Functions, criteria and levels of formation, principles of formation of a teacher’s professional and pedagogical culture. Levels of pedagogical culture Levels of formation of a teacher’s professional pedagogical culture

A criterion is a sign on the basis of which an assessment or judgment is made.

Criteria for professional pedagogical culture are determined on the basis of a systemic understanding of culture, the identification of its structural and functional components, the interpretation of culture as a process and result of the creative development and creation of pedagogical values, technologies during the professional and creative self-realization of the teacher’s personality.

I.F. Isaev identifies four levels of formation of professional pedagogical culture: adaptive, reproductive, heuristic, creative.

Adaptive level professional pedagogical culture is characterized by an unstable attitude of the teacher to pedagogical reality. The goals and objectives of pedagogical activity are defined by him in general view. The teacher is indifferent to psychological and pedagogical knowledge; there is no system of knowledge and no readiness to use it in specific pedagogical situations. Professional and pedagogical activities are built according to a pre-established scheme without the use of creativity. Teachers at this level are not active in terms of professional and pedagogical self-improvement; advanced training is carried out as necessary, or is rejected altogether.

Reproductive level presupposes a tendency towards a stable value attitude towards pedagogical reality: the teacher values ​​the role of psychological and pedagogical knowledge more highly, shows a desire to establish subject-subject relationships between participants in the pedagogical process, and has a higher index of satisfaction with teaching activities. At this level of development of professional pedagogical culture, the teacher successfully solves constructive and prognostic problems that involve goal setting and planning of professional actions.

solutions in standard pedagogical situations. The pedagogical orientation of needs, interests and inclinations is formed. The teacher is aware of the need for advanced training.

Heuristic level manifestations of professional pedagogical culture are characterized by greater purposefulness, sustainability of paths and methods professional activity. At this level of professional and pedagogical culture, changes occur in the structure of the technological component; The skills to solve evaluation-informational and correctional-regulatory problems are at a high level of development. The activities of teachers are associated with constant search; they highlight new technologies of training and education, and are ready to share their experience with others. The proposed forms of advanced training are selective; they master the basic methods of cognition and analysis of their own personality and activities.

Creative level characterized by a high degree of effectiveness in teaching activities, mobility of psychological and pedagogical knowledge, and the establishment of relationships of cooperation and co-creation with students and colleagues. The positive-emotional orientation of the teacher’s activity stimulates the sustainable transformative, actively creative and self-creative activity of the individual. Analytical and reflective skills are of paramount importance. Technology readiness is at a high level, and all components of technology readiness are highly correlated. Pedagogical improvisation, pedagogical intuition, and imagination occupy an important place in the activities of a teacher and contribute to the solution of pedagogical problems. The personality structure harmoniously combines scientific and pedagogical interests and needs. Teachers are interested in in various ways improving pedagogical skills and pedagogical culture. Often they themselves become the initiators of advanced training, willingly share their experience and actively adopt the experience of their colleagues; they are distinguished by the desire to improve.

Dictionary of basic concepts

Pedagogical task- a meaningful pedagogical situation with a purpose brought into it in connection with the need to understand and transform reality.

Pedagogical technology - a consistent interconnected system of teacher actions aimed at solving pedagogical problems, or at the systematic and consistent implementation in practice of a pre-designed pedagogical process.

Professional and pedagogical culture-a measure and method of creative self-realization of the personality of a professional school teacher in various types of pedagogical activities and communication aimed at mastering, transferring and creating pedagogical values ​​and technologies.

Teacher training vocational training

Mnemonic diagram

Main development trends and principles of vocational pedagogical education

Currently, teachers, psychologists, and philosophers are developing new approaches to the development of general and professional education.

Vocational pedagogical education has not received due attention for a long time. For a long time in Russia, industrial training masters were trained in industrial pedagogical technical schools, and teachers - at industrial and pedagogical faculties of universities. The priority development of the industrial sector during the socialist period led to the training mainly of specialists with working professions, which in turn determined the structure of the teaching staff of vocational schools.

Changing socio-economic conditions in society disrupted the vocational education system, which already had complex social, economic and political connections. The reorientation to market relations disrupted these connections and contradictions and led to the formation of:

between the objectively necessary need for a constantly growing level of education and professional competence of members of society and disabilities educational institutions;

between the need of society to train competitive specialists and the low professional potential of teachers;

between the financial and material resources necessary for the development of professionalism of teachers and industrial training masters and the real socio-economic situation, which reduces the effectiveness of education;

between the increased role of progressive pedagogical technologies in the intensification of professional training of specialists and the lack of special pedagogical education among the overwhelming majority of teachers;

between the expediency of the personal development educational process in the system of additional professional education, which requires quite a long time, and the short-term nature of training courses;

between the need for personnel with high professional competence and the undeveloped mechanism for managing the professional development of specialists;

between the need for integration and the existing disunity of various links in the system of training and advanced training of professional teaching staff.

The identified contradictions determine the priority tasks for the development of vocational pedagogical education:

bringing vocational and pedagogical educational programs into line with the needs of the individual, with the needs of the labor market, prospects for the development of the economy, scientific, technological and social spheres;

changing the structure of training content and its qualitative updating, taking into account the transition to advanced education, ensuring the development of the personal and professional potential of specialists and their mobility;

improving the educational process, creating conditions for the professional development of the individual and the realization of his creative activity;

development of a system of training, professional retraining and advanced training of personnel for vocational education, which includes, first of all, the training of teaching and management personnel for the system

development of continuity of secondary vocational pedagogical education with other levels;

expansion of informatization of education;

ensuring the use of the potential of secondary specialized educational institutions for the development of production and innovation activity, which will not only improve the quality of specialist training, but will also provide additional sources of funding for the development of educational institutions.

Modern vocational pedagogical education is the result of the development since the 1920s of higher engineering and pedagogical education and the secondary industrial pedagogical education that emerged in 1943, which trained personnel for vocational education. The dynamics of development of vocational pedagogical education reflects the socio-economic development of the country at various stages.

System of vocational pedagogical education, in accordance with the Law Russian Federation“On Education” is part of the Russian education system. Being a system, it includes all components of the system:

a) successive state educational and professional educational programs;

b) a network of educational institutions of various organizational and legal forms, types, types;

V) government bodies system management, state-public and public organizations.

The goal of vocational pedagogical education is the formation of an individual capable of effective self-realization in the field of primary vocational education and secondary vocational education, to implement all components of the integrated educational process, to perform vocational and educational functions in the preparation of qualified workers and specialists.

Currently, the nature and content of the work of professional pedagogical workers is affected by a number of new factors, including a change in the state educational paradigm, within the framework of which a reassessment of guidelines is taking place.

The main trend in the development of education is liberation from the technocratic paradigm, the disclosure of human potential based on the concept of a subject-subject approach, when the individual becomes not an object of learning, but a subject of learning.

An analysis of the actual educational system emerging in our country confirms that it is an alloy of elements of traditional and emerging lifelong education. There is a process of gradual withering away of elements of traditional education and an increasingly widespread introduction of ideas and methods problem-based learning. Continuing professional education is becoming a priority and central direction of the educational policy strategy.

Humanization as the leading trend in the development of society determines the highest value of man. The task of the pedagogical system of professional development of professional teaching staff is to impart a humanistic character to the orientation of the individual, to prevent his functional illiteracy and incompetence. In this regard, the share of humanitarian knowledge is increasing, and the cultural, artistic and aesthetic training of specialists is being strengthened.

The humanization of education is inextricably linked with greening. Most human actions become morally significant in connection with the existing unprecedented sources of energy that a person controls. Hence the need to green vocational education and teach methods for holistic management of natural resources.

Among the trends in the development of modern professional education is democratization. Democratization concerns the content of the educational process, its implementation and management of the entire education system, which is increasingly focused on ensuring inalienable human rights and introducing them to universal human values.

Prospects for the development of the economy and social sphere require new professional and personal qualities from specialists, which necessitates the transition of the vocational education system to the implementation of a model of advanced education, which is based on the idea of ​​personal development. Advanced education, in contrast to traditional education, is focused on preparing specialists not so much for specific professional activities, but rather on developing readiness to master new knowledge, acquire multifunctional skills and ensure professional mobility.

In accordance with the changing requirements for vocational education, the following basic principles of its development are determined:

fundamentality, which presupposes scientific validity and high quality of subject, psychological, pedagogical, socio-humanitarian and general cultural training;

continuity, which presupposes continuity of secondary vocational education with other educational levels, taking into account the established traditions of forming the structure and content of education;

versatility- completeness of the set of disciplines that provide basic training in the unity of professional and general cultural components;

variability education assumes a flexible response of professional education to changes in the external environment and, as a consequence, changes in professional educational programs, types and legal forms of educational institutions;

integrativeness involves an interdisciplinary connection focused on the formation of a holistic picture of the world, created by a complex of basic disciplines based on the complementarity of content and unity of purpose and requirements;

regionalization vocational education presupposes a consistent orientation of the activities of educational institutions towards the comprehensive socio-economic development of the region, local labor markets and the needs of the population;

practical orientation vocational education;

autonomy professional educational institutions involve the development of their academic and economic independence, improvement of the self-government mechanism;

efficiency social interaction reflects the need to coordinate the actions of all subjects of educational policy in order to develop vocational education;

humanization vocational education;

professional self-determination, expressed in choosing a profession, designing one’s professional education, and designing a career.

a system of vocational pedagogical education was created.

System of secondary vocational and pedagogical education

The system of secondary vocational and pedagogical education is represented by vocational and pedagogical technical schools and colleges. Training of industrial training masters is carried out both on the basis of basic general secondary education and on the basis of complete general secondary education. Training in vocational pedagogical colleges and technical schools is carried out in accordance with the classification of specialties of secondary vocational education and according to educational programs at this level. The maximum training period for an industrial training master is 2 years 10 months.

