A teacher is a person who teaches and educates students. But, of course, such a definition cannot reveal everything that a teacher needs to do and what he is responsible for during the educational process. And not everyone can become one. It is necessary for a person to have a special type of personality. What qualities of a teacher help him in passing on knowledge to other generations?

Professional readiness

If we briefly list the qualities of a teacher, they will be as follows:

love for children;
humanism;
intelligence;
creative approach to work;
high civic responsibility and social activity;
physical and mental health.

Taken together, they constitute professional readiness for teaching. It distinguishes psychophysiological and theoretical-practical aspects. They describe the requirements for determining teacher competence. Pedagogical competence is a definition of the theoretical and practical preparedness of a teacher to carry out his professional activities. At the same time, the requirements for an elementary school teacher are somewhat different from other teachers.

Qualities of a first school teacher

In the modern education system, the concept of “primary school teacher” has begun to be used more widely than before. If once his functions were limited only to the fact that he gave basic knowledge to children, now his field of activity has expanded significantly.

Therefore, the requirements for the qualities of a primary school teacher are now as follows:

he is not only a teacher, but also an educator;
must know the psychophysiological characteristics of children;
he must be able to organize the activities of his charges;
the teacher actively interacts with children and their parents;
readiness for constant self-development;
the teacher must create optimal conditions for learning;
helps students interact with the environment;
masters modern teaching methods.

A primary school teacher is not comparable to teachers at the middle and senior levels. His functions are even broader, since he is always the class teacher and teaches several disciplines. Of course, the qualities of a teacher, both professional and personal, are important.

What skills and abilities does the teacher have?

What should a teacher be like? This is determined by the standards that are prescribed in the Federal State Educational Standard, as well as by the qualities listed by other famous personalities in pedagogy. For example, such an employee must constantly educate himself and improve his skills. The professional qualities of a teacher are the following:

broad outlook and ability to present material competently;
training taking into account the individual characteristics of students;
competent, delivered speech and clear diction;
ability to use facial expressions and gestures during performances;
focus on working with students;
ability to quickly respond to situations, resourcefulness;
the ability to correctly formulate goals;
must have organizational skills;
quality control of students' knowledge.

Important qualities of a teacher are his knowledge and skills acquired during his studies and during his professional activities. He must also be able to apply them in his work as a teacher.

Personal qualities of a teacher

It is very important that the teacher has a theoretical basis, which is the basis of the educational process. But even if a person knows everything about raising and teaching children, he may not become a good teacher. What should a teacher be like from a personal point of view? A qualified specialist is determined by the following qualities:

Leading abilities in teaching activities

The activity of a teacher is of a continual and forward-looking nature. Having the knowledge of past generations, he must master modern techniques and follow new trends. Also, the teacher must see the personal potential of students.
Interactions between teacher and student are subjective in nature. The “object” of a teacher’s activity is a group of students or a pupil, who at the same time are the subject of their own activity with their own needs and interests.
In the educational process, it is difficult to assess the contribution made by everyone involved in the upbringing and education of a child. Therefore, pedagogical activity is collective in nature.
The process of upbringing and education takes place in the natural and social environment, in which it is difficult to take into account all factors. Therefore, the teacher has to constantly create optimal conditions for learning.
Pedagogical activity is creative in nature. The teacher has to constantly look for non-standard solutions to the assigned tasks, various ways to increase the motivation of students. Also, the mentor must be proactive, observant, and strive for excellence.
All professional activities of a teacher are built on humanistic principles: respect for the individual, a trusting attitude, the ability to empathize with students, faith in the child’s abilities.
The teacher cannot immediately see the result of his work.
The teacher is constantly engaged in self-education and improves the level of his qualifications, i.e. continuous learning occurs.

The profession of a teacher involves constant interaction with a large number of people, namely children. He must be able to organize their activities and maintain attention in class. The teacher must know the psychophysiological characteristics of each age period of children and apply them in practice. Also, the teacher must be able to cope with large amounts of information.

Or maybe this is a calling?

It is difficult to determine what is more important: to receive a pedagogical education or to love children and have a sincere desire to teach and educate them. For many, a teacher is not a profession, it is a calling. Because if you want to build a trusting relationship with your child, you need to stay a little small yourself.

A teacher should be like a child who is always interested in everything, who is always looking for something new. And being a teacher is a great talent; you need to be able to discern the potential in each student and help realize it. Also, the teacher must be a highly spiritual and cultural person in order to instill the correct life guidelines in his students.

The profession of a teacher requires from an individual not only a deep knowledge of the content and methods of teaching an academic subject, but also the presence of a number of professionally significant qualities. Today, there are quite a lot of special professiograms that define personality traits that play a dominant role in the professional activity of a teacher.

