Description of the work experience of the educator in professional self-improvement. Modern problems of science and education. Effective methods of self-development

Professional self-improvement is considered today as a specific type of professional activity teachers as an integral part of their vocational training and retraining. Professional self-improvement is the result of a conscious interaction between a teacher and a specific social environment, during which he realizes the need to develop in himself such personality traits and competencies that ensure success in his professional activities and in life in general. The conditions and patterns of achieving the peaks of the professionalism of the activity and personality of the teacher are explored pedagogical acmeology, the subject of which is the search for patterns of development and self-improvement of a mature personality of a specialist, its self-realization, self-education, self-organization, self-correction.

Professional self-improvement of a teacher- this is a conscious, purposeful process of increasing one's professional competence, developing professionally significant qualities in accordance with external social requirements, the conditions of pedagogical activity and a personal development program.

V subject area pedagogical acmeology includes: regularities and mechanisms for reaching the peaks of not only individual, but also collective pedagogical activity; study of the processes of the gradual formation of an acmeologist teacher; motives of professional achievements in pedagogical activity; trajectories of achieving professionalism in the field of pedagogy.

Professionalism of the teacher is considered from acmeological positions as a set of stable properties of his personality, providing high productivity of pedagogical activity with a humanistic orientation. Pedagogical professionalism is manifested not only in the high performance of professional activities, but also in a humanistic orientation towards the development of the personality of students in the process of teaching individual academic subjects, in the teacher's choice of methods and techniques of pedagogical activity, taking into account the motives and value orientations of students, in preparing students for continuous education and self-education.

Pedagogical acmeology revealed the following levels and stages of professionalism of the activity and maturity of the teacher's personality: mastery of the profession, pedagogical skill, self-realization of the teacher in professional activities, pedagogical creativity. At high levels of professionalism, a teacher manifests himself as an erudite, specialist in vocation, master, diagnostician, humanist, self-diagnostician, innovator, participant in pedagogical cooperation, researcher.

Pedagogical acmeology determines the individual trajectory of the teacher's professional growth, ways to overcome professional deformations of the teacher's personality (ʼʼ emotional burnoutʼʼ, ʼʼprofessional saturation and exhaustionʼʼ, etc.).

The initial basis for self-improvement of the teacher's personality is formed by his awareness of his professional role comprehension of possible pedagogical decisions and their consequences, generalization of one's professional activity and forecasting of its prospects, ability and readiness for self-control and self-development. At the root of the process of self-improvement lies the psychological mechanism of constant overcoming of internal contradictions between the existing level of professionalism (I-real) and its simulated state (I-ideal).

Self-improvement of the teacher's personality includes: studying the level of formation of one's professional competence; designing a system of goals; determination of the content and adequate methods for achieving the set goals; identification of the results obtained for a particular period of time and their correlation with the goals set; on-

setting new goals on this basis. Self-improvement is the basis of progressive professional development personality of the teacher (Fig. 2).

Professional development of the teacher's personality is the process of forming an ensemble of professionally significant qualities, necessary competencies that express the integral structure and features of pedagogical activity on the basis of the individual psychological properties of a particular subject of this activity. This process of self-formation occurs by refracting the influence of the social environment through the internal conditions for the development of the teacher's personality.

Professionally significant qualities and competencies are formed, changed, weakened or strengthened during professional socialization the personality of the teacher, i.e. the assimilation of professional experience and culture, as well as individualization, which is a uniquely individual way and form of appropriation of professional relations. In this process, the teacher participates both as a carrier and as a conductor of professionally significant qualities acquired by him, as an object of influence of social conditions on him and as a subject that actively transforms pedagogical activity and himself.

The professional development of a teacher's personality is characterized by the following main parameters: a) structure, which is determined by the sequence of entry of the teacher into the professional

sional activity; b) focus, which is a systemic quality, the structure of which includes the attitude to the profession, the need for professional activity and readiness for it; v) contradictions as a result of the interaction of subjective and objective factors and the basis of development; the main thing in the professional development of the teacher's personality is the contradiction between the established qualities of the personality and the objective requirements of pedagogical activity; d) own time professional development of the teacher's personality, i.e., the time of existence of the system of interacting subjective and objective factors conditioned by pedagogical activity; e) irregularity and heterochrony formation of professionally significant qualities, which is due to various types tasks - cognitive, moral, communicative, labor, value-semantic - for each stage of personal development; progress in the performance of some actions (operations) is combined with the invariance or even regression in the performance of other actions (operations); e) continuous feedback the results of the previous stage for the next one; these feedback effects of professional achievements on the teacher's personality act as secondary conditions for its development. Professionally significant qualities and competencies are developed through the translation of the general professional into the individual. Οʜᴎ are transitive and move from one stage of professional development to another. They are based on the most stable methods and forms of professional activity and behavior of the teacher, his way of life. The criterion for the professional development of the teacher's personality is the level of formation of professional competence, which correlates with the level of the teacher's professional activity, reflecting the degree of mastery of this activity.