Secondary vocational and pedagogical education is regulated by two state educational standards: State Standards for specialty 0308 - Vocational training (by industry) - the first component, and State Standards for training an industry specialist (technician, technologist, economist, etc.) - the second component. Obtaining a working profession is mandatory - this is the third component.

Educational profiles (industries) of the specialty are focused on the needs of initial vocational education: mining industry, oil and gas industry, energy, metallurgy, mechanical engineering and technological equipment, electronic engineering, radio engineering and communications, automation and control, computer science and Computer Engineering, transport, reproduction and processing of forest resources, chemical production, construction, Agriculture, light industry, food industry, service, printing production, production of art products and folk crafts.

Today, the training of specialists in specialty 0308 - vocational training (by industry) is carried out by 83 educational institutions, 46 of them are specialized vocational pedagogical educational institutions, multidisciplinary by industry.

The distribution of colleges and technical schools on the territory of the Russian Federation is uneven, and in 53 constituent entities of the Russian Federation there are none at all. The development of a network of colleges and technical schools is carried out in two directions: a) the creation of vocational pedagogical technical schools on the basis of advanced vocational lyceums and schools or the repurposing of existing secondary vocational educational institutions; b) creation of branches of existing professional teacher training colleges, technical schools.

The main types of professional activities of a graduate of a vocational pedagogical college (technical school) are:

training in professional knowledge and skills in accordance with the specialization and educational programs of professional educational institutions and education;

constant cooperation with parents on issues of education and upbringing;

creation of favorable psychological and pedagogical conditions for varied and meaningful activities of students;

pedagogical self-education in order to improve the level of qualifications and improve pedagogical skills;

planning and organizing the work of the primary workforce;

ensuring the completion of tasks and contractual obligations;

Maintenance, repair and operation of equipment in accordance with the training profile;

introduction of new technologies;

making informed management decisions and monitoring their implementation.

The training of vocational teachers in the secondary vocational education system is carried out in several directions (blocks): a block of general humanitarian and socio-economic disciplines, a block of general professional disciplines, disciplines of medical and biological training, disciplines of psychological and pedagogical training and other special disciplines. The graduate has the opportunity to continue his education in educational institutions of the relevant profile of the system of higher professional education.

Training of industrial training masters is carried out in three areas:

basic training - master of industrial training, additional qualification - technician;

basic training - technician, additional qualification - master of industrial training,

training of a master of industrial training after receiving secondary or higher vocational education.

After graduating from a vocational pedagogical college or technical school, a specialist can work in professional educational institutions of any type, providing education and vocational training to students.

In accordance with general scientific, general professional and special training, such a specialist can carry out the following main types of activities:

educational and production activities;

educational work;

methodological work;

organizational and managerial activities;

operational and maintenance activities.

Currently, the problem of ensuring continuity of secondary and higher vocational and pedagogical education is urgent.

System of higher professional and pedagogical education

Currently, the training of vocational teachers is carried out in 83 universities located in 57 cities of Russia. These are two specialized universities (Russian State Vocational Pedagogical University in Yekaterinburg and Volga State Engineering Pedagogical Academy in Nizhny Novgorod), 11 classical universities, 18 technical and technological universities, 18 agro-engineering, agricultural and agricultural universities, 23 pedagogical universities and institutes and 8 other universities. These universities are located extremely unevenly on the map of Russia.

There is an urgent need to optimize the network of higher educational institutions taking into account the needs of the system of primary vocational education.

The priority development of the industrial sector during the socialist period determined the specific professional and qualification structure of workers, which in turn determined the structure of the teaching staff of vocational schools.

Currently, vocational education has become increasingly focused on professions in the social sphere, economics, services, and healthcare. The need for professional teaching staff is increasing. There was a reorganization of educational institutions. Industrial-pedagogical technical schools were replaced by vocational-pedagogical technical schools and colleges. The management of educational institutions has become more autonomous, the content of education has acquired regional characteristics, and state educational standards have been introduced. A coordinating council has been created - the Educational and Methodological Association of Higher and Secondary Vocational Educational Institutions for Vocational Pedagogical Education.

A vocational training teacher receives a specific systemic education, consisting of three integrated components, including psychological and pedagogical, industry training and training in a working profession.

A distinctive feature of the component of psychological and pedagogical training is that the graduate has the skills to independently design an academic subject, select its content and develop teaching methods for this subject.

The specificity of the sectoral training of a teacher is that he, as a pedagogical worker, will have to organize and carry out industrial training for students on the principles of combining it with productive work without compromising the educational process.

When performing the functions of a master of industrial training, the teacher must have a level of qualifications in the working profession that exceeds that planned for graduates of initial vocational training.

The optimal ratio of training volumes for the components of vocational pedagogical education today appears to be: 60% - industry training, 27% - psychological and pedagogical training and 13% - training in a working profession.

The list of specializations in vocational pedagogical training is constantly evolving. This takes into account the modern professional and qualification structure of workers and specialists. Today, the specialty “Vocational Training” has 68 specializations, which, depending on their industry, are combined into 12 groups. The content of education of specializations differs from each other by more than 60%. This is the basis for recognizing industry varieties of a specialty as independent specialties, introducing their code and name, and providing for them appropriate classifications of graduates.

In the future, there is an urgent need to create large vocational pedagogical universities, which over time would begin to serve as educational and methodological centers for vocational pedagogical education.

Such universities should be created on the basis of large vocational and pedagogical colleges without reducing the number of students.

Currently, there is a system of multi-level vocational and pedagogical education. Multi-level pedagogical education is implemented through successive educational and professional programs that vary in content and duration of training.

Universities provide for the awarding of an educational degree: Bachelor of Education (second level of higher professional education with a duration of study of 4 years), specialist (third level higher education- duration of study is 5 years) and master of vocational education (term of study is 6 years). The most in demand in the labor market for primary vocational education systems are specialists. Bachelors and masters are used to a lesser extent in the system of primary vocational education.

The content of the educational program at the university is combined into four cycles (general humanitarian and socio-economic disciplines; general mathematical and natural science disciplines; professional training disciplines and elective disciplines), which in turn are divided into blocks. The cycle of vocational training disciplines is variable and consists of two blocks - general vocational training disciplines and special vocational training disciplines. In turn, each of these blocks includes two modules (general psychological and pedagogical disciplines and general industry disciplines; special psychological and pedagogical disciplines and special industry disciplines).

A modular approach to structuring the content allows us to select from the disciplines of cycles and blocks those that are invariant parts of the content of training specialists with various specializations and are similar for all educational programs of specialty 030500 - Vocational training. Other (variable) modules are built depending on the specifics of the industry.

IN educational program more academic freedom is provided for universities to shape the content of education. It highlights federal and regional (university) components and expands the scope of hours of elective disciplines.

In the new educational program great attention is given to vocational guidance academic disciplines. Professionally oriented disciplines give fundamental and industrial sciences a touch of professional orientation.

As part of the implementation of the idea of ​​continuity in education, multi-level and multi-stage complexes are being implemented. On the basis of the pre-university level of vocational education (primary and secondary) there are abbreviated training programs for vocational teachers. Currently, the integration of the university program with the specialized program of colleges and technical schools has been worked out to a greater extent. The network of universities implementing such shortened training programs is quite wide. In general, those enrolled in the first year of a university with a shortened period of study may be:

graduates of vocational pedagogical colleges;

graduates of specialized pedagogical colleges (technical schools);

Problems of continuity of higher and secondary vocational education are discussed at meetings of the Educational and Methodological Association for Vocational Pedagogical Education and require improvement.

In addition to the system of vocational pedagogical education, other methods of providing institutions of primary and secondary vocational education with teaching staff have become widespread. Most often, these are either schemes for psychological and pedagogical additional training of engineers, or methods of additional in-depth industry training for people with traditional pedagogical education. In all these cases, it is not possible to achieve the high quality of training characteristic of the vocational pedagogical education system.

Dictionary of basic concepts

Vocational and pedagogical education- the process and result of targeted training of professional teaching staff in special educational institutions.

Vocational pedagogical education system- a set of educational standards, programs and institutions for the training of professional teaching staff.

Professional and pedagogical qualifications- level of training, preparedness to carry out professional pedagogical activities.

Professional mobility- a person’s ability and readiness to change labor activity due to changes in life circumstances.

Mastery standards of the teaching profession occurs during the teacher’s familiarization with human and pedagogical culture. On the basis of this, personal and professional culture is formed. The word “culture” is perceived by a person as an improvement, the achievement of heights in life and familiarization with a system of moral values.

Culture can be both outside a person and within him. Culture - it is a whole, organic combination of many sides human activity, from here we can conditionally divide culture into public and individual. The beginning of the definition of culture, its essence, is the worldview and self-awareness of the creators of this culture, from here we conclude that each of us is the creator and bearer of the culture of our time.

The basis for the formation of a teacher’s culture is his general culture.
The culture of a teacher is manifested in versatility, erudition in many areas, and high spiritual development. And also in the need to communicate with art, people, in the culture of thinking, work, communication, etc. It is the basis of professional pedagogical culture.

The main cultural quality of a person is his universality. However general culture - this is not just the versatility and versatility of a person. To define a truly cultured person, concepts such as “spirituality” and “intelligence” are often used.

Spirituality- a characteristic of human qualities, consciousness and self-awareness of an individual, which reflects the unity and harmony of the inner world, the ability to overcome oneself and be in harmony with the world around us. Spirituality is characterized not only by education, broad and deep cultural requirements, but also includes ongoing spiritual work, understanding the world and oneself in it, a desire to improve oneself, rebuild one’s inner world, and expand one’s horizons.

It is believed that there are no completely unspiritual people and spirituality can be in direct connection with a person’s abilities and mental abilities. A very talented person may turn out to be completely unspiritual, while a person with average performance may have great spirituality.

