PEDAGOGICAL FOUNDATIONS OF THE CULTURE OF MODERN TEACHER

Автор(ы): Guts Vadim, Tarasov Artem
Рубрика конференции: Секция 9. Педагогические науки. Специальность 13.00.00
DOI статьи: 10.32743/SpainConf.2021.10.12.304631
Библиографическое описание
Guts V., Tarasov A. PEDAGOGICAL FOUNDATIONS OF THE CULTURE OF MODERN TEACHER// Proceedings of the XII International Multidisciplinary Conference «Prospects and Key Tendencies of Science in Contemporary World». Bubok Publishing S.L., Madrid, Spain. 2021. DOI:10.32743/SpainConf.2021.10.12.304631

Авторы

PEDAGOGICAL FOUNDATIONS OF THE CULTURE OF MODERN TEACHER

Vadim Guts

Student, Volgograd State Socio-pedagogical University,

Russia, Volgograd

Artem Tarasov

Senior lecturer, Volgograd State Socio-pedagogical University,

Russia, Volgograd

 

The relevance of studying the pedagogical culture of a modern teacher is justified by the requirements of modern society. Nowadays, a teacher is required to strive to master innovation, to acquire the creative and professional skills necessary for a modern teacher. This will help the teacher not only master the elements of high professional culture but also understand himself as a specialist through personal reflection. This will also affect pedagogical activity, making the latter relevant to the modern requirements of society. This article is focused on disclosing the understanding of pedagogical culture, its structure and role for society and the subject of the pedagogical activity itself.

It is advisable to consider the concept of "professional culture" through the concept of "work culture". These concepts intersect in their meaningful and semantic plans, showing their normative and regulatory nature, which determines the activities of an individual or a socio-professional group[1, 5]. Regulatory mechanisms developed during the activity of the subject form the constituent parts of regulatory systems that depict the above concepts. The difference between these concepts is observed in the specific nature of the activity of each of the world's cultures. The culture of each nation provides a person with his own ways of professional, labour or industrial self-expression and self-realization [3].

Many scientists and educators study professional culture not as a characteristic, but rather as a single element that has its own fundamental, qualitatively determining abilities. Mastering the pedagogical culture and its foundations is considered the result of the teacher's fruitful activity and is ensured by the accumulated experience of previous generations.

To understand the relationship between the concepts of professional and pedagogical culture, it is necessary to consider the features of these definitions in the psychological and pedagogical literature. Professional culture is a universal system that includes professional knowledge and values ​​that regulate professional activity in the form of models and norms adopted in a specific professional field. Pedagogical culture is a special case of professional culture, which reflects the spiritual and material values, as well as the methods of creative pedagogical activity necessary to ensure the historical process of generational change and the socialization of the individual. Pedagogical culture is considered to be a multi-level system, which includes the image of the subject of the pedagogical activity, the aspect of the influence of pedagogical specialists and the social environment: family, work collective [3, 4].

Many Russian philosophers, teachers and psychologists discussed aspects of the formation of pedagogical culture. They were reflected in the works of G.S. Batishchev, L.G. Borisova, V.V.Davydov, V.T. Efimova, V.D. Klement'eva, L.F. Kolesnikova, E.F. Sulimova, V.N. Turchenko and many others. The methodological foundations were formed by researchers: N.A. Aitova and B.Yu. Berzina.

Pedagogical culture is an integral part of the general culture of the teacher, which characterizes the degree of knowledge of the theory of pedagogical sciences, the ability to apply this knowledge independently in practice [6, 7].

In the culture of the teacher, it is customary to distinguish the following series of functions:

  1. transfer of knowledge, skills and abilities to students, contributing to the formation of their worldview;
  2. development of intellectual capabilities and abilities, emotional and volitional and personal spheres;
  3. ensuring the conscious assimilation of students of moral principles and skills of behaviour in society;
  4. the formation of an aesthetic attitude to reality;
  5. strengthening the health of children, developing their physical strength and abilities [4].

The teacher needs to possess methodological, theoretical and technological types of professional competencies [3, 4].

The professional skills of a modern teacher consist of organizational, informational, communication, applied skills; possession of pedagogical technologies, setting educational and professional goals, the ability of analysis and introspection, the ability to competently carry out educational activities[5].

The components of pedagogical culture are professional pedagogical competence and the teacher's motivational focus on the student's personal development.

Pedagogical culture reflects the ability to persistently and successfully carry out educational activities in combination with effective interaction with the students. The structure of the pedagogical culture of the teacher is shown in picture No.1[4, 5].

 

Picture1. The structure of pedagogical culture

 

Competence is defined as a person's ability to understand reality, correctly assess the situation and circumstances in which it is necessary to work and act, applying professional knowledge. It is determined not only by the knowledge that has direct practical significance but also by the worldview position of a person, his general ideas about nature, society and people [6, 7].

In the field of education, a distinction is made between professional and general cultural competence.

Professional competence is the ability of a person to solve the problems of his professional field. The professional activity of a person in the modern world is carried out on the basis of the achievements of science and technology. Competence in any professional field has a socio-cultural and humanitarian basis [6].

General cultural competence is defined as that competence that affects all other spheres of human life except for a professional one [1,3].

In the pedagogical activity, competence will be revealed with the help of various cognitive and creative concepts. They include knowledge, abilities, skills, creative thinking, theoretical thinking, the ability to make decisions in non-standard conditions, etc.

The pedagogical culture of the teacher includes a pedagogical orientation. Zhuikova T.P. defines the pedagogical orientation as the desire to become, be and remain a teacher. A distinctive feature of motivation for the teaching profession is the focus on the development of the student's personality [2, 4].

The pedagogical orientation in a certain way correlates with the orientation of the personality. According to N.V. Kuzmina, personal orientation is one of the most important subjective factors in achieving the heights of professional excellence. It is characterized by interests, inclinations, beliefs, ideals, in which a person's worldview is expressed. N.V. Kuzmina adds to the pedagogical orientation and interest in students, in creativity, in the teaching profession, a tendency to engage in it, and an awareness of their abilities [4].

Three types of focus determine the choice of the main strategies of activity:

  1. truly pedagogical;
  2. formally pedagogical;
  3. falsely pedagogical [3].

The high efficiency of pedagogical activity is ensured through a truly pedagogical orientation of a specialist. It implies a stable motivation of the teacher aimed at the formation of the student's personality, an individual approach in the process of selecting the means and methods of teaching, counting on the formation of the initial need for knowledge, the carrier of which is the teacher [5, 6].

The modern teacher should understand the basic needs of society. The culture of the modern educator changes through the culture of society. In other words, if society changes, the teacher should change with it. The teacher's values, directions of his activities, and goals in pedagogical science evolve along with social attitudes and principles of development. A modern teacher, in comparison with teachers of the past generation, needs to be in the flow of development of modern society, to be a part of it, to observe changes and analyze it to develop his pedagogical activity and potential. In the 21st century, a person is in a huge flow of information, where it becomes necessary to learn how to analyze only the information necessary for himself and his professional activity [7].

From all of the above, we can conclude that modern pedagogical culture is a special case of professional culture, which includes pedagogical competence and pedagogical orientation of a specialist. The pedagogical competence of a modern teacher is the ability to solve professional problems in pedagogical activity, which is based on a set of acquired theoretical knowledge and practical skills. Pedagogical orientation is the teacher's motivational orientation to the development of the student's personality, which determines the true pedagogical orientation of the specialist's activity.

 

References:

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  2. Scallop, O.Kh. General foundations of pedagogy / O.Kh. Grebeshok, M.I. Rozhkov. -: VLADOS, 2003 .- 97-102 p.
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