There is a fairly impressive list of those personality traits that, according to various researchers, a teacher should have in his arsenal. All of them are pedagogical. This concept quite voluminously characterizes the ideals, meanings and value orientations of the teacher. At the same time, it determines the essence of the teacher's activity. It indicates what he is working for, what tasks he sets for himself and what methods he chooses to solve the tasks.
Definition of concept
What do we mean by teacher's pedagogical orientation? This is the motivation for the profession, the main direction of which is the development of the student's personality. There is also such a thing as sustainable pedagogical orientation. It indicates the desire to become a teacher, to be and remain a professional in their field. A stable pedagogical orientation helps the teacher to overcome the difficulties and obstacles that arise in the work. At the same time, speakingcharacteristic of his personality, it manifests itself throughout his professional activity. In certain pedagogical situations, this orientation determines not only the logic and perception of a specialist. She is the expression of the teacher as a person.
The development of pedagogical orientation occurs with a shift in motivation. This happens when the teacher stops focusing on the subject side of his work and shows interest in the psychological sphere of the educational process and in the personality of the student.
Professional Development
The pedagogical orientation of a teacher's personality goes through certain stages of formation. Achieving the highest level by a specialist, as a rule, occurs with the development of those professional and value areas that determine his need to master the skill.
In addition, pedagogical orientation is what encourages the teacher's personality to be creative and to have a conscientious attitude to work. At the initial stages of becoming a specialist, it is able to compensate for his still insufficiently developed skills and abilities. At the same time, the lack of a positive pedagogical orientation is what can lead to professional collapse. Sometimes this phenomenon causes the loss of an already existing level of skill.
The development of professional and pedagogical orientation occurs by moving the general special into the individual. The qualities necessary for a teacher are transitive. Duringthey move from one stage of development of professionalism to another in their work activity.
The best and most effective way to develop a pedagogical orientation is self-education programs. With their help, the teacher expands the knowledge he received at the university. This helps the teacher to creatively master his professional role, which in the future will have a positive impact on its adequate performance.
The pedagogical orientation of a teacher goes through the following stages of its formation:
- Motivational. During this period, the choice of the future profession and the formation of labor intentions take place.
- Conceptual. At this stage of the orientation of pedagogical activity, the meaning and content of the chosen speci alty is revealed. Similar processes are going on in parallel with the development of the project of professional self-improvement programs. Their content is based on the diagnosis of the existing level of personality development.
- Project implementation. This stage includes practical self-improvement activities.
- Reflexive-diagnostic. At this stage, intermediate and final diagnostics are carried out, the results are analyzed and, if necessary, the self-improvement program is adjusted. All this allows the teacher to achieve the highest level of pedagogical excellence.
The passage of each of these stages provides significant qualitative changes in the professional development of the individual.
Psychological aspects
The work of a teacherrequires from him a constant readiness for creative activity, as well as the search for optimal and at the same time non-trivial solutions that can resolve non-standard professional situations. The teacher interacts with children, each of whom has unique individual characteristics. That is why the most important guarantee of his successful activity will be the high and at the same time constantly developing potential of the individual.
Psychological and pedagogical orientation, according to most researchers, represents certain qualities of a person. They determine the psychological makeup of the character, which is revealed in the following:
- dynamic trend;
- meaningful motives;
- main life orientation;
- dynamic organization of the "essential forces" of man.
Let's consider these concepts in more detail.
Dynamic Trends
S. L. Rubinstein expressed his understanding of the orientation of the teacher's personality. By this concept, he meant certain dynamic tendencies that serve as motives for human activity and determine its goals and objectives. In this case, the directionality consists of two interrelated moments:
- subject content;
- directivity source.
Meaningful motives
A. N. Leontiev believed that the core of the personality is a system of hierarchized and relatively stable directions. They are the main drivers of human activity. Some of these motives are meaningful. They areencourage a professional to work, giving it a certain direction. Other motives solve the problem of motivating factors. The distribution of the functions of motivation and meaning formation allows us to understand the main criterion that directs a person to his activity. This makes it possible to see the existing hierarchy of motives.
Life Orientation
According to L. I. Bozovic, each person has a certain system of dominant motives. They are the main criteria for the integral structure of the personality. Given this approach, a person organizes his behavior based on several motives. First of all, he chooses the goal of his activity. After that, he regulates his behavior, suppressing unwanted, albeit stronger, motives. The structure of pedagogical orientation, according to this concept, includes three groups of such motives. Among them are humanistic, as well as personal and business.
