Analysis of the professional activity of the teacher. Analysis of the work of the teacher: examples, samples of analytical references, reports Analysis of the work of the teacher

Analysis of the pedagogical activity of the teacher MBOU "***** basic comprehensive school" **** th N.N.

I, **** Natalya Nikolaevna*.*.19** year of birth, primary school teacher of the first qualification category. Secondary education - special, graduated **** Pedagogical College in 1986, specialty - pedagogy and methods of primary education, qualification - primary school teacher. 30 years of teaching experience in the specialty. According to the results of the previous certification in 2012, I have the first qualification category, the next certification in March 2017.

I consider the main goals of my pedagogical activity: the holistic harmonious development of the personality of a younger student. I consider it important in my work to create a situation of success. To teach a child to learn means to ensure his success, which disposes the student to activity and aimed at ensuring that he copes with the work. These goals are realized through the solution of the following tasks: fostering interest in the process of cognition, searching for new sources of information, developing cognitive activity through the use of new educational technologies, active forms of learning, developing independence, research skills. The basis of my pedagogical experience is an activity approach, pedagogy of cooperation.

For the implementation of the educational process I use various forms and methods of classroom and extracurricular activities.

Introducing modern educational technologies into their pedagogical activity ( technology of problem-dialogical learning,design and research activities,critical thinking technology, productive reading technology) noticed that the children have increased interest in the classroom, they have become more active in the classroom.

Problem-based learning technology allows you to create problem situations in the classroom. I teach children not to receive ready-made knowledge, but to “discover” knowledge together with the teacher. I use this technology in the lessons of the Russian language and the world around, where students make comparisons, generalizations, conclusions, compare facts.

Design and research technology is used in classroom and extracurricular activities. At the lessons of the world around, children create projects “My family”, “Feed the birds in winter”, etc. The guys made feeders for their feathered friends with great interest, watched them, fed them, explored which birds live in the vicinity of our village. We also create collective projects with students: “Thank you grandfather for the Victory!”, “Elderly people are wise people”, “Our land”, “Rights and duties of a schoolchild”. Collective project activity creates an atmosphere of friendliness and responsibility, self-expression and the desire to create something. During the development of the project, students read books, refer to reference literature. Pupils became the winners of the regional competitions "My surname in the history of the settlement" - 2014. The PROO "Ant", "Waterfowl of our ponds" - 2016 of the inter-territorial competition "My specially protected area" in O ***, and in school competition of research papers and projects in December 2016.

At the lessons of literary reading I use the technology of productive reading, the use of which helps to improve the skills of conscious correct reading. This technology helps to understand the author's intention, his position in life and the ability to give a correct assessment of events. Using this technology, I developed a lesson in literary reading for the competition "Teacher of the Year - 2017."

The use of these pedagogical technologies helps to increase the motivation of students to study subjects and the ability to acquire knowledge. The effectiveness of the technologies used is confirmed by the stable results of the educational and extracurricular achievements of my students.

Student achievement. Table 1

The results of monitoring studies conducted by the regional system for assessing the quality of education in the 2014-2015 academic year. table 2

Within the framework of the Federal State Educational Standard, all students are engaged in extracurricular activities in various areas. I have developed programs for extracurricular activities for primary school students in the spiritual and moral direction "Our Perm Territory", the general intellectual "Learning to create a project", "The path to literacy", and the sports "Safe Wheel". Classes in these circles contribute to the development of creativity, the manifestation and disclosure of each child's interests and hobbies.

Annex 1. (Review of parents and children about visited circles)

The students of my classes not only actively participate in intellectual and creative competitions, competitions, but also become prize-winners.

table 3

I am the class teacher of 2nd and 4th grades. I carry out educational work under the program “I live in Russia”. The purpose of educational work: the creation of conditions for the formation of the personality of a citizen and patriot of Russia with its inherent values, views, the formation of citizenship and patriotism among students, the upbringing of love for the Fatherland, spirituality.

The task of the class teacher is not only to teach, but also to educate. Awakening the soul of a child, developing the creative abilities inherent in nature, teaching communication, orientation in various life situations, instilling an elementary culture of behavior, feelings of mercy and compassion, instilling healthy lifestyle skills - these are the main tasks that I set for myself for four years.

I spend a lot of interesting events: these are various matinees, competitions, conversations, KVN and much more. I focus on working with parents. My lessons and educational activities are always open to parents.

The students of my classes are active participants in school events: "Tourslet", Mother's Day, New Year, For the honor of the school, etc.

Appendix 2. (Parents' feedback on the events held)

I make a personal contribution to improving the quality of education through the improvement of teaching and upbringing methods, the development of new pedagogical technologies and actively disseminate my pedagogical experience. From 2012-2016 she was the head of the school methodological association of elementary grades and educators of the kindergarten structural unit.

The purpose of the School of International Relations "Continuity": creation of conditions for work in providing a unified educational environment; creation of conditions for stimulating cognitive activity through increasing the motivation of educational activities and activating the personal position of students.

Since September 2016, I have been the head of the district methodological association of primary school teachers.

The theme of the RMO: "Modern educational technologies as an effective means of implementing the requirements of the Federal State Educational Standard of the IEO and a means of developing the professional competence of primary school teachers."

The purpose of the work of the RMO of primary school teachers is to improve the quality of primary education through increasing the level of professional competence of the teacher.

She summarized her experience in the technology of productive reading at the section of primary school teachers at the August conference in 2016 and made a report "Learning situation as a way to implement the activity approach" in 2014. At the pedagogical council of the school, she summarized her experience in innovative pedagogical technologies, at the methodological council "Formation of meta-subject results". In November 2015, a district seminar was held on the basis of our school

The system of Russian education at the present stage of development of society is undergoing significant changes associated with a change in the model of cultural and historical development. But what reforms did not take place in the education system, in the end, one way or another, they are closed on a specific performer - a teacher. It is the teacher who is the main figure in the implementation of the main innovations in practice. And for the successful introduction of various innovations into practice, the teacher must have a certain professionalism. If there is not enough professionally trained person in the place of the teacher, then children suffer first of all. Moreover, the losses that arise here are usually irreplaceable. In society, the requirements for the teacher, for his professional skills, have significantly increased. But at the same time, the level of professional activity does not fully satisfy the needs of consumers of educational services. The contradictions that exist in the sphere of professional activity of modern teachers determine the undoubted relevance of this issue, and require an analysis of the professional activity of a teacher.

