The concept and essence of pedagogical abilities. Pedagogical abilities. General teaching abilities

Today there are different approaches to the definition of abilities A deep analysis of the problem of abilities was given by B.M. Teplov. According to the concept developed by him and his colleagues, only anatomical, physiological and functional features of a person, creating certain prerequisites for the development of abilities, called inclinations. In this regard, first let us consider the relationship between the concepts: abilities, inclinations, genius and talent based on general structure abilities. The inclinations are very ambiguous; they are only prerequisites for the development of abilities.

Talent and genius are levels of ability. Talent is the highest degree of a person’s abilities in a certain activity, and genius is the highest degree of manifestation creativity.

Typically, types of abilities are distinguished by their focus, or specialization:

General abilities are those individual personality properties that provide relative ease and productivity in acquiring knowledge and implementing various types activities;

Special abilities are a system of personality traits that help achieve high results in any field of activity. Special abilities are organically connected with general ones.

Pedagogical abilities are the totality of individual- psychological characteristics personality of the teacher who meets the requirements pedagogical activity and determining success in mastering this activity. The difference between pedagogical abilities and pedagogical skills is that pedagogical abilities are personality traits, and pedagogical skills are individual acts of pedagogical activity carried out by a person at a high level.

Domestic researchers of pedagogical abilities based on the provisions of S.L. Rubinshteina, B.M. Teplov in the 60s. of the last century identified a whole range of pedagogical abilities. The range of teaching abilities is very large. It covers the entire structure of teaching activity. Psychologists and educators who have studied a teacher’s professional profile identify various teacher abilities. In the studies of N.V. Kuzmina has revealed such abilities as:

Pedagogical observation,

Pedagogical imagination

Pedagogical tact,

Distribution of attention

Organizational skills.

F.N. Gonobolin lists and reveals the following abilities needed by a teacher:

Ability to understand the student;

Ability to apply material in an accessible manner;

Ability to develop student engagement;

Organizational skills;

Pedagogical tact;

Anticipating the results of your work, etc.

N.D. Levitov identifies the following as the main pedagogical abilities:

The ability to convey knowledge to children in a concise and interesting form;

The ability to understand students based on observation;

Independent and creative way of thinking;

Resourcefulness or quick and accurate orientation;

Organizational skills necessary both to ensure the work systems of the teacher himself and to create a good student team.

In the most general form, pedagogical abilities were presented by V.A. Krutetsky, who gave them the corresponding general definitions.

Didactic abilities - abilities to be conveyed by students educational material, making it accessible to children, present the material or problem to them clearly and understandably, arouse interest in the subject, arouse active independent thought in students;

Academic abilities - abilities in the relevant field of science (mathematics, physics, biology, literature, etc.).

Perceptual abilities - the ability to penetrate into the inner world of a student, pupil, psychological observation, associated with a subtle understanding of the student’s personality and his temporary mental states.

Speech abilities - the ability to clearly and clearly express your thoughts and feelings through speech, as well as facial expressions and pantomimes.

Organizational abilities are, firstly, the ability to organize a student team, unite it, inspire it to solve important problems and, secondly, the ability to properly organize one’s own work.

Communication skills - the ability to communicate with children, the ability to find the right approach to students, to establish with them expedient, from a pedagogical point of view, relationships, the presence of pedagogical tact.

The listed pedagogical abilities allow you to successfully carry out all aspects of teaching activity.

Thus, pedagogical imagination is especially significant for constructive activity - it is expressed in the “design” of students’ future knowledge, the ability to find suitable methods and techniques in advance. It is also expressed in the “designing” of the character and habits of students both in academic and educational work, in the formation of the team as a whole. It is the pedagogical imagination that helps the teacher carry out developmental teaching and education.

Pedagogical tact is manifested in the communicative side of pedagogical activity. As we noted above, this is the ability to establish correct relationships with students, teachers, parents, a sense of proportion in relationships (moderately demanding, moderately kind), which allows you to eliminate and prevent conflict situations.

Organizational skills are also necessary for a teacher’s activities, since all pedagogical activities are of an organizational nature.

The ability to distribute attention simultaneously between several types of activities is of particular importance for the work of a teacher.

The teacher’s achievement of high skill in teaching and raising children depends on the teacher’s pedagogical abilities and his personal qualities.

Pedagogical abilities are a set of individual psychological characteristics of a teacher’s personality that meet the requirements of pedagogical activity and predetermine the success of its implementation.

Pedagogical abilities have their own structure, as well as leading and auxiliary properties. The leading properties of pedagogical abilities are:

- pedagogical tact: observance by the teacher of the principle of moderation in communicating with children in diverse different types and areas of activity, the ability to choose the right approach to students.

Since abilities are formed in activity, i.e. there is every reason to believe that:

during the period of university preparation and the first five years of work, the highest pedagogical sensitivity to teaching activity is observed, allowing the novice teacher to reach the level of pedagogical skill;

scientific guidance professional development teacher provides the optimal path to mastery as a high-quality level of performance of professional activities.

The balance in the relationship between the spheres of activity and the mental properties of the teacher’s personality ensures the success of activities in the systems “Man - nature”, “Man - sign system”, “Man - man”, “Man - artistic image", "Man - technology", directly or indirectly carried out by the teacher.

