Teachers who teach the same subject in schools, institutes, universities and other educational institutions may differ radically from each other in their way of teaching. It would seem that if teachers work with the same program, then they should lead it in a similar way, but this is far from the case. And the reason for this lies not even in the personal qualities of the person who chose this profession for himself.
Methodological culture of the teacher is the main reason for this difference. Each teacher has his own picture of the world, which is formed on the basis of the experience gained and takes into account the depth of his knowledge of pedagogy and psychology. If a teacher strives for development and is a multifaceted personality, then it will not be difficult for him to apply the acquired knowledge so that they help him organize the educational process in a single class as efficiently as possible.
Teaching methodology
A teacher who uses a lot of unusual and interesting ways of teaching lessons should definitely be a scientist who likes to constantly discover something new. The methodological culture of a teacher-researcher should be at the highest level, and this can only be achieved if the teacher constantly goes beyond the usual framework of textbooks and teaching aids.
The use of methodology helps to understand how practical and research work should be carried out within a single lesson. Without this knowledge, it is impossible to conduct a single lesson, since they are aimed at overcoming problems that arise in the learning process, as well as at preventing them. Active work with methods also allows the teacher to get certain ideas about what methodology his colleagues have and what can be borrowed from them in order to make their own lessons much more fun and interesting.
If we talk about the methodological culture of the teacher briefly, then it should contain three components, the main of which are the planning and formation of the educational and educational process. Next in importance is the understanding of the emerging pedagogical tasks, their clear construction and the search for an original solution. After completing the first two stages, reflection comes into play, designed to sum up the results of labor activity.
What is this kind of culture made of
If the teacher has a certaincreative beginning, then, most likely, he will not be able to work only according to the template. It is at this moment that the formation of the methodological culture of the teacher begins to take place, when he is engaged in practical and cognitive activities in order to demonstrate his knowledge from a completely new angle. The result of such work can be considered non-standard developments that can be nominated for participation in pedagogical competitions.
A huge role in creating one's own pedagogical approach is played by the principles that were laid down during the initial training in teaching skills and which he must rethink. First of all, we are talking about the goals that society sets for upbringing and education. Further, attention is paid to the conditions in which training is carried out, including even the provision of the audience with all the necessary materials.
The methodological culture of a teacher automatically implies that he takes into account the age characteristics of his wards and always analyzes the atmosphere in the audience with which he works. Based on the data obtained, the teacher begins to create his own constructions in the form of various educational and educational questions, taking into account the subject he teaches. Of course, the teacher should not forget about the components of the scientific knowledge that he must pass on to his students.
Methodology in Pedagogy
The concepts of "methodology of pedagogical science", "methodological culture of the teacher", "pedagogical thought" and many others came into useteachers in the late 19th and early 20th centuries. It was at that time that this problem was widely studied by Ushinsky, Makarenko and other scientific theorists. Under the first term, from their submission, it is customary to understand a certain system of methods that are aimed at organizing and conducting training activities in terms of theory and practice.
Methodology has three levels: philosophical, general scientific and pedagogical, it is based on an infinite number of ideas aimed at the study of social and natural phenomena. Since pedagogical work has been one of the components of philosophy for a long time, its echoes periodically make themselves felt. For example, according to Plato and Socrates, each person has a certain predisposition to different abilities, this theory is now being laid in the basis of modern developmental education.
The main thesis of pedagogical science is usually considered the theory of knowledge, which acts as a reflection of reality in the human mind. It develops based on the fact that education is always conditioned by the requirements of society and its potential development. According to scientists, a huge role in getting upbringing is given to the activity that a person demonstrates, she should strive to master it as efficiently as possible.
Culture Levels
The essence of a teacher's methodological culture will directly depend on how well he masters its levels. In terms of pedagogy,here the teacher should understand the history of pedagogy, its laws and theories. A special role should be given to the fundamental features of this science: accessibility, development, individuality, etc. The teacher must be able to use various practical ways of explaining the material during his lesson, as well as general pedagogical practices. At this level, he can form his own research and conduct it through experiments, simulations, observations, etc.
General scientific level implies that the teacher is able to use the relevant skills and is well versed in basic general cultural values. Universalization and idealization can also help the teacher demonstrate a high level of preparation. We should also not forget about the ability to use differentiated approaches - systemic, functional, structural, etc. This is where you can put forward various hypotheses and test them.
Philosophy is a rather controversial science, it contains a number of theories that are formed on completely opposite laws. With its help, you can identify various principles for the study and study of pedagogical phenomena. It is this level that determines what methods will be used in the pedagogical and general scientific.
Manifestations of culture
If you ask yourself the question: “What is the methodological culture of a teacher manifested in?”, The answer will be shockingly simple: absolutely everything. The way the teacher plans lessons in his subject,how he leads them, what means he uses in his work - all this clearly demonstrates his culture, not only methodological, but also ethical.
He has the ability to achieve his goals and come to exactly the result that he planned in advance. If the teacher does not have pedagogical skills, knowledge and skills, then he demonstrates the futility of his own actions - the main sign of the lack of methodological culture. However, it is worthwhile to conduct a specific analysis to accurately clarify the picture, it is quite possible that the teacher simply uses methods of only one level.
Steps
It is rather difficult to briefly describe the methodological culture of a teacher, since it also has three stages. The first of them is knowledge, skills and abilities, it is also called the stage of unambiguous determination. It is necessary for the teacher to conduct research on phenomena, use popular innovative ideas, and also develop their own scientific vision of the problem. This is the lowest level, and if you manage only with it, then the learning outcomes will be minimal.
The dialectic level requires much more effort from the teacher, he must be able to use at least two or three methodological guidelines in his own scientific research. In addition, his skills, abilities and knowledge must be significantly higher than those that he could demonstrate at the first level. Now he must set goals for himself in teaching, and also understand in what ways he will achieve them.reach.
