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3THE CONTENT OF THE CONCEPT «PROFESSIONAL SELF-IMPROVEMENT OF THE TEACHER OF PRIMARY EDUCATION»
Abstract
This paper deals with the problem of professional self-improvement of the teacher of primary education. The article clarified the content analysis of the concepts of "professionalism" (derived from his "professional" term) the concept of professional self-improvement of the teacher of primary education, is presented and "cultivation" allows you to highlight these structural components of professional self-improvement of the teacher of primary education, which is a holistic, system quality, professional competence, professional orientation and professional flexibility.
Keywords
professionalism, self-improvement, professional self-improvement, teacher of primary education
AUTHOR
Bella Vladimirovna Sergeeva
PhD, Associate Professor, Pedagogics and Technique of Primary Education Department, Kuban State University. 149, Stavropolskaya Str. Krasnodar, 350040 Russia. E-mail: 5906372@mail.ru
Introduction
Currently, the professional activity of teachers takes place in a complex and contradictory conditions. One reason for this is that there is a discrepancy between, on the one hand, between the level of competence that meets the professional status of the teacher exhibited by cultural specialist level, and on the other - by the real possibilities that are available to achieve them. Before society is to create a cadre of pedagogical potential, adequate preparation for their level of professional culture and integrated into the current socio-economic conditions.
Meanwhile, the lack of clear guidance in the area of educational policy adversely affects the content of teaching. As a result, many teachers are passive, the reluctance to change anything in their work, are biased against objectively overdue innovation, largely due to personal characteristics of teachers, such as low social professional activity, conservatism, indifference, which becomes an obstacle to the reform of the education system. In this regard, there is a need definition of theoretical and methodological bases of pedagogical support of professional self-development of the future teacher of primary education.
To date, gained great theoretical and practical material that provides implementation of many aspects of the professional-pedagogical preparation of students, but not a system of pedagogical support of professional self-improvement, resulting in the need for additional research.
However, analysis of the scientific literature shows that there were certain preconditions for the implementation of the theoretical understanding of the pedagogical phenomenon:
- defined conceptual bases of formation and development of primary education teacher identity (S.I. Archangel, E.P. Belozertsev, V.A. Bolotov, V. Bocharov S.G. Vershlovsky, N.V. Kuzmina, Y. N. Kulyutkin, M.L. Levitsky, I.D. Lelchitsy, V.A. Slastenin, G.S. Suhobskaya etc.).;
- developed approaches, contents and methods of formation of is professional-pedagogical culture of the teacher of primary education, vocational and significant qualities (A.M. Akhmedkhanov, I.D. Bagaeva, I.G. Bezuglov, E.G. Bulanov, V.V. Boutkevitch,
M. J. Wilensky, I.F. Isaev, V.A. Kan-Kalik, V. Maksimov, N.D. Nikandrov, N. Nikitin, I.V. Strakhov, A.V. E.Tamarin, I. S. Yakimanskaya, D.S. Yakovlev, etc.), pedagogical skill of the teacher of primary education and professional skills in the field of educational technology (general pedagogical, didactic, communicative, organizational, prognostic, diagnostic), the significance of which podgotovke future teacher of primary education show in his works Y.P. Azarov, O.A. Abdullin, T.Y. Baskakov, J.K. Vasilyev, I.A. Zyazyun, M.M. Levin, A.K. Markov, A.I. Mishchenko, V.A. Sitarov, N.I. Fateeva, N.D. Hops, etc .; professional consciousness and thinking of primary education teacher (L.M. Michiya, V.N. Koziev, J.N. Kulyutkin, V.V. Stolin, I.M. Yusupov V.I. Slobodchikov, I.V. Vachkov etc.).;
- determined the nature and content of the concepts of «self-improvement», «professionalism of the teacher of primary education», «readiness of the teacher of primary education for pedagogical activity», «support» (K.A. Abulkhanova-Slavskaya, S.V. Vaskovskaya, A.A. Derkach , L.A. Korostyleva, E.A. Klimov, V.G. Maralov, L.M. Mitin, A.K. Markov, E.I. Rogov, T..I Rudnev etc.).