Federal Agency for Education
State educational institution
higher professional education
BIRA STATE SOCIAL-EDUCATIONAL ACADEMY
Department of Psychology
Test on the topic
Formation of pedagogical abilities
Completed by: 1st year student
gr. B OZO, Faculty of PD
Bolshova L.Ya.
Checked by: Butorina O.G.
2010
Content

Chapter 1. Theoretical part
1.1 The essence of teaching abilities
1.2 Structure of teaching abilities
1.3 Professionally important qualities of a teacher
1.4 Teaching style
Chapter 2. Practical part
2.1 Self-presentation of personal and professional qualities
2.2 Training "Development of creative abilities of a teacher"
2.3 Games, trainings
Bibliography
CHAPTER 1. THEORETICAL PART

1.1 The essence of teaching abilities

Abilities are individual psychological characteristics of a person that are manifested in activity and are a condition for the success of its implementation. The speed, depth, ease and strength of the process of mastering knowledge, skills and abilities depend on abilities, but they themselves are not limited to them. Based on an analysis of psychological literature on the problem of abilities, we can identify the following signs of the presence of abilities for any type of activity.
Today, there are various approaches to determining abilities. An in-depth analysis of the problem of abilities was given by B.M. Teplov. According to the concept developed by him and his colleagues, only anatomical, physiological and functional characteristics of a person can be innate, creating certain prerequisites for the development of abilities, called inclinations. In this regard, first let us consider the relationship between the concepts: abilities, inclinations, genius and talent based on the general structure of abilities. The inclinations are very ambiguous; they are only prerequisites for the development of abilities.
Talent and genius are levels of ability. Talent is the highest degree of an individual’s abilities in a certain activity, and genius is the highest degree of manifestation of creative abilities.
Typically, types of abilities are distinguished by their focus, or specialization:
- General abilities - such individual personality properties that provide relative ease and productivity in mastering knowledge and carrying out various types of activities;
- Special abilities - a system of personality traits that help achieve high results in any field of activity. Special abilities are organically connected with general ones.
Pedagogical abilities are the totality of individual psychological characteristics of a teacher’s personality that meet the requirements of pedagogical activity and determine success in mastering this activity. The difference between pedagogical abilities and pedagogical skills is that pedagogical abilities are personality traits, and pedagogical skills are individual acts of pedagogical activity carried out by a person at a high level.
Domestic researchers of pedagogical abilities based on the provisions of S.L. Rubinshteina, B.M. Teplov in the 60s. of the last century identified a whole range of pedagogical abilities. The range of teaching abilities is very large. It covers the entire structure of teaching activity. Psychologists and educators who have studied a teacher’s professional profile identify various teacher abilities. In the studies of N.V. Kuzmina has revealed such abilities as:
- pedagogical observation,
- pedagogical imagination,
- pedagogical tact,
- distribution of attention,
- organizational skills.
F.N. Gonobolin lists and reveals the following abilities needed by a teacher:
- ability to understand the student;
- the ability to easily apply material;
- ability to develop student interest;
- organizational skills;
- pedagogical tact;
- foreseeing the results of your work, etc.
N.D. Levitov identifies the following as the main pedagogical abilities:
- the ability to convey knowledge to children in a concise and interesting form;
- the ability to understand students, based on observation;
- independent and creative way of thinking;
- resourcefulness or quick and accurate orientation;
- organizational skills necessary both to ensure the work systems of the teacher himself and to create a good student team.
In the most general form, pedagogical abilities were presented by V.A. Krutetsky, who gave them the corresponding general definitions.
- Didactic abilities - the ability to convey educational material to students, making it accessible to children, to present the material or problem to them clearly and understandably, to arouse interest in the subject, to arouse active independent thought in students;
- Academic abilities - abilities in the relevant field of science (mathematics, physics, biology, literature, etc.).
- Perceptual abilities - the ability to penetrate into the inner world of a student, pupil, psychological observation, associated with a subtle understanding of the student’s personality and his temporary mental states.
- Speech abilities - the ability to clearly and clearly express your thoughts and feelings through speech, as well as facial expressions and pantomimes.
- Organizational abilities are, firstly, the ability to organize a student team, unite it, inspire it to solve important problems and, secondly, the ability to properly organize one’s own work.
- Authoritarian abilities - the ability to directly influence emotionally and volitionally on students and the ability to gain authority from them on this basis.
- Communicative abilities - the ability to communicate with children, the ability to find the right approach to students, to establish appropriate relationships with them, from a pedagogical point of view, and the presence of pedagogical tact.
The listed pedagogical abilities allow you to successfully carry out all aspects of teaching activity.
Thus, pedagogical imagination is especially significant for constructive activity - it is expressed in the “design” of students’ future knowledge, the ability to find suitable methods and techniques in advance. It is also expressed in the “designing” of the character and habits of students in both educational and educational work, and in the formation of the team as a whole. It is the pedagogical imagination that helps the teacher carry out developmental teaching and education.
Pedagogical tact is manifested in the communicative side of pedagogical activity. As we noted above, this is the ability to establish correct relationships with students, teachers, parents, a sense of proportion in relationships (moderately demanding, moderately kind), which allows you to eliminate and prevent conflict situations.
Organizational skills are also necessary for a teacher’s activities, since all pedagogical activities are of an organizational nature.
The ability to distribute attention simultaneously between several types of activities is of particular importance for the work of a teacher.
The teacher’s achievement of high skill in teaching and raising children depends on the teacher’s pedagogical abilities and his personal qualities.
1.2 Structurepedagogical abilities

