pedagogical process. Positions of the teacher in the process of interaction with students N f radionova definition of the pedagogical process
The social significance of pedagogical departments in the training of specialists in the education system of changing Russia [Text]: Sat. Art. / Ros. state ped. un-t im. A.I. Herzen. - St. Petersburg. : Publishing House of the Russian State Pedagogical University, 2006. - 423 p. : ill. - From the contents: Department of Pedagogy as a Center for Innovative Activities of the Pedagogical University / A. P. Tryapitsyna, E. V. Piskunova, S. A. Pisareva. Influence of the Department of Pedagogy on the development of educational activities in the system of continuous education / R. U. Bogdanova. The history of the creation of departments of pedagogy at the universities of Russia in the XIX century / N. V. Karnaukh. Department in the educational space of the university / L. K. Grebenkina. Department of Pedagogy as a subject educational process/ V. I. Ginetsinsky. The role of the department of pedagogy in solving the problem of the relationship between pedagogical science and educational practice / A. A. Kochetova. Department of Pedagogy Smolensky state university: past and present / I. V. Baburova. The role of the department of pedagogy in continuous pedagogical education / T. V. Luchkina. Educational services for the system of continuous education as a factor in the quality of the activity of the department of pedagogy / N. I. Enaleeva. Commonwealth of theory and practice in the implementation of the cultural approach: (on the example of interaction between the department of pedagogy and lyceum N 101) / T. B. Alekseeva [and others]. Internet support of the educational process in the pedagogical magistracy as a means of training a modern teacher-researcher / A. A. Akhayan. History of teacher training at the Herzen University / E. M. Kolosova. The mission of the Department of Pedagogy in the modernization of higher teacher education/ N. V. Chekaleva. Educational and research work of the department in the problem field of the history of pedagogy and education / M. A. Zakharishcheva. Problem-reflexive model of pedagogical education / VG Ryndak. Psychological and pedagogical aspects of the activity of the department of pedagogy in the conditions of modernization of education / E. E. Kriger. The relationship between scientific and educational functions of professional pedagogy as a factor in the development of professional pedagogical education / S. M. Markova. The role of the department of pedagogy in the professional training of the future teacher / G. A. Karakhanova. Traditions and innovations of pedagogical departments in the training of personnel for general education and higher education / V. I. Revyakina, E. N. Mikhailova. Training a teacher for a rural school in terms of a program for the modernization of teacher education / V. N. Pravdyuk [et al.] . Preparation of future teachers for the implementation of the activity approach in the pedagogical process / T. A. Chernikova. Professional knowledge as a basis quality update pedagogical education / E. V. Balakireva. Formation of research competence of the teacher as a priority activity of the Department of Pedagogy IPKRO / E. V. Nabieva. The logic of constructing tasks for the intermediate certification of students in pedagogical courses/ I. E. Kondrakova. Master's education: some aspects of development / L. I. Lebedeva, I. S. Batrakova. Organization independent work undergraduates in a pedagogical university / O. V. Akulova, L. K. Naumova. On the polysemy of the concept of "pedagogy" / N. A. Vershinina. Theoretical and methodological foundations for the development of pedagogical education / N. F. Radionova. Theoretical prerequisites for the development of a conceptual model of the system of practical training of students in a pedagogical university / I. A. Bochkareva. Methodological training of teachers and the development of the system of pedagogical education / S. A. Ermolaeva. Department of Pedagogy at the university as a center for research work in the field of problems of media education in school and university pedagogy / L. A. Ivanova. Classification of indicators of the development of professional knowledge and skills necessary for teachers for media educational activities/ A. V. Fedorov. Professional Pedagogy and Didactics in the Structure of Pedagogical Education Modernization / N.M. Aleksandrova. Research on education and general vocational training students of pedagogical universities / Z. I Vasilyeva. Methodology of the system approach and ways of scientific research in the field of didactics / G. D. Kirillova. Prognostic potential of the scientific school of Professor E. G. Osovsky / T. I. Shukshina. Activities of the Department of Pedagogy on the organization of scientific and pedagogical creativity of students / S. Yu. Shalova. The place of pedagogy in the professional development of a modern student / IV Gladkaya. The contribution of the department of pedagogy of a regional university to the development of domestic pedagogical science and practice / I. A. Churikov. - ISBN 5-8064-0918-X: $78.00
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The modernization of the education system is invariably associated with a rethinking of theoretical and methodological ideas, principles, content and methods pedagogical activity. It is this process that put us before the need to comprehend the interaction of existing systems and a special didactic system for the development of auditory perception, which is based on a systematic approach to teaching.