Intelligence- this is the quality of a cultured person. It does not consist in acquiring higher education and mental specialization. Intelligence lies not only in knowledge, but also in the ability to understand and accept the individuality of another person. Intelligence is expressed in a thousand subtleties: in the ability to argue politely, quietly help others, admire all the colors of nature, in one’s own cultural achievements. A truly intelligent person must take full responsibility for his words and actions, be able to set life goals and achieve them.

The culture of a true teacher should include all these concepts.
Teacher - this is the first standard of social culture in the life of a student. It is from the teacher that students take their example, try to be like him and meet all the demands of social society.

The basis and central link of culture is the structure of cultural creative activity, since culture, first of all, is the creation of a system of values, the creation of new things, renewal and increase in the diversity of the world. The stabilizing factor of culture is cultural tradition.

At the level of personal social-role manifestation, one of the components of culture is professional culture, including:

1. System of values, which determines the social and individual significance of the means, results and consequences of professional activity.

2. Goal setting characterizing the level of an individual’s ideas about norms in the sphere of professional life.

3. System of means and methods of professional activity, including a scientific conceptual apparatus and knowledge of the normative use of professional technologies and mental operations in order to transform problem situations.

4. Information and operational resources professional culture developed by previous practice.

5. Objects of professional activity, the state of which requires certain regulatory changes.

Term “professional culture of a teacher” is often used as a synonym for such concepts as “teacher’s pedagogical culture”, “teacher’s pedagogical competence”.

The professional culture of a teacher combines elements formal (following certain standards, instructions, established techniques) and informal (creativity, individuality, improvisation) plan. Most often, these elements are characterized by interconnectedness and organic transition into each other.

The ability to correctly understand the personality and behavior of one’s students, to adequately respond to their actions, to choose an adequate system of teaching and upbringing methods that best suit the individual characteristics of children is an indicator of a teacher’s high professional culture and his pedagogical art. In turn, the latter acts as a teacher’s perfect mastery of the entire body of knowledge, skills and abilities, combined with professional passion, developed pedagogical thinking and intuition, a moral and aesthetic attitude to life, deep conviction and strong will.

The essential characteristics of a teacher’s professional culture should be considered, in our opinion, through the prism of its main structural subsystems. They can be the socio-ideological, methodological, psychological and communicative subsystems of the teacher’s professional culture.

The essence and main components of professional pedagogical culture.

The professional and pedagogical culture of a teacher is part of pedagogical culture as a social phenomenon. The bearers of pedagogical culture are people engaged in teaching practice at both professional and non-professional levels. The carriers of professional pedagogical culture are people called upon to carry out pedagogical work, the components of which are pedagogical activity, pedagogical communication and the individual as a subject of activity and communication at a professional level.

To understand the essence of professional pedagogical culture, it is necessary to keep in mind the following provisions:

1. Professional pedagogical culture represents a general culture and performs the function of specifically projecting a general culture into the sphere of pedagogical activity;

2. Professional pedagogical culture is a systemic education that includes a number of components that have their own organization, possessing the properties of a whole that cannot be reduced to the properties of individual parts;

3. The unit of analysis of professional pedagogical culture is pedagogical activity that is creative in nature;

4. Features of the implementation and formation of a teacher’s professional and pedagogical culture are determined by individual creative, psychophysiological and age characteristics, and the established social and pedagogical experience of the individual.

This is a model of professional pedagogical culture, the components of which are axiological, technological and personal-creative.

Axiological component of professional pedagogical culture formed by a set of pedagogical values ​​created by humanity. Knowledge, ideas, concepts that are currently of great importance for society and a separate pedagogical system act as pedagogical values.

Pedagogical values ​​are objective, since they are formed historically in the course of the development of society and education and are recorded in pedagogical science as a form of social consciousness in the form of specific images and ideas. In the process of carrying out pedagogical activities, the teacher masters pedagogical values ​​and subjectivizes them. The level of subjectification of pedagogical values ​​is an indicator of a teacher’s personal and professional development.

Technological component of professional pedagogical culture includes the methods and techniques of the teacher’s pedagogical activity. Pedagogical technology helps to understand the essence of pedagogical culture; it reveals historically changing methods and techniques, explains the direction of activity depending on the relations developing in society. It is in this case that pedagogical culture performs the functions of regulation, preservation, reproduction and development of pedagogical reality.

Personal and creative component of professional pedagogical culture reveals the mechanism of mastering it and its embodiment as a creative act. By mastering the values ​​of pedagogical culture, the teacher is able to transform and interpret them, which is determined both by his personal characteristics and the nature of his pedagogical activity. The creative nature of pedagogical activity determines a special style mental activity teacher, associated with the novelty and significance of its results, causing a complex synthesis of all mental spheres (cognitive, emotional, volitional and motivational) of the teacher’s personality.

Among the leading trends in the formation of professional pedagogical culture of a higher school teacher, it is necessary to highlight the main one - a trend that reveals the dependence of the formation of professional pedagogical culture on the degree of development of professional freedom of the individual, its creative self-realization in pedagogical activity, in the choice of its strategy and tactics .

REQUIREMENTS OF PEDAGOGICAL ETHICS FOR THE MORAL CULTURE OF A TEACHER. PEDAGOGICAL TACT.

ETHICS - these are the norms of behavior, the morality of a person of any class, social or professional group.

Ethics - this is “a code of conduct that ensures the moral nature of relationships between people, which follows from their professional ethics. An important basis for the professional culture of a teacher is pedagogical ethics (from the Greek duty and teaching) or deontology, which determines the normative moral positions that a teacher must follow in the process of communicating with students, their parents, and colleagues. Elements of pedagogical ethics appeared along with the emergence of pedagogical activity as a special social function. The teacher plays a special role in this process.

Laying the foundations of a materialistic worldview, it is intended to give students the foundations of ethical knowledge. To do this, the teacher himself must fully assimilate the ideas and values ​​of high morality and, to the best of his ability, strive to bring them to life. Therefore, he is strict and democratic at the same time. Of course, even the best teacher is a living person, and he may have mistakes, mistakes, and annoying breakdowns, but he finds a truly human way out of any situation, acts unselfishly, fairly and benevolently, never showing utilitarian calculation, arrogance and vindictiveness. A true educator, no matter how tired it may sound, teaches goodness, and does this both verbally and by personal example.

PEDAGOGICAL ETHICS is component ethics, reflecting the specifics of the functioning of morality (morality) in the conditions of an integral pedagogical process, the science of various moral aspects of a teacher’s activity. The specificity of pedagogical ethics is determined primarily by the fact that the teacher deals with a very fragile, dynamic “object of influence” - the child. Hence increased delicacy, tact, and responsibility. Elements of pedagogical ethics appeared along with the emergence of pedagogical activity as a special social function.

Pedagogical ethics is an independent section of ethical science and studies the features of pedagogical morality, clarifies the specifics of implementation general principles morality in the sphere of pedagogical work, reveals its functions, the specific content of principles and ethical categories. Pedagogical ethics also studies the nature of a teacher’s moral activity and moral relations in a professional environment, and develops the foundations of pedagogical etiquette, which is a set of specific rules of communication, manners of behavior, etc. developed in the teaching environment. people professionally involved in training and education.

Pedagogical ethics faces a number of pressing tasks (which can be divided into theoretical and applied), including:

Study of methodological problems, essence, categories and specifics of pedagogical morality,

Development of moral aspects of teaching work as a special type of teaching activity,

Identification of the requirements for the moral character of a teacher,

Studying the essence and characteristics of the individual moral consciousness of the teacher,

Study of the nature of moral relations between teachers and students

Development of issues of moral education and self-education of a teacher.

Pedagogical ethics considers moral relations as a set of social contacts and mutual connections that arise between the teacher and those people and institutions in relation to whom he has professional responsibilities. Based on this approach, it is most advisable to consider moral relations in the most clearly distinguished subsystems: “teacher - students”, “teacher - teaching staff”, “teacher - parents of students”, “teacher - school leaders”.

TEACHER AND PUPIL.

The environment in which communication and interaction between teachers and students occurs has both general and special social characteristics. The leading role of the teacher in this environment determines increased moral demands on him, because the object of his influence are children with a special complex of moral and psychological insecurity. Pedagogical activity is analyzed by those to whom it is directed. Children record all the shades of teachers’ relationships with them, with other teachers, with parents, etc.

The teacher communicates with students during the period when they practically comprehend the ABC of social relations, when their basic moral principles are formed and reinforced. Children comprehend the world of adults through the prism of the views of their favorite teacher, who often becomes their ideal for life. A teacher who tolerates rudeness and arbitrariness in treating children, insulting their dignity, cannot use the authority of the students. They, as a rule, actively resist the influence of such a teacher even when he is right.

PROFESSIONAL RESPONSIBILITY FOR THE LIFE, HEALTH AND DEVELOPMENT OF THE STUDENT.

The teacher is professionally responsible for the mental health of the student. Repressive and aggressive pedagogy, according to doctor and teacher A. A. Dubrovsky, is unacceptable.

His “Advice to an Irritable Teacher” undoubtedly deserves the attention of a teacher from the point of view of pedagogical ethics:

Don't make excessive demands on your child

Don't get angry, try to understand the situation

Do not insult or shout at the student - this destroys his psyche.

Taking into account all these factors, the teacher must remember that he is responsible for the full development of the child and his mental health.

RESPECT FOR THE STUDENT'S PERSONALITY.

Genuine respect for the child’s personality is manifested, first of all, in pedagogical demands on it, in helping the student to reveal his own “I”. The teacher’s demands should be benevolent, the demands of a friend interested in the student’s fate. The demands must be realistic, achievable, and understandable to students. The teacher’s manner of expressing demands should also be dignified, respectful, and tactful. It is necessary to avoid shouting, tongue twisters, and exclude an edifying tone. The teacher's respect for the student is revealed in his ability to be surprised by the unique talent of the child's nature and to trust the inner spiritual powers of the students.