Currently, the concept of pedagogical abilities, developed by N.V. Kuzmina, represents the most complete systematic interpretation. In this concept, all pedagogical abilities are correlated with the main aspects (sides) of the pedagogical system.
First, we will briefly consider some aspects of the pedagogical system developed by N.V. Kuzmina.
The system is presented as a set of interconnected elements that form a stable unity and integrity, possessing integral properties and patterns.
The pedagogical system is defined as a set of interconnected structural and functional components subordinated to the goals of upbringing, education and training of the younger generation and adults.
Structural components are the main basic characteristics pedagogical systems, the totality of which forms the fact of their existence and distinguishes them from all other (non-pedagogical) systems. In the interpretation of N.V. Kuzmina's pedagogical system includes five structural elements: goals, content of education (educational information), means of pedagogical communication, students and teachers. In addition, the scientist also considers the functional components.
Functional components are stable basic connections of the main structural components that arise in the process of activity of managers, teachers, students and thereby determine the movement, development, improvement of the pedagogical system and, as a result, their stability, vitality, survival. There are five main functional components: gnostic, design, constructive, communicative and organizational. These same elements are elements of individual pedagogical activity.
N.V. Kuzmina considers the totality of a teacher’s abilities as the most important factor in the development and formation of students’ abilities. In this regard, in the structure of pedagogical abilities, she identifies two rows of characteristics:
- The specific sensitivity of the teacher as a subject of activity to the object, process and results of his own pedagogical activity, in which the student acts as a subject-object of pedagogical influence.
- The specific sensitivity of the teacher to the student as a subject of communication, cognition and work, since the main means of education are the types of activities of the emerging personality (i.e. the student himself) and the methods of their organization in order to obtain the desired final result.
The first level consists of perceptual-reflexive abilities addressed to the object-subject of pedagogical influence, i.e. to the student, in connection with himself (the teacher). They determine the intensity of the formation of the sensory fund of the teacher’s personality. Perceptual-reflexive pedagogical abilities, according to N.V. Kuzmina, include three types of sensitivity:
- Feeling of the object.
- Sense of proportion or tact.
- Sense of belonging.
The level of formation of perceptual-reflexive pedagogical abilities ensures the formation of pedagogical intuition, which, in turn, can be either “good”, i.e. helping to productively solve pedagogical problems, and “bad” ones, i.e. suggesting wrong decisions.
Thus, perceptual-reflexive pedagogical abilities “specialize” in the analysis of the interaction between the subject of professional pedagogical creativity and the student for whom he is responsible.
The second level consists of design pedagogical abilities, addressed to ways of influencing the student’s object-subject, in order to form his need for self-development, self-affirmation, civic and professional development.
Design pedagogical abilities consist of a special sensitivity to ways of creating productive technologies for teaching and educational influence on students in order to develop the desired qualities in them, i.e. achieving the desired end results.
Numerous psychological and pedagogical studies conducted by N.V. Kuzmina, showed that the self-development of teachers is ensured by a fairly high level of development of such general abilities as:
Gnostic abilities consist in the specific sensitivity of the teacher to the ways of studying students in connection with the goals of forming each person’s moral, labor, and intellectual foundation of personality, which ensures self-development even if he finds himself in an unfavorable environment.
Design pedagogical abilities consist in the special sensitivity of teachers to the construction of a “pedagogical labyrinth”, i.e. that pedagogical route along which it is necessary to lead the student from ignorance to knowledge, so that it is not just interesting for him, but also useful, economical and deep, difficult and easy, intense and “creative”.
Constructive pedagogical abilities consist of special sensitivity to how to structure an upcoming lesson, meeting, lesson in time and space in order to move towards the desired end result: where to start, what system of tasks to propose, how to organize their implementation, how to carry out assessment.
Communicative pedagogical abilities are manifested in the specific sensitivity of the teacher to ways of establishing and developing pedagogically appropriate relationships with students based on gaining their authority and trust and are ensured by:
- ability to identify, i.e. identifying with students;
- sensitivity to the individual characteristics of students (their interests, inclinations, abilities);
- good intuition, which is important characteristic creative thinking, manifested in anticipation, i.e. in anticipation of the desired pedagogical result, already when choosing impact strategies;
- suggestive personality traits or the ability to suggest.
Organizational pedagogical abilities consist in the special sensitivity of the teacher:
- to productive and non-productive ways of organizing the interaction of students with objects of activity and knowledge during school and extracurricular time;
- productive and unproductive ways of organizing student interaction in groups and teams;
- productive and unproductive ways of teaching students self-organization;
- productive and unproductive ways of organizing your own interaction with students;
- productive and unproductive ways of self-organization of one’s own activities and behavior.
The conclusion of researchers from the school of N.V. is significant. Kuzmina that pedagogical abilities presuppose high level development of general abilities (observation, thinking, imagination) and that other abilities are included in the sphere of pedagogical activity only if there is a pedagogical orientation and pedagogical abilities in the conditions of their further development. In addition, three types of combinations of pedagogical and other special abilities are identified: pedagogical abilities that either help, are neutral, or interfere with pedagogical activity.
1.3 Professionally important qualities of a teacher

A.K. Markova identifies three main aspects of a teacher’s work: teaching activity itself, pedagogical communication and the personality of the teacher. To important professional qualities, according to A.K. Markova, include:
- pedagogical erudition;