The goal of professional self-improvement is to achieve a conscious and assimilated image (ideal) of a highly qualified teacher. The goal of self-improvement, in essence, is unattainable, since there is no limit to the development of the individual, but the very process of approaching this goal is important, as to a constantly elusive horizon line.

The process of self-improvement of the teacher is carried out in two interrelated forms - self-education and self-education.

developments that complement each other. self-education is a purposeful activity of a teacher to systematically develop positive and eliminate negative personality traits. Professional self-education- this is a practice-mediated update and improvement of the teacher's knowledge, skills, abilities in order to increase the level of professional competence. At different stages of the professional development of a teacher's personality, self-education and self-education play the most important, but meaningfully and methodologically differently organized role.

The main directions of professional self-improvement of teachers: spiritual and moral development of the individual; improvement of professionally significant qualities, knowledge, skills and abilities; development of general, legal and pedagogical culture, aesthetic and physical qualities; development of skills for independent work on oneself, the ability for constant self-improvement, sustainable motivation for self-formation of the personality; development of skills to manage one's behavior, needs and feelings, mastering the methods and techniques of emotional-volitional self-regulation.

Social conditions can accelerate or slow down the professional development of a teacher's personality. The main social factors influencing this process include the following: the teacher's free time budget; activity style teaching staff and their formal leaders; the state of the educational and material base of educational institutions; availability of opportunities for creative work and self-education; material and living conditions of teachers. The most important prerequisite for the professional development of a teacher's personality is its orientation, which is expressed in professional attitudes and value orientations. The formed positive attitude towards the teaching profession and self-education, orientation towards cultural and humanistic values largely determine the progressive development of the teacher's personality and the success of his professional activity.

The process of progressive professional development of the personality of a teacher should be activated at any stage, provided that educational situations are created for the performance of a professional role in a new way, in particular with the help of training

ning of professional and personal growth, which, overcoming the depersonalization of the existing system of advanced training, strengthens the motivation for self-improvement, contributes to the self-development of the personality of the teacher, who is in a reflective position, through mastering effective ways of free, democratic, socially responsible behavior.

One of the patterns of development of the personality of a professional teacher is stadiality. concept stages denotes major qualitative states in the professional development of the individual. In the process of professional development of an individual, the following stages are distinguished: 1) the formation of professional intentions, the choice of a profession; 2) professional training; 3) professional adaptation; 4) professionalization; 5) skill. Each of the stages has specific tasks and content. Effective Ways problem solving is fixed in the form of psychological mechanisms and professionally significant qualities. From these positions, the professional development of a teacher's personality is characterized by qualitative changes in the structure and content (methods) of solving professional pedagogical problems. The professional development of the teacher's personality should be either complete (harmonious), when all of the above stages are realized, or limited, when the teacher goes through only some of them.

At the first stage - the formation of professional intentions - students should get an adequate idea of the social significance of the chosen profession, forms and methods of professional training, conditions of activity, material remuneration, content of work, professional requirements for the performance of this professional role. At this stage, professional self-determination begins - a complex and lengthy process of a person searching for his place in the world of professions, forming an attitude towards himself as a subject of a certain activity, comparing his own physical and intellectual strengths, abilities, interests, inclinations, value orientations, attitudes with professional requirements. The process of professional self-determination is characterized by a dialectical contradiction between the individual's need to acquire a certain social status,

self-realization, self-affirmation, on the one hand, and insufficient understanding of the profession, lack of necessary professional knowledge, skills, and unformed professionally significant qualities, on the other. One of the manifestations of this contradiction is the inconsistency of the individual's idea of himself, the image of the Self with the professional ideal.

At the stages of formation of professional intentions and professional training, the main role belongs to the psychodynamic properties of the personality. Of no small importance for successful professional and pedagogical activity are such individual psychological properties of a person as extraversion, emotional stability (stability), and plasticity. In the early stages, the decisive role in the professional development of the teacher's personality belongs to the social situation and the leading activity, in the subsequent stages - to the personality itself, its creative activity.