However, the category of outstanding are questions about the purpose of training in accordance with the changing paradigm of education in unity with its modernization, the means of preparation for solving professional problems in a dynamically changing professional work environment, on the approaches to the creation of systems that support the development of personally significant properties of a teacher of primary education and the criteria for assessing the quality of vocational and teacher training at the university.
Material and Methods
The basis of this study is philosophical, psychological, pedagogical research on professioalnom cultivation, modern psycho-pedagogical theory of personality, psychological and pedagogical theory of learning activity, conceptual idea of complete pedagogical process theory, the theory of the activity approach, the concept of student-centered education.
In order to achieve reliability in consideration of the problem the following methods were used: the study and theoretical analysis of philosophical, psychological and pedagogical literature on the research topic; study of teaching experience; theoretical generalization, data synthesis.
Results and its discussion. Among the many problems of theoretical and practical interest, pedagogy studies teacher professional self-primary education problem.
Educational activity is the process of solving the countless number of problems -functional and pedagogical. Functional tasks aimed at finding tools and pedagogical task - to find the pupil transition from one environment to another state. The pedagogical problem arises when more than one possible solution, and involves finding the preferred method of achieving the desired result. Thus, the result of the decision of pedagogical tasks required orientation for the future, and therefore continuous operation of the
teacher of primary education for self-improvement, which is also the personal quality, a certain integrity.
Thus, the specificity of the developing modern education requires retraining of teachers and training on a new basis, in a mode of continuous pedagogical education, success is not possible without the readiness of the teacher of primary education for self-improvement.
Continuous teacher training involves the development of social and cultural experience with the use of all parts of the educational system and the means of their succession. It represents a great potential for the formation of readiness of the teacher of primary education to improve themselves as implementing a number of functions: compensating (fill gaps in basic education); adaptive (operational training for teaching in a changing professional environment); developmental (meeting the spiritual needs of the individual, creative development needs). As pointed out by G.M. Kodzhaspirova (Zimicheva, 2001), continuous education, not because people are constantly moves from one form of education to another, so that when necessary he can expand and complement the existing education, but it must be installed on self-improvement. It should be a conscious part of the future teacher of primary education in the improvement of their professional activities.
The professionalism of teachers of primary education is reflected in its behavioral characteristics, resulting from the possible realization of themselves as individuals, the desire to look for different ways to solve the problems, the ability to self-criticism, self possession of technique and goal-setting activities, a focus on self-transformation in the process of interpersonal interaction. The main feature of the teaching position is behavioral flexibility. At the same time, emotionally rich relationships, their cognitive complexity can cause emotional burnout (emotional syndrome (A.N. Mokhovikov) or professional burnout (NA Aminov) (Zimicheva, 2001). Burnout syndrome is defined as a negative emotional state, or psychological exhaustion from prolonged stress created during the solution of pedagogical problems. Reduced emotional stress, anxiety, discomfort and preserve a positive self-image is achieved by implementing a system of psychological defense mechanisms. Acquisition of professional competencies provides a successful adaptation to the specific educational activities, promotes the selection of an adequate solution of the situation.
Thus, the complexity of the process requires a pedagogical support, which entails a reliance on a number of approaches to training in pedagogical high school. Thus, an integrated approach allows us to represent a complete picture of the professional environment, the specifics of the decision-making in the conditions of innovative educational activities. Cultural approach contributes to the selection of readiness diagnostic tools to pedagogical activity, awareness of personal limitations in the professional sphere. Personality oriented approach aims at developing methods of regulation of their activities, self-development and self-improvement. As a result, the pedagogical function of the adaptive system is realized, related to the development of abilities to adapt and reorient future teachers to work in a dynamically changing environment, to self-knowledge and self-improvement, which is a database of professional stability.