In this regard, in our study, a systematic approach is used as the initial methodological position. In this logic, we will consider the interaction of both didactic systems. Classical systems theory contains the idea that all systems, mechanical and organic, are composed of a set of interacting systems.
Development modern science is urgent task time. Any science cannot develop without a system. Therefore, the various fields of science that use systems research represent a wide and constantly evolving area of scientific knowledge.
However, the system is not a product of modernity. The system, systemicity, system approach arose in the history of human thought along with the development of society, its culture, according to the founder and theorist of the general theory of systems L. von Bertalanffy. He argues that systems theory is applicable in modeling, in particular in biophysical and other processes. In line with these systems, the development of cybernetics, social sciences, information theory, game and decision theory took place. This means that the general systems theory is a conceptual analogue of any science and pedagogy, in particular. Any model cannot be created haphazardly. Therefore, modeling and the system are inextricably linked. General systems theory, systems approach represents the methodology of any modeling.
Philosophers point out that there are differences between general systems theory and systems approach. With the help of general systems theory, the foundations of any type of system research are formed, when general laws, universal principles,
which can apply to any system. At the same time, the general theory of systems is not always applicable to a separate real phenomenon, to a smaller system, to a subclass of systems. In this case, it is advisable to use a systematic approach as a methodology.
The systematic approach, according to E. G. Yudin, is a general scientific, and not a special scientific methodology. At the same time, the methodological effectiveness of a systematic approach, like any general scientific methodology, is measured by how capable it is of playing a constructive role in the construction and development of specific subjects of research, that is, by its applicability to a certain type of objects of study.
An example is the interaction between a teacher training system and a special system for children with hearing impairments.
The systematic approach is increasingly penetrating into pedagogy. There is not a single significant phenomenon in pedagogy that would not be considered from the standpoint of a systematic approach. In the field of deaf pedagogy, the systematic approach has not yet found its sufficient reflection. Therefore, a systematic approach to the creation and comprehension of the didactic system for the development of auditory perception determined the methodology of our study.
The significance of the system approach lies in the fact that it allows you to identify the components and connections, the structure of the system, the interaction of the part and the whole, the development of the phenomenon as a whole. Hence, the interaction of elements in the system is a form of interconnection, interaction, relationship. Without it, the system cannot exist. This means that the system and interaction are interconnected. They directly and indirectly affect each other.
The category of "interaction" is a philosophical category that reflects the processes of the influence of objects on each other, their mutual conditionality and the generation of one object by another. Interaction is an objective and universal form of movement, development, determines the existence and structural organization of any material system.” This understanding of the category of interaction is reflected in the Universal Encyclopedic Dictionary.
A more detailed formulation of this category is offered in the Philosophical Dictionary, where interaction is considered as a process of mutual influence of bodies on each other through
transfer of matter and motion, universal form and changes in the states of bodies. Interaction determines the existence and structural organization of any material system, its properties, its integration along with other bodies into a system of a higher order. Without the ability to interact, matter could not exist. In any integral system, interaction is accompanied by mutual reflection of each other's properties by bodies, as a result of which they can change. There are many forms of interaction in the objective world. These include the "Universal Sphere of Phenomena", "Movement", "Change", "Functional Dependence".
Scientists characterize the interaction in different ways. VG Afanasiev considers this phenomenon as a form of communication between systems. This point of view appeals to us, since we are interested in
the interaction of two systems - the learning one, aimed at preparing the future teacher and the teaching one, related to the system that the future teacher will implement in his practical activities in working with children with hearing disabilities.
In the works of A. N. Averyanova, I. I. Zhbankova, Ya. L. Kolomensky, interaction is considered as a process. The process of interaction is characterized by the presence of regular connections between systems, the coexistence of two systems, the impact of coexisting systems on each other.
N. F. Radionova considers interaction as a relationship of actions, which assumes that the action of one side gives rise to the action of the other, and those, in turn, again the action of the first.
According to E. S. Zair-Bek, pedagogical design is associated with human relationships, which are realized in the process of pedagogical interaction.
An analysis of the existing formulations allows us to conclude that the interaction is related to both material and conditional phenomena, both static and dynamic processes, both long-term and short-term relationships, both the living and the inanimate world. . Interaction is characterized and always associated with integrity, unity, system, with its structure, properties, movement, development, influence. At the same time, interaction is considered as a process and as an activity, when both of these moments organically merge. Hence, it is legitimate when in the literature (philosophical, pedagogical) interaction is understood as mutual activity, relationships, interconnection.
