employee, as well as assessing his inherent creative potential. Any teacher in theory can overcome the stereotypes inherent in him, but not everyone in reality has enough strength for this. Speaking about the activities of teachers, it is necessary to mention the problem of the psychological preparation of a specialist, including preparatory work, taking into account the current systems of training and student development. No less important is the problem of improving the qualification level of employees of educational institutions.
According to those who analyze these problems, it is necessary to reconsiderfeatures of the training of teaching staff. More emphasis on practice is needed. Today, in teacher training, the practical part of the work is relatively small, and activists propose to make it many times more voluminous, so that all teachers have enough opportunities to put into practice the theory received as part of the training.