Modern professiograms should include not only pedagogical, psychological, but also the moral and ethical qualities of the teacher’s personality, which is due to the widespread practice of pedagogical didactogenies among children’s audiences.

Analysis of the moral aspects of teaching activity has allowed a number of researchers to identify the main groups of moral and pedagogical qualities of a teacher:

The moral choice and attitude of the teacher towards his profession,

The moral attitude of the teacher towards students and other participants in the pedagogical process,

The moral attitude of the teacher to the social environment and public life.

However, from our point of view, a more clear and complete classification of the professionally significant qualities of a teacher’s personality is provided by those researchers who take into account the moral behavior of an individual as the main link in a teacher’s activity.

Professionally significant personality traits of a teacher(classification by V.I. Zhuravlev)

1. Smart parameters:

Proficiency in oral and written communication,

Readiness for self-improvement,

Self-criticism, calmness, wit, sense of humor,

Good memory, erudition.

2. Worldview orientation:

Desire to work with children

Love for the profession

Honesty, firmness,

Having a professional position,

The desire to give oneself to children.

3. Psychotypological qualities:

Will, firmness,

Observation,

Self-control, self-regulation,

Restraint, balance,

Courage, tenacity,

Tolerance.

4. Extroverted qualities:

Altruism, benevolence, communication,

Affectionateness, mercy, tenderness,

Fairness and respect for the student,

Empathy.

Highlighting such qualities as mercy, understanding, tenderness, respect for the student and others, focuses attention on the sphere of moral feelings of the teacher. The emotional life and culture of a teacher’s moral feelings reflect his moral level and is the most important means of education. By their psychological nature, feelings are stable conditioned reflex formations in the human mind, forming the basis of his affective-volitional reactions in various situations.

What qualities should a good teacher have? Practical teachers, whose activities were dominated by the humanistic principle, also tried to answer this question. However, humanist teachers (J. Korczak and others) no longer considered these “qualities” as postulates, but as necessary skills, indicators of the true skill of a teacher:

The ability to be interested in the child’s feelings, opinions and statements,

The ability to “lean towards the child and listen”

The ability to provide the child with relative freedom, to relieve him of constant care,

The ability to be kind and fair,

The ability not to blame children

The ability to find the “zest” in each child and reveal it,

The ability to trust the student in the independent organization of his life,

The ability to wait patiently for the time when the child’s abilities are revealed,

The ability to give children tenderness, kindness, love,

The ability to support the weak, withdrawn, unlucky, rejected by everyone,

The ability to let someone else’s insult pass through your heart,

The ability to create conditions for a child that will give him the opportunity to become better and thereby bring joy to the teacher.

From the point of view of pedagogical ethics, it is also possible to distinguish cry-

Territories of pedagogical professionalism, mastery of which can be included in the mandatory set of professionally significant qualities:

tolerance(multiple answers to pupils’ questions, absence of a “repressive” reaction to children’s pranks),

goodwill(tone, style of speech, behavior),

sensitivity(the ability to conduct a survey in a lesson without suppressing the student’s personality, without “catching” him in ignorance),

equilibrium(a single style of communication with both “easy” and “difficult” students),

sophistication(protecting children's feelings),

compassion(empathy),

universal humanity(love for every student).

Any classification model or professionogram is ideal and static. In pedagogical practice, the diversity of a teacher’s personal qualities is manifested in dynamics, where it is quite difficult to draw a line between what is positively assessed by students in the teacher’s personality and what the teacher himself highly values in himself as a professional.

Research in the field of professionally significant personality traits of a teacher in general gives extremely polar results. positions The qualitative characteristics of students (schoolchildren, students) were distributed as follows:

1) friendliness, fairness, responsiveness of the teacher,

2) deep knowledge of the subject, professionalism,

3) scientific activity (scientific publications, academic degrees, etc.)

From our own perspective teachers The main indicator of a teacher’s professional activity is his desire for scientific activity (participation in scientific and practical conferences, development of new curricula, etc.), and moral and ethical qualities on the ranking scale occupy the lower positions along with some other indicators.

Thus, it is not surprising that the teacher is not always able to find mutual understanding with the children's audience and communicate with the students on equal terms.

It should be remembered that the children's audience evaluates the teacher primarily by moral qualities:

Kindness - 64.1%,

Soulfulness - 51.8%,

Fairness in grading - 41.2%,

Deep knowledge of the subject - 40%,

Understanding students, the ability to win them over, to penetrate their soul - 22.5%),

Equal attitude towards everyone - 22.5%,

Caring, ability to enjoy success - 20%,

Honesty, frankness, truthfulness - 18.1%,

Forgiveness - 11.1%,

Responsiveness, sincerity - 11.1%,

Ability to explain material well - 10.5%,

Erudition - 9.9%,

Demandingness, integrity, rigor, sense of humor - 7%,

Patience, calmness, politeness - 5.9%.