Standards and axioms of moral professionalism

Every teacher strives to become a professional. Existing standards of pedagogical professionalism make it possible to create a certain model of a master teacher. A number of such features are, of course, oriented towards universal human values ​​and are due to the historical transfer of experience from the older generation to the younger. A modern teacher, undoubtedly, must be a professional, a master, an intellectual, a psychologist, a sociologist, a technologist, an organizer, a curator, an innovator, a moral mentor, an inspirer, and a friend. The standards and axioms of pedagogical professionalism are something that should be inherently accepted by those people who have devoted themselves to hard work: educating and training the younger generation.

Axiom 1. A teacher must be able to love children.

Loving children means, first of all, understanding them and accepting them as they are, with their strengths and weaknesses. A teacher who artificially divides students into “naughty”, “promising”, “difficult” and “ordinary” can easily fail to discern a person’s personality and fail to see someone’s destiny. Love for a child does not mean allowing him to do whatever he wants. It was already noted by teachers of the past that discipline is not an educational cudgel.

Constant prohibitions like “not allowed” either make the student insensitive to the teacher’s word, or cause a spirit of contradiction. Reasonable and constant demands accustom the student to a certain lifestyle. A volitional action stimulated by the teacher’s love becomes habitual after some time. Therefore, in the process of education, it is necessary to make the student feel that he is loved regardless of his misdeeds and external qualities.

To love a child means to be able to delve into the worries of each student, to be able to come to the rescue in time, to be able to listen to the moods of students, to be able to enter into the secret layers of children's society and to be accepted by them, to be able to resolve the contradictions of school life in a timely manner. This concept manifests itself at the level of established moral relations with students. These relationships should be characterized by such qualities as: trust, respect, exactingness, sense of proportion, justice, generosity, kindness, mutual assistance, mutual understanding, mutual respect, mutual exactingness and responsibility.

Axiom 2. The teacher must treat children with respect.

The teacher's desk elevates the adult above the children. It not only dictates the style and forms of communication, but also obliges us to respect and protect the child’s personality.

Axiom 3. The student has the right to ignorance.

Often the disrespectful, authoritarian position of a teacher towards a student is explained by the fact that the student still knows and can do too little compared to the teacher himself. However, outstanding teachers of the past have repeatedly stated the fact that a teacher must respect children's ignorance. The student agrees to accept knowledge and norms of behavior in society if the teacher respects his “ignorance” and, before ordering and demanding, explains the need for these actions and advises how best to proceed. The student has the right not to know, but he will strive for knowledge with a properly organized educational process.

Axiom 4. Angry teacher - unprofessional .

Anger, rage, dissatisfaction, incontinence, hatred, if they completely take over the consciousness of the teacher, poison the mind of the student, causing psychosis, neuroses and other accompanying conditions and diseases. A future teacher needs to learn to restrain his negative emotions and quickly calm down in difficult situations. Constant self-control develops the ability not to get irritated in the most critical situations. But at the same time, the teacher does not cease to be intolerant of violations of public morality.

Teacher and student's parents.

The success of educating students depends not only on the teacher’s attitude to his duties, his training, moral and psychological character, but also on the influence of the immediate microenvironment in which children live and are raised.

When highlighting the “teacher - student’s parents” subsystem in the system of moral relations, one must proceed from the fact that the family is the most important source of the formation of the child’s moral positions and the consolidation of his moral and psychological attitudes. As many studies show, family upbringing leaves a deep imprint on the formation of a person’s moral qualities. The family is the primary group where the child acquires some life experience and joins the moral norms existing in society.

A six-year-old man comes to school with already formed ideas about good and bad, beautiful and ugly. The teacher must know not only what ideas were formed in the child, but also under what conditions this formation took place. Therefore, it is important for him to establish contact with the students’ parents and make them allies in education. It is important for teachers and parents to become mutually interested people, whose needs for friendly communication would become natural, organic, and would serve as the basis for the entire system of moral relations.

Requirements for teacher behavior when establishing contacts with students’ parents .

Pedagogical morality involves identifying such requirements for the teacher’s personality that are pedagogically appropriate and necessary when establishing contacts with students’ parents.

Among them are:

- Consciousness and moral responsibility to students’ parents for the results of education and upbringing.

- Searching for contacts with students’ parents and realizing one’s responsibility for organizing such cooperation.

It has already been emphasized that the parents of students and the teacher are two parties mutually responsible for the upbringing of the child before society. The pedagogical expediency of this requirement is based on the need for comprehensive information about the child and taking it into account in the teacher’s work, as well as the need to overcome the discrepancy in requirements for the child between the parties. At the same time, contacts between teachers and students’ parents should be constant.

- Preventing insult to parental feelings by unfounded assessments of children’s abilities, academic performance and behavior. After all, any negligence and bias in judgments about children is experienced by them and passed on to their parents, who react sensitively to this. The teacher is obliged to give students only objective characteristics. When classroom teacher is aware of family foundations and knows how to understand parental feelings, he speaks about the child respectfully and knowledgeably, acquiring allies in parents in teaching and upbringing.

Moreover, the pedagogical expediency of this is great - the teacher introduces children to the important side of morality, makes them think about what kind of interesting and respected people they live with. Sometimes, however, the teacher has to resort to efforts in order to overcome the alienation that could arise in the relationship between the child and his parents. A teacher who was able to influence the growth of the authority of parents in the eyes of their children also increases his own authority.

- Tactfully presenting the necessary requirements to parents in order to improve the upbringing of children and improve the pedagogical views of their parents, but without shifting their responsibilities to them.

This means that parents may make mistakes in some ways, commit non-pedagogical actions, neglect the upbringing of children in some ways, follow outdated views - and the teacher, for reasons of cooperation and creating favorable conditions for the pedagogical process, must help develop the pedagogical culture of parents, explain to them the evil pedagogical illiteracy in relation to their child. However, at the same time, the teacher should not try to shift his responsibilities to the parents, since by doing this he signs his own pedagogical powerlessness and unwillingness to bear responsibility for the student.

Analysis of critical comments of student parents towards the teacher .

Pedagogical morality requires the teacher to have a benevolent attitude towards parents’ comments addressed to him. Although psychologically it is not always pleasant for a teacher to hear critical remarks, since many of those expressing them have little knowledge of pedagogy in general.

Criticism from students’ parents takes on a more specific and business-like nature when the teacher himself organizes parents to respond to it, convincing them that he needs to know their opinion about whether students and parents understand him correctly, whether there are mistakes in the organization of the pedagogical process. A teacher who is demanding of himself and has developed self-criticism will always find something useful in parents’ comments. Moreover, in the absence of criticism, parents' dissatisfaction persists, leading to mutual misunderstanding and mistrust of the teacher's authority. Ultimately, parents must evaluate the positive qualities of the teacher.

Lidiya Myasnikova
General and professional culture of the teacher

General and professional culture of the teacher

Modern society confronts teachers, educators and parents the task of raising a highly educated and well-mannered young man. Formation culture Behavior is one of the most pressing and complex problems that must be solved by everyone involved with children. Interest in this topic is due to the fact that the educational influence of the family and the Russian national culture in education.

Culture behavior helps a person communicate with others, provides him with emotional well-being and comfortable empathy. Be cultural, educated is not the property of a select circle of people. Becoming a harmonious person, being able to behave with dignity in any environment is the right and responsibility of every person.

Term « culture» - Latin origin, originally meaning cultivation of the soil (cultivation) . Currently culture is used in a more generalized sense, although there is no single approach to understanding the essence no culture.

Culture in a general sense is understood as a historically determined level of development of society, creative forces and human abilities, expressed in the types and forms of organization of people’s lives and activities, in their relationships, as well as in the material and spiritual values ​​they create.

Culture in a narrow sense, it acts as a sphere of people’s spiritual life, a way for them to realize professional and other activities.

Essence culture is determined by the ways of carrying out life activities, therefore, varieties are distinguished crops related to various spheres of human activities: communication, consumption, leisure, everyday life, etc.

Culture in its material and spiritual forms is an essential characteristic of the life of society. A person is formed in the process of his activity as culturally-a historical being through the acquisition of language, familiarization with values, traditions, etc. Thus, a person is a product, representative and carrier culture.

General culture of the teacher– this is the result of personal development, the development of socially significant personal characteristics realized in his professional activity. In the content of the general teacher culture there are several components: environmental culture(characterizing the relationship between a person and environment) ; legal, communication, economic, etc. culture.

Pedagogical culture- part of the universal human culture, in which the spiritual and material values ​​of education and upbringing, methods of creative pedagogical activity, containing the achievements of different historical eras and necessary for the socialization of the individual.

Material values pedagogical culture- These are means of teaching and education. Spiritual values pedagogical culture is pedagogical knowledge, theories, concepts accumulated by humanity pedagogical experience and developed professional - ethical standards. Pedagogical culture based on general culture and taking into account the specifics of the activity teacher is part of the universal human culture.

Pedagogical culture– mastery level pedagogical theory and practice, modern pedagogical technologies, ways of creative self-regulation of individual capabilities in pedagogical activity.

E. V. Bondarevskaya among the components pedagogical culture highlights:

Humanistic teacher culture in relation to children and his ability to be an educator;

Psychological pedagogical competence and developed pedagogical thinking;

Education in the subject taught and proficiency pedagogical technologies;

Experience in creative activity, ability to justify one’s own pedagogical activity as a system (didactic, educational, methodological, ability to develop an original educational project;

- culture of professional behavior, methods of self-development, the ability to self-regulate one’s own activities and communication.

Professional and pedagogical culture can be presented in the form of a model, the constituent components of which are axiological, technological, personal and creative (I. F. Isaev, V. A. Slastenin, E. N. Shiyanov, etc.).