- pedagogical (practical and diagnostic) thinking;
- pedagogical intuition;
- pedagogical improvisation;
- pedagogical observation;
- pedagogical optimism, pedagogical resourcefulness;
- pedagogical foresight and pedagogical reflection.
In the model of teacher personality that is currently being developed, in the context of the same “activity - communication - personality” scheme, five professional significant qualities, revealing two groups of pedagogical abilities (according to N.V. Kuzmina)
1) Design-gnostic abilities:
- pedagogical goal setting;
- pedagogical thinking.
2) Reflexive-perceptual abilities:
- pedagogical reflection;
- pedagogical tact;
- pedagogical orientation.
Below we will consider in more detail the reflexive-perceptual abilities of the teacher.
The problem of a teacher’s knowledge of a student’s personality is vital. Also K.D. Ushinsky emphasized that if a teacher wants to educate a person, then he must, first of all, get to know him in all respects, understand the characteristics of the student’s personality (Ushinsky K.D., 1974). It is with the level of knowledge of the teacher of the student’s personality, with the adequacy and completeness of knowledge that the effectiveness of pedagogical activity is significantly related. As is clear from the research of S.V. Kondratieva, for teachers low level Productivity is characterized by the perception of only the external picture of an action, without penetration into the true goals and motives, while teachers of a high level of productivity are distinguished by the reflection of stable integrative properties of the individual, the identification of the leading goals and motives of student behavior, and the objectivity of value judgments.
The reflexive-perceptive skills of a teacher form an organic complex of knowledge of one’s own individual psychological characteristics, assessment of one’s mental state, as well as the implementation of versatile perception and adequate knowledge of the student’s personality.
Like any skills, they are based on a system of relevant knowledge (patterns and mechanisms of interpersonal cognition and reflection, developmental psychology children, adolescents, young men) and certain skills.
The structure of skills includes three types:
- social-perceptual skills;
- reflective;
- intellectual.
The latter involve the automation of methods for solving individual pedagogical tasks on self-knowledge and knowledge of the student’s personality.
In the light modern research(A.A. Bodalev, G.A. Kovalev) there is a direct connection between the usefulness, cognitive complexity, differentiation of the subject’s self-concept and his reflection personal characteristics other people. Knowing the student’s personality can be significantly hampered if the teacher is poorly aware of the characteristics of his own personality, his strengths and weaknesses, attitudes, and individual characteristics of reactions in various pedagogical situations. Students' stereotypical perceptions are reinforced when confronted with various difficulties at work. Thus, the more difficulties a teacher experiences in his pedagogical communication and activities, the less responsible, less interested, and less consciously choosing a profession he sees the students with whom he works. Here a kind of psychological defense is manifested when the abundance of subjective difficulties in one’s own pedagogical activity is explained by external, supposedly objective reasons: “difficult contingent”, “irresponsible individuals”, “people random for the profession”, “lazy people”, etc.
The psychological structure of a teacher’s activity includes the following components:
Design skills, which consist in planning your course, in anticipating possible difficulties on the part of students when mastering this course, in finding methods and teaching techniques necessary for students to overcome difficulties, in determining the most rational types activities of students that contribute to the successful acquisition of knowledge, skills and abilities, in the ability to adjust their activities based on the students’ reaction to teaching, in the choice of illustrative material throughout the course, in differentiating the approach to teaching students.
- carry out long-term planning of strategic, tactical and operational tasks and methods of solution;
- to foresee possible options for solving a system of pedagogical problems throughout the entire educational period for which planning is being carried out;
- outline the results that need to be achieved by the end of this or that work;
- teach students to set and realize goals independent work;
- set a goal academic work, plan its achievement, provide for possible difficulties;
- design the content of the educational subject;
- design your own teaching activities.
The constructive component of the teacher’s activity includes: selection and development of the composition of information content; designing student activities during which the necessary information can be learned; designing one's own future activities and behavior for effective interaction with students. In this regard, the teacher must be able to: select material for a lesson, highlight key concepts and patterns in it, find the correct relationship between factual and theoretical material in a given lesson, plan logical transitions from one stage of classes to another, arrange theoretical material from easy to more complex , draw conclusions on a given topic and move on to the next one, compositionally build classes that are not similar to each other, etc.
- select and structure materials into newly developed educational subjects;
- select and compositionally structure the content of educational and educational information for the upcoming lesson;
- play out different options for constructing a lesson in the conditions of a system of instructions, technical teaching aids, a certain time during which a solution must be made specific task, select forms of organization, methods and means of teaching;
- design new pedagogical teaching technologies, monitor the educational activities of students.
The organizational component includes the organization of information in the process of communicating it to students and the organization of various types of student activities in such a way that the results correspond to the goals of the system's own activities and behavior in the process of interaction with students. Interaction presupposes the unification, integration of members of the interacting group and the influence on the group of the teacher-organizer who ensures this integration. Integration is an organizational activity aimed at accounting, control, establishing individual responsibility, etc.
In connection with this side of the activity, the teacher must be able to organize his time, individual work students, collective activities of students, interact with students in educational work, etc.
- organize group and individual work of students, taking into account all factors;
- organize individual and conduct business educational games, discussions, trainings;
- manage the mental state of students during training sessions;
- diagnose cognitive abilities and results cognitive activity;
- evaluate the results of educational work, compliance of the achieved level with the normative one;
- organize the assimilation of educational material in accordance with program requirements and potential capabilities of students;
- carry out correction of educational activities.
The communicative component, characterized by relationships in a team, is considered in two aspects: a) horizontal relationships (teacher - student) and b) vertical relationships (head of the pedagogical system - activity partner).
- build interaction between students and teacher depending on the goals, content, forms of organization, teaching methods;
- individually influence the student during the frontal presentation of educational material;
- establish friendly, trusting relationships with students;
- develop a common opinion about making the right choice actions, behavior;
- motivate participants in the pedagogical process for upcoming activities.
The Gnostic component is a kind of core of all of the above. It includes the study and analysis of the characteristics of the process and results of one’s own activities, the study and analysis of activities and the ability to influence other people, taking into account their age and typological characteristics.
- extract new knowledge from various sources, from researching one’s own activities;
- independently work with various sources of information;
- highlight the main, essential things when selecting and structuring educational material and presenting it;
- analyze pedagogical situations; formulate pedagogical objectives;
- obtain new knowledge necessary for their productive solution, analyze decisions and results, compare the desired result and the real one;
- reason logically and carry out logical calculations;
- carry out search and heuristic activities;
- study, generalize and implement best practices.

1.4 Teaching style

An activity style is an interconnected set of individual characteristics, methods and nature of carrying out a certain activity, which, as a rule, involves interaction with people and acts as a dynamic stereotype.
A.K. Markova identifies the following four most characteristic styles of teacher activity.
1. Emotionally improvisational. Focusing primarily on the learning process, the teacher does not plan his work adequately in relation to the final results; for the lesson he selects the most interesting material, and the less interesting (albeit important) is often left for students to work on independently. Focuses mainly on strong students. The teacher’s activities are highly operational: the types of work often change during the lesson, and collective discussions are practiced. However, the rich arsenal of teaching methods used is combined with poor methodology; consolidation and repetition of educational material and control of student knowledge are not sufficiently represented. The teacher’s activities are characterized by intuitiveness, increased sensitivity depending on the situation in the lesson, personal anxiety, flexibility and impulsiveness. Such a teacher is sensitive and insightful towards students.
2. Emotional and methodological. Focusing on both the result and the learning process, the teacher adequately plans the educational process, gradually works through the educational material, without missing out on consolidating, repeating and monitoring students’ knowledge. The teacher’s activities are highly operational, but intuitiveness prevails over reflexivity. The teacher strives to activate students not with external entertainment, but with the features of the subject itself. The teacher is hypersensitive to changes in the situation in the lesson, personally anxious, but sensitive and insightful towards students.
3. Reasoning-improvisation. A teacher is characterized by an orientation towards the learning process and results, adequate planning, efficiency, and a combination of intuitiveness and reflectivity. The teacher is less inventive in varying teaching methods; he does not always use collective discussions. But the teacher himself speaks less, especially during the survey, preferring to influence students indirectly, giving respondents the opportunity to formulate their answer in detail. Teachers of this style are less sensitive to changes in the situation in the lesson, they have no demonstration of pride, and are characterized by caution and traditionalism.
4. Reasoning-methodical. Focusing primarily on learning outcomes and adequately planning the educational process, the teacher is conservative in the use of means and methods of teaching. High methodologicalness is combined with a small, standard set of teaching methods, preference for students' reproductive activity, and rare collective discussions. A teacher of this style is distinguished by reflexivity, low sensitivity to changes in situations in the lesson, and caution in his actions.
Individual style is also highlighted. It manifests itself:
- in temperament (time and speed of reaction, individual pace of work, emotional responsiveness);
- the nature of reactions to certain pedagogical situations;
- choosing teaching methods;
- selection of educational means,
- style of pedagogical communication;
- responding to the actions and actions of children;
- manner of behavior;
- preference for certain types of rewards and punishments;
- the use of psychological and pedagogical influence on children.
Talking about individual style pedagogical activity, they usually mean that when choosing certain means of pedagogical influence and forms of behavior, the teacher takes into account his individual inclinations. Teachers with different personalities can choose the same ones from a variety of educational and educational tasks, but implement them in different ways.
CHAPTER 2. PRACTICAL PART
2.1 Self-presentation of personal and professional qualities