Let's start with the disclosure of the content of the main concepts:

Teacher in the Encyclopedic Dictionary:

Teacher - (from the Greek paidagogos - educator) - 1) a person who conducts practical work on the upbringing, education and training of children and youth and has special training in this area (teacher of a general education school, teacher of a vocational school, secondary specialized educational institution, kindergarten teacher, etc.). 2) A scientist who develops theoretical problems of pedagogy.

Activity (activity) - the process (processes) of active interaction of the subject with the world, during which the subject satisfies any of his needs. An activity can be called any activity of a person, to which he himself attaches some meaning. Activity characterizes the conscious side of a person's personality (as opposed to behavior).

Pedagogical activity is a kind of professional activity aimed at the transfer of sociocultural experience through training and education.

Professional activity is a special type of social activity aimed at transferring the culture and experience accumulated by mankind from older generations to younger ones, creating conditions for their personal development and preparing them to fulfill certain social roles in society.

Pedagogical activity as a professional activity takes place in educational institutions specially organized by society: preschool institutions, schools, vocational schools, secondary specialized and higher educational institutions, institutions of additional education, advanced training and retraining.

II . Professional activity of a teacher

To penetrate into the essence of pedagogical activity, it is necessary to turn to the analysis of its structure, which is determined by setting the goals and objectives of educational and educational work with children adequately to modern demands, selecting the most effective methods and techniques for their implementation, and, most importantly, achieving the results that were planned. . The quality of the results achieved depends on the personal characteristics of the teacher, his pedagogical skills and competence.

The purpose of pedagogical activity is connected with the realization of the goal of education, which is still considered by many today as the universal ideal of a harmoniously developed personality, coming from the depths of centuries. This general strategic goal is achieved by solving specific tasks of training and education in various areas.

On the one hand, these goals are quite specific and even narrow in a certain sense, if we consider individual episodes of the interaction of the subjects of the pedagogical process, such as, for example, communicating this or that information to a child that is significant for the formation of his ideas about the world around him, discussing or evaluating an act the child and the development of adequate forms of behavior in him. On the other hand, the meaning of pedagogical work with children, and, consequently, its much more important strategic goal is the development of the child as an original and unique personality.

Pedagogical activity is defined as the solution of pedagogical problems. The main feature of pedagogical activity is the specificity of its object. The fact that the object and subject of activity is always a person. Therefore, the profession of a teacher is referred to the “man-man” system.

Pedagogical task - this is the result of the teacher's awareness of the goal of training or education, as well as the conditions and methods for its implementation in practice. A person as a subject and object of interaction with a teacher in the process of solving a pedagogical problem should, as a result, have a new formation in the form of knowledge, skill or personality traits.

Since each person is unique, the solution of the pedagogical problem is complex and ambiguous. Therefore, there are various ways of transferring a person from one state to another.

All pedagogical tasks are divided into two large classes - tasks for teaching and tasks for educating a person.

The tasks of education can awaken a person's faith in success, positively change his attitude towards the team, stimulate responsible actions, and develop a creative attitude to educational, cognitive and labor activities.

Tasks of the learning process:

stimulation of educational and cognitive activity of students;

organization of their cognitive activity to master scientific knowledge, skills and abilities;

development of thinking, creative abilities and talents;

development of a dialectical-materialistic worldview and moral and aesthetic culture;

improvement of educational skills and abilities.

In a complex and dynamic educational process, the teacher has to solve countless pedagogical tasks, which are always the tasks of social management, since they are addressed to the comprehensive development of the individual. As a rule, these problems have many unknowns, with a complex and variable composition of initial data and possible solutions. In order to confidently predict the desired result, to make unmistakable scientifically based decisions, the teacher must be professionally proficient inmethods of pedagogical activity.

Under the methods of implementing a holistic pedagogical process, one should understand the methods of professional interaction between the teacher and students in order to solve educational problems.

Methods include various methodological techniques. The same methodological techniques can be used in different methods. Conversely, the same method for different teachers may include different techniques.

There are methods that reflect the content and specifics of training, as well as education; there are methods that are directly focused on working with younger or older students; there are methods of work in some specific conditions. But there are also general methods for implementing a holistic pedagogical process. They are called general because the scope of their application extends to the entire pedagogical process.

Classification of methods.

In modern didactics, the whole variety of teaching methods is reduced to three main groups:

1. Methods of organizing educational and cognitive activities. These include verbal, visual and practical, reproductive and problem-search, inductive and deductive teaching methods.

2. Methods of stimulation and motivation of educational and cognitive activity: cognitive games, educational discussions, etc.

3. Methods of control (oral, written, laboratory, etc.) and self-control in the learning process.

The use of methods for the implementation of the pedagogical process leads to a change in personality insofar as it leads to the emergence of thoughts, feelings, needs that induce certain actions. From this we can conclude that in the process of educational work with students it is necessary to form their consciousness, excite the corresponding emotional states, develop practical skills, habits and habits. And this happens both in the process of education and in the process of education, which requires the integration of methods of education and education into a single system.

The system of general methods for implementing a holistic pedagogical process has the following form:

methods for the formation of consciousness in a holistic pedagogical process (story, explanation, conversation, lecture, educational discussions, disputes, work with a book, example method);

methods of organizing activities and forming the experience of social behavior (exercises, habituation, the method of creating educational situations, pedagogical requirements, instruction, observations, illustrations and demonstrations, laboratory work, reproductive and problem-search methods, inductive and deductive methods);

methods of stimulation and motivation of activity and behavior (competition, cognitive game, discussion, emotional impact, encouragement, punishment, etc.);

methods for monitoring the effectiveness of the pedagogical process (special diagnostics, oral and written survey, control and laboratory work, machine control, self-examination, etc.).