Axiological component pedagogical culture is based on the philosophical doctrine of material, cultural, spiritual, moral and psychological values ​​of the individual, team, society, their relationship with reality, their changes in the process of historical development.

Axiological component professional culture contains the acceptance of such values pedagogical work, How:

- professional pedagogical knowledge(psychological, historical- pedagogical, knowledge of the characteristics of childhood, legal culture, etc. d.) and worldview (beliefs, interests, preferences, value orientations in the field of education);

- culture of knowledge work(scientific organization of work, taking into account biorhythms, reading culture, culture of thinking, etc.. d.);

Freedom of personality for all participants pedagogical process, respect for the child’s personality, adherence to the norms of general and pedagogical ethics, etc.. d.

Technological component pedagogical culture- this is an activity component, methods and techniques of interaction between participants in the educational process, communication culture, usage pedagogical technology, information and educational technologies.

Personal and creative component pedagogical culture understood as creative nature pedagogical activity of the teacher, expressed in individual creative development teacher and children, in a combination of algorithmization and creativity techniques, in the ability teacher to improvisation, to assimilate other people's experience through creative rethinking, processing and its organic inclusion in one's own practice; manifests itself in the self-realization of essential forces teacher - his needs, abilities, interests, talents.

Important place in cultural training of teachers takes his introduction to modern household culture, basic rules of etiquette and the most important moral categories; knowledge of the rules of official etiquette (principles of conducting business conversations, culture of teacher appearance, physical culture.

Bibliography

Bondarevskoy E.V. – Rostov n/ D: RGPU, 1995. – 170 p.

Isaev I. F. Professional and pedagogical culture of the teacher. M.: Publishing Center "Academy", 2002. - 208 p.

Slastenin, V. A. Pedagogy: textbook manual for higher students ped. textbook institutions / V. A. Slastenin, I. F. Isaev, E. N. Shiyanov; Ed. V. A. Slastenina. – M.: Publishing center "Academy", 2002. – 576 p.

Shiyanov, E. N. Personality development in training: tutorial/ E. N.

