home Heating radiators General and professional culture of the teacher. Functions, criteria and levels of formation, principles of formation of professional pedagogical culture of a teacher Characteristics of levels of professional pedagogical culture

General and professional culture of the teacher. Functions, criteria and levels of formation, principles of formation of professional pedagogical culture of a teacher Characteristics of levels of professional pedagogical culture

Ministry of Education and Science Russian Federation

Federal State Budgetary Educational Institution

higher vocational education

"Chelyabinsk State Pedagogical University"

(FSBEI HPE "ChSPU")

Vocational Pedagogical Institute

Department of Pedagogy and Psychology of Vocational Education

COURSE WORK

ON GENERAL AND PROFESSIONAL PEDAGOGY

Topic: Pedagogical culture in the field of professional pedagogical activities

Executor:

3rd year student 324 gr.

full-time department of PPI

training (economics and management)

Fleyman Elizaveta Andreevna

Scientific director:

Doctor of Pedagogical Sciences, Professor

Chelyabinsk, 2012

Introduction

1.1 The concept and essence of professional pedagogical culture.

1.2 Components of professional pedagogical culture.

1.3 Criteria for the formation of professional pedagogical culture.

Conclusions on Chapter 1…………………………………………………………….

Chapter 2. Study of the features of the formation of the pedagogical culture of the future teacher.

2.1 Subjective factors in the formation of the pedagogical culture of the future teacher.

2.2 Patterns of formation of pedagogical culture among future teachers.

Conclusions on Chapter 2………………………………………………………

Conclusion…………………………………………………………………

Introduction

The problem of forming a professional culture is currently very relevant, because innovative processes occurring in pedagogical theory and practice place serious demands on the preparation of a future teacher. Today, when education is perceived by most people as one of the highest priorities in life, the importance of pedagogical activity is sharply increasing and the need for people who consciously choose the teaching field is growing. But choosing a profession and getting an education is not enough to truly become a true master of your craft. Professional pedagogical activity is deliberate in nature, and, unlike family teaching and upbringing, which are organically connected with the life of the family, it is separated from the daily life of the child. Despite all the differences in teaching professions, they have a common goal inherent in pedagogical activity - introducing a person to the values of culture. It is in the goal that the specificity of this activity is revealed. This goal is defined as a special mission, “the purpose of which is the creation and self-determination of personality in culture, the affirmation of man in man.” Creative individuality and the culture of pedagogical work are two “equilibrium” sides of a teacher’s personality, equally important for successful work. The formation of professional skills is the work of the teacher’s culture. Culture and individualization are mutually dependent processes: without the development of a professional, creative individuality cannot be formed and fully manifested; without creative individuality, the formation of a teacher’s culture is one-sided, flawed, and not filled with life. This will be discussed in more detail in the second chapter of the practical part of the course work.

The object of the study is professional pedagogical activity.

The subject of the study is pedagogical culture in the field of professional pedagogical activity.

In the process of studying, the following tasks are set:

1) Consider and explain the relationship between the concepts ">

2) Reveal the essence of professional pedagogical culture;

3) Consider the components of professional pedagogical culture;

4) Explore the factors of formation of pedagogical culture;

5) Identify the patterns of formation of pedagogical culture.

In writing this course work, we used the method of pedagogical research - analysis of scientific, pedagogical and methodological literature.

Structure of the work: the work consists of an introduction, two chapters: theoretical and practical, conclusion and bibliography.

Chapter 1. Theoretical foundations of professional pedagogical culture.

1.1 The essence of professional pedagogical culture

The term "culture" is of Latin origin. Initially it meant cultivating the soil, cultivating it. Subsequently, the word “culture” began to be used in a more generalized sense. Currently, culture in a general sense is understood as all types of transformative activities of man and society, as well as the results of these activities.

In order to determine the essence of the concept of “professional and pedagogical culture”, it is advisable to consider such concepts as “ professional culture" and "pedagogical culture".

The identification of professional culture as one of the properties of a group of people belonging to the same profession is the result of the division of labor, which leads to the separation of types of special activities.

Professional activity as a socio-cultural phenomenon has a complex structure, including goals, objectives, subject, means, methods, results.

A high level of professional culture of a specialist is characterized by a developed ability to solve professional problems, i.e. developed professional thinking and consciousness.

Professional culture is a certain degree of a person’s mastery of techniques and methods for solving professional problems.

The concept of “pedagogical culture” was described for a long time in pedagogical literature in the categories of everyday consciousness and did not pretend to be a strict scientific explanation. Pedagogical culture meant a set of norms, rules of behavior, the manifestation of pedagogical tact, pedagogical technique and skill, pedagogical literacy and education. With the beginning of the active development of the culturological approach in philosophy, sociology, pedagogy and psychology, studies were conducted on individual areas and aspects of pedagogical culture; issues of methodological, moral-aesthetic, technological, communicative, spiritual and physical culture teacher's personality.

Pedagogical culture is considered as an important part of the general culture of the teacher, manifested in the system of professional qualities and specifics professional activity. This is an integrative quality of the personality of a professional teacher, a condition and prerequisites for effective pedagogical activity, a generalized indicator of a teacher’s professional competence and the goal of professional self-improvement.

Thus, the content of professional pedagogical culture is revealed as a system of individual professional qualities, leading components and functions.

To understand the essence of professional pedagogical culture, it is necessary to keep in mind the following methodological prerequisites, which reveal the connection between general and professional culture, its specific features(I.F. Isaev, V.A. Slastenin): professional pedagogical culture is a universal characteristic of pedagogical reality;

professional pedagogical culture is a specific projection of general culture into the sphere of pedagogical activity;

professional pedagogical culture is a systemic education that includes a number of structural and functional components, has its own organization, selectively interacts with environment and having an integrative property of the whole, not reducible to the properties of individual parts;

the unit of analysis of professional pedagogical culture is activity that is creative in nature;

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

Taking into account these methodological foundations makes it possible to substantiate a model of professional pedagogical culture, the components of which are axiological, technological and personal-creative.

Conclusion: professional pedagogical culture is a universal characteristic of pedagogical reality, which represents a specific projection of general culture into the sphere of pedagogical activity.

1.2 Components of pedagogical professional pedagogical culture

Axiological component of professional pedagogical culture

Pedagogical values are objective, since they are formed historically in the course of the development of society, education, and secondary schools and are recorded in pedagogical science as a form of social consciousness in the form of specific images and ideas. In the process of preparing and carrying out pedagogical activities, the teacher masters pedagogical values and subjectivizes them. The level of subjectification of pedagogical values is an indicator of the personal and professional development of the teacher, his pedagogical culture as the degree of realization of the ideal value, transformation of the potential (ought) into the actual (existent).

As the conditions of social and pedagogical life change, the needs of society, schools, and individuals change, pedagogical values also change and are revalued. However, they act as relatively stable guidelines by which teachers relate their lives and teaching activities. The interweaving of universal human values of goodness and beauty, justice and duty, equality and honor into the palette of pedagogical values, mastering them and deepening the world of pedagogical values create the material basis on which the building of the professional pedagogical culture of the teacher’s personality is built.

The teacher’s subjective perception and appropriation of universal cultural and pedagogical values is determined by the richness of his personality, the direction of professional activity, professional pedagogical self-awareness, personal pedagogical system and thus reflects inner world person. In this regard, S. L. Rubinstein’s statement that the value attitude remains a way of reflecting reality in the human mind is true.

The degree to which an individual assigns pedagogical values depends on the state of pedagogical consciousness, since the fact of establishing the value of a particular pedagogical idea or pedagogical phenomenon occurs in the process of the individual’s assessment of it. The evaluation criterion and its result is a generalized image formed on the basis of psychological and pedagogical knowledge, the results of one’s own activities and its comparison with the activities of others. The images of individual pedagogical consciousness may or may not coincide with ideas developed in society or a professional group about the goals, content, subject and object of pedagogical activity, about everything that ensures the pedagogical competence and expediency of the teacher’s activity.

The professional and pedagogical consciousness of a teacher performs a complex regulatory function. It structures around a single personal core the whole variety of acquired and carried out methods of educational, educational, methodological, social and pedagogical activity. A. N. Leontyev notes that the diverse activities of the subject intersect with each other and are tied into knots by objective, social in nature relations into which they must enter. These nodes, in his opinion, form that “personal decor” that we call “I.”

The hierarchy of teacher activities stimulates the development of individuality. The teacher accumulates this diversity, being at the center of a particularly structured and organized activity. In the process of his activity, each teacher as an individual actualizes only that part of professional and pedagogical values that is vitally and professionally necessary for him. This feature of the necessary professional initiative is given to the teacher in his consciousness in the form of “I-professional”, with which individualized professional-pedagogical experience and associated experiences, beliefs, professional connections and relationships are adjusted.

Professional consciousness is aimed at analyzing different aspects of the teacher’s personality and his professional activities and is designed to determine the boundaries and prospects of personal meaning, i.e. internally motivated, individual meaning for the subject of a particular action or deed. It allows the teacher to self-determinate and self-realize, and ultimately solve for himself the problem of the meaning of life. Representing not only a system of the most general judgments, knowledge about activity, about oneself, about others and society, pedagogical consciousness is at the same time a product and result of exclusively individual experience, a special mechanism for the professional development of a teacher’s personality, which makes it possible to make the universality of pedagogical culture an individual sphere of activity .

Pedagogical values, being the condition and result of the corresponding activity, have different levels of existence: individual-personal, professional-group, social-pedagogical.

Socio-pedagogical values reflect the nature and content of values functioning in various social systems, manifesting themselves in the public consciousness in the form of morality, religion, and philosophy. This is a set of ideas, norms and rules that regulate the activities of society in the field of education.

Group pedagogical values are a set of ideas, concepts, norms that regulate and guide pedagogical activities within certain educational institutions. The set of such values is holistic in nature and acts as a cognitive-acting system with relative stability and repeatability. These values act as guidelines for pedagogical activity in certain professional groups (school, lyceum, gymnasium teachers; college, technical school, university teachers).

Personal and pedagogical values are complex socio-psychological formations that reflect the goals, motives, ideals, attitudes and other ideological characteristics of the teacher’s personality that make up his system value orientations. The latter, representing the axiological Self, is given to the individual not as a system of knowledge, but as a system of cognitive formations associated with emotional-volitional components, accepted by the individual as his own internal guideline, motivating and directing his activities.

The consciousness of each individual teacher, accumulating socio-pedagogical and professional-group values, builds his own personal system of values, the elements of which take the form of axiological functions. These types of functions may include the concept of forming a specialist’s personality, the concept of activity, ideas about the technology of constructing the educational process at school, the specifics of interaction with students, about oneself as a professional, etc. An integrative axiological function that unites all others is the individual concept of meaning professional and pedagogical activities in the life of a teacher.

Technological component of professional pedagogical culture

The concepts of “pedagogical culture” and “pedagogical activity” are not identical, but they are united. Pedagogical culture, being a personal characteristic of a teacher, appears as a way of implementing professional activities in the unity of goals, means and results. Diverse types of pedagogical activity, forming the functional structure of culture, have a common objectivity as its resulting form in the form of specific tasks. Problem solving presupposes the implementation of individual and collective capabilities, and the process of solving pedagogical problems itself is a technology of pedagogical activity that characterizes the way of existence and functioning of the teacher’s professional pedagogical culture.

An analysis of the concept of “technology” indicates that if at first it was associated mainly with the production sphere of human activity, then recently it has become the subject of many psychological and pedagogical studies. The increased interest in educational technology can be explained by the following reasons:

The diverse tasks facing educational institutions require the development of not only theoretical research, but also the development of issues of technological support for the educational process. Theoretical research reveal the logic of knowledge from the study of objective reality to the formulation of laws, the construction of theories and concepts, while applied research analyzes pedagogical practice that accumulates scientific results;

Classical pedagogy with its established patterns, principles, forms and methods of teaching and upbringing does not always promptly respond to the scientific substantiation of many scientific ideas, approaches, and techniques; lags behind and often hinders the introduction of new techniques and methods of teaching;

Widespread implementation in the educational process information technologies and computer technology required a significant change in traditional methods of teaching and education;

General pedagogy remains very theoretical, the methodology of teaching and upbringing remains very practical, so an intermediate link is required to actually connect theory and practice.

Considering pedagogical technology in the context of professional pedagogical culture, it is legitimate to highlight in its structure such an element as the technology of pedagogical activity, which captures a set of techniques and methods for the holistic implementation of the pedagogical process. The introduction into scientific circulation of the concept of “technology of pedagogical activity” involves the construction of a model that would be based on the ideas of systemic, holistic approaches, consideration of pedagogical activity as a process of solving diverse pedagogical problems, which are essentially tasks social management. The technology of pedagogical activity is considered through the prism of solving a set of pedagogical problems in pedagogical analysis, goal setting and planning, organization, evaluation and correction. The technology of pedagogical activity, therefore, is the implementation of techniques and methods for managing the educational process at school.

A pedagogical task, expressing the unity of the goal of the subject of activity and the conditions in which it is solved, must meet a number of requirements, for the implementation of which pedagogical actions are carried out as ways to solve pedagogical problems.

Methods for solving a problem can be algorithmic or quasi-algorithmic. The algorithmic method is used if the procedure for solving a problem consists of efficient operations and does not contain ambiguously determined branches. The quasi-algorithmic method of solving a problem contains ambiguously determined ramifications, determined by the conditions of the actual problem. In pedagogical practice, quasi-algorithmic methods of solving problems predominate. The high level of problem solving in a teacher’s activity is due to the presence of various models and solution structures recorded in the individual’s memory. Often an adequate solution is not found, not because there are no adequate solutions “in the storeroom” of memory, but because the teacher (often a beginner) does not see and does not accept the situation itself that requires a solution.

Based on the characteristics of the teacher’s pedagogical activity, the logical conditionality and sequence of his actions, operations for its implementation, the following binary groups of pedagogical tasks can be distinguished:

analytical-reflexive - tasks of analysis and reflection of the holistic pedagogical process and its elements, subject-subject relationships, emerging difficulties, etc.;

constructive-prognostic - tasks of building an integral pedagogical process in accordance with the general goal of professional pedagogical activity, developing and making pedagogical decisions, predicting the results and consequences of made pedagogical decisions;

organizational and activity - implementation tasks optimal options pedagogical process, combination diverse types pedagogical activity;

assessment and information - tasks of collecting, processing and storing information about the state and prospects for the development of the pedagogical system, its objective assessment;

correctional and regulatory - tasks of correcting the course, content and methods of the pedagogical process, establishing the necessary communication connections, their regulation and support, etc.

The named tasks can be considered as independent systems, representing a sequence of actions and operations that characterize specific types of technologies in the teacher’s pedagogical activity. Analysis of the structure of pedagogical activity allows us to identify a system of actions, since the concept of pedagogical action expresses something common that is inherent in all specific types of pedagogical activity, but cannot be reduced to any of them. At the same time, the pedagogical action is that special one that expresses both the universal and all the richness of the individual. This allows you to ascend from the abstract to the concrete and recreate in knowledge the object of pedagogical activity in its integrity.

The identified groups of pedagogical tasks are typical for a teacher as a subject of professional activity, however, they require a creative individual-personal solution in a specific pedagogical reality.