The core of all pedagogical qualities, as noted by V.A. Karakovsky, serves to gain satisfaction from caring for others: “Kindness is a bright altruistic orientation, an attitude towards constant, daily good work, absolute selflessness, cultivating the habit of caring for people and receiving pleasure from this care.”

QUESTIONS TO CONSIDER

What professionally significant qualities from the point of view of communication ethics must a teacher demonstrate in the following situations:

1. A student smeared Moment glue on another student’s chair. The students laughed. The injured student was crying.

2. A student brought a pigeon to class and released it during the lesson. The lesson was disrupted, the children jumped with excitement and caught a pigeon.

3. The student poured water into the inflatable balloon. Threw it in class during a lesson. The ball was jumping. The students laughed.

4. The student complained to the class teacher that he was unfairly given a bad mark. He forgot his homework notebook at home, but claims that he completed his homework in full.

The problem of creating a universal code of moral behavior for individuals has been solved over a number of centuries. In the public consciousness, norms of behavior were formed spontaneously, which required the creation of a certain “constant” that reflected the basic moral requirements governing social relations in a given era. Most of these moral codes remained for a long time ideal models (benchmarks of behavior). Moral codes include the biblical laws of Moses and the codes of some enlightenment philosophers (Jean-Jacques Rousseau). However, creating a universal moral code for all life circumstances was unrealistic.

CODE- a legislative act containing rules of law related to any one branch of law (civil, criminal codes). The term “code” is also sometimes used to refer to any set of rules of behavior in general.

The code of professional ethics of a teacher overcomes, to some extent, the formality of external requirements, introducing into its content certain principles of professional behavior of a teacher. The Teacher’s Code of Professional Ethics contains a system of basic moral requirements

tions that regulate the interaction of the teacher with all participants in the educational process at school.

The main sections of teacher codes of professional ethics are as follows:

1. The teacher’s attitude towards his work.

2.Attitude of the teacher to the student.

3.Attitude of the teacher to the student body.

4. The attitude of the teacher towards the parents of students.

5. The teacher’s attitude towards his colleagues.

6.Attitude of the teacher to the teaching staff.

7. The teacher’s attitude towards himself.

8.Attitude of the teacher to the head of the educational institution.

9.Attitude of the teacher to society.

10.Attitude of the head of the educational institution to the team of teachers.

11.Attitude of the head of the educational institution to his activities.

12.Attitude of the head of the educational institution towards himself.

Each of the sections presented includes at least 15 different norms of moral behavior. This code is a product of abstract moral consciousness, since it is not based on the developed moral and emotional culture of feelings of each specific teacher, therefore it is an ideal model. In order for the code to be accepted by a teacher as a personal normative program of moral actions, it must be created personally by each teacher on the basis of general moral principles and a formed moral and emotional culture already during the period of university preparation for the future teaching profession.

It is the personal code of professional ethics of the teacher, compiled on the basis of the memories of his childhood and school years, which are both emotional stimulants and moral regulators, criteria for the teacher’s behavior in relation to his students, that will allow the future teacher to understand the moral world of the child.

If we analyze the numerous individual professional codes that were compiled by teachers and students over a number of years, we can identify their common features and draw up a consolidated universal professional code of conduct for teachers:

The teacher undertakes not to:

To offend a child

Harm a child

Insulting a child and shouting at him,

Demand something beyond your capabilities from a child,

Humiliate, look down on your ward,

Ignore, notice the child, brush him off,

Laugh at the shortcomings and criticize the pupil’s inability,

Suppress the student’s feelings, ignore his mood,

Scare and threaten a child

Blame for failures

Punish without understanding.

QUESTIONS TO CONSIDER

1. Suggest a number of moral and ethical standards for the sections: “The attitude of the teacher to the student body”; “Teacher’s attitude towards students’ parents”; “The teacher’s attitude towards himself,” which, from your point of view, could be included in the teacher’s code of professional ethics.

2. Continue this list if possible.

The teacher, in communicating with his student, strives to be:

■ respectful, patient and understanding,

■ caring, loving, merciful,

■ accepting the child as he is,

■ supporting a child in difficult times,

■ empathetic, sharing the child’s mood,

■ treating the child as an equal (growing personality),

■ tactful, respectfully listening to all the child’s “crazy” ideas,

■ forgiving the child’s mistakes and failures,

■ those who know how to joke and smile,

■ trying not to use punishment as a method of education,

■ support the most modest achievements of children,

■ understanding children's interests, remembering their childhood.

