Main activities of a teacher. Slastenin V., Isaev I

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

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

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

Let's compare in general outline teaching activities that take place both during the learning process and outside of class time, and educational work that is carried out in the holistic pedagogical process.

Teaching carried out within any organizational form, and not just a lesson, usually has strict time limits, a strictly defined goal and options for achieving it. The most important criterion for teaching effectiveness is the achievement of the educational goal. Educational work, also carried out within the framework of any organizational form, does not pursue the direct achievement of a goal, because it is unattainable within the time frame limited by the organizational form. In educational work, one can only provide for a consistent solution of specific goal-oriented tasks. The most important criterion effective solution educational objectives are positive changes in the consciousness of pupils, manifested in emotional reactions, behavior and activities.

The content of training, and therefore the logic of teaching, can be rigidly programmed, which the content of educational work does not allow. The formation of knowledge, skills and abilities in the field of ethics, aesthetics and other sciences and arts, the study of which is not provided for in the curriculum, is essentially nothing more than training. In educational work, planning is acceptable only in the most general terms: attitude towards society, towards work, towards people, towards science (teaching), towards nature, towards things, objects and phenomena of the surrounding world, towards oneself. The logic of a teacher’s educational work in each individual class cannot be predetermined by regulatory documents.

The teacher deals with approximately homogeneous “source material”. The results of the teaching are almost unambiguously determined by its activities, i.e. the ability to evoke and direct the student’s cognitive activity. The teacher is forced to reckon with the fact that he pedagogical influences may intersect with unorganized and organized negative influences on the student. Teaching as an activity has a discrete nature. It usually does not involve interaction with students during the preparatory period, which may be more or less long. The peculiarity of educational work is that even in the absence of direct contact with the teacher, the student is under his indirect influence. Usually the preparatory part in educational work is longer, and often more significant, than the main part.

The criterion for the effectiveness of students’ activities in the learning process is the level of assimilation of knowledge and skills, mastery of methods for solving cognitive and practical problems, and the intensity of progress in development. The results of students' activities are easily identified and can be recorded in qualitative and quantitative indicators. In educational work, it is difficult to correlate the results of the teacher’s activities with the developed criteria of education. It is very difficult to identify in a developing personality the result of the activity of the educator. IN educational process It is difficult to predict the results of certain educational actions and their receipt is much delayed in time. In educational work it is impossible to establish in a timely manner feedback.

The noted differences in the organization of teaching and educational work show that teaching is much easier in the ways of its organization and implementation, and in the structure of the holistic pedagogical process it occupies a subordinate position. If in the learning process almost everything can be proven or deduced logically, then it is much more difficult to evoke and consolidate certain personal relationships, since freedom of choice plays a decisive role here. That is why the success of learning largely depends on the formed cognitive interest and attitude towards educational activities in general, i.e. from the results of not only teaching, but also educational work.

Identification of the specifics of the main types of pedagogical activity shows that teaching and educational work in their dialectical unity take place in the activities of a teacher of any specialty. For example, a master of industrial training in the system of vocational education in the course of his activities solves two main tasks: to equip students with the knowledge, skills and abilities to rationally perform various operations and work while complying with all requirements modern technology production and labor organization; to prepare such a qualified worker who would consciously strive to increase labor productivity, the quality of the work performed, would be organized, and value the honor of his workshop and enterprise. A good master not only passes on his knowledge to his students, but also guides their civic and professional development. This, in fact, is the essence of the professional education of young people. Only a master who knows and loves his job and people will be able to instill in students a sense of professional honor and create the need for perfect mastery of their specialty.

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

So, of the many types of activities of schoolchildren, cognitive activity is not limited only to the framework of learning, which, in turn, is “burdened down” by educational functions. Experience shows that success in teaching is achieved primarily by those teachers who have the pedagogical ability to develop and support children’s cognitive interests and create an atmosphere in the classroom general creativity, group responsibility and interest in the success of classmates. This suggests that it is not teaching skills, but the skills of educational work that are primary in the content of a teacher’s professional readiness. In this regard, the professional training of future teachers is aimed at developing their readiness to manage the holistic pedagogical process.

The main types of pedagogical activities are teaching and educational work. Teaching is a type of special activity of a teacher that is aimed at managing primarily the cognitive activities of schoolchildren. Teaching is one of the main meaning-forming components of the learning process. In the structure of education, teaching is the process of activity of a teacher (teacher), which can function only as a result of close interaction with the student, both in direct and indirect form. But no matter what form this interaction takes, the teaching process necessarily presupposes the presence of an active learning process.