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Professional pedagogical culture as a systemic education represents the unity of pedagogical values, technologies, and essential forces of the individual, aimed at creative implementation in various types of pedagogical activities. The methodology of system analysis makes it possible to discern the phenomenon of pedagogical culture not only from the side of its structural components, but also from the side of functional connections and relationships.
At system analysis human activity Special attention is given dynamic characteristics system, which manifests itself in two forms: firstly, the movement of the system as functioning, activity; secondly, its emergence, formation, evolution, transformation, destruction. The movement of the system occurs in three planes: subject, functional, historical. From this point of view, cultural objects can be viewed on the same planes. The object plane gives an idea of ​​the state of the components and the nature of the connections between them; the functional plane reveals the system and its components from the point of view of functional content as autonomous subsystems in the structure of more general systems; The historical plane of analysis ensures the unity of technologies of creative and historical, phenomenological and genetic approaches in revealing the stages of the past, present and future.?
We consider the system of professional pedagogical culture in the unity of interacting structural and functional components. The functional components of the system are understood as the basic connections between the initial state of the structural elements of the pedagogical system and the final desired result.
In pedagogy there is no unity on the issue of defining the main structural and functional components. When identifying parts and subsystems, the researcher is often guided by his own experience, intuition, and his own ideas about the system being modeled. Reflecting the dialectical, multi-level nature of pedagogical culture, its holistic, developing nature, the components of this system should be presented as necessary and sufficient for its preservation and development. In the three previous paragraphs, we have already analyzed the three structural components of professional pedagogical culture - axiological, technological and personal-creative - relatively independent systems that have their own structure and logic. Now let us turn to the description of the functional components, the connections between the structural and functional components that recreate the integrity of the professional pedagogical culture of the individual and activity.
The concept of “function” is polysemantic; it is used in mathematical, natural and human sciences in a very wide range: for example, in mathematics, a function is understood as a dependence of any kind between two or more variables, and in the humanities - a characteristic or sign of a systemic phenomenon. In sciences that study the social and pedagogical aspect of human activity, function most often means gender as a qualitative characteristic aimed at preserving, maintaining and developing the system. The stability of the functional components of the system is determined by their connection with the structural components and among themselves. The absence of connections between any components and others leads to their isolation and ultimately to exclusion from the system, which is clearly confirmed in the process of functioning of the professional and pedagogical culture of the individual and the professional group. The professional and pedagogical culture of a group functions not only due to the presence of individuals, but also due to the values, norms, and rules that are accepted by the group.
The functional analysis of culture is not fundamentally new in the humanities. The problem of the functions of culture is one of the most important cultural problems. In the works of A. I. Arnoldov, E. M. Babosov, E. V. Sokolov, attempts were made to substantiate and highlight the main functions of culture as social phenomenon. As for determining the functions of professional pedagogical and pedagogical culture, such studies have not been carried out either theoretically or practically.
The main functions of the professional and pedagogical culture of a higher school teacher can be understood based on the specifics of his activities, the variety of types of relationships and communication, the system value orientations, opportunities for creative self-realization of the individual. Taking into account these features, as well as existing works on the theory of culture and particular culturological directions, we highlight the following main functions of professional pedagogical culture - epistemological, humanistic, communicative, informational, normative, teaching and educational. Each function reflects different ways the teacher solves methodological, innovative, research, didactic and other pedagogical tasks. Recognition of the diversity of functional components of pedagogical culture emphasizes the multidimensionality of the content of pedagogical activity and the variety of forms of its implementation. Consequently, functions reveal the procedural side of culture.
The epistemological function ensures the integrity of ideas about pedagogical activity, about the real ways of its knowledge and development.
Pedagogical culture is not limited to knowledge about the pedagogical process, forms and methods of its organization; it covers, if possible, the entire area of ​​pedagogical reality, in which the teacher acts as a pedagogical methodologist, researcher, organizer, psychologist, taking into account the diversity of historical and pedagogical, psychological, pedagogical, ethno-pedagogical and other knowledge. The epistemological function of pedagogical culture is manifested in targeted research, selection and systematization scientific knowledge about subjects and objects of the educational process. This is especially important now with the active expansion and updating of scientific and pedagogical knowledge, a change in the paradigms of teaching and educating students, and the search for new alternative systems of professional training.
The epistemological function is aimed not only at the knowledge and analysis of pedagogical phenomena, but also at the study and awareness by the teacher of himself, his individual psychological characteristics, and level of professionalism.
This function initiates the development of such types of pedagogical culture as methodological, research, intellectual, etc. Considering each of them separately, we are convinced that they can all be presented as private systems that have their own components. Thus, any type of culture includes an axiological component formed by values-goals, values-means, values-attitudes, values-qualities and values-knowledge; a technological component containing methods for solving relevant problems; personal component, revealing the creative nature of the methodological, research culture, culture of thinking, etc.
The variety of types of pedagogical culture is determined by the variety of functions of pedagogical activity. A change in activity, partial or radical, introduces similar changes in the motives of activity. It can be assumed that a change in the subject of activity will lead to a change in the teacher’s motivation or to the emergence of new motives. It is also important that the teacher’s awareness of the purpose of his activity and attitude towards it is connected not only with the subject and motivation of the activity, but also with the methods of its implementation.
The humanistic function of the pedagogical culture of a university teacher affirms universal human values ​​in the educational process, creates conditions for the development of human abilities and talents, and serves to strengthen the cooperation of equality, justice, and humanity in joint activities. The strengthening of the technocratic approach in the training of highly qualified specialists in recent decades has led to such an organization of the educational process in which students find themselves isolated from the world and national culture, while its humanistic values ​​and norms must penetrate all elements of the holistic pedagogical process.
The humanistic function is manifested in an increase in the share of humanitarian disciplines in the curricula of universities, in a change in the interaction of humanitarian and special disciplines, and in the actualization of cultural, moral, and universal values ​​in their content. Although this is not the end of the idea of ​​humanitarizing education at a university. The essence of humanitarization as a concrete manifestation of the humanistic function of education is the formation in students of a professional and moral attitude to reality, i.e. such qualities as service to the truth, intelligence, independence in judgment, responsibility and initiative, perseverance in achieving goals, etc.
The implementation of the humanistic function combines the opposite, but closely related processes of socialization and individualization of the individual. Gaining experience in social relations in professional activities and communication occurs at the individual level, when norms, rules public life become personal qualities. The humanistic orientation of the teacher’s activities is refracted in the social, moral, and professional qualities of the students’ personalities. Purposeful Process The socialization of students is at the same time the process of their individual and personal development, the formation of their professional self.
The humanistic function of professional pedagogical culture contributes to the development of such components as moral culture, humanitarian culture, and spiritual culture of the individual. These types of pedagogical culture characterize a person’s readiness to act in accordance with moral values ​​and norms. In particular, the moral culture of a teacher’s personality consists of a culture of moral feelings, moral attitudes and moral behavior.
The communicative function occupies a special place among other functional components of pedagogical culture due to the fact that the pedagogical process is unthinkable without communication, without the establishment of diverse communicative connections between teachers and students. The communicative function of a teacher’s pedagogical culture meets his primary need to communicate with students, colleagues, school teachers, and representatives of the industrial sector, especially since the pedagogical process at a university is a constant interaction and exchange of information between interested participants. Pedagogical culture develops methods and rules of communication that meet the requirements of professional ethics, a specific situation, and the goals of joint activities.
Psychological and pedagogical research (A. A. Bodalev, V. A. Kan-Kalik, A. A. Leontyev, A. V. Mudrik, I. M. Yusupov, etc.) revealed a variety of motives for people to engage in communication. This may be an excess or lack of information, the need to receive or transmit any information, a commonality of interests, views, beliefs, or the desire to form similar views and beliefs in other people, etc. In the professional pedagogical activity of a teacher, the motives for communication are determined by the goals of educational work , level of intellectual readiness and predisposition to work together with students and colleagues. But in all cases, the motives are personal in nature, determined by the general and professional culture of the teacher.
The communicative activity of the teacher’s personality is determined by his intellectual, psychological, age and other characteristics. The data from our experimental study indicate differences in the communication of teachers with students during extracurricular hours, depending on the focus of professional activity, scientific and pedagogical qualifications, and teaching experience at a university. The communicative function of pedagogical culture is implemented more successfully if the subjects of communication have the same points view on the choice of means and methods of communication, there is an interest in your interlocutor. The implementation of the communicative function of pedagogical culture requires a transition from the authoritarian position of the teacher and the subordinate position of the student to personal, equal cooperation and co-creation.
Great importance has for communication speech culture teacher, i.e. knowledge of speech norms, the ability to correctly use language forms, which facilitates the assimilation of transmitted information, develops speech literacy in future specialists, and disciplines their thinking.
A number of studies in recent years on higher education pedagogy (D.Sh. Tursunov, Sh.A. Magomedov, etc.) have raised the problem of forming a culture of interethnic communication, which is fundamentally important when organizing the educational process in a multinational audience.
The establishment of methods of polysubjective, dialogical communication in the teaching and educational process of a university required teachers to master a set of reflexive, empathic skills that ensure the teacher’s penetration into inner world student, understanding his worldview. In particular, pedagogical reflection as a process of cognition of another allows one to analyze and anticipate response options and predict the course of thoughts and actions of students.
Thus, the communicative function necessitates the development of such components of pedagogical culture as speech culture, culture of communication, culture of interethnic communication.
The educational function of pedagogical culture is realized in the activities of a university teacher, aimed at mastering a future specialist with a certain system of knowledge, abilities, skills, social experience, and developing his intellect and abilities.
In the interests of the student, the teacher creates conditions for his personal and professional development, and in the interests of society and the state, he prepares a professional specialist of the appropriate educational level.
The successful implementation of the teaching function is determined by a number of factors: the level of professional training of the teacher, including special, didactic, technological and methodological training; the level of readiness of students to master the profession; the presence of an appropriate material and technical base for training; availability of necessary and sufficient time (terms of training); individual psychological characteristics of teachers and students, etc.
The teaching function is carried out in such types of pedagogical culture as didactic, technological, methodological.
The general outline of the teaching function is created by the following set of problems: the problem of “knowing”, the problem of “being able”, the problem of “succeeding”, the problem of “evaluating”. This list of problems includes the search for answers to more specific questions: “what to teach,” “how to teach,” “to whom and to whom to teach.” The willingness to find answers to these questions forms the basis of the technological and methodological culture of a higher education teacher. The way to solve them is seen in the transition from a knowledge-centric to a culture-creative school, and the development of culture should be carried out at a reflexive level and at the level of personal life priorities and meanings. In the minds of a teacher, the paradigm of a cultural-creative school should lead to the formation of cultural-educational and social-pedagogical thinking, which contributes to the expansion and enrichment of the teaching function.
The educational function of pedagogical culture reflects the area of ​​educational activity of a university teacher. Along with educational, research, social and pedagogical activities, a higher school teacher is called upon to carry out purposeful educational work. A higher school teacher, as a teacher, scientist and educator, through the power of his authority, erudition, and professionalism, directly and indirectly influences the formation of the personality of a future specialist. Unfortunately, in last years With the virtual elimination of the institution of curators, educational work has noticeably weakened, the emphasis of pedagogical activity has shifted to the area of ​​educational and methodological work. At the same time, the process of personality formation is holistic in nature; it requires unity of educational and educational work, which requires a fundamentally different approach, more subtle, psychologically and methodologically justified. Problems of educational activities of university teachers are especially relevant at present due to the lack of public student organizations and the fading of student self-government.
The educational function of culture depends on the general goal of personality formation, and as society develops, the concept of education undergoes significant changes.
However, the main directions of the teacher’s educational activities remain the education of moral, environmental, aesthetic, economic, valeological, physical culture personality. These areas of educational activity reveal a complex mosaic of cultural values, technologies, and creativity, creating a unique context for the formation of a specialist.
The normative function of professional pedagogical culture maintains balance in the system of teacher activity and reduces the influence of destabilizing factors in the teaching environment. Any regulation of activity is based on certain requirements and norms that are established by its participants. The norms of pedagogical activity are aimed at resolving contradictions that arise in the process of interaction between a teacher and students, with colleagues and administration, at ensuring their cooperation and achieving joint goals. Contradictions between participants in the pedagogical process are objective and subjective in nature, and their resolution, therefore, should be aimed at both changing objective processes and regulating personal behavior. Knowledge of the norms of pedagogical activity makes it easier to find the necessary solution and gives confidence in the correctness of one’s actions.
In the system of pedagogical culture, norms, reflecting the experience of the professional group and society, serve to improve the moral and psychological climate in the team, strengthen the structure of its formal subordinate and informal interpersonal relationships. Pedagogical norms, performing the function of values, help the teacher choose the most optimal methods of activity, establish goals, ideals and professional priorities in life and professional activities. The normative component of pedagogical culture also manifests itself in situations where it is necessary to maintain some distance between the teacher and the student. In this case, the pedagogical norm can take the form of university traditions and customs.
A university teacher is the subject of various legal relations that develop in the process of professional! interactions with students and colleagues, managers at different levels and are built on the basis of equality, mutual rights and mutual responsibility. Thus, the teacher’s exactingness is based not only on pedagogical, but also on legal foundations, which are mandatory for both the teacher and the student. It is important for participants in the pedagogical process to realize that training a specialist is not only a right, but also a legal and moral obligation. The legal culture of the teacher stands a necessary condition organization of the educational process, observance of humanistic principles, rights and freedoms of the individual.
The value and effectiveness of norms are determined by their stability, consistency with other norms, clarity and certainty of the boundaries of their action in social and pedagogical conditions. If in the structure of a teacher’s legal culture there is an underestimation of the personal and creative component, then excessive rationing of activities (normative redundancy) is possible, leading to a limitation of creative and intellectual activity, a reduction in the role of pedagogical improvisation and a weakening of pedagogical intuition, to monotony in the use of forms and methods, teaching techniques and education, refusal of innovative search. In this case, increased normalization in the teacher’s work indicates a rather low level of pedagogical culture.
The normative function of culture is dynamic, it relates to all types of pedagogical culture, but is most fully manifested in legal and managerial culture, the culture of organizing pedagogical work, and the culture of behavior.
The information function of pedagogical culture is closely connected with all its functional components. This connection is determined by the need for information support for the epistemological, humanistic, communicative, teaching, educational and legal components of pedagogical culture.
The information function is the basis of pedagogical continuity different eras and generations. The nature of pedagogical activity gradually became more complex from the transfer of the simplest practical skills to the transmission of systematized, abstract information captured in the form of knowledge, theories, principles of behavior and activity. Mastery of systematized information and its transmission became the lot of a certain group of people - scientists and teachers, and their intellectual property.
The values ​​of pedagogical culture are stored and accumulated in the form of manuscripts, books, technical devices, norms of folk pedagogy, etc. The increase in information flow, differentiation and integration of scientific knowledge required teachers to have special skills in handling information, i.e., a certain information culture. The abstract-generalized method of transmitting information involves not simple reproduction, but individual and creative use of the knowledge system.
Professional pedagogical culture is a kind of “pedagogical memory” of humanity, the appeal to which depends on general factors - the context of the era and on particular factors - the characteristics of a particular situation. The demand for the values ​​of pedagogical culture is determined by various factors: the demands of society, the level of development of the education system, the sophistication of pedagogical theory and technologists”, individual characteristics of teachers and students, etc. The teacher must be oriented in the diverse flow of psychological and pedagogical information, must be able to use handwritten, book, and electronic media. The introduction of electronic computing technology into the educational process of higher education, computerization of the pedagogical process, active replenishment of the information data bank in pedagogy expands and enriches the information culture of the teacher.
It should be recognized that the effectiveness of a teacher’s influence and his pedagogical culture will be higher, the greater the amount of information he has accumulated and the more quickly he uses it. Limitation of information in scientific and pedagogical activities hinders the development of scientific knowledge and practical experience. During the period of totalitarianism, contact with traditions was lost, and distorted assessments of the past and present were often given. Forgetting the past in pedagogy indicates a dysfunctional society and the loss of national pedagogical culture.
The information function thus forms the basis of the monitoring, innovation and diagnostic culture of computer culture, etc.
The identified and justified structural and functional components and types of pedagogical culture are in close interaction, forming an integral dynamic system of professional and pedagogical culture of a higher school teacher (Diagram 2). Structural-functional analysis made it possible to more reasonably group cultural facts and phenomena, and purposefully reveal the specifics of specific types of pedagogical culture. In particular, the functional components we have characterized correspond to the main types of pedagogical activity of the teacher. As they deepen and develop, culture grows; its parts, elements become more independent, certain groups of values, technologies are isolated, become relatively independent parts of a large whole - this is how a moral, aesthetic, didactic, etc. culture arises. Let us also note that each individual type of pedagogical culture has its own structural and functional components, given by the system of pedagogical culture. We can talk about the axiological, technological, creative components of methodological, legal, environmental and other types of culture. The set of structural and functional components reveals the specifics of a particular type of pedagogical culture.