3. Sources and programs for the formation of pedagogical ethics

professionalism

The problem of educating a teacher who must have a high level of moral and ethical culture cannot be resolved only with the help of theoretical courses in general pedagogy and practical courses in pedagogical skills and pedagogical technology, since the problem of moral reorientation of the personality of the future teacher is not solved by these academic disciplines. And the professional training of future teachers falls precisely at the age of existing moral norms, rules, stereotypes, which are already quite difficult to break, but sometimes necessary if they do not meet the requirements of the moral and ethical training of a modern teacher.

The problem of moral reorientation of future teachers at the level of conscious understanding and comprehension of the inner world of the student can be solved on the basis of methods that activate the capabilities of the unconscious channel of perception (memory, emotional feelings and experiences, reactions to the perception of the surrounding reality in childhood and during school years).

Pedagogical ethics contributes to the formation of positive moral feelings in the future teacher towards the student. The educational principle of relying on the positive dictates the need to

pa such techniques, where the student would feel his positive qualities. However, the period of clear definition and conscious assimilation of moral categories belongs to childhood, therefore it is necessary to activate the mechanisms of subconscious memory in the process of practical training.

Tasks of moral reprogramming of personality:

To develop the ability of moral choice based on emotional assessment: understanding of good and evil in relation to children,

To create the need for mutual assistance (help to the child, practical and effective assistance (training system),

Cultivate the habit of a sense of equality in communication (respect for a small growing individual).

The development of a child is the history of his experiences. It is possible to comprehend the world of childhood only by reliving some moments of your life. This is one of the keys to understanding the inner experiences of a growing personality. Growing up, we often forget the world of childhood dreams and fantasies, the world of joy and sorrow, fear, despair and victory... As adults, we are often afraid to admit in our hearts that we, too, were tormented by doubts in childhood, that we also played naughty and were repeatedly punished . But we adults, teachers and parents, sometimes react to a child’s behavior from a position of strict categoricalness, demanding clear and unquestioning fulfillment of all our demands, without trying to understand the child and share his joy or support him in moments of failure, failure, bitter resentment.

QUESTIONS TO CONSIDER

Below are a number of student impressions of their school years. Try to penetrate the world of their childhood experiences, comment on the behavior and reaction of the teacher in current situations. Try to put yourself in the shoes of a child of this age, how would you react in a similar situation; Can a teacher’s actions and behavior be justified? Remember similar incidents from your school life.

“This story happened to me when I was in 9th grade. My family was forced to emigrate from Kazakhstan to Kemerovo, where I went to study at one of the schools in this city. When I studied in Kazakhstan, my favorite school subject was history. But I studied not just history in general, but the history of Kazakhstan in an in-depth program. At the new school I began to study the history of the USSR. This course included a small section dedicated to the history of Kazakhstan. During one of the lessons, I was asked to answer and explained in detail what was not in the textbook on the history of the USSR. For twenty minutes I told who Amangeldy Aliyev, Ybaray Yltyn-sarin were; Gokai Valeikhanov, what is their service to the Kazakh land, what contribution they made to the development of the culture of the Kazakh people. The teacher's reaction to my story was unexpected for me. She rudely interrupted me, saying that I was being too smart, that now I didn’t live in Kazakhstan and there was no point in flaunting my knowledge in front of my classmates, enough

what she told us. After which she gave me a three. I was depressed, humiliated, and from then on I stopped loving history.”

“This incident happened to me in 10th grade. It was time for summer exams. I prepared very conscientiously for the exams, but I was afraid that everything would be mixed up in my head. To prevent this from happening, I wrote a large number of cheat sheets and hid them under my skirt. When I entered the class, I got the first desk, right in front of the examiners' table.

I took the ticket and sat down to get ready, I knew the answer to the question well, the excitement subsided. By chance, while preparing to answer, I turned awkwardly, and all my cheat sheets scattered. I froze with fear that I would now be kicked out. A few seconds passed, I was surprised to find that the teachers pretended that nothing had happened. I answered the ticket questions well and received an “excellent.” When I was about to leave the class, I was delicately asked to collect the trash. The joy of a good grade, a feeling of shame for the cheat sheets, gratitude to the teachers for their silent forgiveness of my offense was mixed up in my head...”

As noted by R.S. Nemov places a number of very serious demands on the teacher’s personality. Among them we can highlight main , without which it is impossible to become a highly qualified teacher or educator, and minor , compliance with which is not necessary for a teacher, but makes him a person capable of best teaching and educating another person. Among the main and additional psychological properties necessary for a qualified teacher are sustainable, constantly inherent in the teacher and educator of all eras, times and peoples, and changeable, conditioned by the peculiarities of the given stage of socio-economic development at which society is located, where the teacher lives and works.