It also acts as such provided that the activities of students are ensured, organized and controlled by the teacher, when the integrity of the learning process is ensured by the common goals of teaching and learning. During the preparation and implementation of the learning process, the teacher performs the following types activities: on the one hand, carries out selection, systematization of structuring educational information, presenting it to students, on the other hand, organizes a rational, effective system of knowledge and methods of operating it in educational and practical work that is adequate to the tasks of teaching.

The subject of teaching activities is the management of educational and cognitive activities of students (see diagram 10). Educational work is a pedagogical activity aimed at organizing the educational environment and managing various types of activities (including cognitive) of pupils in order to solve the problems of their harmonious development. Teaching and educational work are two sides of the same process: it is impossible to teach without exerting an educational influence, the degree of effectiveness of which depends precisely on how much

it will be thought out. Likewise, the process of education is impossible without elements of learning. Education, to reveal the essence and content of which many studies are devoted, is only conditionally, for convenience and deeper knowledge, considered in isolation from education. Revealing the dialectic of the relationship between these two sides of a single pedagogical process, it is necessary to take into account a number of their significant differences, for example, such as:

Teaching, carried out in any organizational form, including in the classroom, usually has strict time limits, a strictly defined goal and a certain set of options for achieving it.	Educational work does not pursue the direct achievement of a goal, because it is unattainable within the time frame limited by the time frame of the organizational form. In educational work, it is possible to provide only for the consistent solution of specific goal-oriented tasks.
The learning content and teaching logic can be hard-coded.	The content of educational work does not allow for detailed regulation. The logic of a teacher’s educational work in each individual class cannot be predetermined by regulatory documents.
In teaching, planning is an integral function of the process of managing the cognitive activity of students.	In educational work, planning is possible only in the most general terms: attitude towards society, work, people, science (teaching), nature, things, objects and phenomena of the surrounding world, and oneself.
The results of students' activities are easily identified and can be recorded in qualitative and quantitative indicators.	Identifying and predicting the results of educational activities in a developing personality is very difficult due to the presence of a large number of factors that influence the upbringing of a child and give educational work a probabilistic character.
Teaching involves constant and immediate feedback, which determines the possibility effective management learning process.	Educational work, due to the remoteness of the results, does not have the opportunity to form feedback within the framework of its organizational forms and, therefore, effectively manage the educational process.
The criterion for the success of educational activities is the level of assimilation of knowledge and skills, mastery of methods for solving cognitive and practical problems, and the intensity of progress in development.
The most important criterion for the effectiveness of teaching is the achievement of a given educational goal.	The most important criterion for successfully solving educational problems is positive changes in the consciousness of students, manifested in emotional reactions, behavior and activities.

The noted differences in the organization of teaching and educational work show that teaching is much easier in terms of the methods of its organization and implementation, and in the structure of the holistic pedagogical process, according to V.A. Slastenin, “it should occupy a subordinate position” (Pedagogy: Tutorial for pedagogical students educational institutions/ V.A. Slastenin et al. M., 1997. pp. 27-28). If in the learning process almost everything can be proven or deduced logically, then it is much more difficult to evoke and consolidate certain personal relationships, since freedom of choice plays a decisive role here. That is why the success of learning largely depends on the formation of cognitive interest and attitude towards educational activities in general, i.e. from the results of not only teaching, but also educational work.

It should also be noted that the formation of knowledge, skills and abilities in the field of ethics, aesthetics and other sciences, the study of which is not provided for in the curriculum, is essentially nothing more than learning. In addition, V.V. Kraevsky, I.Ya. Lerner and M.N. Skatkin noted that the experience of creative activity and the experience of an emotional and value-based attitude to the world around them are considered integral components of the content of education, along with the knowledge and skills that a person acquires in the learning process. Without unity of teaching and educational work, it is not possible to implement the mentioned elements of education. Even A. Disterweg understood the holistic pedagogical process in its content aspect as a process in which “educational teaching” and “educational education” are merged together. In principle, both pedagogical and educational activities are identical concepts.

The idea of a holistic pedagogical process, for all its attractiveness and productivity, is not indisputable in the eyes of a number of scientists (P.I. Pidkasisty, L.P. Krivshenko, etc.), who believe that it carries a certain danger of “blurring the boundaries between theories training and education." IN pedagogical science And in practice, quite often one encounters misconceptions of another kind - the identification of teaching and pedagogical activities. Indicative in this regard is the opinion of N.V. Kuzmina, who considered them a specific characteristic pedagogical activities, her high productivity. She distinguished five levels of productivity in teaching activities, referring only to teaching:

I (minimal) - reproductive; the teacher knows how to tell others what he knows; unproductive.