At the stage of professional training, a professional and pedagogical orientation, a system of professional knowledge, skills, and ways of solving typical professional problems are formed. The stage of professional adaptation is characterized by the development of normative activities, the improvement of professional knowledge and skills, generalized ways of performing activities. At the stage of professionalization, there is a stabilization of normative activity, the formation of a professional position, as well as integrative complexes of knowledge, skills and abilities. personal qualities, which lead to the development of the most optimal style of performing activities at a creative level.

The formation of integral professionally significant personality characteristics continues at the stage of mastery. The decisive importance in their education belongs to the activity of the individual himself, aimed at finding optimal and creative ways to carry out pedagogical activities. Showing above-standard activity, the personality overcomes the established ways of performing the activity, transforms, improves it, i.e., moves to a higher level of mastering it - creative, which leads to greater self-actualization of the personality.

It should be noted that a person, having mastered a normatively approved activity, can stop his progressive development. In this case, the onset of stagnation is possible. A factor contributing to the stagnation of the professional development of a teacher's personality is, in particular, the isolation of the pedagogical system in the educational process. Overcoming stagnation is possible with the reorientation of the teacher with educational process on the personality of not only students, but also their own. Transforming the normatively given activity, choosing various professional positions, the individual declares himself more and more as an individual.

The meaning of pedagogical activity is in the unity of culture and personality. Any teacher can take place as a person, as a professional only in dialogue and on the borders with other areas of culture. There is not and should not be a culture where there is no stability of tradition or individual convictions - this is self-exclusion from culture.

Under organization of professional self-improvement it is customary to understand a system of evidence-based activities aimed at involving all teachers in self-education and self-education, streamlining and improving their independent work to maintain and increase the level of their own professional competence, the harmonious development of their personality.

The complexity of the problem of organizing professional self-improvement of teachers lies in the fact that it is an objective-subjective process. As a result, both elements of the external control system and the individual consciousness of a particular teacher are involved in the management of the self-education system. Such a hierarchy of management presupposes the solution by each element of management of the specific tasks of its level, based on the principles of organizing professional self-improvement.

The teacher's self-improvement system includes the following components: installation; pedagogical introspection; targets and goals; content; methods; the effectiveness of training and education. The control mechanism of the system is the attitude towards self-development of one's personality.

Methodological prerequisites, research results, our observations and analysis of scientific and pedagogical literature

allow us to formulate the following principles of organization of professional self-improvement of teachers.

The principle of forming a mindset for self-improvement is fundamental and leading in the organization of pedagogical self-education, since the installation acts as a control mechanism in any system of self-education, and without it the latter is impossible. In essence, the organization of professional and pedagogical self-education in the narrow sense of the word comes down to the formation of a teacher's attitude towards self-education by creating a complex of internal and external factors. This complex includes the creation of an internal interest in self-education through ideological influences, moral and material incentives, a system for monitoring self-educational work, creating and optimizing the conditions for self-education of a teacher.

It also requires the individual work of the teacher on self-education, the development of certain moral and volitional qualities so that self-education becomes the most important need among his highest spiritual needs. Since a fairly close connection between the self-education of a teacher and the degree of formation of his attitude to the profession has been proved, it is extremely important in each specific situation to clarify and create conditions that form a positive attitude to the profession of a teacher. The overwhelming majority of teachers with a positive attitude towards the profession also have an attitude towards professional self-improvement.

Being formed, the attitude towards self-education acts as a control mechanism for the self-education of a particular teacher. The teacher receives in the process of activity information about the measure of his influence on students. In the process of processing this information, he makes a decision to improve certain aspects of his activities, outlines and implements a program of self-education. On the base feedback he receives new information about the system of his influences and improves this system. Τᴀᴋᴎᴍ ᴏϬᴩᴀᴈᴏᴍ, with an attitude towards self-education, pedagogical practice is an inexhaustible source of problems for them self-study and permission by the teacher, the scope of the acquired knowledge, skills, abilities.

The principle of pedagogical introspection involves a constant analysis by the teacher of his professional qualifications

and pedagogical activities in order to identify those elements that require improvement. It is legitimate to single it out as an independent principle, since introspection can become a powerful motivating factor in the self-education of a teacher even if the latter does not have an appropriate attitude. This can happen and happens (according to our observations) in the case when the teacher discovers a large lag in the level of his own professional competence, the results of his work from social expectations. At the moment, with the help of pedagogical introspection, which is nothing more than an act of objectification, the teacher has an attitude towards professional self-improvement.