1. Main and permanent The requirement for a teacher is:

1) love for children, for

2) teaching activities,

3) the presence of special knowledge in the area in which he teaches children,

4) broad erudition,

5) pedagogical intuition,

6) highly developed intelligence,

7) high level of general culture and morality,

8) professional knowledge of various methods of teaching and raising children.

Without any of the listed factors, successful pedagogical work is impossible. All these properties are not innate. They are acquired through systematic and hard work, and through the teacher’s enormous work on himself.

2. Additional, But relatively stable The requirements for a teacher are 1) sociability, 2) artistic ability, 3) cheerful disposition, 4) good taste and others.

These qualities are important, but less than the main ones listed above. A teacher or educator can easily do without each of these qualities separately. One can imagine, for example, a not very sociable mathematician, whose knowledge and teaching abilities are so well developed that, in the absence of this generally useful quality for people, he may nevertheless remain a good teacher. And on the contrary, it is not particularly difficult to imagine some sociable, fairly cheerful disposition, good taste, artistic person who clearly lacks teaching abilities. Such a person is unlikely to ever become a good teacher or educator.

The main and secondary pedagogical qualities in their totality constitute the individuality of the teacher, due to which every good teacher is a unique and original personality.

The question of major and minor variables qualities of a teacher that are required of him at a given moment in the history of society, at a given time and in a given workplace. The new situation emerging in society sets new goals for training and education. They, in turn, determine the requirements for the personality of the teacher and educator.

The main trend of modern progressive development of society is democratization of life; There is a decentralization of management, transfer of power to the localities.

Economic transformations affected the entire system of social relations, introducing market principles into most of them, dictating the need for independent decision-making. In this regard, the opportunities for establishing direct political, social, economic and cultural connections between people have significantly expanded, which in turn has led to an intensification of business and personal communication.

Increased publicity made it possible to publish different points of view on the most pressing issues affecting all spheres of society. The noted trends have increased the requirements for the qualities that representatives of the new younger generation should have. What are these qualities?

Democratization of life involves first of all:

1) the ability to live in conditions of expanding democracy, openness, pluralism of opinions,

2) communicate and interact with people on a legal and democratic basis.

3) recognize, understand, take for granted the presence of many different points of view,

4) conduct discussions on a highly cultural basis,

5) resolve any disagreements that arise,

6) rejection of dictate and any means of putting pressure on a person requires respect for her, recognition of her merits and significance.

Changing the system of economic relations requires 1) prudence, 2) businesslikeness, 3) frugality, 4) economic savvy, 5) enterprise, many other personality qualities that until recently were considered, if not negative, then in any case not the most necessary in life and were not consciously brought up in most children.

Publicity requires a person to 1) be able to express his thoughts orally or in writing, 2) convince, 3) prove, 4) speak for himself and listen carefully to others. In order to make a student an individual - and now more than ever we need individuals who meet the requirements of the time - the teacher himself must have independence, literacy, initiative, self-reliance and many other qualities, and systematically develop them in himself.

As was noted in domestic educational psychology back at the end of the 19th century. P.F. Kapterev, One of the important factors in the success of teaching activities is “personal qualities” teachers. The importance of such qualities as determination, perseverance, hard work, modesty, and observation is noted. The need for wit, as well as oratorical abilities and artistic nature are specially emphasized. Particularly important is the readiness for empathy, i.e. understanding the mental state of students, empathy, and the need for social interaction.

To important professional qualities, according to A.K. Markova , relate:

1) pedagogical erudition,

2) pedagogical goal setting,

3) pedagogical (practical and diagnostic) thinking,

4) pedagogical intuition,

5) pedagogical improvisation,

6) pedagogical observation,

7) pedagogical optimism,

8) pedagogical resourcefulness,

9) pedagogical foresight and

10) pedagogical reflection.

The fact that these qualities are close to the concept of “ability” is confirmed by A.K. herself. Markova.

In the study by L.M. Mitina identified more than five to ten personal qualities of a teacher (both professionally significant qualities and personal characteristics themselves).