Purpose of the program. Training in knowledge, skills and self-presentation skills.
Program objectives.
1. Training in skills and abilities to establish contacts.
2. Training in business ethics.
3. Help in acquiring your own speech style.
4. Body language training.
The most important thing in effective self-presentation is to ensure that the object of self-presentation, at the moment of parting with the subject, has the feeling that it is impossible to do without further cooperation, a kind of dependence has arisen. In order to fully master a communication situation, the subject must possess a wide range of knowledge, skills and abilities. When starting a collaboration, it is almost never enough to have only special, professional abilities and experience, but it is also necessary to have a certain set of personal qualities. Based on the context of our program, we can offer the following set of data qualities:
- the ability to quickly and accurately recognize the properties and condition of a particular person;
- the ability to win over facial expressions, pantomimes, intonations and rhetorical turns;
- ability to explain coherently, unobtrusively show to a specific person the new opportunities that he will receive after the start of cooperation;
- the ability to demonstrate business interaction skills in order to demonstrate one’s ability to value one’s own and other people’s time and to optimally organize business activities.
To develop these skills, as well as to obtain relevant knowledge, which is intended, on the one hand, to contribute to the development of certain skills in the client’s further independent activities, and, on the other hand, are intended to help the client in analyzing specific situations and drawing up a program of their own actions.
All classes in the “Self-presentation of personal and professional qualities” program take place in the form of a traditional training seminar, that is, the following alternates:
a) presentation of problematic material, discussion of it and
b) consolidation of this material in the form of various training events.
The features (that is, what is not non-specific when conducting seminars and trainings) of classes in this program include the following:
- use of video equipment to record training episodes;
- use of educational video materials;
- issuance of auxiliary printed materials (samples of self-presentation sheets, lists of necessary exercises, etc.) and materials representing the situation of the training seminar.
At the end of each training seminar within the framework of the “Self-Presentation of Personal and Professional Qualities” program, each participant, at his request, is given a certificate stating that he has completed this training seminar.
The entire program consists of four stages, and each of them has a high degree of independence, is aimed at solving problems independent of the content of other stages, that is, it is partial. If desired, the client can place an order for his participation not in the entire program, but only in some stages or in one.
One stage takes 5 hours with one break.
Each lesson (stage) consists of four to five steps. The duration of one step is about one hour. Each step consists of two components: educational and implementation - approximately 30 minutes each. In the educational part, certain information is given, which is consolidated in the implementation part.
The first stage is devoted to the study of body language: the meaning of individual gestures, the meaning of combinations of gestures, contextual meaning, and how the best way win people over.
The second stage is aimed at improving the clients’ verbal abilities: developing the acoustic characteristics of speech, mastery of intonation and rhetorical turns.
The third stage is aimed at changing the stereotype of communication and establishing social contacts, namely at developing the ability and skills of dedication in communication and in general in interaction with other people, that is, to move from one’s own problems and needs to the interests of a partner.
The fourth stage is entirely devoted to the ethics of professional and organizational plan: how to best present yourself in absentia, business ethics skills, accessories business man etc.
Lesson program
First training seminar. Body language: understanding other people's gestures, liking oneself with one's own.
1) Acquaintance, introduction(10 min.).
2) First step: learning hand gestures.
a) Protective gestures: the types of protective gestures are described (crossing of arms, legs, etc.), the material is consolidated in the form of an analysis of the poses of those present, the exercise “Closure different ways" and analysis of the game being played.
b) Gestures of dominance: talks about the types of gestures of dominance (turning the hand when shaking hands, etc....................

The concept of pedagogical abilities and their role in professional activities. Achieving high skill in raising and teaching children largely depends on the personal qualities of the teacher and, above all, on his pedagogical abilities.

Teaching abilities- this is a set of individual psychological characteristics of a teacher’s personality that meet the requirements of pedagogical activity and determine success in mastering this activity.

The development of pedagogical abilities is organically connected with pedagogical skills. In the process of mastering and applying them in different situations Pedagogical abilities are manifested and formed as personal (integral) formations that ensure the success of the teacher’s activities. The difference between pedagogical abilities and pedagogical skills is that pedagogical abilities are personality characteristics, and pedagogical skills are individual acts of pedagogical activity carried out by a person at a high level.

Pedagogical abilities are not only a condition for successful pedagogical activity, but also a result.

Research conducted in educational psychology has shown that abilities for teaching activities are an intertwining of general and special abilities. General abilities are manifested in a person’s personal properties: temperament, character, orientation. They help the teacher in developing his creative potential, personal growth and compensation for those properties that interfere with teaching activities: hostility, narcissism, shyness, conservatism, excessive emotionality and aggressiveness.