Thus, in practical activities, the teacher, choosing the methods of pedagogical activity, is usually guided by the goals of education and its content. Based on the specific pedagogical task, the teacher himself decides which methods to adopt. Whether it will be a demonstration of labor skills, a positive example or an exercise depends on many factors and conditions, and in each of them the teacher prefers the method that he considers most appropriate in this situation.

The original concept of the teacher's activity was developed in the works of A. K. Markova. Within the concept of A. K. Markova (1993) he identifies and describes ten groups of pedagogical skills that a teacher should possess. Let us briefly consider the content of this model.

The first group includes the following series of pedagogical skills. The teacher must be able to:

see the problem in the pedagogical situation and formulate it in the form of pedagogical tasks; when setting the pedagogical task, focus on the student as an active participant in the educational process; study and transform the pedagogical situation;

to concretize pedagogical tasks, to make the optimal decision in any situation that has arisen, to foresee the near and long-term results of solving such problems.

The second group of pedagogical skills are:

work with the content of educational material;

ability to pedagogical interpretation of information;

the formation of schoolchildren's educational and social skills and abilities, the implementation of interdisciplinary communications;

studying the state of mental functions of students, taking into account the educational opportunities of schoolchildren, foreseeing typical difficulties for students;

the ability to proceed from the motivation of students in the planning and organization of the educational process;

the ability to use combinations of forms of education and upbringing, to take into account the expenditure of effort and time of students and teachers.

The third group of pedagogical skills refers to the field of psychological and pedagogical knowledge and their practical application. The teacher should:

correlate students' difficulties with shortcomings in their work;

be able to create plans for the development of their pedagogical activities.

The fourth group of skills are techniques that allow you to set a variety of communicative tasks, of which the most important are the creation of conditions for psychological safety in communication and the realization of the internal reserves of a communication partner.

The fifth group of skills includes techniques that contribute to the achievement of a high level of communication. These include:

the ability to understand the position of another in communication, show interest in his personality, focus on the development of the student's personality;

the ability to take the student's point of view and create an atmosphere of trust in communicating with another person (the student must feel like a unique full-fledged personality);

possession of rhetoric techniques;

the use of organizing influences in comparison with evaluating and especially disciplining ones;

the predominance of a democratic style in the teaching process, the ability to treat certain aspects of the pedagogical situation with humor.

The sixth group of skills. This is the ability to maintain a stable professional position of a teacher who understands the importance of his profession, that is, the implementation and development of pedagogical abilities; the ability to manage one's emotional state, giving it a constructive, not destructive character; awareness of their own positive capabilities and the capabilities of students, contributing to the strengthening of their positive self-concept.

The seventh group of skills is understood as an awareness of the prospects for one's own professional development, the definition of an individual style, and the maximum use of natural intellectual data.

The eighth group of skills is the definition of the characteristics of knowledge acquired by students during the school year; the ability to determine the state of activity, skills, types of self-control and self-assessment in educational activities at the beginning and at the end of the year; the ability to identify individual indicators of learning; the ability to stimulate readiness for self-learning and continuous education.

The ninth group of skills is the teacher's assessment of the upbringing and upbringing of schoolchildren; the ability to recognize the consistency of moral norms and beliefs of schoolchildren by the behavior of students; the teacher's ability to see the student's personality as a whole, the relationship of his thoughts and actions, the ability to create conditions for stimulating underdeveloped personality traits.

The tenth group of skills is associated with the integral, inalienable ability of the teacher to evaluate his work as a whole. We are talking about the ability to see the cause-and-effect relationships between its tasks, goals, methods, means, conditions, results.

Thus, the teacher needs to move from assessing individual pedagogical skills to assessing his own professionalism.

The most important criterion for the effectiveness of teaching is the achievement of the learning goal. Educational work, also carried out within the framework of any organizational form, does not pursue the direct achievement of the goal, because it is unattainable within the time limits of the organizational form.

Analyzing the professional activity of a teacher, we can say that his activity is based not only on setting goals, objectives, using methods and techniques in his work, but also on the ability to interact with the family.

The modern family is a source of a wide variety of psychological and pedagogical problems. Not every family can offer its child a competent and effective system of education, which is intended to correct the educational institution. In order to help the student in solving various problem situations, the teacher must have the necessary level of psychological and pedagogical knowledge in the field of the family and the organization of conflict-free family relations. A modern professional teacher should know perfectly the psychology and pedagogy of the family, the basics of the theory and methodology of working with the family. He should be not only a highly qualified subject specialist, but also a creatively working educator, who knows his children perfectly, their problems, inclinations, personal orientations, and their living conditions in the family.

The forms and methods of working with parents are varied, but the teacher needs to make the right choice, taking into account all the features of working with a certain group of parents.

Traditional forms of work with parents:

parent meetings

general class and all-school conferences

individual teacher consultations

home visits

Considering the professional activity of the teacher P.F. Kapterev also noted the necessary personal "moral-volitional properties" of the teacher, which included impartiality (objectivity), attentiveness, sensitivity (especially to weak students), conscientiousness, steadfastness, endurance, justice, and true love for children. At the same time, “... love for children and youth must be distinguished from love for the teaching profession: you can love children very much, deeply sympathize with youth and at the same time be not disposed to teaching; one can, on the contrary, have nothing actually against teaching, prefer it even to others, but not have the slightest affection either for children or for youth. Obviously, only the union of genuine love for students and for the teaching profession ensures the professionalism of the teacher.

III. Conclusion

All modern researchers note that it is love for children that should be considered the most important personal and professional trait of a teacher, without which effective pedagogical activity is impossible. V.A. Krutetsky adds to this the inclination of a person to work and communicate with children. We also emphasize the importance for the teacher of the desire for self-improvement, self-development, because, as K.D. Ushinsky, the teacher lives as long as he studies, as soon as he stops studying, the teacher dies in him. This important idea was emphasized by P.F. Kapterev, P.P. Blonsky, A.S. Makarenko, V.A. Sukhomlinsky and other teachers and psychologists.