Personal and creative component of professional and pedagogical culture

Representing the constantly enriching value potential of society, pedagogical culture does not exist as something given, materially fixed. It functions by being included in the process of a person’s creatively active mastery of pedagogical reality. The professional and pedagogical culture of a teacher objectively exists for all teachers not as a possibility, but as a reality. Mastery of it is carried out only by those and through those who are capable of creatively deobjectifying the values and technologies of pedagogical activity. Values and technologies are filled with personal meaning only in the process of creative quest and practical implementation.

In modern science, creativity is considered by many researchers as an integrative, system-forming component of culture. The problem of the relationship between personality, culture and creativity is reflected in the works of N.A. Berdyaev. Considering the global issue of interaction between civilization and culture, he believed that civilization in in a certain sense older and more primary than culture: civilization denotes a social-collective process, and culture is more individual, it is associated with the individual, with the creative act of man. N.A. Berdyaev saw the fact that culture is created by the creative act of man as its ingenious nature: “Creativity is fire, but culture is the cooling of fire.” The creative act is located in the space of subjectivity, and the product of culture is in objective reality.

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. A special place in it is occupied by the developed need to create, which is embodied in specific abilities and their manifestation. One of these abilities is the integrative and highly differentiated ability to think pedagogically. The ability for pedagogical thinking, which is divergent in nature and content, provides the teacher with an active transformation of pedagogical information, going beyond the boundaries of the time parameters of pedagogical reality. The effectiveness of a teacher’s professional activity depends not only and not so much on knowledge and skills, but on the ability to use information given in a pedagogical situation in various ways and at a fast pace. Developed intelligence allows a teacher to learn not just isolated pedagogical facts and phenomena, but pedagogical ideas, theories of learning and education of students. Reflexivity, humanism, focus on the future and a clear understanding of the means necessary for professional improvement and development of the student’s personality are characteristic properties of the teacher’s intellectual competence. Developed pedagogical thinking, which provides a deep semantic understanding of pedagogical information, refracts knowledge and methods of activity through the prism of one’s own individual professional and pedagogical experience and helps to gain personal meaning of professional activity.

The personal meaning of professional activity requires a sufficient degree of activity from the teacher, the ability to manage and regulate his behavior in accordance with emerging or specially set pedagogical tasks. Self-regulation as a volitional manifestation of personality reveals the nature and mechanism of such professional traits teacher’s personality, such as initiative, independence, responsibility, etc. In psychology, properties as personality traits are understood as stable features of an individual’s behavior that are repeated in various situations. In this regard, L.I. Antsyferova’s point of view on including in the structure of personal properties the ability to organize, control, analyze and evaluate one’s own behavior in accordance with the motives that motivate it deserves attention. In her opinion, the more habitual a particular behavior is, the more generalized, automated, and abbreviated this skill is. This understanding of the genesis of properties allows us to imagine integral acts of activity with psychological dominant states arising on their basis as the basis of these formations.

A creative personality is characterized by such traits as willingness to take risks, independence of judgment, impulsiveness, cognitive “meticulousness,” criticality of judgment, originality, courage of imagination and thought, sense of humor and a penchant for jokes, etc. These qualities, highlighted by A. N. Luk, reveal the characteristics of a truly free, independent and active personality.

Pedagogical creativity has a number of features (V.I. Zagvyazinsky, N.D. Nikandrov):

it is more regulated in time and space. The stages of the creative process (the emergence of a pedagogical idea, the development, implementation of meaning, etc.) are rigidly interconnected in time and require an operational transition from one stage to another; If in the activity of a writer, artist, scientist, pauses between stages of the creative act are quite acceptable, often even necessary, then in the professional activity of a teacher they are practically excluded; The teacher is limited in time by the number of hours allocated to studying a specific topic, section, etc. During the training session, expected and unforeseen problem situations arise that require a qualified solution, the quality of which, the choice of the best solution may be limited due to this feature, due to the psychological specificity solving pedagogical problems;

delay in the results of the teacher’s creative searches. In the sphere of material and spiritual activity, its result is immediately materialized and can be correlated with the set goal; and the results of the teacher’s activities are embodied in the knowledge, abilities, skills, forms of activity and behavior of students and are assessed very partially and relatively. This circumstance significantly complicates making an informed decision at the new stage of teaching activity. Developed analytical, predictive, reflective and other abilities of a teacher allow, on the basis of partial results, to foresee and predict the result of his professional and pedagogical activities;

co-creation of the teacher with students and colleagues in the pedagogical process, based on the unity of purpose in professional activity. The atmosphere of creative exploration in teaching and student teams is a powerful stimulating factor. A teacher, as a specialist in a certain field of knowledge, during the educational process demonstrates to his students a creative attitude towards professional activity;

the dependence of the manifestation of a teacher’s creative pedagogical potential on the methodological and technical equipment of the educational process. Standard and non-standard educational and research equipment, technical support, methodological preparedness of the teacher and psychological readiness of students for joint search characterize the specifics of pedagogical creativity;

the teacher’s ability to manage personal emotional and psychological state and cause adequate behavior in students’ activities. The ability of a teacher to organize communication with students as a creative process, as a dialogue, without suppressing their initiative and ingenuity, creating conditions for full creative self-expression and self-realization. Pedagogical creativity, as a rule, is carried out in conditions of openness and publicity of activity; The class reaction can stimulate the teacher to improvise and be more relaxed, but it can also suppress and restrain creative search.

The identified features of pedagogical creativity allow us to more fully understand the conditionality of the combination of algorithmic and creative components of pedagogical activity.

The nature of creative pedagogical work is such that it immanently contains some characteristics of normative activity. Pedagogical activity becomes creative in cases where algorithmic activity does not produce the desired results. The algorithms, techniques and methods of normative pedagogical activity learned by the teacher are included in a huge number of non-standard, unforeseen situations, the solution of which requires constant anticipation, changes, corrections and regulation, which encourages the teacher to demonstrate an innovative style of pedagogical thinking.

The question about the possibility of teaching and learning creativity is quite legitimate. Such opportunities are inherent primarily in that part of pedagogical activity that forms its normative basis: knowledge of the laws of the holistic pedagogical process, awareness of the goals and objectives of joint activities, readiness and ability for self-study and self-improvement, etc.

Pedagogical creativity as a component of professional pedagogical culture does not arise on its own. For its development, a favorable cultural atmosphere, a stimulating environment, and objective and subjective conditions are necessary. As one of the most important objective conditions for the development of pedagogical creativity, we consider the influence of sociocultural, pedagogical reality, the specific cultural and historical context in which the teacher creates and creates in a certain time period. Without recognizing and understanding this circumstance, it is impossible to understand the actual nature, source and means of realizing pedagogical creativity. Other objective conditions include: a positive emotional psychological climate in the team; the level of development of scientific knowledge in psychological, pedagogical and special fields; availability of adequate means of training and education; scientific validity of methodological recommendations and guidelines, material and technical equipment of the pedagogical process; availability of socially necessary time.

Subjective conditions for the development of pedagogical creativity are: knowledge of the basic laws and principles of the holistic pedagogical process; high level of general cultural training of teachers; mastery of modern concepts of training and education; analysis of typical situations and the ability to make decisions in such situations; desire for creativity, developed pedagogical thinking and reflection; pedagogical experience and intuition; ability to make operational decisions in atypical situations; problematic vision and mastery of pedagogical technology.

Personal characteristics and creativity are manifested in diverse forms and methods of creative self-realization of the teacher. Self-realization is the sphere of application of the individual’s individual creative capabilities. The problem of pedagogical creativity has direct access to the problem of teacher self-realization. Because of this, pedagogical creativity is a process of self-realization of the individual, psychological, intellectual strengths and abilities of the teacher’s personality.

Conclusion: The axiological component is formed by a set of pedagogical values created by humanity and uniquely included in the holistic pedagogical process at the present stage of development of education. Knowledge, ideas, concepts that are currently of great importance for society and a particular pedagogical system act as pedagogical values.

The technological component includes the methods and techniques of the teacher’s pedagogical activity. The values and achievements of pedagogical culture are mastered and created by the individual in the process of activity, which confirms the fact of the inextricable connection between culture and activity.

At the personal and creative level, the process of appropriation by the teacher of the developed pedagogical values occurs. 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.

1.3 Criteria for the formation of professional and pedagogical culture

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 the creative development and creation of pedagogical values, technologies in the professional and creative self-realization of the teacher’s personality.

The adaptive level of professional pedagogical culture is characterized by the teacher’s unstable attitude 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.

The 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.

Creative activity is limited to productive activity, but elements of searching for new solutions already arise in standard pedagogical situations. The pedagogical orientation of needs, interests and inclinations is formed. The teacher is aware of the need for advanced training.

The heuristic level of manifestation of professional pedagogical culture is characterized by greater focus and stability of the paths and methods of professional activity. At this level of professional and pedagogical culture, changes occur in the structure of the technological component; skills to solve evaluative-informational and correctional-regulatory problems are found. 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.

The creative level is 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.

Conclusion: There are 3 levels of formation of professional pedagogical culture: The adaptive level is characterized by the teacher’s unstable attitude to pedagogical reality. The heuristic level of manifestation of professional pedagogical culture is characterized by greater focus and stability of the paths and methods of professional activity. The creative level is 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.

Conclusions for Chapter 1.

The bearers of professional pedagogical culture are people called upon to carry out pedagogical work.

The problem of pedagogical culture is reflected in the works of researchers such as SI. Arkhangelsky, A.V. Barabanshchikov, E.V. Bondarevskaya, V.A. Slastenin, etc. in connection with the analysis of the characteristics of pedagogical activity, the study of pedagogical abilities, and the pedagogical skills of the teacher.

V. A. Slastenin identifies the following components of professional pedagogical culture.

Axiological component. The axiological component of professional pedagogical culture is formed by a set of pedagogical values created by humanity and uniquely included in the holistic pedagogical process at the present stage of development of education.

Technological component. The technological component of professional pedagogical culture includes the methods and techniques of a teacher’s pedagogical activity.

Personal and creative component. The personal and creative component of professional pedagogical culture reveals the mechanism of mastering it and its implementation as a creative act.

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

Chapter 2. Study of the features of the formation of professional pedagogical culture.

2.1. Subjective factors in the formation of pedagogical culture.

Currently, it is becoming increasingly important to maintain the cultural level, develop the ability of the future teacher to competently organize the educational process, demonstrate a desire for cultural acquisition, abilities for cultural creation and cultural creativity. This is due to the national interests of Russia - the education of the younger generation is an important factor in maintaining Russia’s place among the leading countries of the world as a country with a high level of culture, science, and education.

The solution to this problem requires a shift in emphasis from the preparation of a highly professional teacher-methodologist, subject teacher to the development of a highly cultural personality of a teacher who knows general culture and its pedagogical component.

The pedagogical culture of a teacher is revealed in the transformation of pedagogical processes at the theoretical (mastery of a scientific style of thinking in the field of preparation and organization of the educational process) and practical (ability to model the learning process, creatively solve pedagogical problems, be capable of organizational and pedagogical reflection) levels.

To prepare a highly professional specialist who is proficient in pedagogical culture, who shows readiness for cultural self-education, self-development, self-realization, the ability to create culture, is a rather labor-intensive and ambiguous process. This is due to the fact that the pedagogical culture of the future teacher is determined by his ability to master cultural practices, interact with other subjects of the educational process based on the principles of participation and assistance, the desire to master and accumulate cultural experience, model culture-creating situations in organizational and pedagogical activities, and the readiness to accept cultural values as a guide to action. Consequently, the future teacher himself is the self-creative force that ensures the formation of his pedagogical culture. In this sense, its subjective characteristics act as the fundamental force that can fully be considered the most significant and important.

A study of the opinions of teachers at the Chelyabinsk State Pedagogical University on the subject of training students as future professionals from the perspective of their highly cultural pedagogical orientation showed that the views of future teachers are heterogeneous in terms of understanding the need to master cultural experience. Future specialists are active in their activities, but do not realize the importance of independently mastering cultural practices and mistakenly believe that there is no need to develop the ability to create culture and culture, they are not ready to accept cultural values as a guide to action, and are not always able to interact on the principles of consent and participation. The respondents designated this group of students as “unaware.” From their point of view, more than 50% of students belong to this group. Teachers note that some students - future teachers - are confident that it is enough to master knowledge of the subject, and they will already be good specialists and good educators.

This group is called the group of “uncritical” or “self-confident” students. It makes up more than 25% of students. The third group of students, according to teachers, are “inert” students and this group makes up more than 24%. Representatives of this group believe that obtaining the necessary professional skills is an objective process, and they will become good professionals without making their own efforts either to acquire knowledge, or for self-development, or for cultural enrichment. After a survey of teachers, a study was conducted of the formation of the pedagogical culture of future teachers (students of the first-fourth year of the Faculty of Geography of the Krasnoyarsk State Pedagogical University named after V.P. Astafiev). The results of the study indicate that only 16% of first-year students, 15% of students

II year students, 18% of third year students and 20% of fourth year students participating in the survey realize that for future professional activities they need professionally oriented pedagogical knowledge, skills and abilities. As noted by 96% of teachers and methodologists of pedagogical practices, 80-85% of students do not fully master the acquired knowledge, skills and abilities in the field of psychology, pedagogy, subject orientation, are not always capable of self-realization, have difficulty determining options for solving pedagogical problems, are not ready and capable of cultural creation and cultural creation. In general, the results of a survey of teachers to study the pedagogical culture of students showed that subjective factors are significant, but insufficient attention is paid to them in the process of preparing future teachers. Teachers participating in surveys point out the need for a more in-depth study of disciplines aimed at developing a highly cultural personality of a future teacher and increasing the level of his pedagogical culture. This requires a targeted study of subjective factors that contribute to the formation of the pedagogical culture of the future teacher.

A factor is considered as a cause, a driving force of a process or phenomenon, determining its character or its individual features. Using the concept of “subjective factor”, let us briefly characterize the concept of “subjective”. “Subjective” means associated with the subjective activity of the individual. Subjectivity complements the definition of a factor and characterizes it by its dependence on the actions of the individual. Consequently, the subjective factor is the root cause, which is based on the subjective activity of the individual, and which determines the factors in the formation of the pedagogical culture of the future teacher. In other words, subjective factors “lie” in the field of activity of the student himself as a future teacher.

Let us consider the subjective factors in the formation of the pedagogical culture of the future teacher from the point of view of the unity of cultural and personal approaches. Studying the educational process as an object, and considering the teacher and student as subjects of this process, it becomes obvious that in the conditions of educational reform, a teacher cannot be a simple subject specialist, he must have creative intuition, the ability to create culture and culture, which determines the quality of his pedagogical culture. Consequently, the teacher’s cultural pedagogical experience and the search for creative ways to convey it, or the ability for cultural creativity, is, from our point of view, the basic subjective factor in the formation of the future teacher’s culture.

We associate the next factor with the fact that currently among Russian students there is an increasing awareness of their own responsibility for designing their educational trajectory; accordingly, the demands on the quality of education are increasing, and the need for the active development of cultural pedagogical experience is increasing. This experience is mediated in activity, the subject of which is the student himself - the most “unique in its value material” - a person, and not just his physical essence, but his inner world, his spirituality. Thus, the subjective factors in the formation of the future teacher’s pedagogical culture can include the active development of cultural pedagogical experience.