II (low) - adaptive; the teacher knows how to adapt his message to the characteristics of the audience; unproductive.

III (medium) - local modeling; the teacher has strategies for teaching students knowledge, skills, and abilities in individual sections of the course (i.e., forming a pedagogical goal, being aware of the desired result and selecting a system and sequence for including students in educational and cognitive activities); medium productive.

IV (high) - system-modeling knowledge; the teacher knows strategies for forming the required system of knowledge, skills, and abilities of students in the subject as a whole; productive.

V (highest) - systematically modeling the activities and behavior of students; the teacher has strategies for transforming his subject into a means of shaping the student’s personality, his needs for self-education, self-education, self-development; highly productive (Kuzmina N.V. Professionalism of the personality of a teacher and industrial training master. M., 1990. P. 13).

Considering, for example, the responsibilities of an afterschool teacher, one can see both teaching and educational work in his activities. Solving the task of instilling in students a love of work, high moral qualities, habits of cultural behavior and personal hygiene skills, he regulates the daily routine of schoolchildren, observes and provides assistance in the timely preparation of homework, and in the reasonable organization of leisure time. Obviously, instilling habits of cultural behavior, personal hygiene skills and educational activities, for example, is already an area not only of upbringing, but also of training, which requires systematic exercises. It is necessary to point out one more aspect of this problem: some teachers, in addition to teaching, also perform functions class teacher. Class teacher in a secondary school Russian Federation- a teacher who, along with teaching, carries out general work on the organization and education of the student body of a certain class. The activities of the class teacher include:

comprehensive study of students, identifying their inclinations, requests and

interests, creating a class asset, clarifying the school charter or

“Rules for students” in order to develop norms of behavior and feelings

responsibility for the honor of the class and school;

Monitoring academic performance, discipline, community service and

leisure time for students;

Organization of extracurricular and extracurricular activities;

Systematic interaction with students’ parents, organization

work parent committee class;

Taking measures to prevent school dropouts, etc.

The class teacher draws up a work plan for a quarter or half a year, at the end school year submits a brief report on its activities to the school administration. The most important task of the class teacher is the development of student self-government (Psychological and pedagogical dictionary for teachers and heads of educational institutions. Author-compiler V.A. Mizherikov. Rostov n/D.: Phoenix, 1988).

There are several other types of teaching activities, which are clearly shown in Diagram 11.

Thus, to summarize what has been said, we come to the conclusion: pedagogical activity will be successful when the teacher is able to develop and support the cognitive interests of children, create an atmosphere of general creativity, group responsibility and interest in the success of classmates in the lesson, i.e. when both types of pedagogical activity will actually interact in his activities with the leading, dominant role of educational work.

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Activity
Recommended by the Academic Council of the Pedagogical Society of Russia and the Department of Pedagogy of Moscow Pedagogical University as an educational

Mizherikov V.A., Ermolenko M.N.
M58 Introduction to teaching: A textbook for students of pedagogical educational institutions. - M.: Pedagogical Society of Russia, 2002. - 268 p.

ISBN 5-93
The emergence and development of the teaching profession

The teaching profession is one of (if not the) oldest. After all, all other professions are mastered only in the course of a specially organized, purposeful pedagogical activity.
Features of the teaching profession

The teaching profession is special in its essence, significance and inconsistency. Activities of a teacher regarding social functions, requirements for professionally significant personal qualities
Teacher and child's personality

As we have already noted, in his professional activity the teacher is connected primarily with students. However, the teacher’s social circle is much wider. I play an important role in my upbringing as I grow up.
The socio-economic transformations taking place in the country have led to significant changes in the activities of rural schools, the state and level of work of which today determine

Prospects for the development of the teaching profession in the context of the information technology revolution
The world is on the threshold of a new millennium. Humanism as a social and value complex of ideas that affirm the attitude towards man as the highest value, recognizing his right to freedom

Requirements for the personality of a teacher in the works of luminaries of pedagogy
Any professional activity requires compliance with certain requirements of those involved in it. Obviously, it is possible to identify such basic requirements as

The teacher as a subject of pedagogical activity
A teacher at school has a lot to do: he teaches children everything he knows and can do, he communicates with them and with his work colleagues, organizing the school life of his pupils, laying down and

Social and professional orientation of the teacher’s personality
In the process of professional training, on the basis of value orientations, a motivational and value-based attitude towards the teaching profession, goals and means of teaching is formed.