Bibliography:

Pedagogy: textbook for students of higher educational institutions / V.A. Slastenin, I.F. Isaev, E.N. Shiyanov; ed. V.A. Slastenina. - 6th ed., erased. - M .: Publishing Center "Academy", 2007. - 576 p.

http://ru.wikipedia.org/wiki/ The free encyclopedia.

http://drusa-nvkz.narod.ru/Pedagog-Sib.html S.A. Druzhilov

Professional competence and professionalism of a teacher: a psychological approach.

// Siberia. Philosophy. Education. - Scientific and publicistic almanac: SO RAO, IPK, Novokuznetsk. - 2005 (issue 8), - P.26-44.

Big encyclopedic dictionary

Bordovskaya, N.V. Pedagogy: a textbook for universities / N.V. Bordovskaya, A.A. Rean. - SPb., 2000.

http://www.chuvsu.ru Psychology and pedagogy. Lyalina L.V.

Teaching is not a profession, it is a way of life. There is no more honorable profession than a profession

teacher, there is no work more difficult and responsible than his work. The modern rhythm of life requires continuous, professional growth, a creative attitude to work, dedication from the teacher.

A real teacher has professional pedagogical skills and skills

mi, owns innovative technologies of training and education. An important role is played by personal qualities, attitude towards life, colleagues, children and people in general. All these professional skills and character traits are, of course, primarily inherent in a teacher with many years of experience. And what about a young teacher who is just starting his teaching career, sometimes having neither education nor work experience?

Today, in the era of reform of the education system, the issue of young professionals working in schools is raised at different levels. There is still the problem of how to attract literate young professionals to the school, and how to keep them there.

Working with young specialists is traditionally one of the most important components of methodological work in schools. It is devoted to the analysis of the most typical difficulties of an educational, didactic nature experienced by novice teachers in their teaching activities.

It is known that graduating from a university, receiving a diploma does not mean that a novice teacher is already a professional.

He has a certain path of professional development, the initial part of which is the period of adaptation - "getting used to" the profession.

A young specialist starting his professional career experiences difficulties and problems due to the lack of necessary experience. In order to provide methodological assistance to novice teachers, work has been organized since the 2012-2013 academic yearmunicipal "School of a young teacher".

The project "School of a young teacher" is a pedagogical system for increasing the level of professional competence of young professionals in the context of innovative changes in the system of modern education.

The project is based on the professional and personal development and self-development of the young

a teacher who is able to go beyond the established standards of activity, to independently carry out innovative processes of creativity in the broadest sense. One of the main conditions for the implementation of the project is the solution of the fundamental task of comprehensive training of a teacher based on a competency-based approach.

The project creates an opportunity for the progressive dynamics of the personal growth of the young

specialist and his professional mobility.

As of September 1, 2012, the School of a Young Teacher included 31 young teachers: 11 of them without work experience, 6 people. had work experience of 1 year, 8 pers. – 2 years, 6 people. - 3 years.

2013-2014 academic year

2014-2015 academic year

37 young teachers studied at the school: 12 of them without work experience, 10 people. had work experience of 1 year, 11 persons. – 2 years, 4 pers. - 3 years.

2015-2016 academic year 35 young teachers are engaged: 12 of them without work experience, 10 people. have work experience of 1 year, 9 pers. – 2 years, 4 pers. - 3 years.

"School of a young teacher" - is one of the forms
improving the skills of novice teachers.

Target:
Creation of organizational and methodological conditions for the effective development of the professional competence of a novice teacher in the conditions of a modern school.

Tasks:
1. To form an idea of ​​the status of a teacher and the system of his work in the conditions of innovative development in an educational institution.
2. Expand knowledge, skills and abilities in the organization of pedagogical activities: self-education, generalization and implementation of best practices, creation of methodological products, analytical activities.
3. To identify professional, methodological problems in the educational process of novice teachers and contribute to their resolution.
4. Promote the pedagogical skills of experienced teachers and assist in improving the knowledge of methodology and pedagogy.
5. To form the creative individuality of a young teacher.
6. Create conditions for the development of professional skills of young teachers.
7. To develop the needs of young teachers for professional self-improvement and self-improvement.

Main areas of work:
- preventive work;
- organization of professional communication;
- self-education motivation;
- advanced training of novice teachers;
- educational work at school;
- psychological support for the activities of novice teachers

Forms of work:
1. Master classes

2. Seminars

3.Consultations

4.Workshops

5. Questioning

Work with young specialists is carried out according to the plan drawn up by the beginning of the academic year. The plan includes questions that interest young teachers. Principals, deputies for teaching and educational work, experienced teachers-mentors, and creative teachers take part in the work of the young teacher's school.

At the meetings of the school of the young teacher, the following issues were considered:

Work with school documentation. (Young teachers got acquainted with the design of the class magazine, the student's personal file. drawing up calendar-thematic plans, regulatory and legal framework: (the Law on Education of the Russian Federation, the Family Code, the Federal Law "On Basic Guarantees of the Rights of the Child", the "Convention on the Rights of the Child", SanPin om., local acts)

Features of the Federal State Educational Standard. (Modern lesson, goal setting, various teaching methods, lesson modeling and analysis)

Workshop "technological map of the lesson" (the structure of the modern lesson)

Organization of project activities.

Interaction with parents.( Familiarization with the work plans of the best class teachers, the formation of psychological contact with parents, the conditions for effective communication,

Preparing and holding a parent meeting. (Psychological foundations of holding a parent meeting)

Modern educational technologies. (Technology as a way to improve the quality of education, the main characteristics of modern pedagogical technologies, modern educational technologies of the activity type: ICT-technology, problem-dialogical technology; gaming technology; technology for organizing project activities; health-saving technology, critical thinking technology, cooperation technology, advanced learning technology, productive reading technology. The use of new pedagogical technologies in the educational process,

Psychological and pedagogical diagnostics.