Being the main activity of students, teaching activity refers to projective activities. When comparing pedagogical activity with other types of activity, the following should be noted: in any activity a person acts as a subject, i.e. its active side, and the surrounding world - the object - the passive side. In pedagogical activity, a person is both an object and a subject, since he himself develops models of education, implements them, modifies them, changing and improving his nature. Such “design - creation of oneself” and the implementation of certain models into pedagogical practice is pedagogical activity, and the content of this activity, its forms, ideals-models “I am an individual” is pedagogical culture. Thus, pedagogical activity is for future teachers, on the one hand, the sphere of acquiring knowledge, skills and abilities in mastering cultural experience, and on the other hand, the cultural content of the educational process contributes to the achievement of results, and ultimately, self-realization of teachers in future professional activities. Being a direct participant in the educational process, the future teacher strives for self-realization. Achieving results, expressed in the formation of the personality of a future teacher with a high pedagogical culture, is the result of self-realization of the teacher and student. Self-realization of a teacher is expressed in the ability to convey cultural experience and orient students to the need for cultural manifestation of “self.”

The student’s self-realization is determined by the ability to master cultural practices and implement their content in teaching activities, the ability to create culture and culture, and is expressed in the ability to accumulate cultural pedagogical experience. It follows that self-realization in teaching is very important and is another subjective factor in the formation of the pedagogical culture of the future teacher.

Education as a process of design, creation, “cultivation” of an individual is always considered from a subjective point of view, since the existence of the educational process is possible only in the presence of the individual and completely depends on her active participation in it, on her ability for self-development. Successful development of the educational space, transformation of the general educational culture into an individual-personal one, and in the future the formation of the pedagogical culture of the future teacher is possible only in conditions of subjective transformation of the individual, his self-development.

Self-development of the individual is the process of forming and expanding the space of the reality or world of the individual actually mastered by the individual. There are two ways of manifestation of the personal world - the activity world and the individual culture of the individual, since “the personality is determined not only by its relationships, but also by those generalized methods of action by which these actions are carried out.” All this points to the need to highlight another subjective factor - personal self-development, necessary for the formation of the pedagogical culture of the future teacher.

A number of subjective factors in the formation of the pedagogical culture of the future teacher, in our opinion, can be supplemented by the factor of cultural self-education or the development of cultural values in the process of pedagogical activity with a system of built cultural relations. Cultural self-education or the factor of “cultivation of the self” is associated, first of all, with a change in the cultural level of the future teacher in the process of education, that is, in the process of enrichment and exchange of values. A.S. Akhiezer convinces us that “a culture oriented toward humanistic values does not appear overnight.” The values of a modernized society are gradually cultivated, spreading to all spheres of human life. The transition to a new culture and social relations is possible through certain stages, which will contribute to both a change in the type of personality, the growth of its cultural level, and the content of social life on a value basis. The stages of transition to a new culture, according to the author, include three main elements: a change in personal culture (in the process of activity and communication); change in social relations; the emergence of a new personality function - when a person needs a society that provides him with freedom and conditions for activity.

Currently, any specialist must be competitive, ready to demonstrate their professional qualities and undergo an objective competitive selection. To do this, it is not enough to master only typical, standard types of professional activities. A creative attitude of the future teacher towards his profession is necessary. Creativity is a subjective process. Creativity in teaching, the use of creative tasks in the educational process, the search for creative options for solving pedagogical problems, creative approaches to the implementation of ideas in teacher education emphasize the importance of another subjective factor - cultural creativity. Cultural creativity in pedagogical activity develops on the basis of a cultural approach and is manifested in dissubjectivity: interaction and mutual participation of teacher and student. The subjectivity of the teacher is expressed in his ability to embody creative ideas in the organization and implementation of the educational process, and the subjectivity of the future teacher is determined by his ability to be creative in education, readiness to implement the creative ideas of the teacher and his own cultural creativity.

In a period of shortage of culture in society and personal culture - on the one hand, the need to enrich the individual with cultural heritage and the formation of the pedagogical culture of the future teacher - on the other hand, the process of reflection becomes acute and significant. A person’s ability to reflect and, on the basis of this, objectively evaluate the manifestation of one’s personal qualities, knowledge and skills, and relationships, are currently acquiring very great importance. The ability to evaluate one’s actions from the perspective of professional activity contributes to the targeted development and self-development of the individual, his self-realization in activities.

To determine the goals of life, education, professional activity, each person needs the ability to analyze various aspects of these processes: success in activity, the need to improve professional training, self-education, self-realization; attitude towards oneself, the level of one’s general and professional culture, and education. In this regard, another subjective factor in the formation of pedagogical culture can rightfully be called the ability to reflect.

In conclusion, it should be noted that the subject, being the bearer of universal human values, acts as an integral part of pedagogical activity, under the conditions of which his cultural enrichment is carried out and his pedagogical culture is formed. The following factors can be classified as subjective factors in the formation of the pedagogical culture of a future teacher: the ability to create culture; mastering cultural pedagogical experience; self-realization in professional activities; self-development; cultural self-education; ability to reflect.

2.2 Patterns of formation of pedagogical culture among future teachers

A pattern is understood as a subjectively existing, repeating, significant connection between the phenomena of social life or stages of the historical process.

Regularities, the actions of which manifest themselves in the form of trends, determine the main line of development of society, without predetermining many accidents and deviations. Knowledge of patterns makes it possible to practically implement them in activities. The identification of patterns is based on a scientific analysis of specialized literature, best practices and the researcher’s own experience. Studying the connections of an object with various aspects can lead to the identification of various patterns.

We are interested in pedagogical patterns, which are interpreted as objectively existing, repeating, stable, significant connections between phenomena and individual aspects of the pedagogical process.

The laws of the pedagogical process are determined by social conditions (in particular, specifically historical, sociocultural), human nature, the essence and specificity of the educational process and reflect generalized knowledge and pedagogical experience in various fields.

Based on the fact that the laws of the pedagogical process express essential and necessary connections between its conditions and the result, and the principles determined by them determine the general strategy for solving the goals of the educational process, interpreted as an “approach,” the basis for identifying the laws of the formation of pedagogical culture among university students - future teachers are theoretical and methodological approaches, defined by us as systemic, cultural, integrative-activity, environmental and person-oriented.

We consider the laws and patterns that provide the basis for developing a system of strategic ideas in relation to the culture being formed as:

The focus of the process of forming a pedagogical culture among university students - future teachers is on the formation of a personality, an individuality possessing universal and pedagogical values, capable of fruitful and productive pedagogical activity;

The unity of the organization of educational, cognitive, search and creative activities aimed at developing a pedagogical culture among university students - future teachers;

The organic unity of teaching and upbringing, which requires considering the process of forming a pedagogical culture among university students - future teachers - as a specific method and giving it a developing and educational character;

Optimization of the content of methods, means of forming a pedagogical culture among university students - future teachers;

Focus on selecting methods and techniques for developing a pedagogical culture among university students - future teachers - that bring maximum effect with a relatively small investment of time and labor.

The basis for highlighting the patterns of formation of pedagogical culture among university students - future teachers are theoretical and methodological approaches, which we define as systemic, cultural, integrative-activity, environmental and personality-oriented.

Associated with the systems approach is a pattern that reflects the connections between the structural elements and functional components of the pedagogical culture system.

Associated with the cultural approach is a pattern that reflects the connections between the components of general culture and the functioning of the components of pedagogical culture.

The integrative-activity approach is associated with patterns that reflect the connections between units and structures of pedagogical culture and the functioning of pedagogical knowledge about the essence and content of pedagogical culture as an integral phenomenon.

Associated with the environmental approach is a pattern that reflects the connections between the possibilities of an innovative educational environment and the consequence of the implementation of these opportunities - the formation of the components of pedagogical culture.

The person-oriented approach is associated with patterns that reflect the connections between the mechanisms of co-management, cooperation and subject-subject interaction.

The identified patterns express objectively existing, repeating, stable, significant connections between individual aspects of the process of forming a pedagogical culture among university students - future teachers, taking into account various theoretical and methodological approaches.

The connections we have identified are recurring due to the presence of the following trends:

Building a pedagogical culture based on continuity, taking into account interdisciplinary connections in the content of pedagogical disciplines;

Interaction of general culture and pedagogical culture, taking into account imperatives and norms;

Introducing university students - future teachers - to spiritual culture in the form of spiritual and creative activity.

The connections we are considering are essential for the process of forming the pedagogical culture of future teachers, since it is they who determine the relationships:

Between the actualization of cultural knowledge and pedagogical skills in teaching activities;

Between the formation and manifestation of the value-orientation basis of the teacher’s activity and the correlation of the student’s self-development with real pedagogical activity, determined by the presence of components of pedagogical culture.

The patterns and connections that we have examined indicate general directions and specific pedagogical guidelines for the development of principles that form the core of the concept and implement the regulatory function.

Chapter 2 Conclusions

Conclusion

The meaning of the teaching profession is revealed in the activities carried out by its representatives and which are called pedagogical. It is a special type of social activity aimed at transferring from older generations to younger generations the culture and experience accumulated by humanity, creating conditions for their personal development and preparing them to fulfill certain social roles in society. Pedagogical work is a type of professional activity, the content of which is training, education, education, development of students (children of different ages, students of schools, technical schools, vocational schools, higher educational institutions, institutes for advanced training, institutions of additional education, etc. ). Particularly noteworthy is the point of view regarding the problem of pedagogical abilities. Pedagogical activity has great creative potential, which is why special abilities are so important in its implementation. The "Russian Pedagogical Encyclopedia" states that in order to master pedagogical activity, "a fairly rigid structure of abilities and qualities, a certain socio-psychological predisposition of the individual, turns out to be necessary." This suggests that a person who does not have the ability to communicate with people, organizational, communicative, in a word, the ability to teach, will not be able to become a real professional. The main prerequisite for a teacher’s successful performance of his professional functions is his personal pedagogical culture. The pedagogical culture of a teacher presupposes the revival and self-realization of creativity of the teacher and students. The phenomenon of culture is determined through dialogue and interpenetration of past, present, and future cultures. Pedagogical culture can be considered as communication between two individuals at various moments in the transmission of human culture. The general culture of a teacher serves as a starting point for his qualifications and professional growth. What is included in the content of a teacher’s general culture? These are, first of all, life attitudes and priorities of universal human values - truth, love, goodness, beauty, freedom, etc. The core of a person’s general culture is education and good manners in their harmonious unity. An indicator of the general development of a teacher is the level of his cognitive processes: thinking, attention, perception, memory, imagination. The effectiveness of professional pedagogical activity is also largely determined by the degree of development of the emotional-volitional sphere, the wealth and “discipline” of feelings, i.e. the ability to restrain oneself, not to give in to moods, to listen to the voice of reason. Special research and practice indicate the importance of the teacher’s character traits. Qualities such as energy, sociability, independence, optimism, and a sense of humor contribute to the successful solution of didactic and educational tasks. Many people have heard that a true teacher must be born. This is true if we are talking about a bright talent, great talent. But I believe that any teacher who wants to work with children, transfer their knowledge and experience to them, can become a master with a capital “M”, whose lessons will resemble an actor’s performance in a fairy-tale play, where everything is clear and interesting. And for this you need to constantly work on yourself: enrich yourself spiritually, develop and actualize your creative potential, those personal qualities that contribute to a beneficial influence on others; master progressive ideas and technologies in the field of pedagogy, teaching and educational methods, study the experience of advanced teachers and firmly believe in their success.

Literature for independent work

Law of the Russian Federation “On Higher and Postgraduate Professional Education” //Bulletin

State Committee of the Russian Federation for Higher Education. - 1996. - No. 10. - P. 1-59.

Zeer E.F. Psychology of vocational education: Proc. allowance. -Ekaterinburg: Publishing house-

to the Urals. state prof.-ped. Univ., 2000. - pp. 181-224.

Zeer E.F. Psychology of personality-oriented professional education. -

Ekaterinburg: Ural Publishing House. state prof.-ped. University, 2000. - From 3-71.

The concept of modernization of Russian education for the period until 2010. Approved

Order of the Government of the Russian Federation No. 1756-r dated December 29, 2001 // Official documents in education. - 2002. - No. 4. - P. 3-31.

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

General and professional pedagogy: A textbook for students studying in the specialty “Vocational Education”: In 2 books / Ed. V.D. Simonenko, M.V. Zealous

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Conclusion

We consider the professional and pedagogical culture of a higher school teacher as a socio-pedagogical phenomenon as a measure and method of creative self-realization of an individual in various types of pedagogical activities and communication aimed at mastering and creating pedagogical values, technologies and abilities of the individual. This understanding of professional pedagogical culture allows us to fit it into two categorical series: 1) professional culture, pedagogical culture (as a generic concept), 2) culture of pedagogical activity, culture of pedagogical communication, teacher’s personality culture (as a generic concept). When studying the essence of professional pedagogical culture, the main groups of contradictions were identified and analyzed:

Social and pedagogical – between socio-cultural processes, the conditions of the surrounding social reality and the functioning of professional and pedagogical culture;

General pedagogical – between the diversity of values of pedagogical culture and the degree of their development and involvement in the activities of the teacher;

Personal-creative - between the social form of existence of professional pedagogical culture and the individual-creative form of its appropriation and development, overcoming pedagogicalism, stereotyping in the assessments and actions of students and their own activities.

Analysis current state problems made it possible to establish that a certain scientific and methodological foundation and pedagogical experience have been created to date, on the basis of which it is possible to conduct a special study of the structure and content of the professional pedagogical culture of a higher school teacher and build a model of its functioning. The results of a theoretical and experimental study show that the system of professional and pedagogical culture of a university teacher is formed by a set of structural and functional components that reveal it in statics and dynamics. We include pedagogical values, pedagogical technologies and the personal and creative component as structural components.

The dynamics of professional pedagogical culture are revealed in the functional components with which the epistemological, humanistic, communicative, teaching, educational, normative and information components are correlated, reflecting the variety of types of professional and pedagogical activities of a university teacher.

The interaction of the structural and functional components of the professional pedagogical culture of a university teacher in real practice explains a number of leading trends in its formation: the tendency of the formation of professional pedagogical culture to depend on the degree of development of the individual’s professional freedom, its creative self-realization; the tendency of appropriation - active recourse to domestic and foreign scientific and pedagogical experience, the tendency of a humanistic orientation in the formation of professional pedagogical culture. The identified trends made it possible to formulate the principles and conditions for the formation of professional pedagogical culture.

Professional culture of a modern teacher

“A teacher is only able to actually educate and educate as long as he himself works on his own upbringing and education.”

A. Diesterweg

In the modern educational process, the issue of providing conditions for the development of a child’s personal growth comes to the fore. This is due to the need to integrate the individual into society as a creative individual, capable of mastering spiritual values and forming a specific selective orientation associated with the expansion of subjective meanings. Throughout preschool childhood, one of the main “authors” of the development of a child’s personality is the teacher.