Humanistic orientation of the teacher’s personality
It should be noted that the pedagogical orientation of a teacher’s personality can manifest itself in different ways. It can be focused on professional self-affirmation, on the means of pedagogical

Cognitive orientation of the teacher’s personality
Let's consider the description of several types of teachers proposed by V.V. Matkin (Matkin V.V. Introduction to the teaching profession: Educational and methodological manual for pedagogical students

Professionally significant personality traits of a teacher
An important factor, influencing the effectiveness of a teacher’s activities are his personal qualities. Young man, regardless of his choice future profession, must be aimed

Dominant qualities
1. Social activity, willingness and ability to actively contribute to the solution social problems in the field of professional and pedagogical activities.

2. Determination is a skill
Negative qualities

1. Partiality - singling out “favorites” and “hateful” students from among students, public expression of likes and dislikes towards students.
2. Imbalance - inability to control Professional contraindications 1. Availability

The essence of pedagogical activity
Pedagogical activity - special kind human activity, which is purposeful in nature, because the teacher cannot help but set a specific goal: to teach,

Motivation for teaching activities
One of the most important components of teaching activity is its motivation. This term is derived from the word "motive". According to L.I. Bozovic, as a motive they may

The purpose of teaching activity
A goal in a general scientific sense is understood as one of the elements of behavior, a direct motive of conscious activity, characterized by anticipation in consciousness and thinking of the result

Functions of pedagogical activity
The pedagogical activity of a teacher is realized in certain situations through the performance of a wide variety of actions, subordinated to certain goals and aimed at solving those problems.

The concept of the style of pedagogical activity
The pedagogical activity of a teacher (teacher), like any other activity, is characterized by a certain style. Style of activity (for example, managerial, production

General characteristics of the style of teaching activity
The style of pedagogical activity, reflecting its specificity, includes the style of management activity, self-regulation, communication and cognitive style. Your teaching style

The relationship between the style and nature of teaching activity
The most complete activity-based idea of the styles of pedagogical activity was proposed by A.K. Markova and A.Ya. Nikonova (Markova A.K. Psychology of teacher work. P. 180-190). In OS

The need for a cultural component in teacher training
The need for cultural studies training of future teachers has been proven a priori by the majority of scientists studying the problems vocational school. This is due to a number of factors.

The essence and relationship between general and pedagogical culture
The term “culture” (cultura) is of Latin origin, originally meaning cultivation of the soil (cultivation). Subsequently, the word “culture” began to be used more generally.

Components of pedagogical culture
We consider pedagogical culture (PC) as the level of mastery of pedagogical theory and practice, modern pedagogical technologies, methods of creative self-regulation

Axiological component of pedagogical culture
Contains the assimilation and acceptance by the teacher of the values of pedagogical work: a) professional pedagogical knowledge (psychological; historical and pedagogical, patterns of the whole

Technological component of pedagogical culture
The activity (technological) component reveals its technological aspect, methods and techniques of interaction between participants educational process in the culture of communication, including

Heuristic component of pedagogical culture
For a traditional Russian teacher, it has become customary to rely on the leading role of science: to use programs developed by scientists, textbooks, teaching materials. IN

Personal component of pedagogical culture
It manifests itself in the self-realization of the teacher’s essential strengths - his needs, abilities, interests, talents in pedagogical activity. The process of self-realization consists of a number of

System of continuous pedagogical education
Pedagogical education determines the quality of professional training in all spheres of functioning of society and the state. Behind last years there was an expansion of spheres

Motives for choosing a teaching profession
Negative consequences an incorrectly chosen profession affects both the person himself and his social environment. According to research by American scientists, the right choice

Basics of professional guidance for the teaching profession
Today it is hardly worth convincing anyone that not everyone can be a teacher. Good, diverse specialists are equally important to society. But you can’t put teachers in the general category - from

Fundamentals of self-educational work of future teachers
To match high rank teachers, every boy and girl who decide to devote themselves to the teaching profession must develop readiness for a complex and multifaceted

The concept and essence of professional competence of a teacher
Under competence in in a general sense understand personal capabilities official, his qualifications (knowledge, experience), allowing him to take part in the development of a certain range of solutions or decisions

Professional self-education of a teacher
To teach the younger generation today modern level It is impossible to meet the demands of society without constantly updating and enriching your professional potential. Professional with

Explanatory letter
Russian education on modern stage its development entered a period of thorough qualitative transformation, and one of the highest priority tasks in this area was the task of preparing

Professional training, formation and development of a teacher
System of continuous pedagogical education in the Russian Federation. Contents of higher pedagogical education. State educational standard of higher (pedagogical) education

Shalva Aleksandrovich Amonashvili
Area of pedagogical creativity: primary classes.