Each ability has its own structure; it distinguishes between leading and auxiliary properties.

Leading properties in pedagogical abilities are: pedagogical tact; observation; love for children; need for knowledge transfer.

Pedagogical tact- this is the teacher’s observance of the principle of moderation in communicating with children in a wide variety of areas of activity, the ability to choose the right approach to each child.

Pedagogical tact presupposes: respect for the child and exactingness towards him; development of independence and activity of children in all types of activities and firm pedagogical guidance of their work; attentiveness to mental state the child and the reasonableness and consistency of the requirements for him; trust in children; a pedagogically justified combination of the business and emotional nature of relationships with children, etc.

Pedagogical observation- this is the ability of a teacher, manifested in the ability to notice significant, characteristic, even subtle properties of children.

In other words, we can say that pedagogical observation is a quality of a teacher’s personality, which consists in a high level of development of the ability to concentrate attention on a particular object of the pedagogical process.

N.V. Kuzmina considers pedagogical abilities as the most important factor in the development and formation of students’ abilities, i.e. they have a double appeal: to the students and to the teacher himself.

Types of teaching abilities. Researchers of pedagogical abilities based on the provisions of S.L. Rubinshteina, B.M. Teplov identified a whole range of pedagogical abilities. The range of teaching abilities is very large. It covers the entire structure of teaching activity. In the studies of N.V. Kuzmina revealed such abilities as pedagogical observation, pedagogical imagination, pedagogical tact, distribution of attention, and organizational skills. F.N. Gonobolin lists and reveals the following abilities necessary for a teacher: the ability to understand the student; ability to present material clearly; ability to develop student interest; organizational skills; pedagogical tact; foreseeing the results of one’s work, etc. N.D. Levitov identifies the following as the main pedagogical abilities: the ability to transfer knowledge to children in a concise and interesting form; the ability to understand students based on observation; independent and creative way of thinking; resourcefulness or quick and accurate orientation; organizational skills necessary both to ensure the work systems of the teacher himself and to create a good student team.

In the most general form, pedagogical abilities were presented by V.A. Krutetsky, who gave them the corresponding general definitions.

Didactic abilities- the ability to convey educational material to students, making it accessible to children, to present the material or problem to them clearly and understandably, to arouse interest in the subject, to arouse active independent thought in students.

Academic ability- ability in the relevant field of science (mathematics, physics, biology, literature, etc.).

Perceptual abilities- the ability to penetrate into the inner world of a student, pupil, psychological observation associated with a subtle understanding of the student’s personality and his temporary mental states.

Speech abilities- the ability to clearly and clearly express one’s thoughts and feelings through speech, as well as facial expressions and pantomimes.

Organizational skills- this is, firstly, the ability to organize a student team, unite it, inspire it to solve important problems and, secondly, the ability to properly organize one’s own work.

Communication skills- the ability to communicate with children, the ability to find the right approach to students, to establish appropriate, from a pedagogical point of view, relationships with them, the presence of pedagogical tact.

Pedagogical imagination(or predictive abilities) is a special ability, expressed in foreseeing the consequences of one’s actions, in the educational design of the student’s personality, associated with the idea of what the student will become in the future, in the ability to predict the development of certain qualities of the student.

Ability to distribute attention simultaneously between several types of activities; is of particular importance for the work of a teacher.

N.V. Kuzmina considers the totality of a teacher’s abilities as the most important factor in the development and formation of students’ abilities. In this regard, in the structure of pedagogical abilities, she identifies two rows of characteristics:

o The specific sensitivity of the teacher as a subject of activity to the object, process and results of his own pedagogical activity, in which the student acts as a subject-object of pedagogical influence.

o The specific sensitivity of the teacher to the student as a subject of communication, cognition and work, since the main means of education are the types of activities of the emerging personality (i.e. the student himself) and the methods of their organization in order to obtain the desired final result.

First level constitute perceptual-reflexive abilities addressed to the object-subject of pedagogical influence, i.e. to the student, in connection with himself (the teacher). They determine the intensity of the formation of the sensory fund of the teacher’s personality.

Second level constitute design pedagogical abilities, addressed to ways of influencing the object-subject of the student, in order to form his need for self-development, self-affirmation, civic and professional development.

Perceptual-reflective pedagogical abilities, in turn, according to N.V. Kuzmina, include three types of sensitivity: a sense of object, a sense of proportion or tact, a sense of involvement.

In the activities of a preschool teacher perceptual abilities associated with the knowledge of the child, children's group, and parents. They are manifested in the following skills:

Understand the child and his individuality;

Seeing the manifestation of age-related psychological characteristics in the child’s behavior and activities;

Objectively assess the level of mental and personal development of a preschooler;

Notice the child’s “progress” in development, determine his “zone of proximal development” in different types of children’s activities;

Notice the child’s retardation, disturbances in his development, determine their causes;

Show flexibility in interacting with children based on indicators feedback;

Understand the children's group, its dominant characteristics;

Notice the positive and negative mutual influences of the child and the group, analyze their causes;

Understand a “difficult” child, objectively assess the impact social factors on the development of “education difficulties” of a particular preschooler;

Understand your colleague, adequately assess his strengths and weak sides as a professional and individual;

Understand the parents of the students, objectively assess the family microenvironment, family education style

Correctly determine by external signs(facial expressions, gestures, voice intonations) emotional condition person;

Overcome negative attitudes and attitudes in the perception and understanding of another person;

Knowledge of methods of psychological and pedagogical diagnostics.

Reflective abilities associated with self-knowledge and self-improvement. Creative activity teacher, his professional growth is impossible without analyzing his successes and failures. The success of pedagogical reflection is largely determined by reflective skills:

Observation and self-reflection;

Objectively assess your pedagogical capabilities in teaching and upbringing, stimulate intellectual and personal development preschooler;

Correctly assess the success of your professional activities;

Analyze and objectively evaluate professionally significant personal qualities, pedagogical abilities, your communication with children, parents, colleagues;

See yourself through the eyes of preschoolers, parents, colleagues, kindergarten management, objectively evaluate their attitude towards yourself;

Adequately assess your strengths and weaknesses in your professional activities, outline a program of professional self-improvement, and implement it;

Knowledge of specific autodiagnostic methods.