Constant communication with the child is the most important job function of a teacher. The teacher must be able to give age-appropriate answers to many questions. The life of children in a preschool institution depends on how correctly and how quickly the teacher finds an approach to each child and is able to organize it, whether the children will be calm, affectionate, and sociable or whether they will grow up restless, wary, and withdrawn.

The most important characteristic and prerequisite for the effectiveness of educational activities is the professional pedagogical culture of the teacher and educator. Its main purpose is to contribute to the improvement of the educational process and the growth of its productivity.

The professional culture of a teacher is the most important part of the general culture of the teacher, which consists in the system of his personal and professional qualities, as well as the specifics of his professional activity. In order to determine the essence of the concept of “professional culture of a teacher,” it is advisable to consider such concepts as “professional culture” and “pedagogical culture.”

Professional culture is a certain degree of a person’s mastery of techniques and methods for solving professional problems.

Pedagogical culture is “an essential part of universal human culture, in which the spiritual and material values, as well as the methods of creative pedagogical activity of people, necessary for humanity to serve the historical process of generational change and socialization (growing up, formation) of the individual, are imprinted to the greatest extent.

Pedagogical cultureteacher (educator) is a general characteristic of his personality that reflects the ability to persistently and successfully carry out educational activities in combination with effective interaction with students and pupils. Without such a culture, teaching practice turns out to be paralyzed and ineffective.

Pedagogical culture is considered as an important part of the general culture of the teacher, manifested in the system of professional qualities and the specifics of professional activity. This is an integrative quality of the personality of a professional teacher, a condition and prerequisites for effective pedagogical activity, a generalized indicator of a teacher’s professional competence and the goal of professional self-improvement. Thus, the content of professional pedagogical culture is revealed as a system of individual professional qualities, leading components and functions.
Structural components of professional pedagogical culture of a teacher (educator)

I. F. Isaev identifies the following structural components of professional pedagogical culture:

value-based
cognitive,
innovative and technological
personal and creative.

Value component- The main pedagogical values of the teacher (educator) are:

human: the child as the main pedagogical value and a teacher capable of his development, cooperation with him, social protection of his personality, help and support of his individuality, creative potential;
spiritual: the total pedagogical experience of humanity, reflected in pedagogical theories and methods of pedagogical thinking, aimed at shaping the child’s personality;
practical: methods of practical pedagogical activity, proven by the practice of the educational system, pedagogical technologies that include students in various types of activities;
personal: pedagogical abilities, individual characteristics of the teacher’s personality as a subject of pedagogical culture, the pedagogical process and his own life creativity, contributing to the creation of personal and humane interaction.

Cognitive component -The basis of the professional activity of a teacher (educator) is knowledge of the age and individual psychological and pedagogical characteristics of children’s development preschool age. Taking them into account, the teacher plans further work: organizes play activities, independent, educational, constructive, visual, etc. Knowledge of age characteristics is necessary when using forms, methods and techniques of working with children: the teacher takes into account the patterns of development of the cognitive abilities of children of different ages.

The teacher must clearly know the conceptual foundations of the organization of the educational process in a preschool institution, the main directions of development of the institution. The teacher uses this knowledge when drawing up a program, calendar-thematic and long-term plans for working with children in different age groups.

Innovative and technological component -Pedagogical innovative activity is associated with transformation, improvement of the educational process, with the introduction of new, stable elements. The teacher must be able to navigate the diverse flow of psychological, dialogical and methodological information, be able to use various media, and master the means of information technology; be able to work with information using these means to meet personal and social needs. The teacher must be humanistically oriented towards the development of the child’s personality through various means. The development of the cognitive component contributes to the development of modern means, forms, methods and technologies for carrying out pedagogical activities.

Personal and creative component -The personal-creative component reflects the creative beginning of the teacher’s personality. Pedagogical creativity requires the teacher to have such personal qualities as initiative, individual freedom, independence and responsibility, willingness to take risks, and independence of judgment. It becomes obvious that pedagogical culture is the sphere of creative application and implementation of an individual’s pedagogical ability. In pedagogical values, a person objectifies his individual strengths and mediates the process of appropriating moral, aesthetic, legal and other relations, i.e. influencing others, creates himself, determines his own development, realizing himself in activity.

Pedagogical creativitycharacterized by the introduction of certain methodological modifications into educational activities, the rationalization of methods and techniques of teaching and upbringing without any disruption of the pedagogical process. Pedagogical creativity also contains certain elements of novelty, but most often this novelty is associated not so much with the promotion of new ideas and principles of teaching and upbringing, but with a modification of the methods of teaching and educational work, their certain modernization.

The culture of a teacher (educator) performs a number of functions, including:

transfer of knowledge, skills and abilities, formation of a worldview on this basis;
development of intellectual powers and abilities, emotional-volitional and effective-practical spheres of his psyche;
ensuring that students consciously acquire moral principles and behavior skills in society;
formation of an aesthetic attitude to reality;
strengthening the health of children, developing their physical strength and abilities.

Pedagogical culture presupposes the presence of:

pedagogical orientation in the personality of the teacher (educator),reflecting his predisposition to educational activities and the ability to achieve significant and high results in its course;
broad outlook, psychological and pedagogical erudition and competence of the teacher (educator),those. his professional qualities that allow him to understand educational activities quite well and effectively;
a set of personal qualities of a teacher (educator) that are important in educational work,those. such characteristics as love for people, the desire to respect their personal dignity, integrity in action and behavior, high performance, self-control, calmness and determination;
the ability to combine educational work with the search for ways to improve it,allowing the teacher to constantly improve in his own activities and improve the educational work itself;
harmony of developed intellectual and organizational qualities of the teacher (educator),those. a special combination of high intellectual and cognitive characteristics formed in him (development of all forms and ways of thinking, breadth of imagination, etc.), organizational qualities (ability to encourage people to act, influence them, unite them, etc.) and ability demonstrate these characteristics for the benefit of the organization and to increase the effectiveness of educational activities;

pedagogical skill of the teacher (educator),involving the synthesis of highly developed pedagogical thinking, professional pedagogical knowledge, skills, abilities and emotional-volitional means of expressiveness, which, in conjunction with the highly developed personality traits of teachers and educators, will allow them to effectively solve educational problems.

Pedagogical excellencerepresents an important aspect of professional culture. Its content includes psychological and pedagogical erudition ( Erudition is a stock of modern knowledge that the teacher flexibly applies when solving pedagogical problems. A good teacher has a broad outlook.He can not only answer any question related to his subject, but also tell many other interesting things not related to his direct activities. To develop erudition, a teacher needs to read a lot, watch popular science programs, follow the news), developed professional abilities (professional vigilance, optimistic forecasting, organizational skills, mobility, adequate reactions, pedagogical intuition), mastery of pedagogical techniques (a system of techniques for the teacher’s personal influence on a group of students and an individual).

The main characteristics of master teachers are considered to be the ability to present complex problems in an accessible form, to captivate everyone by example, to direct active activity towards the creative search for new knowledge; the ability to observe, analyze the life of students, the reasons for this or that action, facts and phenomena affecting the development of personality; the ability to transform the achievements of advanced pedagogical experience in relation to the specific conditions of organizing the educational space, taking into account the characteristics of one’s own style of professional activity.

Pedagogical excellence is also defined as the search for new methods and forms of solving a countless number of pedagogical problems with a high degree of success. The skill of a teacher is a synthesis of theoretical knowledge and practical skills.

Thus, pedagogical skill:

This is a complex of personal and professional qualities of a teacher associated with the personal experience of teaching work, where certain means of professional activity are accumulated and honed;

This art of teaching and upbringing is accessible to every teacher, but requires constant improvement;

This is the professional ability to direct all types of educational work towards the comprehensive development of children, including their worldview and abilities,

An important component of pedagogical skill is pedagogical technique. From the point of view of I.A. Zyazyun, pedagogical technique is a set of professional skills that contribute to the harmony of the internal content of the teacher’s activity and its external manifestation.

Pedagogical technique- this is a set of skills that allow the teacher to see, hear and feel his students.

Pedagogical technology also has a developmental impact on personality traits.

Mastering pedagogical techniques allows you to quickly and accurately find the right word, intonation, look, gesture, as well as maintain calm and the ability to think clearly and analyze in the most acute and unexpected pedagogical situations. In the process of mastering pedagogical techniques, the moral and aesthetic positions of the teacher are most fully revealed, reflecting the level of general and professional culture, the potential of his personality.

Pedagogical technology is:

Be able to manage yourself – social-perceptual abilities (attention, observation, imagination); managing your emotions and mood; expressiveness of facial expressions and gestures; technique and culture of speech.

Be able to manage others – when organizing educational activities; when organizing routine moments; when communicating; when controlling discipline, etc.

Be able to cooperate - be able to correctly understand, influence, and protect the child; be able to recognize a person and understand him; be able to interact; be able to present information.

Thus, for successful teaching activities, the teacher must master pedagogical technology and know its components.

One of the main components of pedagogical culture is the culture of speech. The most important thing for a teacher is the ability to communicate with both children and their parents. The profession of a teacher belongs to the “person-to-person” type. Without the ability to correctly express one’s thoughts and formulate them correctly, there can be no talk of achieving success in teaching.

A culture of speech - this is speech skill, the ability to choose a stylistically appropriate option, to express an idea expressively and intelligibly.

The speech of a teacher, like any cultural person, must meet the following requirements:

Competent speech, which involves compliance with grammatical, stylistic and spelling standards Russian language.

Expressiveness – the teacher must be able to speak with expression and correctly formulate statements intonationally. Monotony in the presentation of the material is eliminated.

Volume. The teacher needs to speak at a volume that is optimal for this group of children. You shouldn't speak quietly, but you shouldn't shout either.

- Richness of speech. Characterized by the use of synonyms, proverbs and sayings, phraseological units.

The teacher's attitude towards the student.

The teacher’s speech must ensure the fulfillment of the tasks of teaching and raising children, therefore, in addition to general cultural ones, professional and pedagogical requirements are also imposed on it. The teacher bears social responsibility for the content, quality of his speech, and for its consequences. That is why the teacher’s speech is considered as an important element of his pedagogical skill.

A teacher is always an example for students. How successfully he can teach and educate children depends not only on his knowledge, but also on the level of pedagogical culture.

The personality of a teacher (educator) is formed, manifested and changed in the process of his professional pedagogical activity.
Pedagogical activity --This is a special type of social activity aimed at transferring accumulated human knowledge, experience, culture from older generations to younger ones and creating conditions for their personal development and preparation for performing certain social roles and functions in society.

Pedagogical activity represents the educational and educational influence of the teacher on the student, with the goal of the personal and intellectual development of the child, which willprofessional:

If the activity is deliberate,
If it is carried out by a person who has the necessary knowledge to implement it,
If pedagogical activity is purposeful.

To carry out pedagogical activities, a teacher must have: knowledge, skills, abilities, personal qualities, experience, education, motivation, i.e. have pprofessional competence– this is an integral characteristic that determines the teacher’s ability to solve professional problems and typical professional tasks that arise in real situations of professional pedagogical activity.

Tasks of pedagogical competence: seeing the child in the pedagogical process, designing and organizing the pedagogical process, creating a developmental environment, designing and implementing professional self-education.

The structure of a teacher’s professional competence includes three types of competence:

key (necessary for any professional activity),
basic (reflect the specifics of a certain professional activity),
special (reflect the specifics of a specific area of professional activity). Acquiring competence means mastering all its types.

Like any type of activity, the activity of a teacher has its own structure:

motivation,
pedagogical goals and objectives(a task in an activity represents a goal in certain conditions - the goals of society, goals in the education system, goals of the school),

subject of pedagogical activity(organization of educational activities),
pedagogical means(knowledge – scientific, technical, computer,..),
ways to solve problems(explanation, demonstration, collaboration),
product (individual experience formed by the student) and result
pedagogical activity(child development: his personal improvement; intellectual improvement; his formation as an individual, as a subject of educational activity).

All structural components of professional competence are aimed at the practical activities of the teacher preschool education in the form of skills to resolve specific pedagogical situations.

Pedagogical goal setting- the teacher’s need to plan his work, readiness to change tasks depending on the pedagogical situation.

The sources of goal setting are: the pedagogical request of society; child; teacher

Goal setting in pedagogy includes three main components:

1) justification and setting of goals;

2) determining ways to achieve them;

3) forecasting the expected result.

The following factors influence the development of educational goals:

The needs of children, parents, teachers, educational institutions, social environment, society as a whole;

Socio-economic conditions and conditions of the educational institution;

Features of the student body, individual and age characteristics students.

Pedagogical goal setting includes the following stages:

1) diagnostics of the educational process, analysis of the results of previous activities;

2) modeling by the teacher of educational goals and objectives;

3) organization of collective goal setting;

4) clarifying goals and objectives, making adjustments, drawing up a program of pedagogical actions.

In pedagogy, goal setting is characterized as a three-component education, which includes:

a) justification and setting of goals;

b) determining ways to achieve them;

c) designing the expected result.

Goal setting inpedagogy – a conscious process of identifying and setting goals and objectives of pedagogical activity.

Pedagogical activity is joint, not individual. It is joint because In the pedagogical process there are always two active parties: the teacher and the child. And pedagogical activity is built according to the laws of communication. In pedagogical activity, communication acquires a functional and professionally significant character; it serves as a tool for influencing the student’s personality.Pedagogical communication- an integral system (techniques and skills) of socio-psychological interaction between the teacher and students, containing the exchange of information, educational influences and the organization of relationships using communicative means.

The effectiveness of pedagogical communication depends on the teacher’s ability to take into account the age and individual characteristics of children. I.A. Zazyun identifies a number of techniques that should be used by teachers when communicating with students:

Showing attention and respect;

Pedagogical tact;

Interest;

Kindness;

Care;

Support;

Positive attitude.

In the process of interaction with children, the teacher uses both direct and indirect influences. Usually underdirect impacts are understood, which are directly addressed to the pupil, one way or another, relate to his behavior, relationships (explanation, demonstration, instruction, approval, censure, etc.). Indirect influences are considered to be influences through other persons, through the appropriate organization of joint activities, etc. The most effective in working with preschool children are indirect influences, primarily influences through play and playful communication. By entering into playful communication, the teacher gets the opportunity to manage children’s activities, their development, regulate relationships, and resolve conflicts in an economical way, without unnecessary pressure or moralizing. Properly organized pedagogical communication creates the most favorable conditions for the development of children's creative activity

Modern society confronts teachers with the task of raising a highly educated and well-mannered young man. Formationculture of behavior- one of the urgent and complex problems that must be solved by everyone involved in children.

A culture of behavior helps a person communicate with others, provides him with emotional well-being and comfortable empathy. Being cultured and 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.For a teacher, culture of behavior is one of mandatory elements his professional culture. In addition to the fact that good manners and culture are an indicator of a teacher’s personal culture, it is also his responsibility - in the process of educational work, he must pass on the acquired knowledge and skills to his students.

One of the aspects of pedagogical culture is the spiritual culture of the teacher. A teacher is, first of all, a person who is professionally significant to the extent that he is involved in the spiritual values developed by humanity, and in which he is able to introduce other people to these values.