The essence of experience: the learning process is based on a personal and humane approach to children. Based on this provision, we determined
Volkov Igor Pavlovich

The essence of experience: in the developed system for the development of the student’s diverse and dominant abilities through learning to solve original problems when completing tasks and making p
Ivanov Igor Petrovich

The essence of the experience: the use of the Communard methodology in organizing the formative activities of schoolchildren, teachers and friends of the school, humanistic in nature, creative in execution,
Ilyin Evgeniy Nikolaevich Area of pedagogical creativity: teaching literature. The essence of experience: “educational education” in a literature lesson, the purpose of which is

moral formation
facilities

Kabalevsky Dmitry Borisovich
Field of pedagogical creativity: musical education of children.

The essence of experience: the goal of the musical education system for students is emotional interest
Lysenkova Sofya Nikolaevna

Area of pedagogical creativity: lessons in literacy, Russian language, mathematics in elementary school.
The essence of experience: the learning process is built on the basis of promising Shatalov Viktor Fedorovich Area of pedagogical creativity: teaching mathematics, physics, history in secondary schools.

The essence of experience is in creating an effective organizational method
Test. Holland's personality type definition Instructions: below are presented in pairs various professions . In each pair of professions, try to find the one you prefer. For example, of the two professions “poet or psychologist”, you Questionnaire 1

1. In what environment do you think it is possible to apply your abilities (science, art,
Agriculture

, industry, river or
navy , service sector, construction, trans professional activities (types of professions). Read carefully

Educational program for graduate training in specialty
033200 “Foreign LANGUAGE” 3.1. Basic educational teacher training program foreign language is developed on the basis of this Statement

General fundamentals of pedagogy
Pedagogy as a science, its object.

Categorical apparatus of pedagogy: education, upbringing, training, self-education, socialization, pedagogical activity,
Theory and methods of education The essence of education and its place in the holistic structure of the educational process. driving forces

and the logic of the educational process.
Basic theories of education and personal development

History of education and pedagogical thought
History of education and pedagogical thought as a field of scientific knowledge. School affairs and the emergence of pedagogical thought in the early stages of human development Psychology

Subject, objectives, principles, categories, basic
scientific theories correctional pedagogy. Norm and deviation in physical, psychological, intellectual and motor skills

Educational technologies
Concept pedagogical technologies, their conditionality by the nature of pedagogical tasks.

Types of pedagogical tasks: strategic, tactical, operational.
Psychological and pedagogical workshop Solving psychological and pedagogical problems, designing various forms

psychological and pedagogical activities, modeling educational and pedagogical situations
Graduate educational program

IN SPECIALTY 033200 “Foreign LANGUAGE” 5.1. Basic development period
educational program

training of foreign language teachers for full-time
Foreign language teacher training

6.1.1. The higher education institution independently develops and approves the basic educational program of the university for the preparation of a foreign language teacher on the basis of this State
The final state certification of a foreign language teacher includes the defense of a final qualifying thesis and a state exam.

The final certification tests are intended
Specialist work The specialist's thesis must be presented in the form of a manuscript. Requirements for volume, content and structure thesis

determined by the higher education institution on the basis of the Regulations on
Educational and methodological association of higher educational institutions of the Russian Federation for teacher education State educational standard of higher education vocational education

approved at a meeting of the educational and methodological council on linguistics and intercultural communication on November 10, 1999 (proceedings

Types of pedagogical systems

In the pedagogical vocabulary of theorists and practitioners of pedagogy, the concept of “system” is quite often used in different contexts (system of training, education, system of methods, means, etc.). However, when this term is used, it often does not have its original true meaning. A system is an ordered set of interconnected elements, identified on the basis of certain characteristics, united by a common goal of functioning and unity of control, and acting in interaction with the environment as an integral phenomenon.

According to L.F. Spirina, any association of people where pedagogical goals are set and educational tasks are solved should be considered as a pedagogical system.

N.V. Kuzmina believes that “the pedagogical system is a set of interconnected structural and functional components subordinated to the goals of upbringing, education and training of younger generations and adults.” As an artificial, specially, due to the objective laws of the development of society, the organized pedagogical system is under the constant “control” of society, i.e. the social system of which it is a part. But since interaction does not occur in a continuous stream, but selectively (individual facets, properties), then changes in the pedagogical system, its restructuring and adaptation depend on which or which elements society’s influence is currently directed at: strengthening the material base, improving the content of education, caring for financial situation

teachers, etc.