The level of formation of perceptual-reflexive pedagogical abilities ensures the formation of pedagogical intuition, which, in turn, can be either “good”, i.e. helping to productively solve pedagogical problems, and “bad” ones, i.e. predicting wrong decisions.

Design pedagogical abilities indicate the teacher’s ability to create new, effective ways of teaching and education. They include the following types of abilities:

Gnostic abilities are manifested in the rapid and firm mastery of methods of raising and teaching children, in the ingenuity of methods of upbringing and teaching.

Design (prognostic) abilities consist in the teacher’s ability to present the final result of educational and training influence. They are expressed in the teacher’s ability to predict:

Intellectual and personal development of preschool children, development of various types of children's activities, development of the preschool group, interpersonal relationships and communication of preschoolers;

Deviations and disturbances in the development of preschool children, positive and negative mutual influences of the children's group and individual pupils;

Developmental effect of using certain programs preschool education in a specific preschool group;

The effectiveness of the use of certain teaching and educational technologies, various organizational forms in the training and education of preschool children;

Difficulties of children in activities;

Children’s responses and the success of pedagogical interaction in various communication situations;

Development of cooperation with parents of students and successful interaction with colleagues, to anticipate possible difficulties in working with families, establishing business and interpersonal contacts with colleagues;

Own professional and personal development.

The severity of design abilities, their development and self-development are largely determined by pedagogical imagination.

Constructive abilities consist in special sensitivity to how to structure work with children and parents, what material is more effective to use for educational and educational work. They are expressed in the ability to give children “orienting and stimulating assessment” (B.G. Ananyev) taking into account their “immediate zone of development.” Constructive abilities are revealed in the ability to foresee difficulties in work and in creating conditions to prevent them. They include the ability to plan a preschooler’s activities at all scheduled moments, both for a short and longer period, to draw up a plan, a lesson summary, an entertainment scenario, and the ability to select factual material in specific areas of knowledge in accordance with the goals and objectives of learning at each age stage. Constructive abilities are the ability to process selected information, present it to children taking into account their age characteristics, and the ability to expediently combine parts of classes, etc.

Communication skills are manifested in the specific sensitivity of the teacher to the ways of establishing and developing pedagogically appropriate relationships with children based on gaining their authority and trust and are ensured by:

The ability to identify, i.e. identifying oneself with the child;

Sensitivity to the individual characteristics of children (their interests, inclinations, abilities);

Good intuition, which is an important characteristic of creative thinking, manifested in anticipation, i.e. in anticipation of the desired pedagogical result, already when choosing impact strategies;

Suggestive personality traits or the ability to suggest (L.M. Mitina).

Communication skills ensure the building of favorable interpersonal relationships with preschoolers and their parents, which determines the positive psychological climate in the children's group, and provides the opportunity optimal choice style of pedagogical interaction depending on the characteristics of the child, specific situation communication, etc.

Communication abilities are manifested in the following skills:

Build communication on humane, democratic basis, affirm the personal dignity of the child;

Easily and quickly establish contact with children and encourage them to communicate;

Realize individual approach in communication, listen and hear the child, create an atmosphere of trust and mutual understanding;

Show flexibility in communication and respond quickly to changing situations interpersonal interaction;

Show tact in communication, reject the stereotype “the teacher is always right”;

Be artistic, aesthetically expressive;

Use jokes, humor in communication, specific “preschool” means, communication techniques (communication through a puppet character, artistic word, fairy tales, music, etc.);

Carry out an individual approach in interaction with parents, enter into cooperation with colleagues;

Frontal and dyadic communication with children;

Public performance(at a parent meeting, teacher council, etc.);

Mastery of speech, facial expressions and pantomime.

Organizational skills consist in the special sensitivity of the teacher to the organization as an activity of children (collective, group, individual), parents, aimed at enhancing joint efforts in raising children, providing assistance kindergarten, group, and self-organization of their activities and behavior. Success in this direction ensures the ability to infect people with your energy, captivate, and activate them; the ability to quickly and flexibly apply your knowledge and experience in solving practical problems, etc.

Pedagogical abilities presuppose a high level of development of general abilities (observation, thinking, imagination) and that other abilities are included in the sphere of pedagogical activity only if there is a pedagogical orientation and pedagogical abilities in the conditions of their further development (N.V. Kuzmina).

Diagnosis and development of teaching abilities. Prerequisites for the formation of pedagogical abilities in high school, pedagogical educational institutions and professional practical activity are those mental properties of the individual that were formed at earlier stages of ontogenesis. These include emotional sensitivity and emotional stability, early manifestations of empathy (compassion), a tendency to work with people, especially with children, and organizational skills. The presence of these prerequisites is important to establish as early as possible using special diagnostic techniques and by observing children’s manifestations in communicative activities (Kondratyeva S.V.).

To diagnose professionally significant personal qualities of a teacher, the following methods are proposed: a differential diagnostic questionnaire, which allows diagnosing the direction of professional inclinations, T. Leary’s test, diagnosing the characteristics of interpersonal interaction styles, a questionnaire of empathic tendencies, a test of motives pedagogical work. An indicative questionnaire diagnosing the leading personality orientation.

The individualized nature of the structure of teaching abilities, their originality means that even the brightest representatives of the teaching profession have different test profiles, which once again confirms the plastic nature and compensatory capabilities of teaching abilities. By simply superimposing the resulting structure of abilities on the “ideal” one and stating their coincidence or discrepancy, it is difficult to argue for the presence or absence of suitability for the teaching profession. Therefore, the use of psychodiagnostic results is necessary for the purpose of developing professional self-awareness.

The range of professional opportunities for a teacher is formed during training in pedagogical educational institutions, in the process of self-education and, most importantly, in everyday teaching activities.

Of course, each personality is purely individual and some abilities that require the presence of special inclinations may not be fully developed by individual teachers even with their focused efforts.