Pedagogical self-analysis can be carried out on the basis of: self-analysis by the teacher of the level of formation of professional competencies and qualities, the effectiveness of educational activities; pedagogical diaries, results of current, final tests and exams; comments and advice from colleagues and leaders; analysis of student behavior in general. Such self-analysis is carried out most fully and objectively with the help of methodological recommendations for the analysis and self-analysis of pedagogical activity and the personality of the teacher (see Appendix I).

On the basis of pedagogical introspection, the teacher formulates the goal and objectives, the content of self-education for a certain period, selects the methods of self-education. The principle of pedagogical introspection provides a real individualization of self-education, eliminates formalism and stereotypes in this important area of a teacher's professional activity.

Planning principle self-educational work provides for taking into account the budget of free time, the educational and material base of self-education and other specific conditions for the teacher's activity. This principle allows you to correctly allocate time for self-educational work, establish a sequence for studying problems identified on the basis of pedagogical self-analysis, and concentrate efforts on solving the tasks provided for by the plan of this year. The constant question ʼʼWhy am I doing this?ʼʼ disciplines thinking, allows you to exclude from the program everything that is not organic

for this stage of professional development of the personality of the teacher.

Planning (current, prospective) has a great power of organizing influence on the entire course of the teacher's self-education. The plan indicates not only the topics, sources and terms of their development, but also rational methods for more economical achievement of the desired result.

According to sociologists, the time for self-education, professional development of teachers should be 18-20 hours a week. This figure can serve as a guideline for the teacher when planning the volume of self-educational work for a year or several years.

The principle of complexity involves self-education in a system that reflects the system of pedagogical activity. Complexity is usually understood as a relatively independent solution of individual issues, but in an organically unified system.

It should be noted that it is extremely important to improve professional-subject and psychological-pedagogical knowledge and skills on a daily basis throughout all the years of a teacher's work in an educational institution. And for in-depth practical or theoretical development within a year or several years, it is recommended to take any one topic of a complex or monographic nature. The choice and sequence of topics for independent work are determined by the degree of relevance of a particular problem for the growth of the teacher's professional competence, which is clarified with the help of pedagogical introspection.

The principle of control and self-control self-education is necessary to obtain information about the qualitative state of self-educational work and its effectiveness. Teachers with an already formed attitude towards self-education, apparently, do not need such ʼʼʼʼʼ forms social control as reports on self-education at meetings of the department, educational and methodological council, etc. A completely sufficient form of public control for them should be the preparation and presentation of a report on the topic of independent work at meetings of the department, seminars, conferences, the publication of textbooks, scientific and methodical articles, etc.

At the same time, strict control can act for a certain part of teachers (with an unformed professional

noah installation) the main incentive for self-education. Apparently, these teachers need a strict system of stage-by-stage control of their self-education, which provides for various forms of its verification.

The formulated five principles of organization of professional self-improvement of teachers reflect its integrity and individual character.
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Οʜᴎ testify to the extreme importance of a differentiated approach to the organization of self-education of teachers based on the level of formation of professional competence and the personal significance of various motives for self-education, which manifests itself, first of all, in the presence or absence of an attitude towards self-education and self-development.

Structurally, the process of professional self-improvement of teachers consists of the following basic logically interrelated stages: self-knowledge and decision-making to engage in self-improvement; planning and developing a self-improvement program; direct practical activities to implement the tasks; self-control and self-correction of this activity.

The beginning of this process is the stage of self-knowledge as an element of pedagogical self-analysis, the structure of which also includes self-assessment and self-prediction. self-knowledge is a complex process of determining by the teacher his abilities and capabilities, the level of development of the required competencies and professionally significant personality traits. This process is deployed in time, multi-stage and associated with a wide variety of experiences. These experiences are accumulated in an emotional-value attitude towards oneself, ĸᴏᴛᴏᴩᴏᴇ, along with the generalized results of self-knowledge, constitute self-esteem personality, which is one of the main factors in the regulation of behavior.