The need to rethink the problem of personal and professional formation of the future teacher of primary education as a holistic problem solving that is necessary in the educational space of the university to form the identity of the future teacher of primary education, capable of professional self-improvement is due, firstly, the fact that the student is trying to see in this period the contours of a future profession. Terms objectively encouraged him to solve immediate problems associated with the current progress, the delivery of the next exam, etc. Second, the teacher relies on the opinions of its staff, its
traditions, requirements management, wealth of past experience studying and working at the university, and the student is the only member of the academic team, the first time he does not exert substantial assistance. Third, the teacher (supervisor) has the knowledge of the student's personality, watching her improvement is better than the student and the academic group. Fourth, students will learn the individual characteristics of the teacher than the latter knows the characteristics of students, so it needs to carry out an individual and differentiated approach to education and training. Fifth, a professor at the university excellent knowledge of the conditions and requirements in relation to the educational process, the student is aware of them when entering into a new social situation of development for him. Sixth, teaching staff, more or less vague about the distribution of absorbable material for courses and semesters, the student is familiar with this as the transition from the junior to the senior course. Seventh, the student meets the university with a relatively greater mass education and the requirements of universalism. An understanding of these circumstances and their individual psychological characteristics peculiar accents bring in his understanding of university conditions, specific forms of training and education.
In fact, it is none other than the difficulties and contradictions faced by a student from the first day of training at the university. These contradictions do not act, however, clearly and prominently, they are hidden behind the overall progress of the educational process, current concerns and activities. The manifestations of deficiencies in the development of students' professional aspirations and training attracted the attention of teachers, as a rule, only to the extent that they hinder the student's work on the assimilation of a specific discipline. Student and teacher most intensively «find out the relationship» in the most «nodal period», for example, during performance tests.
Mass forms of learning in high school, the lack of orientation of students in the new conditions of training and education, their knowledge of only some of the individual characteristics of the teacher, but not the identity of the in general, ignorance is essentially self, a fuzzy idea of controlling the timing of the study of various disciplines, involuntary isolation and strangeness «social autonomy» - all this gives to the actions and deeds of students reflection certain originality. The principal characteristic of the operation of these factors is as follows: the student comes to school, to be found here that is a response to its requests for a future profession, but reveals a complex set of educational activities, rather than integrative reinforcement of their professional and personal expectations.
The need to address the problem of professional self-development of the future teacher of primary education, the formation of his preparedness for such self-improvement throughout the period of independent work in the educational institutions due to the fact that professional self-improvement of the teacher of primary education is the link between the humanization, humanization of education and the formation of moral, humanistic Normal relations between actors. Professional self-improvement of the teacher of primary education gives the process of humanization of educational integrity and dynamism.
Firstly: the teacher-professional - a teacher, a good guide to the major trends in civilizational processes of the modern world with its global challenges. It is distinguished by the ability to relate with any knowledge of the man, with all them that dwell on the earth, with nature and its protection - all these are signs of humanistic oriented consciousness of the teacher of primary education (Zimicheva, 2001). Secondly (this follows from the provisions of G.S. Suhobskoy oriented humanistic consciousness of the teacher of primary education): the evolution of philosophical views on human causes its setting in the center of the scientific world, in the center of the universe. At the fore the teacher as a person and as a professional (not abstract, as it was earlier in our society,
but real), which acts as a powerful factor of humanization of education, public relations, human relations, problem solving factor of modern education.
In disclosing the content of the concept of "professional self-improvement of the teacher of primary education" the main meaning it bears the term "self-improvement", and its substantive content, it receives through the involvement of the term "professional". Professionalism person, according to E.I. Rogov, there is a set of psycho-physiological, psychological and personality changes taking place in it in the process of acquisition and long-running activities obespe-chivayuschih a new, more effective level of professional solutions to complex problems in the special conditions.
E.I. Rogov argues that the formation of professionalism comes in three main areas:
- change the whole system of activities, its functions and the hierarchical structure; during the development of appropriate labor skills is a movement of the person on the steps of professional skills, developing specific ways to perform system activities - formed personal style activities;
- change the subject individual, manifested both in appearance (motor skills, speech, emotion, forms of communication), and the respective elements of the professional consciousness (professional attention, perception, memory, thinking, emotional and volitional), which in a broader sense can be considered as becoming a professional outlook;
- changes in the relevant subject install components in relation to the object of activity, which is manifested in:
- cognitive - the level of awareness of the subject, the degree of awareness of its importance;
- emotional sphere - interest in the project, in the propensity to interaction and satisfaction from this interaction, despite the difficulties;
- practical sphere - the knowledge of their real possibilities of influence on the object.
Analysis of the definition of «professionalism», the proposed E.I. Rogov and grounded scientist direction of its formation in humans give us reason to believe that the competence of the teacher of primary education (under certain conditions) develops in the long-running activities. Directions of formation of professionalism, strictly speaking, there are areas of competence of the teacher of primary education.