The value system adopted by the teacher determines his personal and professional position and is manifested in ethical and psychologicalinstallations. Among them, the most important are the following:

attitude towards students:an orientation toward understanding, empathy, relative independence and independence of students, toward identifying the creative potential of each student;

attitude towards organizing collective activities:a commitment to the development of democratic self-government, to collective creativity, to the creation of common affairs not only within the walls of an educational institution, but also outside it, including at home, to observe the traditions and norms of collective life;

teacher's attitude towards himself:attitude towards interest in successful educational work, orientation on professional and personal growth and self-analysis.

So: pedagogical culture is a number of qualities and skills that a teacher must have in order to successfully conduct his teaching activities. A teacher must constantly improve and work on himself, constantly improve his culture.Pedagogical culture is the basis of pedagogical excellence. A teacher is a person of high culture, its bearer; he educates and creates the culture of the next generation. A child, when communicating with a teacher-master, does not notice that he is being raised and taught: he just wants to meet again and again with an interesting, kind and wise person - the Teacher.

Thus, pedagogical creativity- this is the process of self-realization of individual, psychological, intellectual strengths and abilities of the teacher’s personality.

Due to the nature of their professional activities, a vocational school teacher combines scientific and pedagogical creativity.

Criteria for the formation of professional and pedagogical culture

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 the creative development and creation of pedagogical values, technologies in 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. He defined the goals and objectives of pedagogical activity in general terms. 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.

Adaptive level professional pedagogical culture is characterized unstable attitude of the teacher to pedagogical reality. He defined the goals and objectives of pedagogical activity in general terms. The teacher is indifferent to psychological and pedagogical knowledge, there is no system of knowledge and there is no readiness to use it in specific pedagogical situations. Professional and pedagogical activities are built according to a previously worked out scheme without using 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 assumes tendency towards a stable value attitude towards pedagogical reality: p the edagogue rates it more highly the role of psychological and pedagogical knowledge, exhibits the desire to establish subject-subject relationships between participants in the pedagogical process, it is inherent 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.

Creative activity is limited to productive activity, but elements of searching for new 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 greater focus, stability of paths and methods of professional activity. At this level of professional and pedagogical culture, changes occur in the structure of the technological component; are skills to solve evaluation-informational and correctional-regulatory problems. The activities of teachers are associated with constant search; They highlight new technologies of training and education, 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. Positive emotional orientation of the teacher’s activity stimulates sustainable transformative, actively creative and self-creative activity of the individual. Analytical and reflective skills are of paramount importance. Technological readiness is at a high level, and all components of technological readiness are closely correlated. Pedagogical improvisation, pedagogical intuition, imagination in the activities of a teacher occupy an important place and contribute to solving pedagogical problems. The personality structure harmoniously combines scientific and pedagogical interests and needs. Teachers are interested in various ways to improve teaching 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.

Conclusion: There are 3 levels of formation of professional pedagogical culture: The adaptive level is characterized by the teacher’s unstable attitude to pedagogical reality. The heuristic level of manifestation of professional pedagogical culture is characterized by greater focus and stability of the paths and methods of professional activity. The creative level is 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.

Conclusions for Chapter 1.

The bearers of professional pedagogical culture are people called upon to carry out pedagogical work.

V. A. Slastenin identifies the following components of professional pedagogical culture.

Technological component. The technological component of professional pedagogical culture includes the methods and techniques of a teacher’s pedagogical activity.

Personal and creative component. The personal and creative component of professional pedagogical culture reveals the mechanism of mastering it and its implementation as a creative act.

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

Introduction 3

Chapter 1. Theoretical foundations for studying the problem of developing a teacher’s professional and pedagogical culture in the works of domestic and foreign scientists 6

1.1. The essence of the concept of professional pedagogical culture in pedagogical literature 6

1.2. Components of a teacher’s professional and pedagogical culture 13

1.3. Criteria for the formation of professional pedagogical culture of a teacher in professional educational institution 20

Conclusions on the first chapter 26

Chapter 2. Experimental work on the practical study of the development of professional and pedagogical culture of a teacher in a vocational educational institution 27

2.1. Goals, objectives, research methods 27

2.2. Analysis of research results 29

Conclusions on the second chapter 45

Conclusion 46

References 49

Applications 53

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Introduction

IN modern conditions The competitive resource of a teacher’s activity is not so much special knowledge, possession of information, mastered technologies of teaching and upbringing, but a general and professional pedagogical culture that ensures personal development, going beyond normative activities, and the ability to create and transmit values. The professional and pedagogical culture of a teacher is a universal characteristic of pedagogical reality, that part of universal human culture in which the spiritual and material values of education and upbringing are most fully imprinted, as well as the methods of creative pedagogical activity necessary to serve the historical process of generational change and the socialization of the individual.

High pedagogical culture is considered as a fundamental characteristic of a teacher’s personality, activities and pedagogical communication. It is realized as a dynamic system of pedagogical values, creative methods of teaching activity and personal achievements of the teacher in creating models of pedagogical practice from the position of a person of culture. In this regard, it is necessary to identify and improve the level of pedagogical culture of the teacher.

The concept of pedagogical culture includes such components as pedagogical skill (N.M. Benin, N.V. Kuzmina); pedagogical knowledge (M.T. Gromkova, V.M. Galuzinsky); pedagogical skills (O.Z. Krasnova, V.A. Mizherikov); personal qualities of a teacher (S.V. Zakharov, M.N. Skatkin); pedagogical creativity (T.F. Belousova, I.F. Isaev); pedagogical experience (L.M. Gerasimov, M.G. Reznichenko) and other components.

The development of all components of individual pedagogical culture significantly influences the professional behavior of the teacher, gives him integrity, his own pedagogical style, and individual style. Observations show that the most effective factor and incentive for increasing the level of pedagogical culture is the teacher’s involvement in pedagogical creativity, innovative activity, exploratory search.

The relevance of the problem of forming a professional pedagogical culture of a teacher is determined by the entry of domestic education into the world cultural and educational space, and, therefore, poses before teachers the problem of solving social and pedagogical problems, taking into account global trends and patterns of development of general and professional education. Meanwhile, the discussion of the state of prospects for the development of Russian education does not fundamentally affect the problem of forming a professional pedagogical culture. The lack of development of the foundations for the study of professional pedagogical culture, the lack of a complete, holistic theory of its formation hinders the development of the cultural creative functions of the pedagogical activities of teachers and lecturers. The relevance of solving this problem justifies the choice of the topic of the course work: “Development of the professional and pedagogical culture of the teacher”

Research objectives:

The methodological basis of the study consists of: provisions that reveal issues of methodology of pedagogical science (F.F. Korolev, N.V. Kuzmina 13, V.V. Kraevsky, V.S. Ilyin 11 and others); theory of pedagogical activity (Yu.K. Babansky 2, V.A. Slastenin 28, I.F. Isaev 10, E.N. Shiyanov 21 and others); research devoted to the formation of a teacher’s pedagogical culture (E.V. Bondarevskaya 4; 5, A.A. Rean and others)

Chapter 1. Theoretical foundations for studying the problem of developing a teacher’s professional and pedagogical culture in the works of domestic and foreign scientists

1.1. The essence of the concept of professional pedagogical culture in pedagogical literature

Before defining the essence of professional pedagogical culture, it is necessary to consider such concepts as “culture”, “professional culture” and “pedagogical culture”.

In scientific philosophical, cultural, pedagogical literature (both domestic and foreign) there is no shortage of different approaches to a cultural phenomenon. Domestic cultural studies traditionally distinguishes three such approaches to the concept of “culture” - axiological, ethnosociological and spiritual.

The axiological concept considers culture as a set of material and spiritual values accumulated by people. Its supporters see in any element of culture not so much the object itself as its meaning for a person, which this object has beyond the boundaries of its natural existence. Culture is thus viewed as an objective world filled with values that are significant to humans. (G.G. Karpov, A.A. Zvarykin, G.P. Frantsev, etc.) 3.

The ethnosociological concept views culture as a human creation, as opposed to what is generated by nature. This is a world created from beginning to end by man himself. Representatives of this concept are N.S. Zlobin and V.M. Mezhuev put the historically active creative activity of man and, consequently, the development of man himself as a subject of activity into the basis for understanding culture. The development of culture with this approach coincides with the development of personality in any area of social life 10.

The spiritual concept limits culture exclusively to the sphere of spiritual life of society. This position is clearly formulated by M.P. Kim, for whom the content of cultural life lies “in the production and consumption of spiritual values, in the process of which the person himself changes and improves as a subject and as an object of culture” 10, 2.

As part of our work, we will rely on the concept of culture given by I.F. Isaev - “culture represents normative requirements for any human activity, and therefore there are as many types of culture as there are types of culture itself.” human activity. The complication and differentiation of this activity lead to the development and differentiation of culture, the identification of new independent elements and subsystems in it” 10, 5.

In Russian cultural studies there are still no uniform generally accepted principles for dividing culture according to its types. These principles are still vague and uncertain, which makes possible multiple variants of the named classification. Some scientists distinguish types of culture according to types of human activity.

Those researchers who divide culture into spheres of human activity have no less grounds. In this case, the culture of the family and the culture of the production team, the culture of the city and the culture of the village, etc. are studied.

Likewise, it is legitimate to distinguish types of culture according to certain professional communities. In the literature, especially of a specifically sociological nature, one often encounters studies of culture, cultural level and cultural activities pupils and students, doctors and teachers, engineers and technicians 3.

The identification of professional culture as an attributive property of a certain professional group of people is the result of the division of labor, which caused the isolation of certain types of special activities. A profession as an established socio-cultural phenomenon has a complex structure, including the subject, means and result of professional activity: goals, values, norms, methods and techniques, samples and ideals. In progress historical development Professions are also changing. Some of them acquire new sociocultural forms, others change slightly, others completely disappear or undergo significant changes 28.

In the pedagogical and sociological literature there is no unity in the interpretation of the concept of “professional culture”. Some authors use it when considering the mechanism of personality socialization 3; 7; 10, others contrast it with the concept of “common culture” 13; 15, others, on the contrary, see it as part of the general culture of the individual 19; 27.

General culture includes that ethical, general educational, religious and other knowledge that every member of society should possess and be guided in their activities, regardless of their professional affiliation. Since every person, to one degree or another, participates in the process of education, such knowledge also includes some fundamental postulates of pedagogy, which are part of the general culture of the individual.

Thus, professional culture consists of that complex of knowledge, skills and abilities, the possession of which makes a specialist of each specific type of work a master of his craft 3.

A high level of professional culture is characterized by a developed ability to solve professional problems, i.e. developed professional thinking. However, developed professional thinking can turn into its opposite when it absorbs other manifestations of personality, violating its integrity and comprehensiveness. Reflecting the contradictory, dialectical nature of human activity, professional culture is a certain degree of mastery by members of a professional group of techniques and methods for solving special professional problems.

Since a comprehensive study of the phenomenon of professional culture is not the subject of our research, in the future we will use it in the interpretation of I.M. Model. Researcher of professional culture I.M. The model defined it “as a category that characterizes the degree of mastery by a professional group of a specific type of labor activity in any field social production. In this capacity, professional culture serves as a measure and method for the formation and implementation of the social forces of the subject of activity” 3, 114. Obviously, professional culture is based on the essential characteristics of a particular profession.

The concept of “pedagogical culture” has long been included in the practice of pedagogical activity, a holistic theoretical study which became possible relatively recently. In connection with the analysis of the characteristics of pedagogical activity, the study of pedagogical abilities, the pedagogical skills of the teacher, this problem is reflected in the works of S. I. Arkhangelsky, A. V. Barabanshchikov, E. V. Bondarevskaya, Z. N. V. Kuzmina, N. N. .Tarasevich, G.I.Khozyainova and others 6; 13; 21.

With the beginning of the active development of the culturological direction in philosophy, sociology, pedagogy and psychology, research has been carried out on certain aspects of pedagogical culture: issues of methodological, moral-aesthetic, communicative, technological, spiritual, physical culture of the teacher’s personality are studied. In these studies, pedagogical culture is considered as an important part of the general culture of the teacher, manifested in the system of professional qualities and the specifics of teaching activity 21.

Culture is the mastered and embodied experience of human life. Experience is a fixed unity of knowledge and skills, which has grown into a model of action in any situation; a program adopted as a model for solving all kinds of problems that arise. Education as a system is social institution targeted and targeted transfer of such experience.

Based on the above, we can give the following definition of pedagogical culture: pedagogical culture is an integrative characteristic of the pedagogical process, including the unity of both the direct activities of people in transmitting accumulated social experience, and the results of this activity, enshrined in the form of knowledge, skills, and specific institutions of such transmission from one generation to another 3.

In addition, pedagogical culture is also a professional culture that relates to specialist educators. The circle of these people is not small, and defining its boundaries is by no means easy. It is clear that its core consists of professional teachers serving preschool institutions, secondary, secondary special and higher schools. These can rightfully include professional teachers working both at the level of out-of-school institutions and at the level of family tutors, resurgent tutors, home-based music teachers, etc. These include professionals working at the level of specific educational institutions, mentors in Sunday church schools, educators in dormitories, and employees of correctional labor institutions.

The professional and pedagogical culture of a teacher is part of pedagogical culture as a social phenomenon. The carriers of pedagogical culture are people engaged in teaching practice, both at 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 the professional level 5.

To understand the essence of professional pedagogical culture, it is necessary to keep in mind the following provisions that reveal the connection between general and professional culture and its specific features:

 professional pedagogical culture is a universal characteristic of pedagogical reality, manifested in different forms of existence;

 professional pedagogical culture is an interiorized general culture and performs the function of specific projection of general culture into the sphere of pedagogical activity;

 professional pedagogical culture is a systemic education that includes a number of structural and functional components, has its own organization, selectively interacts with the environment and has an integrative property of the whole, not reducible to the properties of individual parts;

 the unit of analysis of professional pedagogical culture is pedagogical activity that is creative in nature;

 features of the implementation and formation of a teacher’s professional and pedagogical culture are determined by individual creative, psychophysiological and age characteristics, the established social and pedagogical experience of the individual 21.

Thus, professional pedagogical culture is a measure and method of creative self-realization of a teacher’s personality in various types of pedagogical activities and communication aimed at mastering, creating and transmitting pedagogical values and technologies. Professional pedagogical culture appears as a general characteristic of various types of teacher activities and pedagogical communication, revealing and ensuring the development of needs, interests, value orientations, and individual abilities regarding pedagogical activity and pedagogical communication. Professional pedagogical culture is a concept of a higher level of abstraction, concretized in the concepts of “culture of teaching activity”, “culture of pedagogical communication” and “culture of the teacher’s personality”.

1.2. Components of a teacher’s professional and pedagogical culture

Discussed in paragraph 1.1. the essence of the concept of “professional pedagogical culture” allows us to identify the following structural components of professional pedagogical culture: axiological, technological, personal and creative.

Axiological component of professional pedagogical culture

This component of professional pedagogical culture is formed by a set of pedagogical values created by humanity and uniquely included in the holistic pedagogical process at the present stage of development of education. In the process of pedagogical activity, teachers master ideas and concepts, acquire knowledge and skills that make up the humanistic technology of pedagogical activity, and, depending on the degree of their application in real life, evaluate them as more significant. Knowledge, ideas, concepts that are currently of great importance for society and a particular pedagogical system act as pedagogical values.