9. Electronic portfolio of the teacher. (Generalization and systematization of pedagogical achievements

10. Workshop "Compilation of work programs" (structure of work programs)

11. System of work with gifted children. (experience exchange)

12. Work on the topic of self-education. (Selecting a topic and drawing up a work plan)

13. Master classes "Education of children with disabilities in a mass school."

14. Master classes "Organization of extracurricular activities."

Anton Semenovich Makarenko wrote:

“Dozens of young teachers worked with me.

I was convinced that no matter how a person successfully graduated from a pedagogical university,

no matter how talented he is, and if he does not learn from experience, he will never

a good teacher, I myself studied with older teachers ... "

A young specialist needs constant comradely help. Teachers-mentors are assigned to young specialists . Mentoring is one of the effective methods of adaptation. The task of the mentor is to help the young teacher realize himself, develop personal qualities, communication and managerial skills. A mentor teacher must have high professional qualities, communication skills, enjoy authority in the team among colleagues, students (pupils), parents. The mutual consent of the mentor and the young specialist in joint work is also desirable. We consider the work of teachers-mentors as one of the most responsible social assignments. They are experienced, creative teachers. They draw up an individual work plan with a young specialist. An important role in planning, drawing up individual plans, work plans for mentors, is played by the diagnosis of young teachers. The results of the questionnaire indicate what successes and achievements the teacher has achieved, what problems have arisen in the process of work, what kind of methodological assistance should be given to him. On the basis of these results, a plan of self-education is drawn up, the study of the main directions of its activity.

Individual consultations are held regularly (as needed) during the academic year. Young teachers receive specific advice on difficult issues, samples of the development of different types of lessons, and recommendations.

A young specialist receives help not only from a mentor. as well as from the head of the subject association, deputy director, psychologist, experienced teachers, class teachers. Open lessons conducted by teachers in various subjects provide an opportunity to see in practice the features of the variety of forms and methods of work in the classroom.

Responsibilities of educators

1. Assist in the development of working curricula and calendar-thematic plans for the taught disciplines.

2. Assist in preparation for classroom and laboratory-practical classes.

3. Attend the classes of a novice teacher and analyze their conduct.

4. Help in the organization of self-education of a novice teacher.

Summing up the work of the Young Teacher School, we can conclude that methodological support contributes to the successful pedagogical adaptation of novice teachers, helps to overcome the difficulties that arise, and improve their professional level.

This is also evidenced by the fact that The teaching staff of the district schools was replenished with young specialists

Against this background, one of the primary tasks is the full support of young professionals who have chosen the difficult path of a teacher.

I enter the class, and my heart beats:

“I hope, I believe, I love!”

And these three holy words

I give to the soul of a child.

The teacher is me!

And this name is

purpose of fate

Great gift, radiance of light,

dream come true.

Thank you for your attention.

The area of ​​manifestation of pedagogical creativity is determined by the structure of the main components of pedagogical activity and covers almost all of its aspects: planning, organization, implementation and analysis of results.

The idea of ​​oneself and pedagogical activity requires generalization and analysis. According to D. Bourden, it is at this stage that the organization of the teacher's research activity is possible.

Analysis is a logical method of cognition, which is a mental decomposition of an object (phenomenon, process) into parts, elements or features, their comparison and sequential study in order to identify essential, i.e. necessary and certain qualities and properties.

Psychological and pedagogical theory has developed numerous schemes for analyzing the lesson, built on different grounds. A modern lesson is far from a monotonous and unified structural and content scheme. Therefore, each specific teacher, leader determines for himself those forms that are most acceptable to him, correspond to the paradigm in which he carries out his activities.

Pedagogical activity is technological in nature. In this regard, an operational analysis of pedagogical activity is required, which allows us to consider it as a solution to various pedagogical problems. Among them, we include a set of analytical-reflexive, constructive-prognostic, organizational-activity, evaluation-information, correctional-regulatory tasks, the techniques and methods for solving which constitute the technology of the teacher's professional and pedagogical culture.

Pedagogical analysis contains the following functions: diagnostic, cognitive, transformative, self-educational.

Evaluation of the professional skills of a teacher is one of the most important aspects in the work of the administration. This allows you to constantly identify professional difficulties, provide timely assistance to the teacher, see his growth, and contribute to successful certification. And since the main indicator of pedagogical professionalism is a lesson, each leader needs to master the skill of its analysis.

When analyzing a lesson, as a rule, methods, ways of activating schoolchildren, and the effectiveness of mastering the material are evaluated. It is extremely rare that a lesson is analyzed from a physiological and hygienic standpoint, from the point of view of health pedagogy.

Along with the analysis of the lesson by the school administration, it is extremely important to hear the teacher's self-analysis, his assessment of his own pedagogical activity. In many schools, this is not practiced, but in vain: introspection is an indicator of the teacher's professionalism, the degree of his understanding of the tasks of education, and not just the goals and objectives of one lesson.

Self-analysis of pedagogical activity is hidden from direct observation, but an essential side of the professional activity of the teacher and his life in general, this is such an analysis of pedagogical activity, when the phenomena of pedagogical reality are correlated by the teacher with his actions. Self-analysis, as a rule, is carried out according to a certain algorithm or checklist of questions.

The analysis of one's own activities is aimed at identifying the most significant components of this activity. Since any activity is always specific (carried out by specific people at a specific time and in specific conditions), its analysis is always limited by certain semantic boundaries arising from the definition of the activity itself. The activity of a particular teacher is usually classified as pedagogical activity.

Each teacher, regardless of his teaching experience, has his own style, or better to say technique, work. In the pedagogical language, the term "technology" is used less often than the concept of "technology". Technology is understood as a sequence of actions that, under given conditions, is guaranteed to lead to the desired result, regardless of the skill level of the performer. Pedagogical technology, understood in such a narrowly engineering sense, can hardly be implemented in practice. Rather, we can talk about the system of basic principles on which the teacher's activity is based, and the multitude of techniques and actions used by him, which can be combined by him in various ways in various cases. A similar situation is observed, for example, in sports or medicine, where the phrases “ball dribbling technique”, or “operational technique”, etc. are quite familiar. Therefore, it will be more accurate to analyze the pedagogical activity of the teacher in terms of the technique of its implementation.