However, professionalism in the sense that it is understood by E.I. Rogov, primarily associated with the work, and then - to the activities (Derkach, 2000).
In terms of breeding concepts of «primary education teacher professionalism» and "competence of teachers of primary education" interest position GV Sukhodolskiy that the professional activity of the person is a variation of his work (Zimicheva, 2001), or labor. Professional work of teachers of primary education as a type of his work is none other than the teaching activities. The term «teaching» reveals an individual's membership in the teaching profession, which caters to teaching activities.
Virtually identical views on the concept of "basic education teacher professionalism" we find in L.M. Mitya, which is part of the conceptual scheme of work of the teacher of primary education is similar to the structure of pedagogical activity: setting master of pedagogical goals and objectives, the choice of methods of solving pedagogical problems, analysis and evaluation of educational activities (Sergeeva, 2015). Maturity of these components is, from the point of view of a scientist, an indicator of the maturity of pedagogical activity.
Close to the point of view of A.K. Markova regarding professionalism we find in A.A. Derkach, which is based on the fact that the professionalism - is an integral characteristic of the person, assuming the presence of a high level of professional activity, and the maturity of his personality, professionalism subsystem allocates such as
professional competence, professional skills at the level of professional skills (Sarsenbayev, 2005).
So common in views A.K. Markova and L.M. Mitya is that scientists are exploring the problem of professionalism from the position of the three parties to the educational activities based on the psychological structure of pedagogical activity. Common in views A.K. Markov and A.A. Derkach is that scientists as a necessary condition for human development as a professional isolated professional competence and professional skills.
Thus, clearly distinguishable component of the professional self-improvement is the professional competence. In professional orientation can be identified as the other component. This is explained by the fact that AK Markov and A.A. Derkach in the structure of professional identity is isolated orientation values and meanings.
In terms of disclosure of the content of the concept of «professional self-improvement» interest is the idea of L.M. Mitya that the psychological basis of personality of future professional in any field of human activity is a behavioral flexibility or flexibility behavior of the teacher of primary education (Sergeeva, 2016).
The flexibility, ductility behavior scientist understands the ability of teachers of primary education is easy to give up non-compliant situations and problem behaviors (activity - Zimicheva, 2001), thinking methods, means of action and to develop or adopt new, original approach to solving the problem situation under constant principles and moral of life grounds. Understanding this definition shows that the leading aspect of the flexibility of the professional activity, the behavior is the ability of teachers of primary education to process information about the situation and how to remove it problematical.
An analysis of the scientific literature shows that scientists who study the problem of professional self-improvement as a specific type of professional activity, first of all, note that the focus of future specialists for professional self-improvement is an integral part of training. Secondly, there is professional self-improvement personal-social phenomenon.
Suffice it clearly personal aspect professional self-improvement specialist in the study disclosed D.V. Ageykina «personal-professional self-improvement - a requirement of the motivational readiness and student commitment to the development of a system of actions, the adequacy of its individual features and aimed at successful implementation of their professional and meaningful goals» (Sarsenbayev, 2005).
Understanding the definition of "personal and professional self-improvement", proposed by D.V. Ageikin shows that it is in its first part (need-motivational readiness) and fits into the open structure of our readiness of the future teacher of primary education for professional self-improvement in a side of professionalism, disclosed A.K. Markova as motivational sphere of personality. This aspect of professional self-identifies and professional direction of the teacher of primary education, which is one of the professional self-components. The focus, as you know, is the result of having a future teacher of primary education a certain structure of the motivational sphere in which some motives dominate, dominating the action of the other (Sarsenbayev, 2005).
As a social phenomenon, it shows the social significance of specific activities, serving the profession. In this case, teaching activity serves the teaching profession. As a personal phenomenon, it shows how the profession requirements define the meanings of professional activity, the orientation of the teacher of primary education in the education and training of students, etc. In this case we are talking about socially mediated, which is due to the fact that «objectifies children mastered knowledge, as well as the fact that the teacher centration of primary education per pupil as a subject of activity is based on the reflection of the teacher of primary education» (Sergeeva, 2015).