The pattern of interaction as a process is due to the presence of objective properties in material systems. Signs, states; the presence of certain conditions, one of which is a real communication transmission channel; the repetitive nature of the process (beginning, steps, pace, scope, implementation time) and the presence of a stable repeating result.
In contrast to the philosophical understanding of interaction, which is understood as the interaction of natural, social phenomena, patterns, processes that determine human behavior,
ways of thinking, communication, learning, education, personal development, pedagogical interaction covers only subjective mutual influences.
Thus, pedagogical interaction characterizes only one of the aspects of the philosophical understanding of interaction. Interaction processes are observed both in living and inanimate nature. But, one way or another, they are affected by a person in those forms, types, conditions that a person needs. But at the same time, the interaction can be carried out without human intervention. We are interested in pedagogical interaction.
In our study, pedagogical interaction is considered as a process of mutual influence of subjects, their activities and the interconnection of didactic systems.
The greatest contribution, from our point of view, to the theory of interaction was made by N. F. Radionova, who believes that the interaction
teachers and schoolchildren should be considered as developing and developing. According to N. F. Radionova, to organize interaction means “to streamline, to connect in a certain way all its components (goal, content, methods, forms of organization, results and positions of teachers and students in relation to the specified elements of the process to each other), to bring them into a unity that ensures the achievement of goals. This ordering can be carried out in the form of interrelated actions, interrelated activities, joint activities and interpersonal communication at the level of the school team, its individual associations, and the personal level. It can be spontaneous and purposeful, external and internal.
Thus, pedagogical interaction is a process, activity, mutual influence of two subjects of the educational process.
N. F. Radionova considers interaction as a relationship of activities, where the subject of activity is interaction. Interaction can be based on different types interconnections: joint activities, "division of labor", cooperation, subject-subject relationship. At the same time, the relationship between a teacher and a student can be built from the standpoint of functional-role and personal relationships. The interaction can be various forms ah (individual, group, collective) and options (teacher - a group of students, a group of teachers - a group of students, etc.). Interaction as a special type of relationship appears as a process of information exchange, which represents the content of interaction in the form of a practical one.
We are interested in the interaction of two systems - the teaching one, which is implemented by the future teacher and the learner, which the student masters in the process of learning in a higher educational institution.
In this aspect, we consider didactic interaction from the standpoint of preparing a future teacher as a person being taught in terms of mastering the general pedagogical and special didactic systems, i.e. as an object of professional training, and from the position of a teacher who is able to implement didactic interaction with students according to the content of a special didactic system .
Thanks to such a form of movement, the development of matter as interaction, a person learns the phenomena of the surrounding reality, realizes the needs for self-development, self-education and education in general.
So, interaction is understood as the process of influence of people on relationships with each other in various types vital activity.
To reveal the interaction of systems, it is necessary to consider the concept of "system". The system as a phenomenon of the dialectical process is an interaction, an interconnection of elements characterized by internal orderliness, relative stability. The relative stability of the system is preserved within certain limits of its development. The connection of the elements of the system represents its structural construction. Therefore, any system can act as its element, i.e., a subsystem or, in a more extended form, a system.
The role of dialectics in the development of systems research is to create a theory of systemic opposites and a theory of the interaction of existence and change. various systems. Thus, Yu. A. Urmantsev uses the law of unity and "struggle" of opposites as an initial methodological principle, as well as dialectics in general as a doctrine of development. His theory of systemic opposites is based on such categories as system and chaos. Harmony and disharmony, symmetry and asymmetry, polymorphism and isomorphism, change and preservation, dependence and independence, nationality and rationality, etc. .
The pedagogical system is considered by us as the interaction of two didactic systems through the activities of the subjects of the educational process in the form of teachers and future teachers, the probabilistic and dynamic nature of which is due to the motivational determination of the behavior of its participants. The nature of this determination is determined by the subject content of the motives of the participants in pedagogical interactions.
For the existence of educational activities, certain organizational, technological structures that interact with each other are necessary. Maintaining the organizational subsystem requires the interaction of its components,
including the interconnection of four internal components:
the goals of the organization - the planned results of the activities of the participants, adequate to the learning objectives;
the structure of the organization of a system of actions ordered in a certain way, representing a set of interrelated roles, ordered relationships;
organization technologies that determine the program-target coordination and sequence of operations of the educational process;
organization of employees performing certain job responsibilities.