Revealing the structure of pedagogical activity, fixing the specific hierarchy and the relationship of its constituent parts (basic principles, elementary actions and operations), we can build one or another pedagogical technique (developmental education, student-centered approach, collective learning system, etc.). However, in the activity of a particular teacher who teaches a particular subject in a particular class, this general technique turns into a specific one that corresponds precisely to the given pedagogical conditions. It can be said that the pedagogical activity of a particular teacher is realized in the form of a specific pedagogical technique, which is determined by four main components: the teacher, the class, the subject and the pedagogical technique used in a broad sense. In view of the foregoing, the structural analysis of the teacher's pedagogical activity should also contain an analysis of these four components of V.V. Voroshilov V.V. "Self-education as a pedagogical method for developing the creative abilities of students" // Innovative education systems in Russia: materials of the All-Russia. scientific and practical conference - Berezniki, 1995, p. 77-79.

1. Analysis of the teacher's personality

As will be seen below, whatever component of pedagogical activity or technique we analyze, we will inevitably "capture" the areas of analysis of the remaining components. This fact only indicates that pedagogical activity is a complex system (i.e., a system in which an infinite number of subsystems can be distinguished). Nevertheless, despite a certain conventionality of the classification used, it allows structuring pedagogical activity in a way convenient for the further implementation of pedagogical design. From the point of view of the general approach to the analysis of the teacher's personality (ie, to self-analysis of one's personality), we must first describe the main existing or possible types of teacher, and then determine our own type. In fact, we must build a classification of types of teachers.

To carry out the classification of a set of elements, we must select a classification parameter, relative to which we will distribute the elements of the selected set. For each element of the set under consideration, it is usually possible to single out more than one parameter belonging to it. Depending on which of them will be the basis of the classification, we will get different classification structures of the same set. The more parameters can be distinguished in the description of the elements of the system, the more possible classifications can be built on the basis of the selected set of elements. The complexity of studying humanitarian systems is explained, in particular, by the fact that each individual person (and even more so social groups) is described by a very large set of physical, physiological, psychological, social, and other parameters. This also explains the multiplicity of approaches and theories that describe a person, human activity and human society. It should be noted that all of them are correct in their own way, since each of them reflects a certain aspect of human life.

Within the framework of the activity paradigm, the leading parameter of a person is the type of his self-determination. From this point of view, the first question that a teacher must answer in the context of a structural analysis of his own activity is the question "what pedagogical values ​​do I implement in my work." Naturally, there are questions that are equivalent in their meaning, for example: “why do I need a teacher”, “what do I work for”, etc. this assumption is possible only by correlating the real activity of the teacher and his ideas about it).

The possibility of self-determination in the existential semantic space will be indicated by answers such as "I want to form a sense of self-respect in students", "I try to reveal the abilities of everyone." Such answers show the educational values ​​of the teacher.

The possibility of self-determination in the cultural semantic space will be indicated by answers such as "I must modify the subject program", "I need to master an individual approach to students. Such answers show the teacher's educational goals, i.e. promising, strategic results of working with these students, to achieve which directed his activities.

Self-determination in the social semantic space will correspond to answers like "I fulfill the requirements of the head teacher", "it is necessary to increase the category." Such responses indicate educational objectives, i.e. to relatively close (local) targets.

Self-determination in the situational semantic space will correspond to answers such as "I need to achieve controllability of the class", "I want to get such and such a student to start working." Here we see the tasks that the teacher plans to achieve in the near future.

It should be noted that the presence of self-determination of a "higher" level does not mean the absence of self-determination on the "lower floors", but the subordinate state of the actions performed in relation to the organized activity, the organized activity to the chosen case, the chosen case to the act being carried out. We also note that the values, goals and objectives formulated at this stage can be adjusted or changed during subsequent analysis.

Obviously, neither design nor analysis of the activity is necessary if the activity itself proceeds without much difficulty, and the problems that arise are resolved in the current order. Therefore, after conducting a primary analysis of goals and objectives, it is necessary to highlight pedagogical problems that are of a rather long-term nature. In addition, it is pointless to discuss problems that the teacher subjectively evaluates as in principle unsolvable. If the teacher believes that it is in his power to somehow influence the situation for the better, then this is manifested in the fact that he has taken certain steps aimed at finding ways to overcome the named problems.

Thus, the analysis of the personality of the teacher, which is carried out within the framework of the structural analysis of his activities, should contain the following main elements:

1. Educational values ​​- what the teacher works for (what is "Teacher" for him).

2. Educational goals - promising, strategic results of pedagogical activity.

3. Educational tasks are relatively local goals of activity.

4. Current tasks.

5. Leading pedagogical problems.

6. Steps taken to overcome them.

To carry out the most accurate analysis possible, it is necessary to update:

The teacher's ideas about personal qualities that should be formed in students during their studies (levels of upbringing, training, education and their manifestations).

The teacher's perceptions of the class in which he works.

The teacher's perception of the subject being taught.

Description of the main problem situations typical for the work of a teacher.

Description of the actions taken to overcome the identified pedagogical problems (reading an article or book, preparing and conducting a lesson with elements of innovation, discussion at a methodological association, making changes to the curriculum, etc.).

Here is one of the most typical answers to questions 1-6.

1. and 2. Educational, educational, developing.