With existing differences in the interpretation of the concept of «self-improvement» scientists as structural components distinguish the professional competence and
professional qualities. «Professional self-improvement - it is a conscious, purposeful process of raising the level of their professional competence and development of professionally important qualities in accordance with the external social requirements, terms and conditions of professional activity and personal development program» (Derkach, 2000).
The analysis of this definition shows that it coincides with the professionalism of the phenomenon in part related to professional competence and professional and personal qualities (A.A. Derkach, A.K. Markov, L.M. Mitin). Otherwise, it cannot be, because the term «professionalism», «professional» are associated with the term «self-improvement» in the phrase «professional self-improvement». Both terms are defined meaning, crossing in terms of content with each other, and therefore complement each other.
From the above definition of «professional self-improvement» implies that professional self-improvement experts sources lie in the social setting: to the person of the expert, there are requirements on the part of society, and on the part of the profession that are higher possibilities of the individual. The conscious acceptance of requirements is the basis of formation of an image I-perfect professional. At the same time, each expert based on their understanding of the individual and the success of its activities there is an idea of the already existing level of professionalism, I am a real professional.
Correlation of images «I am a perfect professional» and «I am a real professional» and revealing the contradictions between them is the basis for professional self-improvemen.
The aim is to achieve a professional self-special image and assimilated («ideal») highly qualified specialist. And since then the conclusion is a specialist requirements are growing that the cultivation process - continuous, evolving dialectic and «limit development of the person» does not exist (Derkach, 2000).
In cultivation considered two plans: personal (self-education) and activity (self). Personal Plan is implemented through a systematic focus on the formation of human activity, the development of positive qualities and eliminate the negative. In the activity plan is included updating and improving existing specialist knowledge and skills to achieve the desired level of professional competence.
Further analysis of the scientific literature shows that scientists comprehend the concept of «self-improvement» in correlation with such concepts as «self-development», «self-realization», which is undoubtedly of interest in the differences between these concepts and the concept of «self-improvement».
So, L.A. Korostyleva investigating the problem of self-realization, he says that self-realization is impossible without self-improvement. Note that the scientist does not define the concept of «self-improvement», but operates defined by K.A. Abulkhanova-Slavska, according to which there is a kind of self-cultivation the highest stage of the development of a mature personality, the result of personal growth and development (Derkach, 2000).
It should be noted that the understanding of K.A. Abulkhanova-Slavska phenomenon self-identity as her initiation to the culture continuously improve the level of their knowledge and active implementation of themselves in life, in its second part fits into the cognitive component of readiness of the future teacher of primary education for professional development.
Professional self-improvement, which is carried out in the context of the development of the future teachers of culture and its forms (ostensive, axiological, imperative forms and form-principles), shows that the source of professional self-improvement is in culture, in society, and such professional side, and therefore, self-improvement, as a motivational sphere - in the person of the teacher of primary education. From this provision follows a pedagogical requirement - to create conditions
for the development of professional activity, its movement and shape the needs and motives of mastering its contents.
Further analysis of the scientific literature shows the existence of such a point of view of «self-improvement - this is the most adequate form of self-development. It means that the person himself (alone) tends to be better, tends to a certain ideal, it acquires the traits and qualities of the person, which he is not possessed by those activities which it does not possess» (Sarsenbayev, 2005).
Conclusion
So, the analysis of the concepts of «professionalism» (derived from it the term «professional») and «self-cultivation» allows to allocate such structural components of professional self-improvement of the teacher of primary education, which is a holistic, system quality, professional competence, professional orientation and professional flexibility.
Recommendation
Article submissions are valuable bachelors, masters, post-graduate students in the direction of teacher education at primary education program, as well as teachers of primary education, as well as a wide range of experts in the field of education.
REFERENCES
Derkach A.A. (2000) Psychology: personal and professional development of the person. Acmeological bases of administrative activity. Moscow.
Sarsenbayev B.I. (2005) Psychology of personal and professional self-development of the future teachers. Monograph. Moscow.
Sergeeva B.V. (2015) Fundamentals of professional-informative activity of the future teacher of primary education. Manual. Kuban State University.
Sergeeva B.V. (2016) Introduction to the pedagogical activity of the teacher of primary education. Manual. Moscow.
Zimicheva S.A. (2001) Professional competence of teachers and psycho-pedagogical design. Nizhniy Novgorod.