Scheme 1 - Types of pedagogical systems Consideration of the essence of the pedagogical system will be incomplete without an analysis of its species diversity: the same essence has different shapes

Society, forming a social order, builds a system of education corresponding to it as the most general pedagogical system. It, in turn, has its subsystems all social institutions that perform educational functions and are united into the education system. The leading subsystem in the education system is the secondary school. For the effective functioning of pedagogical systems aimed at educating the younger generation, society creates a system for training educators - secondary specialized and higher pedagogical educational institutions as pedagogical systems.

The types of pedagogical systems differ not in their essential characteristics (they are the same), but solely in their purpose and, as a consequence, in the features of organization and functioning. Thus, in the preschool education system, the main one is the “kindergarten” pedagogical system, and its variants are the pedagogical system of 24-hour kindergartens, kindergartens for children with poor health, etc.

In the general education training system, the basis is the “school” pedagogical system with options depending on operating modes: traditional, semi-boarding (extended day schools), boarding (boarding school, Orphanage, Suvorov and Nakhimov schools, etc.). Variants of the “school” pedagogical system are alternative educational institutions: gymnasiums, lyceums, colleges, etc.

Similarly, variants of pedagogical systems can be traced in the general system of vocational education. There is every reason to include additional education institutions as special pedagogical systems (music schools, sports schools, stations for young naturalists, young technicians, tourists, etc.).

In the specialized literature, the term “pedagogical system” is used quite ambiguously. In many cases, it includes individual components of the pedagogical process, a set of organizational forms, etc. For example, circles, sections, clubs, labor associations of schoolchildren, children's and youth public organizations. Along with the concept of “pedagogical system” in pedagogical literature (especially in recent years with the advent of the so-called author’s schools), the concepts of “educational system” and “didactic system” are widely used and also with ambiguous meaning. At the same time, the traditional concepts of “education system” and “training system” are not identical to them, although quite often one can see a mixture of these concepts that differ in meaning. If the “upbringing system” and “training system” are relatively independent, conventionally distinguished parts of the pedagogical system, which form it in their dialectical relationship, then the educational and didactic systems are the means for the school to effectively solve its problems. The educational and didactic systems are nothing more than a pedagogical system in dynamics, as a pedagogical process. The terms “educational system” and “didactic system” express the dominant tasks for which they are created; this, however, does not mean that in the first case elements of training are not provided, and in the second case education in the learning process is not assumed.

Any educational institution whose activities are based on non-traditional approaches and ideas can be classified as original pedagogical systems and called an original school. The pedagogical systems of Ya.A. can rightfully be considered among them. Komensky, K.D. Ushinsky, L.N. Tolstoy, A.S. Makarenko, V.A. Sukhomlinsky, V.A. Karakovsky and many other systems of classical teachers, modern innovative teachers and heads of educational institutions.

Structure of the pedagogical system

There is no unity of views among researchers on the complex issue of the component composition of the pedagogical system. This is because the choice of components, i.e. subsystems, may have different bases, is to a certain extent an intuitive creative act. On the other hand, the pedagogical system can be studied statically and dynamically as a pedagogical process. To get an idea of the pedagogical system, it is enough to identify four interrelated components: teachers and students (subjects), educational content and material base (funds) (Diagram 2).

The interaction of the components of the pedagogical system gives rise to the pedagogical process. In other words, it is created and functions with the aim of ensuring the optimal flow of the pedagogical process. The function of the pedagogical system is the implementation of the goals that are set for it by society.

Scheme 2 - Structure of the pedagogical system

pedagogical system activities

Let's consider the structure of the pedagogical system developed by Professor V.P. Simonov and supplemented by Professor L.F. Spirin.

Each pedagogical system always has nine main components: the goal of the activity, the subject of the pedagogical activity (the one who controls the system), the subject-object of the activity (the one who is controlled: child, pupil, student), the relationship “subject - subject-object”, content of activity, methods of activity, pedagogical means, organizational forms and result of activity. All these components are interconnected and interact.

Each of the pedagogical systems arises with certain goals and performs certain functions. Let us consider, for example, the goals of creating a small pedagogical system - a sports section: to strengthen the health of students, develop their physical qualities - and a large pedagogical system - a pedagogical institute: to professionally train a person so that he masters the pedagogical specialty.