However, practice has shown that in a number of cases the lack of some ability, if the teacher is serious about improving professional skills, can be compensated by others and, in general, educational activities doesn't suffer. Thus, in his study F.N. Gonobolin shows how a primary school teacher’s lack of demands on children, as a result of great effort, was compensated by perseverance and patience in working with children.

The conducted research on compensatory capabilities in teaching abilities reveals a range of abilities that can be leading and determine success in activity.

According to research, for one type of teacher, the core of pedagogical abilities is a high level of development of theoretical knowledge and, as a consequence of this, qualities such as the ability to manage children’s activities, constructive skills and abilities are manifested.

In the second type, the core is a high level of organizational work; qualities such as applied skills (playing musical instruments, ability for artistic activity, etc.), communication and constructive skills.

In the third type, the core is communication skills; organizational qualities, constructive and applied skills are manifested.

In the fourth type, the core is constructive skills and a high level of theoretical knowledge and personal qualities (restraint, poise, modesty) are manifested.

Obviously, for the constant improvement of pedagogical skills, it is necessary for the teacher to understand his goals, life plans, ideals, i.e. a complete understanding of what he expects from his teaching activities, awareness of his own personal capabilities (inclinations, character traits) manifested in teaching activities.

Pedagogical abilities are called a set of individual psychological characteristics of a teacher’s personality that meet the requirements of pedagogical activity and determine success in mastering this activity. The difference between pedagogical abilities and pedagogical skills is that pedagogical abilities are personality traits, and pedagogical skills are individual acts of pedagogical activity carried out by a person at a high level.

Pedagogical abilities were presented in the most general form V.A. Krutetsky.

1. Didactic abilities- the ability to convey educational material to students, making it accessible to children, to present the material or problem to them clearly and understandably, to arouse interest in the subject, to arouse active independent thought in students.

2. Academic ability- ability in the relevant field of science (mathematics, physics, biology, literature, etc.).

3. Perceptual abilities- the ability to penetrate into the inner world of a student, pupil, psychological observation associated with a subtle understanding of the student’s personality and his temporary mental states.

4. Speech abilities- the ability to clearly and clearly express one’s thoughts and feelings through speech, as well as facial expressions and pantomimes.

5. Organizational skills- this is, firstly, the ability to organize a student team, unite it, inspire it to solve important problems and, secondly, the ability to properly organize one’s own work.

7. Communication skills- the ability to communicate with children, the ability to find the right approach to students, to establish appropriate, from a pedagogical point of view, relationships with them, the presence of pedagogical tact.

8. Pedagogical imagination(or predictive abilities) is a special ability expressed in anticipating the consequences of one’s actions, in the educational design of the student’s personality, associated with the idea of what the student will become in the future, in the ability to predict the development of certain qualities of the student.

9. Ability to distribute attention simultaneously between several types of activities; is of particular importance for the work of a teacher.

Question 42. Structure and functions of pedagogical communication.

Pedagogical communication – this is professional communication between a teacher and students in and outside of class, aimed at creating a favorable psychological climate.

Incorrect pedagogical communication gives rise to fear, uncertainty in students, weakening of attention, memory, performance, disruption of speech dynamics and, as a consequence, the appearance of stereotypical statements by schoolchildren, since their desire and ability to think independently decreases, and conformity of behavior increases.

Communication between teacher and student has a wide variety of functions : informative, normative, cognitive, communicative, regulatory, educational.

The informative function consists in the selection and transmission by the teacher of the information that is necessary. Its main source is the educational process. Informative communication is carried out mainly through the speech of the teacher.

The normative function of communication is for schoolchildren to master moral norms through knowledge moral principles behavior. Examples of appropriate actions and regulation of modes of interaction and relationships.

Cognitive function communication lies in the direction of cognitive activity of schoolchildren, creating conditions for the development of cognitive motivation in the educational process.

The communicative function of communication involves establishing connections and interaction among schoolchildren in groups, establishing contacts between groups of children and adults.

The regulatory function of communication is to establish various forms and means of control, to choose methods of reward and punishment.

The educational function of communication is to convey methods of cooperation and interaction, to develop the ability to communicate.

Knowledge of these functions helps the teacher organize communication with students in and outside the classroom as a holistic process.

The structure of professional and pedagogical communication includes:

Modeling by the teacher of upcoming communication with the class (prognostic stage).

Organization of direct communication at the moment of initial interaction (communication attack).

Managing communication during the pedagogical process.

Analysis of the implemented communication system and its modeling for future activities.

The modeling stage requires knowledge of the characteristics of the audience: the nature of its cognitive activity, probabilistic difficulties, and work dynamics. The material being prepared for the lesson should be mentally presented in the situation of the upcoming interaction and thought out not only on behalf of the teacher, but also on behalf of the students, if possible in different versions.

At the stage called “communicative attack”, a technique is needed to quickly integrate the class into work; it is necessary to master the techniques of self-presentation and dynamic influence.

At the stage of communication management, it is necessary to be able to support the initiative of schoolchildren, organize dialogic communication, adjust your plan to suit real conditions.

And finally, the analysis of communication is aimed at correlating goals, means and results.

There are two sides to communication: attitude and interaction.

Teaching profession

Pedagogical psychology traditionally includes a special section - “teacher psychology”, which emphasizes the importance of the professional role of the teacher, examines his functions, abilities, skills, analyzes the requirements placed on him and the social expectations formed in society in relation to him. As noted by A.K. Markova, "professions- These are historically emerged forms of activity necessary for society, for which a person must have a sum of knowledge and skills, have the appropriate abilities and professionally important qualities.”.

Acting as an individual subject of pedagogical activity, the teacher at the same time represents a social subject - the bearer of public knowledge and values. Because of this, the subjective characteristics of a teacher always combine the axiological (value) and cognitive (knowledge) planes. Moreover, the second also includes two levels: general cultural and subject-professional knowledge. Being an individual subject, a teacher always represents a personality in all the diversity of individual psychological, behavioral and communicative qualities.

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