The basis of the pedagogical system is the interaction of participants in the pedagogical process, the pedagogical activity of a particular teacher, educator, student. This activity is
purposeful nature and is based on the laws and patterns of the pedagogical process, is realized through the content with the help of certain methods, special and specific techniques and teaching aids.
For our study, it is important to reveal the systemic, procedural nature of the phenomenon of "Development of auditory perception", which includes two mental categories - development, perception.
In pedagogy, development is understood as the accumulation of quantitative changes and their transition into qualitative ones; improvement of existing and acquired personality traits, implementation
genetic fund and mental activity as a result of training and education in the narrow and broad pedagogical and social senses.
Auditory perception is the perception of speech and surrounding sounds by a person's auditory analyzer. Hearing in the pedagogical process acts as a diverse and multifunctional systemic phenomenon. It can serve as a source of knowledge, the basis for mastering speech and its production, is the basis
for the functioning of learning technology, for mastering the content. In the case when there is a hearing impairment, which is a systemic disorder, the activity of the auditory analyzer is possible when mastering special techniques for the perception of speech and environmental sounds. We believe that auditory activity as a systemic phenomenon is a set of actions to activate one's auditory potential, physical (genetic) code, in combination with the assimilation of specific methods of receiving speech and surrounding sounds by an individual with hearing loss. This is the formation of a new principle of activity of the auditory analyzer for the perception of the sounds of speech and the environment by ear. This principle of activity is based on the active participation of intact hearing in the process of speech perception and the support of this process by the visual analyzer. Auditory-visual perception with an increase in the share of auditory perception is the most effective process that ensures the vital activity of children with hearing loss.
Thus, by the development of auditory perception, we understand the complex act of perceiving speech and sounds of the environment by a disturbed auditory analyzer as an auditory activity, which results in a qualitative change in perceived objects (speech, non-speech sounds), refinement and improvement of these objects with the help of consistent differentiation of sounds from simple to complex, the development of the act of listening and cultivating auditory attention to the sounds of speech and the sounds of the environment.
The development of auditory perception is purposefully carried out in the educational process, an essential part of which is a special didactic system for the development of auditory perception. This system is organically included in the pedagogical system of teaching children with hearing impairments.
Currently, the most common definitions in regulatory documents are such definitions as “a person with handicapped health."
From the standpoint of a systematic approach, a special didactic system is part of the pedagogical system, has all its features, but solves narrower specific goals and objectives.
The didactic system for the development of auditory perception is characterized by its own goals, objectives, principles, methods, content and technology, and the interaction of participants in the pedagogical process. Hence, we consider it as a special didactic system.
In our opinion, a special didactic system for the development of auditory perception in children with auditory disabilities is a system of scientific and practical
concepts covering the learning process with its own object, subject, content, peculiar principles of learning, specific technology for the implementation of content, with distinctive feature use of generally recognized methods and forms of organization of the learning process.
A special didactic system for the development of auditory perception in children with hearing impairments has a backbone quality. It is related to the development
hearing acuity, expanding the possibility of receiving information, the development of the mental activity of the student. The development of auditory perception as a special didactic system "penetrates" the entire educational process remedial school Type II, as it is implemented in special classes, general education lessons, educational events. In system additional education the development of auditory perception is carried out non-purposefully. However, the informal way of development of witticism
hearing is possible, especially in those cases when the acquired skills are consolidated in the learning process.
Pedagogical and special didactic systems function in a single educational space.
Thus, we believe that the system approach represents the methodological basis for modeling the interaction between teaching and learning didactic systems, implemented in the process of training a defectologist teacher at a university.
Bibliography
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2. Bertalanffy L.fon History and status of general systems theory // System Research. – M.: Nauka, 1973. – S. 20–38.
3. Zair-Bek E.S. Pedagogical guidelines for success / E.S. Zair-Bek, E. I. Kazakova. - St. Petersburg: Russian State Pedagogical University im. A. I. Herzen, 1995. - 234 p.
4. Radionova N. F. Interaction between a teacher and older students. - L .: LGPI im. A. I. Herzen, 1989. - 57 p.
5. Radionova N. F. Educational standards / Innovation processes in education. Integration of Russian and Western European Experience // Proceedings of the Intern. seminar. - St. Petersburg: RGPU im. A. I. Herzen, 1997. - S. 27-46.
6. Universal encyclopedic Dictionary. – M.: TSB, 2002. – 1550 p.
7. Urmantsev Yu. A. Beginnings of the general theory of systems / System analysis and scientific knowledge. – M.: Nauka, 1978. – S. 7–41 p.