Here is a list of these properties:

1) politeness, 2) thoughtfulness, 3) exactingness, 4) impressionability, 5) good manners, 6) attentiveness, 7) endurance and self-control, 8) flexibility of behavior, 9) citizenship, 10) humanity, 11 ) efficiency, 12) discipline, 13) kindness, 14) conscientiousness, 15) goodwill, 16) initiative, 17) sincerity, 18) criticality, 19) logic, 20) love for children, 21) observation, 22) persistence -loudness, 23) responsibility, 24) responsiveness, 25) organization, 26) sociability, 27) decency, 28) patriotism, 29) pedagogical erudition, 30) integrity, 31) independence, 32) self-criticism, 33) justice, 34) desire for self-improvement, 35) tact, 36) sense of newness, 37) self-esteem, 38) sensitivity, 39) emotionality. This general list of properties constitutes a psychological portrait of an ideal teacher. The core, the core of this portrait is actual personal qualities: orientation, self-esteem, image of “I”.

Ministry of Education of the Russian Federation

Russian State Vocational Pedagogical University

Department of Social and Applied Psychology

TEST

In the discipline "Psychology of Vocational Education"

on the topic: “Personal qualities of a teacher”

Completed by: Student gr. ZPI-215

Viktorova

Checked:

Ekaterinburg 2004

1. Introduction. ………………………………………………………………………………2 2. Requirements for the personal qualities of a teacher. ………………………….3

3. Professional competence. ……………………………………....5

4. Pedagogical centering . ………………………………………………...6

5. Analysis of the results of a diagnostic study. …………………………7

6. Conclusion. …………………………………………………………………15

7. List of references. ………………………………………………………...17

Introduction.

The position about the important, determining role of the teacher in the learning process is generally accepted in all pedagogical sciences. The term "pedagogy" has two meanings. The first is the area of scientific knowledge, science, the second is the area of practical activity, craft, art. The literal translation from Greek is “schoolmaster” in the sense of the art of “leading a child through life,” i.e. teach, educate him, guide his spiritual and physical development. Often, along with the names of people who later became famous, the names of the teachers who raised them are also named. .

As P.F. Kapterov emphasized at the beginning of our century, “the personality of the teacher in a teaching environment takes first place; certain properties of him will increase or decrease the educational impact of teaching.” What qualities of a teacher were identified by him as the main ones? First of all, “special teaching qualities” were noted, to which P.F. Kapterev attributed “scientific training of the teacher” and “personal teaching talent”.

The first property of an objective nature lies in the degree of knowledge of the teacher of the subject being taught, in the degree of scientific training in a given specialty, in related subjects, in broad education; then in familiarity with the methodology of the subject, general didactic principles, and, finally, in knowledge of the properties of children's nature with which the teacher has to deal; the second property is of a subjective nature and lies in the art of teaching, in the personal pedagogical talent of creativity. The second includes pedagogical tact, pedagogical independence, and pedagogical art. A teacher must be an independent, free creator who is always on the move, in search, in development.

Along with the “special” properties that were classified as “mental”, P.F. Kapterev also noted the necessary personal – “moral-volitional” qualities of a teacher. These include: impartiality (objectivity), attentiveness, sensitivity (especially to weak students), conscientiousness, perseverance, endurance, self-criticism, genuine love for children.

In educational psychology, the most important social role of the teacher, his place, functions, in society is emphasized and the requirements placed on him and the social expectations formed in relation to him are analyzed. Accordingly, professional pedagogical training and self-training of teachers are considered as one of the leading problems of educational psychology.

An analysis of the general situation of pedagogical work at the present time, showing the selfless work of the teacher and his involvement in improving education, unfortunately, does not provide grounds for optimism. This is, in particular, due to the fact that not all teachers possess many of the required qualities (especially their property) and, what is very serious, with the initial reluctance of some teachers to work as a “teacher” and the accidental choice of this profession. They remain just as “random” in their professional activities.

Consequently, the question arises of conducting targeted, professional ongoing training and self-preparation of teachers for teaching activities, primarily in terms of awareness of oneself as its subject, the formation of pedagogical self-awareness. Pedagogical self-awareness includes the image - “I”: ideal and real, and constant correlation as a process of approaching the ideal object of pedagogical activity.

Requirements for the personal qualities of a teacher.

Let's consider the personal and individual qualities of a teacher. They must simultaneously meet two levels of requirements for this profession. The first level requirements are imposed on the teacher in general as a bearer of the profession. They are independent of social conditions, social formations, educational institutions, and academic subjects. Any real teacher must meet these requirements, regardless of whether he works under capitalism, socialism, in rural or urban conditions, whether he teaches mathematics, labor, language, etc.

Researchers note the necessity of such personal qualities as adequacy of self-esteem and level of aspirations, a certain optimum of anxiety that ensures the intellectual activity of the teacher, determination, perseverance, hard work, modesty, observation, and contact. The need for such qualities as wit, as well as oratory abilities and artistic nature is specially emphasized. Particularly important are such teacher qualities as readiness to understand the mental states of students and empathy, i.e. empathy, and the need for social interaction. Researchers also attach great importance to “pedagogical tact,” the manifestation of which expresses the general culture of the teacher and the high professionalism of his pedagogical activities and orientation.