The level of subjectification of pedagogical values is an indicator of the personal and professional development of the teacher, his pedagogical culture as the degree of realization of the ideal value, transformation of the potential (ought) into the actual (existent).

In this regard, the statement of S. L. Rubinstein is true that “a value attitude remains a way of reflecting reality in a person’s consciousness” 5, 11.

Pedagogical values, being the condition and result of the corresponding activity, have different levels of existence: individual-personal, professional-group, social-pedagogical:

- socio-pedagogical values reflect the nature and content of values functioning in various social systems, manifesting themselves in the public consciousness in the form of morality, religion, and philosophy. This is a set of ideas, norms and rules that regulate the activities of society in the field of education.

 group pedagogical values are a set of ideas, concepts, norms that regulate and guide pedagogical activities within certain educational institutions.

 personal and pedagogical values are complex socio-psychological formations that reflect the goals, motives, ideals, attitudes and other ideological characteristics of the teacher’s personality, which make up the system of his value orientations 21.

Thus, the teacher becomes a master of his craft, a professional as he masters and develops teaching activities, recognizing pedagogical values.

Technological component

professional and pedagogical culture

The technological component of professional pedagogical culture includes the methods and techniques of a teacher’s pedagogical activity. The values and achievements of pedagogical culture are mastered and created by the individual in the process of activity, which confirms the fact of the inextricable connection between culture and activity. The humanistic orientation of pedagogical activity makes it possible to explore the mechanism of satisfying the diverse spiritual needs of the individual. In particular, how the needs for communication, receiving new information, in the transfer of accumulated individual experience, i.e. everything that underlies the holistic educational process.

Pedagogical activity is technological in nature. In this regard, an operational analysis of pedagogical activity is required, allowing it to be considered as a solution to diverse pedagogical problems. Among them we include a set of analytical-reflective, constructive-prognostic, organizational-activity, evaluation-informational, correctional-regulatory tasks, the techniques and methods of solving which constitute the technology of the teacher’s professional pedagogical culture.

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 and reproduction, development of pedagogical reality 5; 21; 28.

Personal and creative component of professional and pedagogical culture

The personal and creative component of professional pedagogical culture reveals the mechanism of mastering it and its implementation as a creative act. The process of teacher appropriation of developed pedagogical values occurs at the personal and creative level.

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. It is in pedagogical activity that the contradictions of the creative self-realization of the individual are discovered and resolved, the cardinal contradiction between the pedagogical experience accumulated by society and the specific forms of its individual creative appropriation and development, the contradiction between the level of development of the strengths and abilities of the individual and self-denial, overcoming this development, etc. Thus, Pedagogical creativity is a type of human activity, the universal characteristic of which is pedagogical culture.

Pedagogical creativity requires the teacher to have adequate needs, special abilities, individual freedom, independence and responsibility.

The creative nature of pedagogical activity determines a special style of mental activity of the 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. A special place in it is occupied by the developed need to create, which is embodied in specific abilities and their manifestation. One of these abilities is the integrative and highly differentiated ability to think pedagogically. The ability for pedagogical thinking, which is divergent in nature and content, provides the teacher with an active transformation of pedagogical information, going beyond the boundaries of the time parameters of pedagogical reality 36.

The effectiveness of a teacher’s professional activity depends not only and not so much on knowledge and skills, but on the ability to use information given in a pedagogical situation in various ways and at a fast pace. Developed intelligence allows a teacher to learn not just isolated pedagogical facts and phenomena, but pedagogical ideas, theories of teaching and educating students. Reflexivity, humanism, focus on the future and a clear understanding of the means necessary for professional improvement and development of the student’s personality are characteristic properties of the teacher’s intellectual competence. Developed pedagogical thinking, which provides a deep semantic understanding of pedagogical information, refracts knowledge and methods of activity through the prism of one’s own individual professional and pedagogical experience and helps to gain personal meaning of professional activity.

Pedagogical creativity has a number of features (V.I. Zagvyazinsky, N.D. Nikandrov 28):

- it is more regulated in time and space. The stages of the creative process (the emergence of a pedagogical idea, the development, implementation of meaning, etc.) are rigidly interconnected in time and require an operational transition from one stage to another;

 the teacher is limited in time by the number of hours allocated to studying a specific topic, section, etc. During the training session, expected and not expected problem situations arise that require a qualified solution, the quality of which, the choice of the best solution option may be limited due to this feature, due to psychological specifics of solving pedagogical problems;

- delay in the results of the teacher’s creative searches. The results of a teacher’s activities are embodied in the knowledge, abilities, skills, forms of activity and behavior of students and are assessed very partially and relatively. Developed analytical, predictive, reflective and other abilities of a teacher allow, on the basis of partial results, to foresee and predict the result of his professional and pedagogical activities;

 co-creation of the teacher with students and colleagues in the pedagogical process, based on the unity of purpose in professional activity. The atmosphere of creative exploration in teaching and student teams is a powerful stimulating factor. A teacher, as a specialist in a certain field of knowledge, during the educational process demonstrates to his students a creative attitude towards professional activity;

 dependence of the manifestation of a teacher’s creative pedagogical potential on the methodological and technical equipment of the educational process. Standard and non-standard educational and research equipment, technical support, methodological preparedness of the teacher and psychological readiness of students for joint search characterize the specifics of pedagogical creativity;

 the teacher’s ability to manage personal emotional and psychological state and cause adequate behavior in students’ activities. The ability of a teacher to organize communication with students as a creative process, as a dialogue, without suppressing their initiative and ingenuity, creating conditions for full creative self-expression and self-realization. Pedagogical creativity, as a rule, is carried out in conditions of openness and publicity of activity; the reaction of the class can stimulate the teacher to improvise and be more relaxed, but it can also suppress and restrain creative search 28.

Thus, the identified components of professional pedagogical culture allow us to more fully understand its essence and features.

1.3. Criteria for the formation of the professional pedagogical culture of a teacher in a vocational educational institution

Education, especially vocational education, is considered as the main, leading factor of social and economic progress. The reason for such attention lies in the understanding that the most important value and main capital of modern society is a person capable of searching for and mastering new knowledge and making non-standard decisions.

Vocational education is socially and pedagogically organized process labor socialization of the individual, providing orientation and adaptation in the world of professions, mastery of a specific specialty and level of qualifications, continuous growth of competence, skill and development of abilities in various fields of human activity. Vocational education creates conditions for professional formation, development and self-realization of the individual and contributes to the achievement of humanistic and democratic goals of society. Professional education is carried out in the process of bilateral activity of the teacher and students.

The general culture of the teacher, as a rule, turns out to be a decisive factor in the assessment of the teacher by a group of students. Students cannot always adequately assess the level of knowledge of the teacher in the subject, but the level of his general culture is determined by them almost unmistakably and forms an appropriate response attitude. Students usually forgive the teacher for ignorance of a particular particular issue on the subject. The low level of personal culture of a teacher is not forgiven.

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

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

The adaptive level of professional pedagogical culture is characterized by the teacher’s unstable attitude to pedagogical reality. He defined the goals and objectives of pedagogical activity in general terms. 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.

The heuristic level of manifestation of professional pedagogical culture is characterized by greater focus and stability of the paths and methods of 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.

The creative level is 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 various ways to improve teaching 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.

It is obvious that the pedagogical culture of a teacher presupposes the presence of the following groups of professionally significant personality qualities: personality orientation (the presence of beliefs, social activity, citizenship; professional and moral qualities (humanism, collectivism, justice, goodwill, honesty, sincerity, exactingness, love and respect for students , integrity, intelligence, objectivity); attitude towards teaching work (conscientiousness, responsibility, ability for dedication in pedagogical work, passion and satisfaction with one’s own teaching activities, treating it as the main meaning of one’s life); interests and spiritual needs (cognitive activity, breadth and depth of thinking, aesthetic culture, versatility of interests and spiritual needs, having a favorite creative activity, culture appearance, speeches).

Based on this, we can identify the main criteria for the formation of a culture of professional and pedagogical activity among teachers of a vocational educational institution:

 the presence of socially and personally significant motives for choosing a teacher’s activity and a pedagogical ideal (responsibility for the fate of the student, understanding of the social role and one’s teaching functions, self-development and self-realization in teaching);

 goals aimed at the formation of a holistic personality of the student, focused on culturally consistent norms and patterns of activity, guided in life by humane values;

 knowledge of the age-related psychological characteristics of students;

- the ability to be an activist and bearer of moral relations;

 the ability to “pedagogically” design a person of the future;

- knowledge and possession of socially significant values. the ability to lead the student to the acceptance of these socially significant values (to cultivate a positive attitude towards compliance with social norms of life, an active attitude towards solving social and political problems, responsibility for the fate of the fatherland, preserving life, the health of the planet, etc.);

- the ability to self-design one’s own life activities and transfer these skills to the student;

- the ability to evaluate oneself, apply these skills to evaluate a student and teach him these techniques;

- knowledge about the construction and restructuring of activities. The ability to develop in the student the ability to restructure activities, the ability to correlate the latter with changes in the student himself;

- knowledge about the means and methods of pedagogical influence. Knowledge of the mechanisms for launching socially motivated activities. The ability to “launch” the mechanism of socially motivated activity in the student (what he wanted to do, showed interest, desire, etc., felt in a specific type of activity that knowledge is a mechanism for error-free action, etc.).

Thus, the main goal of professional training of specialists in an educational institution is the education of an individual in the full sense of the word, who has the means of knowing himself and the world around him, and is capable of full professional and personal self-realization. Among Russian students, there is an increasing awareness of their own responsibility for designing their educational trajectory, and increased demands on the quality of the education they receive as the basis for further self-realization and ensuring a decent standard of living.

Students of vocational educational institutions are not content with only formal channels for acquiring knowledge and skills. Students highly value informal cooperation with the teacher, which contributes to a more complete disclosure of the potential capabilities of young people, the active development of social experience, and full-fledged professional development. It is through such cooperation that the relationship between professionalization, self-realization and socialization of a young person is realized.

Today, a university teacher cannot be just a lecturer laying out the basics scientific knowledge. He must have professional skills and creative intuition, focus on the requirements of the rapidly changing natural and social world, and use ways of interacting with students that are appropriate to the spirit of the times.

Conclusions on the first chapter

Based on a theoretical analysis of pedagogical literature on the research problem, the following conclusions can be drawn:

 Professional pedagogical culture is a measure and method of creative self-realization of a teacher’s personality in various types of pedagogical activities and communication aimed at mastering, creating and transmitting pedagogical values and technologies. Taking into account these grounds made it possible to identify the following structural components of professional pedagogical culture: axiological, technological, personal and creative

 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 the creative development and creation of pedagogical values, technologies in the professional and creative self-realization of the teacher’s personality.

Chapter 2. Experimental work on the practical study of the development of professional and pedagogical culture of a teacher in a vocational educational institution

2.1. Goals, objectives, research methods

In the first chapter of this work, we examined the theoretical aspects of the problem of developing the professional pedagogical culture of a teacher. Theoretical analysis of the problem allowed us to put forward the assumption that if we examine the level of development of professional pedagogical culture, then it will be possible to select recommendations for its development.

Based on this assumption, the purpose of the study was put forward: to study the level of development of the teacher’s professional and pedagogical culture and, on this basis, to select recommendations for its further development.

Research objectives:

1. conduct a study of the level of development of professional and pedagogical culture of teachers of a vocational educational institution;

Research methods: survey, conversation, method of summarizing the results.

Characteristics of the research sample: for the study we selected teachers from vocational school No. 49 and a group of 2nd year students. The number of teachers studied was 12. The age of teachers was from 33 to 45 years. The number of students studied is 12 people, age 16 – 17 years.

In order to diagnose the level of development of teachers’ professional and pedagogical culture, we used the following methods (Table 1):

Test card by A.K. Markova.

"Teacher's pedagogical culture"

Self-assessment of the maturity of the components of a teacher’s professional and pedagogical culture

Annex 1

Questionnaire “Teacher – student”

E.V. Bondarevskaya

Studying the gnostic, emotional and behavioral components of the pedagogical culture of teachers from the point of view of students

Appendix 2

2.2. Analysis of research results

To solve the first task of our research, we needed to determine the level of development of the professional and pedagogical culture of teachers on the basis of PU No. 49. To do this, we used the test card of A.K. Markova. As a result, the following results were obtained (Table 2):

table 2

Self-assessment results using A.K.’s test card. Markova

No. of teacher according to score received

Total score Conclusion

Ped. communication

Teacher's personality

1. 30 27 30 87 average

2. 28 22 28 78 average

3. 13 17 13 43 low

4. 24 20 20 64 average

5. 46 24 27 97 average

6. 36 31 34 101 high

7. 25 19 29 73 average

8. 27 33 26 86 average

9. 18 15 13 46 low

10. 41 39 28 108 high

11. 34 18 24 76 average

12. 17 16 14 47 low

Thus, with a high level of development of professional pedagogical culture - 2 teachers, with an average level - 7 teachers and with a low level - 3 teachers (Table 2). At the same time, teachers give themselves the highest scores for the “teaching activity” indicator, therefore, they rate this indicator as the leading one.

The “Personal qualities” indicator received the lowest scores, i.e. it is rated by teachers as least necessary for professional activities.

Having analyzed Table 2, we will present the results obtained as percentages by level graphically (Fig. 1).

Figure 1 – Percentage ratio of levels of development of professional and pedagogical culture (self-assessment)

Analysis of Figure 1 allows us to give a detailed description of each identified level of development of the professional and pedagogical culture of the teachers under study:

A high level of professional pedagogical culture - 16.7% (2 teachers) - is characterized by the ability for professional self-analysis, the ability to solve educational, educational and developmental tasks in the educational process in a complex, mastery of variable methods and deep, versatile knowledge of the subjects taught, the ability to scientifically substantiate one’s own pedagogical system.

Teachers in this group are distinguished by their ability to use the age and individual characteristics of students in communication, a humanistic pedagogical position, the ability to perform a psychodiagnostic function in the educational process, and are engaged in special planning of communicative tasks and creating an environment of trust and psychological safety in the classroom.

Personally, teachers are distinguished by a stable, clearly expressed professional and pedagogical orientation, a positive “I-concept”, a high level of creativity, and a culture of professional behavior.

The average level of professional pedagogical culture is 58.3% (7 teachers). Teachers in this group can develop and scientifically substantiate their own pedagogical system, but work according to a standard curriculum and standard methodological developments.

They have a sufficient amount of knowledge on the academic subjects taught, they can analyze, generalize and compare their teaching experience with the experience of colleagues and teachers - innovators, but they rarely resort to professional self-analysis and do not have their own pedagogical system. When interacting with students, they do not always take into account the value of each student’s personality. They have the necessary skills to diagnose the mental development of students, but rarely use knowledge of the age and individual characteristics of children in teaching and upbringing.

They know how to manage their negative mental states, but they can be anxious and unsure of themselves. They are distinguished by an average level of culture of professional behavior and psychological and pedagogical competence.