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Candidate of Psychological Sciences, Associate Professor of the Department of Clinical Psychology and Psychotherapy
Radionova Maria Sergeevna
Department: Clinical Psychology and Psychotherapy
Job title: associate professor (staff)
Academic degree: candidate of psychological sciences
Experience of scientific and pedagogical work: since 1996.
Pedagogical experience: from the year 2000.
Education
Moscow State University, Faculty of Psychology, Department of Clinical Psychology, specialty - psychologist, teacher of psychology (1994), defense of a Ph.D.
Additional education
At the Center for Psychology and Psychotherapy F.E. Vasilyuk, listened to a series of programs on psychological counseling and psychotherapy. She graduated from the 3-year program Lopukhina E.V. training cycle on psychodrama. Participated in a course on process psychotherapy by A. Mindell. Participated in a training program on Jungian psychotherapy by K. Kesha. He has a certificate of advanced training in the cycle "Fundamentals of Forensic and Medical Psychology" at the State Research Center for Social and Forensic Psychiatry named after V.P. Serbian.
Academic disciplines
Pathopsychology (bachelor's degree, specialty)
Psychology of addictive behavior (bachelor's degree)
Psychological prevention of addictive behavior (specialty)
Management of term papers and diploma works (specialty)
Research work (specialty)
Scientific interests
Psychological aspects of addictive behavior; psychology of pregnancy and childbirth; study of various aspects of influence medicines in the treatment of personality disorders; the use of fairy tales, metaphors and elements of theatrical art in psychotherapy
Practical interests
Psychotherapy of addictions; psychological and psycho-correctional work with pregnant women and women in childbirth; diagnosis of personality disorders
- Filippova E.V., Baenskaya E.R., Budinaite G.L., Bulygina M.V., Venger A.L., Gavrilova T.P., Goncharova E.L., Dmitrieva D.V., Kalina O G., Kedrova N.B., Liebling M.M., Morozova E.I., Nikolskaya O.S., Obukhov-Kazarnovitsky Ya.L., Paponova A.I., Radionova M.S., Tomilova A. .V., Ulanov M.A., Fazleeva A.M., Fedunina N.Yu. and etc.Child and adolescent psychotherapy.Textbook and workshop / Moscow, 2015. Ser. 61 Bachelor and Master. Academic Course (1st ed.)
Radionova M.S. Fairy-tale group in a neuropsychiatric sanatorium //Clinical and special psychology. 2016. V. 5. No. 1 (17) . pp. 127-147
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Pedagogical process- one of the main categories of pedagogy, which has not yet received an unambiguous interpretation in science. The pedagogical process is, on the one hand, a model, an abstraction, a theoretical generalization that reflects the principles, patterns, features of promoting human education. On the other hand, this is a manifestation of the real interaction of subjects - the teacher and the student, the teacher and the student, the educator and the pupil.
« The traditional pedagogical process is understood as specially organized, purposeful, consistent, systematic and comprehensive impact on the student in order to form a personality with the desired qualities. However, such a definition not only identifies the pedagogical process with the activities of the teacher, but also does not reveal the mechanism of changing states, acquiring significant variable characteristics. Progressive understanding ... is the consideration of the pedagogical process as a two-way one, as a joint activity of teachers and pupils aimed at achieving a certain goal. Based on this position, we define the pedagogical process as a purposeful process of promoting the education and development of a person, carried out by adapting the cultural experience of mankind into the cultural experience of a student, pupil in specially organized pedagogical conditions. Summarizing the results of many studies, as noted in the previous section, V.A. Slastenin defined the pedagogical process as a consistent solution of pedagogical problems that arise in the real process of interaction between a teacher and a pupil, a teacher and a student. The essence of the pedagogical process lies in the purposeful and organized interaction between an adult and a child.
Interaction in this context is seen as an exchange of activities and "personal funds" of the teacher and pupil.
The exchange of activities is carried out through the interconnection of the activities of teaching and learning, the activities of the educator and the pupil; their joint activities; cooperation, which implies the achievement of the set goals as expected results.
The exchange of personal funds is carried out through a monologue, a dialogue, during which there is the birth of new knowledge, value coordination of positions, the formation of a positive emotional background and psychological comfort. An exchange of personal funds can be seen as a “meeting different worlds”- Adult and Child. teacher and learner, teacher and student, educator and pupil.