The presence of pedagogical standards, norms, and rules that the culture of a higher education teacher must satisfy makes it possible to measure culture. Measuring pedagogical culture can be carried out as measuring the quality of activity, i.e. by using expert assessments, testing, questioning, interpretation of the results of pedagogical research, etc. The problem of measuring professional pedagogical culture is connected with the problem of criteria and levels of its formation. A criterion is a sign on the basis of which an assessment or judgment is made. The criteria for professional pedagogical culture are determined based on a systemic understanding of culture, the identification of its structural and functional components, the interpretation of culture as a process and result of creative development and creation of pedagogical values, technologies in the professional and creative self-realization of the teacher’s personality.
In the theory and practice of teacher education, there are General requirements to the identification and justification of criteria, which boil down to the fact that the criteria should reflect the basic patterns of personality formation; using criteria, connections should be established between all components of the system under study; qualitative indicators must perform 1! unity with quantitative ones (S. G. Spasibenko). According to N.B. Krylova, overall indicator The development of a person’s culture is a measure of versatile creative activity.
Taking these requirements as a basis, we consider it necessary to supplement them with requirements that reflect the specifics of professional pedagogical culture: 1). the criteria should be disclosed through a number of qualitative signs (indicators), as they manifest, one can judge the greater or lesser degree of expression of this criterion; 2) the criteria must reflect the dynamics of the measured quality in time and cultural and pedagogical space; 3) the criteria must cover the main types of teaching activities.
Our proposed system of criteria for assessing the level of formed professional and pedagogical culture of a higher school teacher, manifested in specific characteristics, was developed on the basis of the results of theoretical and experimental work and the opinions of experts, whose roles were university leaders, teachers and students. We believe that the number of features for each criterion should not be less than three. If three or more signs are established, we can talk about the full manifestation of this criterion; if one indicator is established or none is found at all, then (it is false to say that this criterion is not fixed. Let us turn to the characteristics of the main criteria and indicators of the formation of the professional and pedagogical culture of a higher school teacher.
1. A value-based attitude towards teaching activity is manifested through a set of indicators such as understanding and assessment of the goals and objectives of teaching activity, awareness of the value of pedagogical knowledge, recognition of the value of subjective relationships, satisfaction with teaching work. The indicators of this criterion are identified using questionnaires, interviews, individual conversations, determining the coefficient and satisfaction index according to the methodology of V.A. Yadova. Evaluation of answers and judgments (in questionnaires, conversations) is carried out in accordance with the requirements for the activities of a university teacher and is ranked according to a 4-point system: “4” - clearly understands, “3” - basically understands, “2” - experiences difficulties, “ 1” - does not understand and does not accept.
2. Technological and pedagogical readiness presupposes knowledge of methods for solving analytical-reflexive, constructive-prognostic, organizational activity, evaluation-informational and correctional-regulatory pedagogical tasks and the ability to use these methods. The quality of problem solving was determined through a set of skills that reflect the level of development of the teacher’s personality as a subject of activity. Skills were measured using a chart map on a 4-point scale, which made it possible to establish the level of development of skills, as well as the nature of internal correlations between individual skills.
3. The creative activity of the teacher’s personality is manifested through intellectual activity, pedagogical intuition and improvisation. In addition to the above methods, to measure this criterion, methods of self-assessment, observation, and solving pedagogical situations in the conditions of specially Organized training (seminars, schools, organizational and activity games) were widely used.
4. The degree of development of pedagogical thinking as a criterion of Professional pedagogical culture contains the following indicators: the formation of pedagogical reflection, positive attitude to ordinary pedagogical consciousness, problem-searching nature of activity, flexibility and variability of thinking, independence in decision making.
In a mass survey, this criterion is studied through questionnaires, observations, and conversations; in the conditions of specially organized training, the degree of development of pedagogical thinking is recorded according to a special program based on data from solving pedagogical problems, participation in business games, using active methods.
5. The desire for professional and pedagogical improvement of a university teacher consists of the following indicators: a focus on professional and pedagogical improvement, the presence of a personal pedagogical system, an interested attitude towards the experience of their colleagues, and mastery of methods of self-improvement. When determining this criterion, along with the above methods, the teacher’s reading range in the field of psychological and pedagogical disciplines is studied, his participation in the work of methodological and theoretical seminars of the department, subject commissions, scientific and practical conferences, articles written by him on the methodology, the teacher’s desire to use everything is noted. possible ways intra-university advanced training.
The generalized factual material made it possible to describe four levels of formation of professional pedagogical culture, depending on the degree of manifestation of criteria and indicators.
The adaptive level of professional pedagogical culture is characterized by an unstable attitude of a higher school teacher to pedagogical reality, when the goals and objectives of his own pedagogical activity are defined by him in general terms and are not a guideline and criterion for activity. The attitude towards psychological and pedagogical knowledge is indifferent; there is no system of knowledge and readiness to use it in the necessary pedagogical situations. Technological and pedagogical readiness is determined mainly by the relatively successful solution of organizational and practical tasks, usually reproducing one’s own previous experience and the experience of colleagues. Teachers organize their professional and pedagogical activities according to a pre-worked scheme that has become an algorithm; creativity is practically alien to them. Teachers at this level are not active in terms of professional and pedagogical self-improvement; they do not go through the proposed forms of advanced training or undergo it out of necessity.
A teacher who is at the reproductive level of professional pedagogical culture is prone to a stable value attitude towards pedagogical reality: he values ​​the role of psychological and pedagogical knowledge more highly, shows a desire to establish subject-subject relationships between participants in the pedagogical process, and has a higher index of satisfaction with the pedagogical activities. In contrast to the adaptive level, in this case, not only organizational and activity-based, but also constructive and prognostic tasks are successfully solved, involving goal setting and planning of professional actions, forecasting their consequences. Creative activity is still limited within the framework of productive activity, but elements of searching for new solutions arise in standard pedagogical situations. The pedagogical orientation of needs, interests, and inclinations is formed; in thinking there is a transition from reproductive forms to search forms. Teachers are aware of the need for regular professional development, with obvious preference given to forms of non-university professional development system.
The heuristic level of manifestation of professional pedagogical culture is characterized by greater focus and stability of the paths and methods of professional activity. Noticeable changes, indicating the formation of the teacher’s personality as a subject of his own pedagogical activity, occur in the structure of the technological component; The skills to solve evaluation-informational and correctional-regulatory problems are at a high level of development. The interaction of teachers with students, colleagues, and surrounding people has a pronounced humanistic orientation. In the structure of pedagogical thinking, an important place is occupied by pedagogical reflection and empathy, which provides a deep understanding of the student’s personality, his actions and deeds. Teachers are selective about the proposed forms of advanced teaching qualifications and master the basic methods of cognition and analysis of their own personality and activities. Their activities are connected with constant search; they introduce new technologies of training and education; ready to share their experience with others. The creative level of professional and pedagogical culture is characterized by a high degree of effectiveness of teaching activities, mobility of psychological and pedagogical knowledge, and the establishment of relationships of cooperation and co-creation with Students and colleagues. The positive-emotional orientation of the teacher’s activity stimulates the sustainable transformative, active and self-creative activity of the individual. The technological readiness of such teachers is at a high level, analytical and reflexive skills are of particular importance; all components of technological readiness closely correlate with each other, revealing a large number of connections and forming an integral structure of activity
In the activities of teachers, an important place is occupied by such manifestations of creative activity as pedagogical improvisation, pedagogical intuition, imagination, which contribute to the original productive solution of pedagogical problems. The personality structure harmoniously combines scientific and pedagogical interests and needs; developed pedagogical reflection and creative independence create conditions for effective self-realization of the individual psychological intellectual capabilities of the individual. Teachers are interested in various ways to improve teaching skills and professional culture. They often initiate the creation of “schools”, holding seminars and conferences on current problems of higher education pedagogy. They willingly share their personal teaching experience and study the experience of others; they are distinguished by a constant desire to improve their own pedagogical system.
A systemic holistic view of professional pedagogical culture, justification of its functions, criteria and levels of manifestation serve as a necessary theoretical premise for subsequent study of trends, principles and conditions for the formation of the phenomenon under study, which will be the subject of the next chapter.

Test questions and assignments

1. What is meant by pedagogical values?
2. What approaches exist to the classification of pedagogical values?
3. Reveal the content of social-pedagogical, professional-group and individual-personal values.
4. Explain the purpose and meaning of values-goals, values-knowledge, values-means, values-attitudes, values-qualities in the structure of professional pedagogical culture.
5. Tell us how ideas about technology in pedagogy have changed (from “technology in education” - to “education technology” - and to “pedagogical technology”).
6. What does the technology of pedagogical activity mean in the context of professional pedagogical culture?
7. Reveal the content of analytical-reflective, constructive-prognostic, organizational-activity, information-evaluative, correctional-regulatory pedagogical tasks.
8. How do you understand the creative self-realization of a higher school teacher in teaching?
9. What is the relationship between pedagogical creativity and professional pedagogical culture?
10. Reveal the main criteria for the formation of a professional and pedagogical culture.