2. Implement a differentiated approach.

3. Preparation for lessons.

4. Students' lack of interest in the subject.

5. Read the article<:>, conducted 5 lessons of a search nature.

It is obvious that in these answers there are no actual values, goals and objectives yet. However, based on the answers of paragraph 6, it can be assumed that the teacher solves specific pedagogical problems, sets goals and attempts to achieve them. In this case, further work with the teacher allows you to manifest and fix these goals and problems. First of all, in the framework of paragraph 5, it is necessary to discuss the qualities of those students, the work with which causes the greatest difficulties for the teacher, or specific situations of working with the class in which the intended results could not be achieved. The answer may be received that the difficult situation was a lesson in which the whole class was not prepared, but the director came to this lesson. Such a description characterizes self-determination in social space. It may turn out that the leading quality of difficult (for a given teacher) students is the poor memory of his students. In this case, the response system could eventually look like this (items 1 and 2 are omitted):

3. Educational tasks - training the memory of such and such students.

4. Current tasks - allocation (either only in their plans, or in the learning process, or as a special group in the class, etc.) of such and such students, determining the time and forms of work with selected students

5. The leading pedagogical problems are the weak memory of such and such students.

6. Steps taken to overcome them - the study of memory training methods, the selection of special tasks, the organization of additional twenty minutes after class.

It should be noted that the task of improving memory cannot be an end in itself, but is a condition for achieving some more general goal (“effectively eliminate gaps in previous grades for these students”, “bring these students to the level of a solid three”, etc. ) This broader goal, formulated by the teacher, should be the content of paragraph 2. "Educational", "educational", "developing" are not tasks. These are only characteristics of possible tasks, for example, the following tasks can be attributed to educational tasks: to teach to give way elders, to give a hand to the girls when leaving the transport, etc. Answer<я решаю воспитательные, образовательные и развивающие задачи>does not characterize teachers in any way, since any teacher, simply by virtue of his presence, whether he wants it or not, has an educational, educational, and developmental influence. The question is what is the structure of this influence, what are its leading components and how consciously it is carried out. Note that the task of "introducing a differentiated approach" cannot be an end in itself and, in the absence of the specific goals of paragraph 2, does not have a pedagogical orientation (although it can express the presence of social self-determination). If it turns out, for example, that class differentiation is needed in order to enable strong students to work to the limit of their capabilities, then the differentiated approach turns out to be a means (the common element of point 6), while the task (point 2) turns out to be "not to lose strong students."

As can be seen from the above, the analysis of the teacher's personality is closely connected with the analysis of his ideas about students. This fact is a consequence of the general statement that real cultural and value self-determination is possible only when the declared values ​​are correlated with the activities carried out, which, in turn, is described through the actions and operations performed. Thus, in order to fix the type of self-determination of a teacher, reflection in a situational semantic space is necessary. In pedagogy, the situation is determined both by the personality of the teacher and by the totality of the traits of his students.

2. Class analysis.

Class analysis is, on the one hand, a necessary element of the analysis of the pedagogical situation. On the other hand, this is an auxiliary moment in the analysis of the teacher's personality, which shows his ideas about the class. Classifying students of any class, we must choose the main classification parameter for us. At present, both in pedagogical theory and in pedagogical practice, classifications of students of various types and types are considered and used: external - internal, strong - weak, humanists - natural scientists, active - passive, etc. Parameters in such classifications can be, for example:

1. The level of possession of the subject.

2. The level of general educational skills.

3. The degree of independence in learning.

4. The level of possession of the necessary propaedeutic and related knowledge and skills (reading, speech, vocabulary, etc.).

5. The degree of development of mental qualities (memory, attention, logic).

6. The pace of educational work.

7. Specific personal qualities (temperament, upbringing).

8. Kind of educational focus.

Obviously, the above list of parameters is not exhaustive.

For each classification parameter, it is necessary to highlight its possible values, with respect to which students will be distributed in the constructed classification.

For subject proficiency, by far the most common values ​​are "not satisfactory", "satisfactory", "good", and "excellent". However, in connection with the spread of test assessment technologies, scoring values ​​for this parameter are also possible.

The level of possession of general educational skills, the degree of independence in learning, the level of possession of propaedeutic and related knowledge and skills, the degree of development of mental qualities, the pace of learning work is usually assessed by two values: "low" and "sufficient". The use of socio-psychological monitoring methods makes it possible to clarify and concretize the possible values ​​of these parameters (as well as the specific personal qualities of his students that are of interest to the teacher).

By type of educational orientation, the following students can be distinguished:

1. Students for whom the most valuable result of learning is new knowledge (cognitive orientation - it is interesting to just learn).

2. Students for whom the most valuable result of learning is the amount of knowledge in this subject (subject focus - the subject is interesting).

3. Students for whom the most valuable learning outcome is the ability to think (intellectual orientation - it is interesting to solve complex problems).

4. Students for whom the most valuable learning outcome is a significant mark (real social orientation - preparation for exams, social self-affirmation).

5. Students for whom the most valuable result of learning is a formal high mark (formal social orientation - the struggle for primacy in the class, formal self-affirmation, the desire to please, pressure from parents).

6. Students for whom the most valuable result of learning is a formal positive mark (communicative focus - get off with a triple for the opportunity to be in this team, stay with someone who for one reason or another likes; safety focus - to insure against the anger of parents in case of receiving deuce or other "punishment" of the teacher).

7. Students who do not have a certain attitude to learning (infancy, focus on spending time, the habit of constantly being under the control of adults, living in the present day, the absence of certain life activity goals, the prevalence of consumer goals).

8. Students for whom learning is of no value (zero learning focus). Within the framework of the project technology, class analysis cannot be an end in itself, but is intended to help specify the pedagogical goals and tasks solved by the teacher. Therefore, in the real activity of the teacher, there is no need to use the widest possible classification of his students. It is enough to single out one parameter that is leading for a given teacher and consistent with his goals, according to which students are further distributed. It should be noted that in this case it is desirable to determine as many possible values ​​as possible for a given classification parameter. The main thing is that the teacher knows why he needs the classification and what he will do with it, what changes he intends to make in his activity corresponding to it (discussion of this moment goes beyond the framework of the actual structural analysis of the teacher's activity).