The process in the generally accepted sense means: 1) a successive change of states, the course of development of something; 2) a set of sequential actions aimed at achieving a certain result.
By the time of the implementation of the pedagogical process, we can talk about different time stages of a person's life: the stages of general and vocational education, the academic year, a certain thematic period of the training course, the school day. A person finds himself in an organized process quite early, getting into a nursery, kindergarten, secondary school, vocational school. The pedagogical process also covers postgraduate education, as well as the education of people of the third age.
The determinism of the process by specific historical time manifests itself in various ways, first of all, its conditionality by a certain culture, formed and recognized by this society. This, in turn, determines the features of the interaction of subjects and the values underlying them, as well as the content on which it is built.
The pedagogical process is implemented in a certain space of the class, school, society. Therefore, we can consider the pedagogical process as an integration of processes, the interaction of teachers with students, parents, the public, children's organizations, etc. to achieve the set goals (N.F. Radionova). Like any social phenomenon, the pedagogical process experiences and uses the influence of various sociocultural factors that cause changes in the goals, content, and relations of the pedagogical process. At the same time, the creative potential of the pedagogical process makes possible its positive impact on the environment, the circumstances in which it takes place. This phenomenon was defined as the pedagogization of the environment.
Processuality manifests itself in another way. It is connected with the possibilities and features of the development and transformation of both the process itself and the interaction of subjects. The interaction of a teacher and a student, a teacher and a pupil in the pedagogical process, we can consider through a system of various connections: functional-role, interpersonal, as well as positive or bad influence subjects of the pedagogical process on each other.
The above theoretical provisions, revealing the multidimensionality of the pedagogical process, convince us of the complexity of understanding this category of pedagogical science. M.A. Danilov in this regard wrote that the objects of pedagogical science are not a direct reflection of reality. They are the results of certain processes of generalization, schematization, idealization. Therefore, when studying pedagogy, it is necessary to remember the difference between the objectively existing observed pedagogical process and the theoretical object of pedagogical science. So far, we are only at the beginning of the most interesting path of comprehending the pedagogical process and, as the initial level of understanding, we will fix the following: the pedagogical process as a process of promoting human education is a purposeful, two-way process that forms various relationships, connections and results of the teacher and student, teacher and student, educator and pupil.
SLASTONIN. - M .: Publishing House MAGISTR-PRESS, 2000, p. 208
The originality of the modern professional activity of a university teacher lies in the fact that the true meaning of the purpose of the teacher's activity is returning: leading, supporting, accompanying the student. To help each student to realize his own abilities, to enter the world of culture of the chosen profession, to find his life path- these are the priorities of the modern university teacher.
In the traditional model of education, such attributes of a person and her psyche as consciousness, activity, subjectivity, attitude, purposefulness, motivation, are not in full demand, so university teachers turn to such a phenomenon as facilitation. In Western human knowledge, this phenomenon was revealed in the works of K. Rogers back in the last century. In our time, the essence of the term facilitation - the activation of numerous situations of interaction - is considered in one of the monographic studies of R.S. Dimukhametov. He identifies such attributes of the concept of "facilitation" as truth, openness, acceptance, trust, empathic understanding. Facilitation performs the functions of stimulating pedagogical activity, the principle of teaching and managing the educational process, which contributes to the constructive interaction of the subjects of the educational process [Dimukhametov, 2006].
The teacher-facilitator provides pedagogical assistance and support to students, which is expressed in increasing the productivity of an individual student or a group of students. This support is soft, non-directional, not imperative, but still causes certain changes in the student's personality. By providing such support, the teacher encourages the student to realize their ideas in specific actions as forms of manifestation of the activity of the subject, for which the subject himself is responsible. Such non-directional influences of the teacher on students contribute to a change in mental activity (increase the level of creativity), perception, and shifts in emotional manifestations. The teacher-facilitator puts students in the position of assistants, fellow travelers on the way to finding joint solutions, gives students complete freedom in this search and the right to choose their own decision. At the same time, the function of a teacher-facilitator is implemented as a pedagogical support for students' self-knowledge based on the establishment of value-significant connections between the subjects of interaction while maintaining their personal uniqueness and integrity.
The professional position of each teacher changes in the process of interaction. So, representatives of the St. Petersburg Scientific School (V.A. Kozyrev, N.F. Radionova, A.P. Tryapitsina), in addition to the teacher-facilitator, distinguish the following positions of the teacher, which consist mainly in accompanying and supporting the student's activities.