Low level of professional and pedagogical culture – 25% (3 teachers). Teachers in this group are not capable of professional self-analysis and abandon it under various pretexts. In the educational process, mainly teaching and educational tasks are set and implemented. They are focused on pedagogical activity and see themselves only in the social role of a teacher. They have limited knowledge of the subject being taught, work according to a template, using monotonous methodological solutions in teaching, and work according to standard methodological developments.

When communicating with students and colleagues, they are dominant, tough, and constantly emphasize their authority, therefore causing mental tension in students and creating an atmosphere of psychological danger in the lesson. More often they are suspicious of themselves, insecure, anxious, and they infect their students with these mental states.

They are distinguished by a low level of culture of professional behavior and psychological and pedagogical competence. They do not know and do not know how to study the individual and age characteristics of students. They are afraid of contacts with the parents of their students and with the heads of the institution. This group needs psychological counseling and psychotherapeutic assistance.

To do this, we used E.V.’s questionnaire. Bondarevskaya, presented in paragraph 2.1. As a result, we obtained the following data (Table 3)

Table 3

The results of a survey of students using the methodology of E.V. Bondarevskaya

Student no.

by p/p Point received

Total score Conclusion

by level of professional and pedagogical culture

Gnostic component

Emotional component

Behavioral

cue component

1. 8 6 6 20 high

2. 7 5 5 17 average

3. 4 4 4 12 low

4. 8 6 6 20 high

5. 4 3 3 10 low

6. 6 7 4 17 average

7. 5 3 3 11 low

8. 4 4 5 13 average

9. 4 5 5 14 average

10. 6 7 4 17 average

11. 6 7 3 16 average

12. 4 4 4 12 low

Thus, according to students, 2 teachers have a high level of professional and pedagogical culture, 6 have an average level, and 4 have a low level.

Teachers received the lowest ratings from students for the emotional and behavioral components, which indicates that they were least pronounced among teachers (Table 3).

At the same time, to the question: “What component do you think should prevail in the teacher with whom you interact?” 75% of students noted behavioral and emotional ones.

For clarity, let us present the results of the student survey graphically (Fig. 2)

Figure 2 – Results of student surveys in percentage

Figure 2 shows that 16.7% of teachers have a high level of development of professional pedagogical culture, 50% have an average level, and 33.3% have a low level of development.

Let’s compare teachers’ self-assessment of the level of their professional culture and students’ assessment of their teachers (Fig. 3):

Figure 3 - Comparison of study results

Figure 3 shows that the percentage of teachers with a low level of development of professional pedagogical culture is greater, according to students, than according to teachers’ self-assessment.

Thus, we can draw a general conclusion from the study:

1. Among the studied group of teachers, the average level of professional pedagogical culture prevails, both in the opinion of the teachers themselves and in the opinion of students (58.3% according to self-assessment of teachers and 50% according to student assessment).

2. Among teachers, the most important component in professional activity is such a component as “pedagogical educational activity,” which is expressed in the ability to solve educational, educational and developmental problems in the educational process in a complex, mastery of teaching methods, and versatile knowledge of the subjects taught.

3. Students put in first place such components of professional pedagogical culture as emotional and behavioral, i.e. personal qualities of teachers.

Pedagogical activity is that type of activity, the result of which is influenced by the nature of the relationship between its participants. The successful solution of complex and responsible tasks of teaching and educating students depends to a decisive extent on the personality of the teacher, his moral position, professional skill, erudition and culture. The personal component of professional culture requires a sufficient degree of activity from the teacher, the ability to manage and regulate his behavior in accordance with emerging or specially set pedagogical tasks. Self-regulation as a volitional manifestation of personality reveals the nature and mechanism of such professional personality traits of a teacher as initiative, independence, responsibility, etc.

According to the results of our research (clause 2.2.), it is the personal component of the professional and pedagogical culture of teachers that needs to be formed and developed. But this problem cannot be solved by carrying out separate, disparate activities; therefore, a system of psychological and pedagogical means aimed at solving it is needed.

As a result of a theoretical analysis of the literature in the first chapter of this work, we have selected an approximate methodological program for a practical course for teachers, aimed at improving professional pedagogical culture in two main areas: pedagogical communication, personal development of the teacher

The purpose of the practical course is to help improve the professional and pedagogical culture of teachers.

Course objectives:

1. introduce teachers to the concept of professional pedagogical culture and its significance for the development of the personality and professional activity of a teacher;

2. study the components of professional pedagogical culture, consider the main directions and forms of development of professional pedagogical culture of two aspects of a teacher’s work: pedagogical communication, personal development of the teacher;

3. train teachers in techniques for improving professional pedagogical culture;

Program functions:

 The educational function consists of introducing teachers to the phenomenon of professional pedagogical culture from two sides of pedagogical work: pedagogical communication, personal development.

 The developmental function is to develop teachers’ motives and practical techniques for improving their professional pedagogical culture.

 The corrective function of the program is to correct defects in the professional and pedagogical culture of the teacher.

The program is implemented in two stages:

At the first (preparatory) stage:

 creating a positive attitude towards the perception and awareness of information about the professional and pedagogical culture of the teacher;

 formation of internal motivation to improve the professional and pedagogical culture of the teacher

At the second (main) stage, classes are conducted in correction groups on the main problems: the culture of pedagogical communication, the personal development of the teacher (Appendix 3, 4).

The structure of each correctional lesson includes the following parts:

 theoretical (informational and cognitive part of classes);

 practical part, including practicing skills to improve the professional and pedagogical culture of the teacher;

- reflective part, including individual and group reflection at the emotional and intellectual levels;

 testing by teachers of correctional techniques during practical activities;

 discussion of the results of the use of psychological techniques by teachers in the educational process and the development of individual correctional programs.

The following methods are used in the classes: theoretical information is offered in the form of problem-solving lectures, information messages; the practical part is carried out through socio-psychological training, analysis and solution of specific pedagogical situations that require a high level of psychological and pedagogical competence; the reflexive part is carried out through verbal and non-verbal reactions at the emotional and intellectual levels. A special place among them is occupied by the method of socio-psychological training.

In the formation of professional pedagogical culture of a teacher the main role belongs to the improvement of his personality. Therefore, professional training is not only about practicing external “techniques”, but also about mental training. Special attention It focuses on the teacher’s development of methods of psychological relief and psychological self-defense.

This pedagogical training is aimed at: improving psychological and pedagogical competence; on the development of mental processes (pedagogical thinking, pedagogical reflection, etc.), personality traits (for example, humanistic orientation); improving pedagogical skills (for example, methods for solving pedagogical problems, ways to relieve tension, constructive methods for resolving conflict); expansion of professional knowledge.

During professional training, it is important for the teacher to evoke new forms of mental states, then new forms of behavior and consolidate them first in the conditions, then in real situations of everyday life. The transition to new levels of professional and pedagogical culture is a complex process, which involves the change of old and the emergence of new forms, therefore there are several stages in it. Let's list them:

 “warming up” teachers - ensuring their openness, reducing tension, overcoming personal resistance to change;

 labilization - a person’s awareness of the inadequacy of his behavior in certain situations, dissatisfaction with previous forms of behavior, the creation of positive motivation for learning (replacing short-term negative motivation), readiness to learn new things;

- actions to change, practice techniques, “techniques” of new behavior, develop possible alternatives to behavior;

 “freezing” - consolidating new ways of activity, integrating them into individuals.

The most effective professional training occurs in active forms of group training. What these diverse forms have in common is that each participant in a group lesson learns independently (with the indirect help of others) to diagnose their difficulties and opportunities, find ways to solve their problems, understand themselves, and carry out self-diagnosis. Let us name some forms and options for such group classes that are acceptable for teachers.

Active simulation methods (socio-psychological training) include non-game methods (analysis of specific situations, solving professional problems, etc.) and game methods (business game, role-playing, playing out communication situations, etc.). Let's look at them in more detail.

Analysis of specific pedagogical situations encourages participants to make some choice. Participants discuss what are the solutions to these situations and what are the consequences of each of them. First, a “raw” situation from life is selected, then psychologization and dramatization of the situation are carried out, the peculiarities of the interaction of the participants in the situation, the character traits of individuals are revealed (there should be no positive persons without shortcomings and negative persons without merits).

During analysis and group discussion, each participant understands his own point of view, learns to formulate a problem, and develops his listening skills. When analyzing situations, attention is paid to whether they train not only professional skills, but also personality traits, positions and which ones.

An example of a joint analysis of pedagogical situations in an educational institution could be a joint solution to common professional problems (for example, low performance in a group) from the point of view of different participants (look at what happened through the eyes of the teacher, students, parents). A group discussion allows you to compare different points of view and change plans for subsequent actions.

Role training includes accepting or choosing a role, following a role, exchanging roles, and discovering new roles. Often, when playing roles (as opposed to analyzing a situation), conflict cases are modeled, meaning that the points of view of the participants do not coincide.

The following scenarios can be set: choose a character, stick to your character, in the middle of the conversation, change roles and look for new arguments, positions (for example, the roles of a teacher and a weak student, a teacher and a director). The teacher is internally enriched by seeing other participants different ways resolving role conflicts. Here, the languages of communication are activated, which teaches the person himself to be expressive in order to be better understood. Focusing on the other person removes the barrier of public speaking.

A business game develops the ability to mentally carry out types of teaching activities and communication, and to reproduce various aspects of a teacher’s work.

Games have been used since ancient times as one of the means of overcoming critical situations through their reflexive rethinking. If, when analyzing situations, the process of making a pedagogical decision is worked out, then in a business game both the ability to make a decision and the organization of its execution are developed, when participants can look at the results of their actions. If, when analyzing situations, there is a spontaneous discussion, then the game most often contains a script. Participants in the game take (as in role-playing training) different roles with different role goals (including group performances of roles in small groups). But in a business game, participants also have a common goal, they jointly solve a real problem, which requires the development of a chain of alternative solutions, a combination of individual and group assessment of the activities of the training participants.

Participants in a business game have several goals: gaming (the goal of this role), work (as a participant in a joint activity) and professional (to master professional qualities and skills in a business game). The ability not to identify these different interests in itself develops the participant.

For example, a professional goal may be the reflective construction and clarification of a model of the personality of a teacher as a specialist. In a business game, the participant is included in an environment that is as close as possible to the real one, thanks to which it is possible to keep the participants’ attention on solving problems for quite a long time, creating an atmosphere of emotional involvement in the decision and its consequences.

Typically, a special problematization (exacerbation) of the situation is practiced, a comparison of points of view in groups, a critical discussion and evaluation of the results of groups, where the reasons for the proposed decisions are clarified, which allows participants to realize these reasons, defend them or abandon them. Participants learn to reflect on their points of view, find their vulnerabilities, and evaluate alternative solutions. Problematization and reflection are followed by a stage of organized solutions.

In the game, a so-called “game culture of thinking” develops, which includes: an understanding of the possibility, in the course of group inter-role interaction, of obtaining new, emotionally felt knowledge that has intrinsic value precisely as a collective product of creative efforts. At the same time, the multidimensionality of the self-image and the multiplicity of compensatory-role self-manifestations appear, i.e. enrichment of each participant with new ideas about himself based on compared assessments, freedom of role and positional maneuver, etc.

Business games can be educational, industrial, or research. In the education system, business games can be organized according to the following questions: determination of qualities necessary for a teacher; familiarizing teachers with the simplest, so-called “warm-up” business games, which provide the very first experience of game modeling; development of mental activity; instilling the skills to analyze and act in contradictory, conflict situations; developing the teacher’s ability to conduct complex educational, business and role-playing games with evaluation of players at the stages of the game process (with in-depth use of the scoring method, etc.); instilling in teachers the ability to evaluate their activities on a playful basis, as well as monitor the knowledge of students.

Thus, this methodological program can help improve the professional and pedagogical culture of the teacher, namely its personal component.

Conclusions on the second chapter

To solve the first task of our work, we examined the level of development of the professional and pedagogical culture of teachers on the basis of vocational school No. 49.

As a result of the study, it was concluded that these teachers have a predominant average level of professional pedagogical culture, both in the opinion of the teachers themselves and in the opinion of students (58.3% according to teachers’ self-assessment and 50% according to students’ assessment). At the same time, among teachers, the most important component in professional activity is such a component as “pedagogical educational activity,” which is expressed in the ability to solve educational, educational and developmental problems in the teaching and educational process in a complex, mastery of teaching methods, and versatile knowledge of the subjects taught. Students put in first place such components of professional pedagogical culture as emotional and behavioral, i.e. personal qualities of teachers.

Consequently, it is necessary to carry out targeted work with the teachers of the study group to develop such a component of professional pedagogical culture as “personal”.

On this basis, to solve the second problem of our research, we selected a developmental methodological program with the aim of improving the professional pedagogical culture of teachers.

Conclusion

In the process of our research work we found that the modern stage is characterized by numerous organizational, substantive and methodological transformations in the field public education, the creation of a new type of educational institutions, the introduction of new curricula, new content of education, various forms of its differentiation, individualization and other innovative processes. All this confirms that modern education requires a specialist with a high level of professional and pedagogical competence and culture, capable of participating in innovation processes. That is, a modern teacher must be in a state of continuous growth of his professionalism and development of moral characteristics.

The modern educational situation sets an increasingly higher level of teacher professionalism. It becomes obvious that achieving goals modern education is largely related to the personal potential of the teacher, his general and professional culture. The transition to a new educational paradigm, the dominant factor of which is culture, the education of a “person of culture,” determines the guidelines for professional education.

Pedagogical work is a type of professional activity, the content of which is training, education, education, and development of students. The main prerequisite for a teacher’s successful performance of his professional functions is his personal pedagogical culture.

The pedagogical culture of the teacher presupposes the revival and self-realization of creativity of the teacher and students. The phenomenon of culture is determined through dialogue and interpenetration of past, present, and future cultures. Pedagogical culture can be considered as communication between two individuals at various moments in the transmission of human culture.

Thus, pedagogical culture is considered as an important part of the general culture of the teacher, manifested in the system of professional qualities and the specifics of professional activity. This is an integrative quality of the personality of a professional teacher, a condition and prerequisites for effective pedagogical activity, a generalized indicator of a teacher’s professional competence and the goal of professional self-improvement. The content of professional pedagogical culture is revealed as a system of individual professional qualities, leading components and functions.

Modern high demands on the professional and pedagogical culture of a teacher on the part of students and their parents can act as serious external incentives for a teacher to work on himself.

The professional and pedagogical culture of a teacher serves as the starting point for his qualifications and professional growth. The core of a teacher’s professional and pedagogical culture is education and good manners in their harmonious unity. The effectiveness of professional pedagogical activity is also largely determined by the degree of development of the emotional-volitional sphere, the richness and “discipline” of feelings, i.e. the ability to restrain oneself, not to give in to moods, to listen to the voice of reason.

The underdevelopment and insufficient formation of the foundations of a teacher’s professional and pedagogical culture actualize the need to find ways to form and improve them.

Thus, in the process of our work the following tasks were solved:

1. the essence of the concept of “professional pedagogical culture” in pedagogical literature is considered, its components and formation criteria are highlighted;

2. diagnostic methods were selected and, on their basis, the level of formation of the professional and pedagogical culture of teachers was studied;

As a result, we proved the research hypothesis that if we study the level of development of the professional pedagogical culture of a teacher in a vocational educational institution, then we can select recommendations for its further improvement.