3. Analysis of the subject

The need to analyze the subject being taught is connected, firstly, with the need to determine the degree of understanding by the teacher of the place and specifics of this subject in the education system as a whole, and secondly, with the fact that each subject has its own special impact on the students studying it (this feature is connected not with the fact that different subjects are focused on different properties and qualities of students, but with the fact that they are focused on them to different degrees). When analyzing the taught subject, the following should be highlighted:

1. Many possible meanings of studying a given subject.

2. The framework of knowledge, skills and abilities that students must master.

3. The period during which, ideally, students should master the minimum expected knowledge and skills.

4. Basic principles of science, which is the basis of the taught subject.

5. Structure of the subject: basic concepts, logical connections, classes of typical model situations, algorithms for building and analyzing models, conditions necessary for using the selected concepts, connections and models.

6. Mental and psychological traits that contribute to the study of the subject.

7. The main mental and objective operations and learning activities that must be carried out when studying the subject.

8. Possible stages of studying the subject.

9. A set of tasks to be performed by students who have mastered the subject at the given levels.

10. The main forms of educational activity of students in the development of the subject.

11. Forms of control measures.

It can be seen from the above list that the analysis of a subject includes not only an analysis of the structure of its scientific basis, but also a description of the elements of educational activities organized for its study. The strategic goal of the analysis of the taught subject is the formation of students' understanding of it, the identification of possible causes of misunderstanding and the determination of ways to smooth them out, the reduction of formalism in the assimilation of knowledge. The criterion for mastering the subject at the level of reproduction of information, mastery of skills or understanding is the student's performance of the corresponding task. The task is understood here in the broadest sense: it can be formulated explicitly or be veiled (for example, during an interview), given in the form of a question, statement, requirement to perform certain actions or achieve a certain result. Today, there are a number of typical reasons that do not allow students to consciously apply the information received from the teacher. The first reason is a misunderstanding of the essence of the proposed task. In turn, the reason for this misunderstanding is the use of different "languages" by the teacher and the student. The words (concepts, terms) used by the teacher do not find a semantic response from the student, or are interpreted in a different way. Analysis of the active vocabulary of students on the one hand, the conceptual structure of the subject on the other hand, and their subsequent correlation can clearly demonstrate the marked "diversity of languages". The “language barrier” can be lowered by specially organized work to work out with students the meaning of the basic concepts of the subject they are studying (and, if necessary, the necessary propaedeutic everyday concepts).

Another barrier that stands in the way of students to complete the task is the difficulty for them of the procedure for recognizing a specific typical (model) situation of a given subject in the specific situation offered to them. The work on the analysis of the structure of the subject is aimed at overcoming this particular obstacle. Without going into a more detailed discussion of the individual elements of the analysis of the taught subject, it can be noted that, in the general case, it is based on the reflection of the actions and operations that the teacher himself performs in the process of mastering and applying the content of scientific knowledge selected for study and understanding. Ultimately, on the basis of such reflection, the teacher can draw up a model of optimal (for different groups) learning activities of students and a model of their own pedagogical activity, which can be used as the basis for the developed individual pedagogical project.

4. Analysis of the teacher's check technique of the teacher

The analysis of the fourth component of pedagogical activity - the pedagogical technique used by the teacher - is a correlation of the results of the analysis of the first three components with the basic principles and leading technological elements of the theoretical, methodological and experimental trends existing in pedagogical science and practice. It is beyond the scope of this work to describe these flows themselves. In addition, within the framework of the project approach to the organization of pedagogical activity, the lack of analysis of the first three of its components makes it meaningless to study any theoretical schemes. We only note that any pedagogical "technology" should contain answers to the following questions:

1. What are the pedagogical problems that this "technology" is aimed at solving?

2. Under what conditions is the use of this "technology" justified?

3. What is the scale of application of this "technology"?

4. What are the stages of implementation and application of "technology"?

The uncritical application of "technology" for the sake of "technology" itself, at best, will help to solve only certain social problems.

Practice becomes a source of teacher's professional growth only to the extent that it is an object of structured analysis: unreflected practice is useless and eventually leads not to development, but to professional stagnation of the teacher.

Reflection is an important mechanism for productive thinking, a special organization of the processes of understanding what is happening in a broad systemic context, the process of introspection and active understanding of the state and actions of the individual and other people involved in solving problems. Therefore, reflection can be carried out both internally - the experiences and self-report of one individual, - and externally - as a collective thought activity and a joint search for a solution Dictionary of Pedagogical Use / Ed. L.M. Luzina. Pskov: PSPI, 2001. 88c.

Pedagogical reflection in activity is a process of successive actions from difficulty (doubt) to its discussion with oneself and to the search for a way out of it. Reflection is a complex mental ability to constantly analyze and evaluate each step of professional activity. With the help of reflexive abilities, which include a number of basic intellectual skills, one can manage one's own professional activity in conditions of uncertainty. Taken together, these “key skills” constitute a kind of reflective technology, with the help of which the teacher’s professional experience is improved. These skills are presented in the table by O.B. Dautov and S.V. Khristoforov offer a methodology for assessing the teacher's reflexive abilities. O.B. Dautova, S.V. Khristoforov "Self-education of a teacher as a condition for his personal and professional development" Collection of conference materials. Series “Symposium”, issue 29. St. Petersburg: St. Petersburg Philosophical Society, 2003. P.309-317 (Table 1)

Having performed one or another action or system of actions, that is, having solved a number of pedagogical tasks, the teacher changes the degree of formation of educational activity and the development of the main areas of individuality. At the same time, he perceives the so-called feedback signals that carry information about the results of actions.

Table number 1 - Methodology for assessing the teacher's reflective abilities

The most common types of analysis are complete, comprehensive, brief, and aspect.

A full analysis is carried out in order to study and analyze all aspects of the lesson;

Brief - achieving the main goals and objectives;

Complex - in the unity and interconnection of goals, content, forms and methods of organizing a lesson;

Aspect - individual elements of the lesson.

Each of these types of analysis can be of the form:

1. didactic,

2. psychological,

3. methodical,

4. organizational,

5. educational, etc.

Such a variety of approaches is also due to the presence of numerous schemes for analyzing the lesson.