The teacher is a consultant. The essence of the proposed model is that there is no traditional presentation of the material by the teacher, the learning function is implemented through counseling, which can be carried out both in real and remote mode. Counseling is focused on solving a specific problem. The consultant either knows a ready-made solution that he can offer, or owns methods of activity that point the way to solving the problem. the main objective teacher in this model of learning - to teach the student to learn.
Lecturer - moderator. Moderation is an activity aimed at revealing the potential of a student and his abilities. Moderation is based on the use of special technologies that help organize the process of free communication, exchange of opinions, judgments and lead students to make decisions through the implementation of internal capabilities.
Moderation is aimed at revealing the student's inner potential, revealing hidden opportunities and unrealized skills. The main methods of work of a teacher-moderator are those that encourage students to work and activate them, identify their problems and expectations, organize a discussion process, and create an atmosphere of comradely cooperation. The teacher - moderator acts as an intermediary, which contributes to the establishment of relations between students.
The teacher - tutor carries out pedagogical support of students. He develops group tasks, organizes group discussions of any problem. The activity of a teacher - tutor, as well as a teacher - consultant, is aimed not at reproducing information, but at working with the student's subjective experience. The teacher analyzes the cognitive interests, intentions, needs, personal aspirations of each. He develops special exercises and tasks based on modern communication methods, personal and group support, thinks over the ways of motivation and options for fixing achievements, determines the direction of project activities. Interaction with tutors is carried out through tutorials, daytime seminars, self-help groups, computer conferences.
The tasks of the teacher - tutor - to help students get the most out of their studies, monitor the progress of their studies, provide feedback in the process of completing assignments, conduct group tutorials, advise students, maintain their interest in learning throughout the study of the discipline, provide the opportunity to use various forms of contact with him (personal meetings, Email, computer conferences).
A teacher is a coach (coach), which in translation from English means a tutor, instructor. Based on the translation of this concept, its functions in the educational process are considered. The teacher-trainer acts as a teacher not just of a specialty, but of the mastery of the student's future professional activity, through the system of mastering certain knowledge. Teacher - trainer helps students in passing certain training courses, in teaching, in preparation for public speaking during seminars and practical classes, presentations with reports and reports at educational, and then scientific conferences [Perelomova, 1997].
The educational process of the university is realized in the interaction of its subjects - teachers and students. The considered professional positions of a teacher of a modern university contribute both to the development of the subjective position of the student and educational interaction generally.
The interaction of the teacher with the students is one of the most important ways of the educational influence of adults. The teacher, in principle, is sufficiently prepared to organize and maintain relationships with students. However, in practice, the relationship between the teacher and the students is not always optimal. In many ways, this depends on the style of leadership of the teacher (that is, on the characteristic manner and ways in which the teacher performs those functions that make up his interaction with students).
The central problem in the interaction between teachers and students is the problem of their relationship. Each of the participants in the educational process enters the social situation, having some accumulated experience and cultural background. Cognitive and normative premises shared by all participants are the basis for interaction.
In the field higher education the installation of the same approach to all students prevails. This order is fixed institutionally. Consolidation of a respectful attitude towards the teacher is a mandatory rule for expecting a polite attitude from the student. Teachers should also follow a similar rule when interacting with students. Mutual refraction of social norms and values in the minds of participants in the educational process, its comprehension and reflection in the real actions of teachers and students determines the dominant personality-oriented approach in educational activities.
The social world of students is formed as a result of social interactions with each other and with teachers. At the same time, the symbolic environment has a decisive influence on students. it contributes to the formation of their consciousness and the human "I". From the standpoint of symbolic interactionism, the interaction between a teacher and a student is seen as a continuous dialogue in which they observe, comprehend each other's intentions and react to them. To create a stable and comfortable interaction, both teachers and students have to make a lot of efforts. Thus, consideration of the problem of social interaction between teachers and students is a search for answers to a variety of questions: what are the conditions for the emergence of social interaction, how it develops, what needs to be done to make the interaction effective, what factors influence it, etc.
In a modern university, the role of the teacher is increasing, the range of his psychological and pedagogical influence on students is expanding. The teacher can no longer be only a conductor of knowledge and information, he must be a teacher, psychologist, psychotherapist. The success of his pedagogical activity and authority largely depend on this [Dimukhametov R.S., 2006].
The authority of the teacher is an integral characteristic of his professional, pedagogical and personal position in the team, which manifests itself in the course of relationships with colleagues, students and influences the success of the educational process.