Dynamic organization of activities
It is impossible to give a complete description of the pedagogical orientation using only motivational education. They are only one of the sides of the essence of this concept. In addition, such a system allows you to determine the direction of human activity and behavior. It orients him and determines the most important tendencies of personality development. This is the dynamic organization of the teacher's activity.
Striving for self-actualization
The concept of pedagogical orientation was also considered in the works of L. M. Mitina. She singled it out as one of the integralcharacteristics of a teacher.
According to L. M. Mitina, an indicator of the teacher's pedagogical orientation is his desire for self-actualization in the field of professional activity. It is expressed in the desire of a specialist to develop and improve his level. To a large extent, this integral characteristic of pedagogical work becomes an excellent motivation for the most “effective” teachers. In this case, we are talking about that self-actualization, the definition of which includes promoting the development of students, and not just their inner world.
Motives for personal growth
L. M. Mitina believes that the focus of any person on himself is not so unambiguous. It has both an egoistic and an egocentric context. At the same time, orientation is an expression of self-realization, and therefore, self-development and self-improvement in the interests of the people around.
In the main motives of L. M. Mitina identifies two directions:
- highly professional, which is associated with the current problems of the teacher;
- wide-ranging improvement that focuses on the overall development of students and is not task-specific.
The main goal of the pedagogical focus of a specialist on a child, at the same time, is to develop motivation among schoolchildren to know themselves, people and the world around them.
Hierarchical structure
Pedagogical orientation can beviewed narrowly and broadly. In the first case, it is a professionally significant quality that occupies a dominant place in the structure of the specialist's personality. At the same time, the pedagogical orientation determines the individual originality of the teacher.
In a broader sense, the personal qualities of a specialist are considered as a system of emotional-holistic relationships that define the hierarchical structure of the main motives of the individual. Thanks to them, the teacher seeks to establish such relationships in communication and in their professional activities.
The hierarchical structure in the direction of the pedagogical process is presented:
- Focused on the student. It is associated with love and interest, as well as care and assistance in the development of his personality. At the same time, the professional makes every effort to maximize self-actualization of the individuality of his pupil.
- Focus on yourself. This motivation is connected with the human need for self-realization and self-improvement in the field of pedagogical work.
- Teacher's focus on the subject side of his profession. This direction refers to the content of the subject.
In the structure of pedagogical orientation indicated above, the dominant factors are the share and place of dominant motives.
Types of personal orientation
The classification of pedagogical motivation groups these concepts according to the main strategy of activity. Based on thisdistinguish the following types of orientation:
- truly pedagogical;
- formal-pedagogical;
- false-pedagogical.
Only the first of these three options allows the teacher to achieve the highest results in their professional activities. The main motive of a truly pedagogical orientation is the interest in the content of the educational process.
P. Festinger proposes a classification of teachers based on their findings about student performance, as follows:
- Conclusions comparing the results of the pupil with his previous achievements. That is, in this case, the teacher sets the student's individual relative norm.
- Conclusions based on comparing the student's result with the results of other people. In this case, the teacher applies the social relative norm.
In the first case, the teacher makes a comparison in some time perspective, considering the development of a person. That is, the principle of development orientation works here. In the second case, performance in relation to other people is considered. The teacher is guided by her in his conclusions.
It has been proven that teachers who make their conclusions on the basis of the principle of "development" are much more likely to pay attention to the change in the factors of educational achievement. For them, diligence and diligence of the student is of paramount importance.
For performance-oriented teachers, inclinations and characteristics matter moreschoolchildren. That is why such educators believe that they can make a long-term forecast of the student's progress and his future professional career. In other words, teachers belonging to both types reinforce the success of their students in completely different ways. The former are more concerned with how to establish and maintain good relationships in the classroom or in a study group, while the latter prefer to plan their own professional career.
Performance-oriented educators praise students when they exceed averages. And this happens even if the child's academic performance begins to decline. The same teachers who focus on development praise their students even with the most barely noticeable successes. Any reduction in points by such professionals is frowned upon.
According to the theory of D. Reiss, such teachers are designated as types X and Y. The first of them seeks, first of all, to develop the personality of the student. At the same time, such a teacher relies on social and emotional factors. Type X teacher conducts the educational process according to a flexible program. It is not limited to only one content of the subject. Such a professional is characterized by a relaxed manner of conducting a lesson, a friendly and sincere tone of communication, as well as an individual approach to each child.
The Type Y teacher is only interested in the mental development of children. He never deviates from the content of the curriculum and works by placing high standards on students.requirements. Such a teacher maintains alienation, and his approach to children can be described as purely professional.