Each teacher should ideally have certain teaching abilities to achieve successful activities. Pedagogical abilities are usually included in the structure of organizational and gnostic abilities discussed below, although these abilities can exist separately from each other: there are scientists who lack the ability to convey their knowledge to others, even to explain what they themselves understand well. The pedagogical abilities required for a professor teaching a course to students and for the same scientist - the head of a laboratory are different.

F. N. Gonobolin gives the following personality traits, the structure of which, in his opinion, constitutes the actual pedagogical abilities:

Ability to make educational material accessible;

Creativity at work;

Pedagogical-volitional influence on students;

Ability to organize a team of students;

Interest and love for children;

Pedagogical tact;

The ability to connect an academic subject with life;

Observation;

Pedagogical demands.

The second level requirements are imposed on an advanced teacher in general, regardless of the academic subject that he teaches - this is his personal readiness for teaching activity. Readiness presupposes broad and professional systemic competence, a person’s strong conviction, a socially significant orientation of the individual, as well as the presence of communicative and didactic needs, the need for communication, and the transfer of experience.

A stable motivation to work in the chosen profession, the desire to realize oneself in it, to apply one’s knowledge and abilities reflects the formation of a person’s professional orientation. It is a complex, integrative quality.
The components of the professional and pedagogical orientation of the personality of teachers and masters of industrial training are social and professional orientations, professional and pedagogical interests, motives for professional activity and self-improvement, and professional positions of the individual. They reflect their attitude to professional teaching activities, interests and inclinations, and the desire to improve their training.

Professional competence.

The increasing role of professionalism in modern conditions raises the problem of professional competence of a specialist with particular urgency.

What does the concept of “professional competence” include? How does it differ from the usual knowledge, skills and abilities found in pedagogical literature? Professional competence is an integrative quality of a specialist’s personality, including a system of knowledge, skills, and generalized methods for solving typical problems.
The formation of professional competence depends on various personality traits, its main source being training and subjective experience. Professional competence is characterized by a constant desire to improve, acquire new knowledge and skills, and enrich activities. The psychological basis of competence is the readiness to constantly improve one’s qualifications and professional development.

Pedagogical centering.

An important characteristic of a teacher’s socio-psychological orientation is the type of pedagogical focus.
Centering is the selective focus of the teacher on different aspects of the pedagogical process. There are 6 types of centralization:

Conformal - focusing on the interests and opinions of colleagues;

Egocentric - focusing on the interests and needs of one’s self

Humanistic - focusing on the interests of children. Teachers with this focus are distinguished by attention and sensitivity to all students;

Focus on the interests and requirements of the administration. Characteristic of teachers with unrealized individual characteristics due to their diligence and the reproductive nature of their activities;

Focus on the interests of parents. It occurs among teachers who have become dependent on the parents of their students.

EASTERN INSTITUTE OF ECONOMICS,

HUMANITIES, MANAGEMENT AND LAW

Faculty of Law

REQUIREMENTS FOR THE PERSONALITY OF A TEACHER

Essay

Completed:

Group

UFA - 2005

Introduction…………………………………………………………………………………….3 1. Requirements for the individual qualities of a teacher. ……………….. ..5

2. Professional competence. ……………………………………..8

3. Pedagogical centering ………………………………………………….9

4. Professional and psychological profile of a teacher………………10

Conclusion. ……………………………………………………………………15

Bibliography. ………………………………………………………......17

Introduction.

The second includes pedagogical tact, pedagogical independence, and pedagogical art. A teacher must be an independent, free creator who is always on the move, in search, in development.

1. Requirements for the individual qualities of a teacher.

Let's consider the individual qualities of a teacher. They must simultaneously meet two levels of requirements for this profession. The first level requirements are imposed on the teacher in general as a bearer of the profession. They are independent of social conditions, social formations, educational institutions, and academic subjects. Any real teacher must meet these requirements, regardless of whether he works under capitalism, socialism, in rural or urban conditions, whether he teaches mathematics, labor, language, etc.

Personality properties, the structure of which constitutes the actual pedagogical abilities:

Ability to make educational material accessible;

Creativity at work;

Pedagogical-volitional influence on students;

Ability to organize a team of students;

Interest and love for children;

Pedagogical tact;

The ability to connect an academic subject with life;

Observation;

Pedagogical demands.

2. Professional competence.

The increasing role of professionalism in modern conditions raises the problem of professional competence of a specialist with particular urgency.

What does the concept of “professional competence” include? How does it differ from the usual knowledge, skills and abilities found in pedagogical literature?