The authority of the teacher consists of two components: the authority of the role and the authority of the individual. If a few years ago the authority of the role prevailed, now the main thing is the personality of the teacher, his bright, unique individuality, which has an educational (pedagogical) and psychotherapeutic effect on students.
The authority of a teacher is formed at a sufficiently high level of development of three types of pedagogical skills: “subject” (scientific knowledge); "communicative" (knowledge about their students and colleagues); "gnostic" (knowledge of oneself and the ability to correct one's own behavior).
1. Correlation of a teacher's self-assessment with the assessment of his personality by students and colleagues.
2. The ability to perceive and process conflicting and complex information, to find a worthy way out of a difficult pedagogical and life situation.
On the basis of the conducted psychological research, complexes of characteristics of an authoritative and non-authoritative teacher were identified.
¾ high pedagogical observation,
¾ respect for students,
¾ stimulation of their activity and intellectual activity,
¾ flexibility and originality in making pedagogical decisions,
¾ satisfaction from the process of communication with students.
¾ the presence of communicative stereotypes in the teaching process,
¾ monologue of communication,
¾ inability to respect students, regardless of their academic success.
Personal qualities (in order of preference), on which the authority of the teacher is based:
¾ Professionalism and deep knowledge of the subject.
¾ The ability to figuratively and clearly express their thoughts.
¾ high common culture and erudition.
¾ Speed of reaction and thinking.
¾ Ability to defend and defend one's own point of view.
¾ Ability to use expressive (non-verbal) means.
¾ The ability to understand the psychology of the student, his strengths and weaknesses.
¾ Attentiveness towards the interlocutor. Kindness and patience.
¾ Strictness combined with justice.
¾ Psychological stability and resourcefulness in difficult situations.
¾ Neat appearance.
Qualities contraindicated in teaching include:
¾ Arrogance, rudeness, malevolence;
¾ Self-love;
¾ Mentoring;
¾ Shyness;
¾ Slow reaction, conservatism;
¾ The desire to suppress the student;
¾ Lack of concentration, laziness;
¾ Excessive emotionality, explosiveness;
¾ Lack of pedagogical skills.
Creating interaction between a teacher and a student, it is necessary to focus on increasing the activity of students, establishing with them feedback, the creation of a friendly atmosphere for the joint solution of tasks, strengthening the credibility of the source of information.
Individual styles of teaching psychology. Speaking about the individual style of pedagogical activity, they mean that the teacher takes into account his individual inclinations, characteristics, his individuality. Teachers with different personalities can choose the same tasks from a variety of educational and educational tasks, but they implement them in different ways. Consider the main features of the individual style of pedagogical activity. It shows up:
¾ in temperament;
¾ in the nature of the reaction to certain pedagogical situations; in the choice of teaching methods;
¾ in the selection of means of education;
¾ in the style of pedagogical communication;
¾ in response to the actions and deeds of children; in demeanor; preference for certain types of reward or punishment;
¾ in the use of means of psychological and pedagogical influence on children.
Therefore, any pedagogical experience should not be literally copied; perceiving the main thing in it, the teacher should strive to remain himself. This will not only not reduce, but will significantly increase the effectiveness of teaching and educating children on the basis of borrowing advanced pedagogical experience. Attempts to directly copy the advanced pedagogical experience of some teachers are futile, because such an experience is practically inseparable from the personality of the teacher, and the psychological individuality of the teacher is difficult to reproduce; without it, the results inevitably turn out to be different.
Teacher leadership styles:
autocratic (autocratic style of leadership), when the teacher exercises sole control over a group of students, not allowing them to express their views and criticisms, the teacher consistently makes demands on students and exercises strict control over their implementation;
Authoritarian (powerful) leadership style allows students to participate in the discussion of issues of educational or collective life, but the decision is ultimately made by the teacher in accordance with his own attitudes;
democratic style implies attention and consideration of students' opinions by the teacher;
ignoring style is characterized by the fact that the teacher seeks to interfere as little as possible in the life of students, is practically eliminated from managing them, limiting himself to the formal fulfillment of the duties of transferring educational and administrative information;
· conniving, conforming style is manifested in the case when the teacher is removed from the leadership of a group of students or follows their desires;
· inconsistent, illogical style - the teacher, depending on external circumstances and his own emotional state, implements any of the named leadership styles, which leads to disorganization and situationality of the system of relations between the teacher and students, to the emergence of conflict situations.
Everyone knows that managing others begins with managing yourself. Everyone needs to have an idea about their own characteristics, abilities, i.e. you need to know yourself to make your own psychological picture, learn pedagogical communication.