This means that pedagogical systems differ, first of all, in their goals. In the system there are control pedagogical systems (teachers, educators) and controlled pedagogical systems (educated). Each student’s personality is not only an object of pedagogical activity, but also a subject of his own activity, self-development, and self-education. In the educational process, schoolchildren participate in specific types of activities (educational, aesthetic, labor, sports, etc.). It is in them that self-development and personality formation really take place.

The concept of pedagogical activity

Pedagogical activities according to B.T. Likhachev - a special type of socially useful activity of adults, consciously aimed at preparing the younger generation for life in accordance with the economic, political, moral, aesthetic and other goals of society.

A unique interpretation of the concept of pedagogical activity is given by L.F. Spirin, professor at Kostroma State Pedagogical University, sharing views on the activities of such prominent scientists as S.L. Rubinstein, A.N. Leontyev, N.V. Kuzmina, P.S. Grave, O.A. Konopkina, I.S. Ladenko, G.L. Pavlichkova, V.P. Simonov. Their views allow us to consider the activity of a teacher both in the aspect of a methodological understanding of human activity in general, and in its narrow professional understanding.

Pedagogical activity is the conscious intervention of adults in the objectively natural socio-historical process of raising children. The purpose of this intervention is the transformation of human nature into a “developed specific labor force”, the preparation of a member of society.

Pedagogical activity organizes the objective process of education, accelerates and improves the preparation of children for life, because she is armed:

pedagogical theory (theoretical knowledge);

pedagogical experience (practical experience);

system of special institutions.

Pedagogical activities are based on scientific pedagogical theory, which studies: the laws of education; educational influence of living conditions; their requirements for a person. Thus, scientific pedagogical theory equips pedagogical activity with reliable knowledge, helps it become deeply conscious, effective, and capable of resolving emerging contradictions.

The initial component of pedagogical activity is the teacher’s knowledge of the needs, trends in social development, and the basic requirements for a person (i.e., the teacher must know what kind of person needs to be raised for society).

The second component of pedagogical activity is diverse scientific knowledge, abilities, skills accumulated by a person in the field of production, culture, social relations, which in a generalized form are passed on to younger generations. As a result of mastering these fundamentals, a person develops a conscious attitude towards life - a worldview.

The third component of pedagogical activity is pedagogical knowledge itself, educational experience, skill, and intuition.

The fourth component of pedagogical activity is the highest civil, moral, aesthetic, environmental and other culture of its bearer.

Professor N.V. Kuzmina includes the following components in the structure of pedagogical activity, considering pedagogical activity as a cycle of stages of pedagogical management:

gnostic;

design-target;

constructive;

organizational;

communicative.

The functions of pedagogical activity are:

Transfer of knowledge, skills and abilities, formation on this basis of a worldview among students.

Development of intellectual strength and abilities of the younger generation, emotional-volitional and effective-practical spheres.

Formation of moral behavior of students based on the conscious assimilation of moral principles and skills of behavior in society.

Formation of an aesthetic attitude to reality (learn to recognize the beautiful and the ugly, defend the beautiful).

Strengthening the health of children, developing their physical strength and abilities.

All these functions of pedagogical activity are interconnected. Transferring knowledge, skills, and abilities to a child and organizing his diverse activities naturally entails the development of his essential strengths, needs, abilities, and talents. The functions of pedagogical activity are aimed at the formation of a diversified personality of students.

The central link of any pedagogical activity is the goals of educating the child’s personality. A goal is a prediction of the desired, possible final result of an activity. The pedagogical goal reflects the philosophical, economic, moral, legal, aesthetic, biological ideas of society about the perfect person and his purpose in the life of society. This means that the goals of a teacher’s work are determined by society, i.e. the teacher is not free to choose the final results of his work.

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

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

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

Let us compare in general terms the teaching activities that take place both during the learning process and outside of class time, and the educational work that is carried out in the holistic pedagogical process.

Teaching, carried out within the framework of any organizational form, and not just a lesson, usually has strict time limits, a strictly defined goal and options for achieving it. The most important criterion for teaching effectiveness is the achievement of the educational goal. Educational work, also carried out within the framework of any organizational form, does not pursue the direct achievement of a goal, because it is unattainable within the time frame limited by the organizational form. In educational work, one can only provide for a consistent solution of specific goal-oriented tasks. The most important criterion for effectively solving educational problems is positive changes in the consciousness of students, manifested in emotional reactions, behavior and activities.