The methodological culture of a teacher-researcher is revealed to the fullest extent possible at the third – systemic – stage. Here, the teacher must turn learning into a holistic management of teaching activities, while his wards should not even understand that this is a complex process. His task at this stage is to learn how to create unified teaching methods using his own resources. A huge role here will be played by the worldview of the teacher, the ability to conduct analytics and organize theoretical and cognitive activities.
Criteria
It should be noted that a scientist and a teacher have completely different approaches, one of them is able to create knowledge from scratch, and the second one mainly uses them. The criteria for the methodological culture of the teacher will also be completely different. First of all, we are talking about creating a concept according to which he will carry out his professional activities. Next comes an understanding of how important methodology is in teaching.
Another criterion is the ability to model, form and implement all the tasks conceived within the framework of the pedagogical process. Upon their completion, it is necessary to carry out a timely analysis; without it, it will not be possible to achieve any development in terms of both pedagogy and personality. The final criterion is the consistency of all ongoing activities and the ability of creative thinking.
Formation of the methodological culture of the teacheroccurs only with active practice. He himself must strive to search for new methods, find new meanings in modern pedagogical phenomena, and also provide for various options for the development of his own wards. The formed culture helps the teacher to easily adapt to any professional environment, to form relevant values - tolerance, tact, ideological character, reasonableness and balanced decisions.
Signs
Signs of a teacher's methodological culture are an indicator of his high professionalism. Such a teacher must clearly understand all the concepts that form the basis of pedagogy, as well as clearly separate abstract and concrete terminology. Another sign is the ability to "transform" terms from pedagogical theory into a cognitive activity that will be of interest to children.
A professional teacher has a thinking focused on the genesis of the forms used in pedagogical science, he easily identifies the features of a particular historical stage in it and is able to trace, highlight the consequences of an event. The most rare sign is the presence of a critical attitude to the usual arguments and facts, it is much more difficult to refute them, so the vast majority of teachers take them as an axiom.
Methodological culture of a teacher cannot do without analysis. Any activity that is performed by a teacher must be reflected, he must be able to analyze his own educational work, see the advantages and disadvantages in it.areas for development. Another sign is the ability to convincingly refute the constantly emerging anti-scientific views, which concern not only his immediate sphere of interests, but also human knowledge in general. And finally, the teacher must have a clear understanding of all the functions of pedagogy, especially humanistic and ideological.
Handy tools
One of the main tools that can help develop a teacher's methodological culture is the teachers' council. It is there that the teacher can share practices with his colleagues, as well as get useful advice from them. In addition to it, each school usually has a methodological association of teachers, where you can exchange the latest developments in your subject.
Functioning only at school, the teacher is unlikely to be able to actively develop his skills and keep abreast of all modern innovations and developments. This opportunity can be obtained by participating in various competitions held by the regional division of the Ministry of Education of the Russian Federation. A striking example is the Teacher of the Year competition, in which teachers must not only demonstrate the ability to teach, but also make sure that each lesson is consistent with existing methods and brings something completely new to them.
Why is it important to have such a culture
Now that you know everything about the concept of the methodological culture of the teacher, it is necessary to characterize its importance and usefulness. Without such an important qualitythe teacher will not be able to create and conduct really interesting and important lessons, which means that the children will come to him only to just sit out a boring lesson and go about their business. Whether someone will benefit from such an activity is hard to say.
In addition, it should be remembered that now all pedagogical science is focused on developing children in every possible way, using non-standard methods. Therefore, the monotonous cramming of the rules and "coaching" for the exam simply will not help, it is necessary to find some other ways to provide material. For example, in the curriculum, which is most often called "School 2100", it is customary to use a developmental teaching methodology, in which the student must independently make a discovery and formulate a particular concept, based on the experience that he received earlier.
Specificity of modern pedagogy
Features of the methodological culture of a teacher for modern education should be taken into account when building an algorithm for working with students. A huge role is now beginning to be played by the upbringing of morality and spirituality among schoolchildren, which occurs through the activation of the personal components of their consciousness. Students need to be taught motivation, critical thinking, reflection, the ability to think and create, and this is the primary task of the teacher.
It is necessary to use only teaching methods with humanistic content, then children can learn to think for themselves. Modernthe teacher should be a universal specialist who knows a huge number of fundamental theories of a general plan, this will help him expand the boundaries of knowledge both for himself and for his students. Compare, for example, two teachers who are explaining the same topic - "Singular and Plural". Whose lesson will be more interesting - the one who explains only within the framework of the textbook, or the one who will tell about the former existence of a dual number and the echoes of this historical process in modern Russian? And which of these two teachers has a highly developed culture? The answer is obvious.
If we talk briefly about the methodological culture of a teacher, then he should be a real star, to which both children and adults will be drawn. A talented teacher must have some knowledge of psychology, especially if he works with grades 1-4 and 7-9. His task is to diagnose all the changes that happen to children in time, track them and take action. Among other things, it is necessary to be able to adapt pedagogical theory to practice, since in reality they do not always correspond to each other. And, of course, the teacher needs to educate in his wards a systematic approach, which in the future will help them learn to quickly and efficiently perceive knowledge from completely different spheres of life.
Conclusion
The methodological culture of a teacher must constantly develop, otherwise it may result in a complete loss of motivation for teaching. The teacher who comes to class just because heshould do this, is unlikely to be able to teach schoolchildren something interesting, so it is important to prevent this.
If you are a teacher and want to actively engage in your own development, try to communicate more often with your colleagues, they will be happy to share their experience and teaching methods with you. Consider the needs of your students, treat them as individuals, only then will you be able to succeed in the teaching field.