List of used literature

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Annex 1

Test card by A.K. Markova “Pedagogical culture of a teacher”

Purpose: to study the level of professional and pedagogical culture of the teacher from the point of view of the teacher himself (self-assessment)

Instructions: “The left and right parts of the form present the components of one or another component of professional pedagogical culture. Between them there is a rating scale from 10 to 1. You are asked to evaluate the degree of expression of a particular component. In this case, 1 means the minimum manifestation, 10 the maximum.”

Answer form

1. Pedagogical activity of the teacher

Sets developmental and educational tasks along with teaching ones.

10 9 8 7 6 5 4 3 2 1 Sets and implements mainly educational tasks.

Possesses a variable technique, i.e. choosing one methodological solution from the possible ones.

10 9 8 7 6 5 4 3 2 1 Uses monotonous methodological solutions in teaching.

He strives and knows how to analyze his experience. 10 9 8 7 6 5 4 3 2 1 Avoids self-analysis under various pretexts.

Has deep, versatile knowledge of the subject being taught.

10 9 8 7 6 5 4 3 2 1 Has limited knowledge of the subject being taught.

Able to scientifically substantiate his own pedagogical system.

10 9 8 7 6 5 4 3 2 1 Does not have its own pedagogical system.

2. Pedagogical communication

Specially plans communication tasks.

10 9 8 7 6 5 4 3 2 1 Does not plan communication tasks during the lesson, relying on spontaneously arising situations.

Creates an atmosphere of trust and psychological safety in the classroom; children are open to communication and development.

10 9 8 7 6 5 4 3 2 1 Uses harsh methods in communication, proceeds from the indisputable authority of the teacher, children are tense.

Based on the value of each student’s personality.

10 9 8 7 6 5 4 3 2 1 Students are perceived as an object, a means, a hindrance.

Uses knowledge of the age and individual characteristics of children.

10 9 8 7 6 5 4 3 2 1 Does not use knowledge of the age and individual characteristics of children

Able to diagnose the current and potential levels of mental development of children. 10 9 8 7 6 5 4 3 2 1 Has no experience in diagnosing the mental development of a child.

3.Personality of the teacher

Has a stable professional and pedagogical orientation. 10 9 8 7 6 5 4 3 2 1 He believes that he will not stay in the teaching profession for long.

Has a positive self-concept. Calm and confident. 10 9 8 7 6 5 4 3 2 1 Very unsure of himself, anxious, suspicious.

Works creatively and uses original techniques. 10 9 8 7 6 5 4 3 2 1 Works mainly on standard methodological developments.

Differs in a high level of culture of professional behavior. 10 9 8 7 6 5 4 3 2 1 Has a low level of professional behavior culture.

Possesses skills of professional and pedagogical self-regulation. 10 9 8 7 6 5 4 3 2 1 Does not have professional and pedagogical self-regulation skills

Processing of results: scoring is done by summing the allocated points for each of the components:

 50 – 30 points – high level of manifestation

 29 – 20 points – average level of manifestation

 19 points and below – low level

 150 – 100 – high level

 99 – 50 – average level

 49 and below low level

Appendix 2

Questionnaire “Teacher - student” (Bondarevskaya E.V.)

Purpose. The technique allows us to identify the gnostic, emotional and behavioral components of the teacher’s activity from the student’s point of view.

Instructions: “Read each of the given judgments carefully. If you think that it is correct and corresponds to your relationship with the teacher, then write “yes”; if it is incorrect, then write “no.”

Survey questions.

1. The teacher knows how to determine the success of his students in advance.

2. It is difficult for me to get along with the teacher.

3. The teacher is a fair person.

4. The teacher skillfully prepares me for tests and exams.

5. The teacher clearly lacks sensitivity in relationships with people.

6. The teacher’s word is law for me.

7. The teacher carefully plans his work with me.

8. I am quite satisfied with the teacher

9. The teacher is not demanding enough of me.

10. The teacher can always give reasonable advice

11. I completely trust the teacher.

12. The teacher's assessment is very important to me.

13. The teacher mainly works according to a template.

14. Working with a teacher is a pleasure.

15. The teacher pays little attention to me.

16. The teacher, as a rule, does not take into account my individual characteristics.

17. The teacher does not feel my mood well.

18. The teacher always listens to my opinion.

19. I have no doubt about the correctness and necessity of the methods and means that the teacher uses.

20. I will not share my thoughts with the teacher.

21. The teacher punishes me for the slightest offense.

22. The teacher knows my strengths and weaknesses well.

23. I would like to become like a teacher.

24. The teacher and I have a purely business relationship.

Analysis of results:

Each question that matches the key is worth 1 point.

The Gnostic component includes questions:

 answer “yes” - 1.4, 7, 10, 19.22;

- answer “no” - 13, 16.

The emotional component includes questions:

 answer “yes” - 8, 11, 14, 23;

 answer “no” - 2, 5, 17, 20.

The behavioral component includes questions:

 answer “yes” - 3, 6, 12, 18;

 answer “no” - 9, 15, 21. 24.

The gnostic component reveals the level of competence of the teacher as a specialist from the student’s point of view (maximum - 8 points), the emotional component determines the degree of sympathy of the student for the teacher (maximum - 8 points), and the behavioral component shows how the real interaction between the teacher and the student develops (maximum -8 points)

Appendix 3

Practical course program for teachers on the problem of professional pedagogical culture

Block for correction of professional and pedagogical culture of teacher’s pedagogical communication

Lesson 1

Problem: professional and pedagogical culture of pedagogical communication between teachers

Theoretical stage of the lesson:

 Basic types of teacher’s pedagogical communication.

 Communicative tasks set by the teacher in the communication process.

 Methods for resolving conflict situations by the teacher.

Practical stage of the lesson:

 Analysis of failures and errors of pedagogical communication in the “teacher-student” relationship system.

 Determination by the teacher of the level of professional pedagogical culture of his pedagogical communication using express methods.

Reflective stage of the lesson.

Lesson 2

Problem: professional pedagogical culture of pedagogical communication between teachers (continued)

Theoretical stage of the lesson:

 Basic functions and types of pedagogical communication.

 Modern requirements for professional communication teachers.

 Basic styles of pedagogical communication.

Practical stage of the lesson:

 Training teachers’ ability to organize their relationships while relying on feedback in the process of training interpersonal sensitivity.

 Analysis of conflict situations in the process of pedagogical communication.

Reflective stage of the lesson.

Lesson 3

Theoretical stage of the lesson:

 The main stages of professional and pedagogical cultural pedagogical communication.

 Ways of professional communication.

 Positions of a professional and pedagogical cultural teacher in interaction with students.

Practical stage of the lesson:

 Development of individual programs for teachers to correct their professional communication.

 Development of constructive ways to resolve conflict situations in pedagogical communication during role-playing games.

Reflective stage of the lesson.

Lesson 4

Problem: Correction of professional and pedagogical culture of teacher’s pedagogical communication

(Continued) Theoretical stage of the lesson:

 Structure of pedagogical communication.

 Conflicts in the pedagogical process.

 Features of optimal pedagogical communication.

Practical stage of the lesson:

 Training teachers in methods of autodiagnosis and autocorrection of nonverbal behavior in the educational process.

 Training in the ability to analyze and act in contradictory, conflict situations of pedagogical communication.

Reflective stage of the lesson.

Expected results:

 Improving the culture of pedagogical communication between teachers.

 Mastery of psychological and pedagogical humanistic techniques of professional communication.

 Mastering the skills of autodiagnosis and autocorrection of pedagogical communication.

Appendix 4

Block for correction of professional and pedagogical culture of teacher’s personal development

Lesson 1

Problem: professional and pedagogical culture of teacher’s personal development

Theoretical stage of the lesson:

 Typological classifications of teacher personality.

 Components of a teacher’s personality.

 Modern requirements for the personal characteristics of a teacher.

Practical stage of the lesson:

 Diagnosis of a teacher’s ability to self-realization and factors that stimulate and hinder teacher self-realization (use of express methods).

 Development of individual self-realization programs based on the obtained diagnostic data.

Reflective stage of the lesson.

Lesson 2

Problem: professional and pedagogical culture of teacher’s personal development (continued)

Theoretical stage of the lesson:

 Teacher’s personality structure.

- Personal complexes of the teacher.

 Personality properties of the teacher.

Practical stage of the lesson:

 Development of practical techniques for teacher self-awareness: introspection, introspection (personal and professional).

 Training teachers in diagnostic procedures that facilitate the teacher’s knowledge of his personality type, type of nervous system, type of temperament, and characteristics of his character.

Reflective stage of the lesson.

Lesson 3

Problem: Correction of the professional pedagogical culture of the teacher’s personal development Theoretical stage of the lesson:

 Professional pedagogical self-awareness of the teacher.

 Types of self-esteem of a teacher’s personality: overestimated, adequate, underestimated.

- Self-worth of the teacher’s personality.

 The main factors influencing the development of a teacher’s sense of self-worth.

 The influence of self-esteem on the teaching activity of a teacher.

Practical stage of the lesson:

 Training in diagnostic procedures for self-assessment of personal development and professional activities of a teacher (use of express methods).

 Mastering practical techniques for forming an adequate self-esteem of a teacher’s personality (demonstration and mastery of individual techniques during the lesson).

Reflective stage of the lesson.

Lesson 4

Problem: Correction of professional and pedagogical culture of teacher’s personal development

(continued) Theoretical stage of the lesson:

- Emotionality. Levels of emotionality of a teacher's personality.

 Personal qualities of the teacher.

 Ways to maintain the stability of positive emotions of the teacher’s personality.

Practical stage of the lesson:

 Mastering ways to maintain the stability of positive emotions of a teacher’s personality.

 Training teachers in relaxation methods and their use in the educational process.

Reflective stage of the lesson.

Expected results:

 Development of adequate self-esteem of the teacher’s personality.

- Personal growth of the teacher.

 Improving the professional and pedagogical culture of the personal development of the teacher

Final lesson. The final lesson involves: drawing up subjective reports “What practical lessons gave me on the problem of professional pedagogical culture of a teacher”; re-diagnosis of the level of pedagogical culture.

Speech during the defense of course work

on the topic “Development of professional and pedagogical culture of a teacher”

The relevance of the problem of forming a professional pedagogical culture of a teacher is determined by the entry of domestic education into the world cultural and educational space, and, therefore, poses before teachers the problem of solving social and pedagogical problems, taking into account global trends and patterns of development of general and professional education. Meanwhile, the discussion of the state of prospects for the development of Russian education does not fundamentally affect the problem of forming a professional pedagogical culture. In modern conditions, the competitive resource of a 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 the boundaries of normative activities, and the ability to create and transmit values. High pedagogical culture is considered as a fundamental characteristic of a teacher’s personality, activities and pedagogical communication. The relevance of the problem justifies the choice of the topic of the course work: “Development of the professional and pedagogical culture of the teacher”

The purpose of the study is to study ways to develop the professional pedagogical culture of a teacher in a vocational educational institution.

Research objectives:

1. consider the essence of the concept of “professional pedagogical culture” in pedagogical literature, highlight its components and criteria for formation;

2. select diagnostic methods and study the level of formation of the teacher’s professional and pedagogical culture;

The object of the study is the professional and pedagogical culture of the teacher.

The subject of the study is the process of developing the professional and pedagogical culture of a teacher.

Research hypothesis: if you study the level of development of the professional pedagogical culture of a teacher in a vocational educational institution, you can select recommendations for its further improvement.

The methodological basis of the study consists of: provisions that reveal issues of the methodology of pedagogical science (F.F. Korolev, N.V. Kuzmina, V.V. Kraevsky, V.S. Ilyin); theory of pedagogical activity (Yu.K. Babansky, V.A. Slastenin, I.F. Isaev, E.N. Shiyanov); research devoted to the formation of a teacher’s pedagogical culture (E.V. Bondarevskaya, A.A. Rean)

Research methods: theoretical analysis of pedagogical literature; experimental methods (ascertaining experiment): observation, questioning; methods for processing experimental data.

Research base: Vocational school No. 49

The practical significance of the work lies in the selection of recommendations for the formation of the professional pedagogical culture of teachers in a vocational educational institution.

In the first chapter of our work, we analyzed the pedagogical literature on the research problem and made the following conclusions:

 the professional pedagogical culture of a teacher is part of pedagogical culture as a social phenomenon. 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.

 Professional pedagogical culture is a measure and method of creative self-realization of a teacher’s personality in various types of pedagogical activities and communication aimed at mastering, creating and transmitting pedagogical values and technologies. The following structural components of professional pedagogical culture are distinguished: axiological, technological, personal and creative

 Features of the formation of a teacher’s professional and pedagogical culture are determined by individual creative, psychophysiological, age characteristics, and the established social and pedagogical experience of the individual. 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 the creative development and creation of pedagogical values, technologies in the professional and creative self-realization of the teacher’s personality.

Theoretical analysis of the problem allowed us to put forward the assumption that if we examine the level of development of professional pedagogical culture, then it will be possible to select recommendations for its development. To test this assumption, in the second chapter of our work we examined the level of development of the professional pedagogical culture of teachers at vocational school No. 49. For the study, we selected a group of teachers (12 people) and a group of 2nd year students (12 people). In order to diagnose the level of development of teachers’ professional and pedagogical culture, we used the following methods:

1. Test card by A.K. Markova “Pedagogical culture of a teacher” for the purpose of self-assessment of the maturity of the components of a teacher’s professional and pedagogical culture.

2. Questionnaire “Teacher - student” E.V. Bondarevskaya with the aim of studying the gnostic, emotional and behavioral components of the pedagogical culture of teachers from the point of view of students.

As a result of the study, we concluded that these teachers have a predominant average level of professional pedagogical culture, both in the opinion of the teachers themselves and in the opinion of students (58.3% according to teachers’ self-assessment and 50% according to students’ assessment). At the same time, among teachers, the most important component in professional activity is such a component as “pedagogical educational activity,” which is expressed in the ability to solve educational, educational and developmental problems in the teaching and educational process in a complex, mastery of teaching methods, and versatile knowledge of the subjects taught. Students put in first place such components of professional pedagogical culture as emotional and behavioral, i.e. personal qualities of teachers.

Consequently, it is necessary to carry out targeted work with the teachers of the study group to develop such a component of professional pedagogical culture as “personal”.

On this basis, to solve the second objective of our research, we selected a developmental methodological program for a practical course for teachers, aimed at improving professional pedagogical culture in two main areas: pedagogical communication and personal development of the teacher.

Thus, in the process of our work, the set tasks were solved and the hypothesis was proven that if we study the level of development of the professional pedagogical culture of a teacher in a vocational educational institution, then we can select recommendations for its further improvement.

General and professional culture of the teacher. Functions, criteria and levels of formation, principles of formation of professional pedagogical culture of a teacher Characteristics of levels of professional pedagogical culture

1.2 Components of pedagogical professional pedagogical culture

General and professional pedagogy: A textbook for students studying in the specialty “Vocational Education”: In 2 books / Ed. V.D. Simonenko, M.V. Zealous

Criteria for the formation of professional and pedagogical culture

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