Professional competence is an integrative quality of a specialist’s personality, including a system of knowledge, skills, and generalized methods for solving typical problems.
The formation of professional competence depends on various personality traits, its main source being training and subjective experience. Professional competence is characterized by a constant desire to improve, acquire new knowledge and skills, and enrich activities. The psychological basis of competence is the readiness to constantly improve one’s qualifications and professional development.

Conformal - focusing on the interests and opinions of colleagues;

Egocentric - focusing on the interests and needs of one’s self

Humanistic - focusing on the interests of children. Teachers with this focus are distinguished by attention and sensitivity to all students;

Focus on the interests of parents. It occurs among teachers who have become dependent on the parents of their students.

Methodological, or cognitive - focusing on the content, means and methods of teaching.

4. Professional and psychological profile of a teacher .

Below is a generalized form of a professional psychological profile of a teacher.

1. Socio-psychological orientation.
Type of pedagogical centering:

Conformal,

Egocentric,

In the interests of the parents,

Methodical.

2.Professional competence.
2.1. Pedagogical competence.
2.2.Psychological competence.

2.3. Social and communicative competence:

Social and communicative adaptability,

Striving for agreement

Intolerance of uncertainty

Avoiding failures

Frustration tolerance.

3. Pedagogically significant qualities.
3.1 Logical thinking.

3.2.Creative potential.
3.3. Empathy.

Empathy,

Effective empathy.
H.4.Subjective control:

Internality,

Externality.

3.5. Social intelligence.

4. Pedagogically undesirable qualities.
4.1.Rigidity.

4.3. Demonstrativeness.

5. Pedantry.

The basis for diagnosing professional competence was professional typical tasks and situations, as well as professional and pedagogical skills.

The most developed according to the assessment results are gnostic skills - cognitive skills in the field of acquiring professional and pedagogical knowledge, obtaining new information, highlighting the main thing in it, generalizing and systematizing advanced pedagogical and personal experience,

Thus, speaking about the professional competence of a group of professional and pedagogical workers, we can note:

1) high level of competence and desire for self-improvement and acquisition of new knowledge;

2) the formation of knowledge and skills necessary to solve didactic and methodological problems;

3) insufficient level of professional and technological preparedness (including production and operational skills in blue-collar professions);

4) low level of psychological and pedagogical knowledge and skills necessary to implement the developmental function of a vocational school teacher.

The study established the following characteristics for four personality substructures of professionally successful teachers:

· humanistic and methodological centering, needs for self-realization and self-actualization, the predominance of internality over externality;

· professional competence: psychological competence and socio-communicative adaptability;

· professionally important qualities: social intelligence, logical thinking, communication, pedagogical reflection, empathy;

· psychophysiological properties: emotional stability and extroversion.

An important condition for achieving the socio-economic goals of society renewal is advanced vocational education. Ensuring the advanced nature of education is possible subject to the transition to personality-oriented learning.

The psychological structure of activity includes activity directed by motives and strategic goals; pedagogical interaction determined by tactical and operational goals; methods of implementing pedagogical interaction, the use of which depends on the conditions for performing actions and operations. The thematic core (central link) of a teacher’s activity is person-oriented pedagogical communication.

Professional functions and the content of a teacher’s activity determine his professionally important characteristics, key qualifications and key competencies.

Conclusion.

All modern researchers note that love for children should be considered the most important personal and professional trait of a teacher, without which effective teaching activities are not possible. Let us also emphasize the importance of self-improvement, self-development, because the teacher lives as long as he studies, as soon as he stops learning, the teacher in him dies.

The profession of a teacher requires comprehensive knowledge, boundless spiritual generosity, and wise love for children. Taking into account the increased level of knowledge of modern students, their diverse interests, the teacher himself must develop comprehensively: not only in the field of his specialty, but also in the field of politics, art, general culture, he must be a high example of morality for his students, a bearer of human virtues and values .

What should be the object of awareness of the teacher in terms of his psychological professional and pedagogical training? Firstly: his professional knowledge and qualities (“properties”) and their correspondence to the functions that a teacher must implement in pedagogical cooperation with students, secondly: his personal qualities as a subject of this activity, and thirdly: his own perception of oneself as an adult - a person who understands and loves the child well.

Bibliography.

1. Zeer E.F., Shakhmatova O.N. Personally oriented technologies for professional development of specialists. Ekaterinburg, 1999.

2. Klimov E.A. Psychology of a professional. M.; Voronezh, 1996.

3. Podlasy I.P. Pedagogy: New training course: Proc. for students higher textbook institutions: In 2 books – M.: Humanit ed. VLADOS center, 2003.–Book 1.

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