Literature for independent work

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Modern system preschool education is developing as an open, variable, focused on providing quality educational services to families with children preschool age. The problems of providing new approaches to organizing the pedagogical activities of a kindergarten, its interaction with the family and primary school, the emphasis is placed on the effectiveness of the processes of socialization and individualization of the development of the personality of a preschooler. In this regard, the need for a professional educator is becoming increasingly acute. IN modern conditions The competitive resource of a preschool teacher’s activity is not so much special knowledge, possession of information, mastered technologies of training and education, but rather a general and professional pedagogical culture that ensures personal development, going beyond normative activities, and the ability to create and transmit values. Professional and pedagogical culture of a preschool teacher educational institution - an integral quality of personality, represented by the unity of value, cognitive, innovative-technological, personal-creative components, ensuring in their interaction productive pedagogical activity and creative self-realization of a teacher of a preschool educational institution. In addition to the structural components described above, the professional and pedagogical culture of preschool teachers includes a number of functional components. The structural components of professional pedagogical culture ensure its integrity; the functional components, which are in close relationship with the structural ones, ensure its functioning. As functional components (hereinafter referred to as function) of the professional and pedagogical culture of a preschool teacher, the following are identified: educational, educational, developmental, normative, communicative, informational, coordinating, reflective and diagnostic. The conducted research made it possible to formulate criteria and corresponding indicators that complement and systematize the characteristics of the professional and pedagogical culture of a preschool teacher. The criterion “attitude towards professional activity” is revealed through the following indicators: awareness of the value of professional activity, awareness of the need for professional self-improvement, the dominance of humanistic values ​​necessary in professional activity; The criterion “completeness of psychological, pedagogical and professional knowledge” corresponds to the following indicators: knowledge of theoretical and methodological principles of studying pedagogical phenomena, knowledge of the fundamentals of preschool pedagogy and developmental psychology, knowledge of educational technologies; the criterion “degree of mastery of innovative technological means of education and training” is revealed through indicators: the ability to use innovative forms of teaching, mastery of didactic techniques and means; the ability to activate the cognitive activity of preschool children; The following indicators correspond to the criterion of “professional self-awareness and self-realization”: awareness of the need to develop the personal and professional qualities of a teacher, the ability to empathize, and the creative activity of a teacher of a preschool educational institution. A holistic presentation of the proposed criteria and indicators of the professional and pedagogical culture of preschool teachers made it possible to measure it and made it possible to characterize the following levels of its development: low, medium and high. Information resources 1. Astashova, N. A. Teacher: the problem of choice and the formation of values ​​[Text] / N. A. Astashova. – M. – Voronezh: Publishing house NPO “MODEK”, 2000. – 272 p. 2. Bondarevskaya, E. V. Pedagogical culture as social and personal value [Text] / E. V. Bondarevskaya // Pedagogy. – 1999. – No. 3. – pp. 37-43. 3. Bondarevskaya, E. V. The level of pedagogical culture is the main basis for teacher certification [Text] / E. V. Bondarevskaya. – Rostov n/D, 1994. – 55 p. 4. Bondarevskaya, E. V. Value foundations of personality-oriented education [Text] / E. V. Bondarevskaya // Pedagogy. – 1995. – No. 4. – pp. 29-36. 5. Burlyaeva, O. V. Formation of professional and cognitive interests among students at a university in the process of training specialists in preschool education [Text]: abstract. dis... cand. ped. Sciences / O. V. Burlyaeva. – M., 1998. – 21 p. 6. Gaisina, G. I. Culturological approach to the theory and practice of pedagogical education [Text]: dis. ... Dr. ped. Sciences / G. I. Gaisina. – M., 2002. – 366 p. 7. Grishnyaeva, I. V. Formation of the communicative culture of a future preschool teacher [Text]: dis. ...cand. ped. Sciences / I. V. Grishnyaeva. – N. Novgorod, 2000. – 229 p. 8. Zaretskaya, I. I. Professional culture of a teacher [Text] / I. I. Zaretskaya. – M.: Publishing house. Center "Academy", 2005. - 115 p. 9. Zakharchenko, E. Yu. Pedagogical culture and cultural-educational situation [Text] / E. Yu. Zakharchenko // Pedagogy. – 1999. – No. 3. – pp. 69-73.

Professional culture is the highest and specific form of activity and development (I.Ya. Lerner, M.I. Makhmutov, etc.), because any professional activity is carried out within the framework of cultural and historically determined social institutions, which constitute the mechanism of social regulation of each type of activity. Professional culture is realized through goals consciously developed by the individual, the definition of goals, the motivational orientation of the individual, industrial relations and the means chosen by the individual to achieve his goals.

Professional pedagogical culture ensures the personal development of a teacher, going beyond normative activities, and the ability to create and transmit values. In solving the problems of forming a professional pedagogical culture, it is important not only the fact of mastering the cultural and pedagogical heritage, but also the inclusion of the teacher as a subject of culture, as a bearer of a reflexive-conscious attitude towards the world of pedagogical values ​​in the process of innovative activity to create and implement pedagogical innovations.

The professional and pedagogical culture of a teacher of a preschool educational institution is an integral quality of personality, represented by the unity of value, cognitive, innovative, technological, personal and creative components, which in their interaction ensure productive pedagogical activity and creative self-realization of a teacher of a preschool educational institution.

In addition to the structural components described above, the professional and pedagogical culture of preschool teachers includes a number of functional components. The structural components of professional pedagogical culture ensure its integrity; the functional components, which are in close relationship with the structural ones, ensure its functioning.

The following are identified as functional components (hereinafter referred to as function) of the professional and pedagogical culture of a preschool teacher: educational, educational, developmental, normative, communicative, informational, coordinating, reflective and diagnostic.

Educational function is aimed at the conscious mastery of preschool teachers studying in advanced training courses, didactic theory, a system of professional knowledge, skills, social experience in the interests of the individual and society. This function is also aimed at satisfying information knowledge

Educational function The professional and pedagogical culture of a preschool teacher reflects the area of ​​educational activity. The teacher, on the basis of psychological, pedagogical and special knowledge, cultivates beliefs, motives, values, and norms of behavior in relation to surrounding people and the natural environment. This function is associated with the development of personal spirituality, since within the framework of pedagogical ethics, the teacher is offered the best examples of human relations, various categories of values

The developmental function of a teacher’s professional and pedagogical culture is aimed at developing various aspects and qualities of his personality: independence, responsibility, activity, self-organization and self-government; individual abilities – ensures social interaction between adults and children.

Normative function The professional and pedagogical culture of the preschool teacher is regulated in the system of the teacher’s activities. Knowledge of the norms of pedagogical activity gives the teacher confidence in the correctness of his actions. Pedagogical norms, performing the function of values, help preschool teachers choose the most optimal ways of activity, establish ideals and professional priorities. The educator should be oriented both to norms-rights, norms-prohibitions, norms-responsibilities, and norms-ideals that embody value orientations

Communication function highlighted by us based on the following idea: the development of a child in preschool age develops mainly in the course of communication with adults Not being able to think critically, children of this age imitate everything they see and hear in the environment, but most of all those people who are directly connected with them, towards whom the children have developed a positive attitude. Such a close person with whom the child is directly connected kindergarten, is a teacher

Information function professional pedagogical culture is associated with all its functional components. The teacher must be proficient in the system of modern psychological and pedagogical knowledge, the history of its development, the methodology of scientific knowledge, etc. A preschool teacher must be oriented in the diverse flow of psychological, pedagogical and methodological information, must be able to use various media of information, and master the means information technologies; be able to work with information using these means to meet personal and social needs.

Coordinating function professional pedagogical culture lies in the variability of the content of the educational process and the selection of technologies. This function is especially evident in the process of analyzing the contingent of educators studying in advanced training courses from urban and rural areas.

Reflection is associated not only with the educator’s understanding of his own pedagogical activities, but also with the assessment of the personal qualities, emotional reactions and cognitive abilities of the “reflector” by other educators, managers, teachers and teachers. The effectiveness of the implementation of the function under consideration is closely related to the presence of such qualities in the teacher as critical thinking, desire for analysis and evidence, validity of one’s position, readiness for adequate perception of information.

Diagnostic function . A preschool teacher, carrying out the educational process, must be able to solve complex professional problems at a high level, comprehensively and creatively, namely: build diagnostic goals, predict the results of diagnostic activities, select (develop) diagnostic tools; together with other teaching staff (psychologist, music worker, speech therapist) carry out competent psychological and pedagogical diagnostics, analyze and interpret diagnostic data, design and implement the educational process based on system diagnostics.

The conducted research made it possible to formulate criteria and corresponding indicators that complement and systematize the characteristics of the professional and pedagogical culture of a preschool teacher.

Criterion " attitude towards professional activity" is revealed through the following indicators: awareness of the value of professional activity, awareness of the need for professional self-improvement, the dominance of humanistic values ​​necessary in professional activity; criterion "completeness of psychological, pedagogical and professional knowledge” corresponds to the following indicators: knowledge of theoretical and methodological principles of studying pedagogical phenomena, knowledge of the fundamentals of preschool pedagogy and developmental psychology, knowledge of educational technologies; criterion " the degree of mastery of innovative and technological means of education and training” is revealed through indicators: the ability to use innovative forms of teaching, mastery of didactic techniques and means; the ability to activate the cognitive activity of preschool children; criterion "professional self-awareness and self-realization" corresponds to the following indicators: awareness of the need to develop the personal and professional qualities of a teacher, the ability to empathize, and the creative activity of a teacher of a preschool educational institution.

A holistic presentation of the proposed criteria and indicators of the professional and pedagogical culture of preschool teachers made it possible to measure it and made it possible to characterize the following levels of its development: low-characterized by insufficient formation of professional pedagogical culture or the absence of its individual components, lack of formation of socially significant motives of the chosen profession; the ability and willingness of the teacher to carry out individual species activities. He is aware of his shortcomings in working with children, but is not always able to eliminate the reasons that give rise to them. Characteristically, there is no need for professional self-improvement or the development of personal culture. Able to achieve change through self-reflection; but improvements are sporadic and apply only to certain types of activities. The teacher has a low level of reflection and empathy. The teacher is not sufficiently familiar with modern innovative programs and educational technologies, methodological kits for the education and training of preschool children. Medium - this level of development of professional pedagogical culture is distinguished by the desire of the teacher to improve his own activities, the conviction of the need to develop professional pedagogical culture. Pedagogical values ​​are updated and transformed into a system of personal beliefs. The teacher shows a desire to carry out pedagogical activities combined with high cognitive activity based on self-government. Possesses diverse knowledge in the field of preschool pedagogy, private methods and related sciences and skillfully applies them. High - the educator has his own conscious system of values, corresponding to the humanistic one. It is characterized by mastering research and innovation skills of professional activity, the ability to generalize and transfer one’s experience to other teachers. The teacher has deep content knowledge in the field of preschool pedagogy, developmental and educational psychology. Uses various forms of psychological and pedagogical diagnostics and forecasting. Analytical and reflexive skills occupy a special place in activities. Able to independently develop programs, educational technologies for raising and teaching preschool children. The teacher shows creative activity in organizing the educational process in a preschool institution.