The main types of pedagogical activities traditionally include educational work, teaching, scientific, methodological, cultural, educational and management activities.
Educational work is pedagogical activity aimed at organizing the educational environment, and the organized, purposeful management of the education of schoolchildren in accordance with the goals set by society.
Educational work is carried out within the framework of any organizational form and does not pursue a direct goal, because its results are not so clearly tangible and do not reveal themselves as quickly as, for example, in the learning process. But since pedagogical activity has certain chronological boundaries at which the levels and qualities of personality formation are recorded, we can also talk about the relatively final results of education, manifested in positive changes in the minds of pupils - emotional reactions, behavior and activities.
Teaching is the management of cognitive activity in the learning process, carried out within the framework of any organizational form (lesson, excursion, individual training, elective, etc.), has strict time limits, a strictly defined goal and options for achieving it. The most important criterion for teaching effectiveness is the achievement of the educational goal.
Modern Russian pedagogical theory considers teaching and upbringing as a unity. This does not imply a denial of the specifics of training and education, but deep knowledge the essence of the functions of the organization, means, forms and methods of training and education. In the didactic aspect, the unity of teaching and upbringing is manifested in the common goal of personal development, in the real relationship of teaching, development and educational functions.
Scientific and methodological activities. The teacher combines a scientist and a practitioner: a scientist in the sense that he must be a competent researcher and contribute to the acquisition of new knowledge about the child and the pedagogical process, and a practitioner in the sense that he applies this knowledge. The teacher is often faced with what he does not find in scientific literature explanations and ways to solve specific cases from their practice, with the need to generalize the results of their work. The scientific approach to work is thus. is the basis of the teacher’s own methodological activity.
Scientific work teacher is expressed in the study of children and children's groups, the formation of their own “bank” various methods, generalization of the results of their work, and methodological - in the selection and development methodological topic, leading to the improvement of skills in a particular area, in recording the results of teaching activities, and in the actual development and improvement of skills.
Cultural and educational activities - component activities of the teacher. It introduces parents to various branches of pedagogy and psychology, and students to the basics of self-education, popularizes and explains the results of the latest psychological and pedagogical research, and creates the need for psychological and pedagogical knowledge and the desire to use it in both parents and children.
Any specialist dealing with a group of people (students) is more or less involved in organizing its activities, setting and achieving goals collaboration, i.e. performs management functions in relation to this group. It is the setting of a goal, the use of certain methods of achieving it and measures of influence on the team that are the main signs of the presence of management in the activities of a teacher-educator.
When managing a group of children, the teacher performs several functions: planning, organization - ensuring the implementation of the plan, motivation or stimulation - this is the teacher encouraging himself and others to work to achieve the goal, control.

5. Structure of teaching activities. The components of pedagogical activity, being interrelated and interdependent elements, differ from each other and are isolated to some extent, which allows us to consider them independently of each other. The following components are distinguished in pedagogical activity: constructive, organizational and communicative.

The pedagogical profession makes certain demands on the personality of the teacher, namely, he must have a stable social and professional position, which is expressed in his relationship to the surrounding world, the profession and the subjects of pedagogy. The teacher’s position reveals his personality, the nature of his social orientation, and the type of civic behavior and activity.

Social position The future teacher is formed starting from childhood, continues to develop during the learning process in secondary school and is the basis for the formation of views and beliefs associated with the teaching profession.

There are also professionally determined requirements for a teacher; they are divided into two groups. The first includes psychological, psychophysiological and physical readiness, and the second includes scientific, theoretical and practical competence as the basis of professionalism.

The professional readiness of a teacher is determined by the correspondence of his personal and professional qualities in the professionogram, which combines their idealized version into three interrelated complexes: general civic qualities; qualities that determine the specifics of the teaching profession; specialized knowledge, skills and abilities in the subject.

The most important role in the activities of a teacher is played by his personal orientation, reflected in the professionogram and characterizing his social, moral, professional, pedagogical and cognitive orientation.

The basis of all activities of a teacher is his ideological conviction, which determines his moral basis. The choice of a teacher's profession should, first of all, be based on love for children, the desire to help them in self-improvement and self-realization by opening ways for them to achieve these goals. The teacher’s professional orientation acts as the core around which all his professional quality. An important and integral quality of a worthy teacher is his dedication, willingness to work despite time and territorial boundaries, putting his professional duty above all else.

Cognitive activity the teacher is determined by his desire to master new knowledge, interest in what is new in pedagogical science and the teacher’s subject area, and the ability for self-education. One of the main factors of cognitive interest is love for the subject being taught.

6. Professional competence and pedagogical skill

7 Development of the teacher’s personality in the system of teacher education.