The process of self-knowledge can be conditionally divided into two basic stages. At the first stage, self-knowledge is carried out through various forms of relating oneself to other people (from the teacher to colleagues). The basis for self-knowledge here is self-perception and self-observation. The second stage takes place not at the level of ʼʼI am a different personʼʼ, but at the level of ʼʼI-Iʼʼ (ʼʼI am like a professionalʼʼ). The teacher here analyzes his professional behavior, correlates it with motivation. Motivation itself is also assessed by him both in terms of requirements

to himself, and from the point of view of society. It is in these acts that one realizes oneself as a subject of a certain professional activity, concentrating the unity of external and internal being.

The adaptation of a novice teacher in a university, the formation of him as a specialist and the formation of his professional self-awareness is a single process both in time and in its mechanism. The adaptation mechanism - ʼʼacceptance of rolesʼʼ - is both a process of assimilation, internalization of a role, and a process of self-knowledge in this role. Standing in the position of others (colleagues, students, etc.), the teacher learns how he should behave, i.e., learns the type of behavior expected of him in any situation. Assessing himself and his actions from the point of view of others, the teacher gets an idea of his essence, his professional self. Τᴀᴋᴎᴍ ᴏϬᴩᴀᴈᴏᴍ, with the help of a social environment, a novice teacher, as through a ʼʼmirrorʼʼ, learns his profession, improves his skills and knows himself as a specialist.

When considering the professional self from the point of view of its formation and development, it is advisable to separate the aspects of the self in a temporal perspective. First of all, this makes it possible to fix changes in the teacher's professional self, and, secondly, the teacher's awareness of differences in himself in a time perspective is an awareness of development, his professional growth, and at the same time - an incentive for further self-improvement. At the same time, the structure of the professional I includes the following elements: 1) I, reflected through others, that is, my opinion about how others evaluate me (students, colleagues, administration, parents of students); 2) the actual I, that is, my own idea of myself at the present time; 3) ideal I, that is, what I would like to be. The value-motivational sphere of the personality enters into the ideal self in a transformed form. It is this element of the teacher's professional self-awareness that is a personal incentive for self-development in one's own activity.

The measure of self-awareness, the nature of professional self-esteem depend on many reasons. The process of professional self-knowledge is influenced by the extent to which a person is turned to his inner world, how he is interested in it, how developed the need of the individual for self-reflection is. The activity of the personality of the teacher as the main condition for inclusion in

activity is a consequence of his professional introspection.

Self-esteem of a person depends both on the level of real achievements and on the assessments of others. Some researchers, in addition, also single out pre-self-esteem as the most important component of self-esteem, which is based on the child's perception of the attitude of parents towards him, on their assessments. Pre-self-esteem genetically precedes self-esteem and plays a decisive role in its formation. And in adulthood pre-self-assessment does not disappear, but remains an important element of the self-assessment mechanism.

Of fundamental importance is the provision on the relationship of personality and professional self-esteem, on self-esteem as an integral expression of the real self, on the dynamism of self-esteem. Starting pedagogical activity, a young specialist trusts personal self-esteem, since his professional self-esteem has not yet been fully formed. The main function of professional self-assessment is the regulation of professional behavior. Being included in the structure of motivation, self-esteem coordinates the possibilities, internal mental reserves of the individual with the goals and means of activity. At the same time, there is a distance between the formation of a teacher's professional self-esteem and its regulatory function. It's about about the transition from the formation of self-esteem to the process of improving professional activity. Two factors play an important role in this transition: the degree of development of emotionally significant qualities, assessed from the position of the teacher's personality, as well as the ability to critically comprehend oneself and draw effective conclusions about the possibilities of self-improvement. With the accumulation of pedagogical experience, as a result of comparing his activities with the activities of more experienced colleagues, the teacher masters such a tool for self-improvement of his personality as professional introspection.

For a more complete picture of the level of training in a particular aspect of professional activity, a teacher can rely on his pedagogical diaries, advice and comments from colleagues and leaders. Given the dependence on work experience, the characteristics of pedagogical activity, and in accordance with the interests and capabilities of the teacher, the topic of his self-education, personal creative plan is determined. Some pe-

dagogi dwell on those problems that cause difficulties in work, others are interested in the problems investigated by modern pedagogical science, and still others choose topics of self-education that allow them to theoretically comprehend and generalize their own work experience and the experience of colleagues, compare the effectiveness of various educational technologies.

In the study and generalization of advanced pedagogical experience, there should be a certain sequence: from the reasons that aroused interest in a particular issue, to transforming it into guidelines. For such a reconstruction, a number of questions can be raised. For example, what is the novelty of the teacher's approach to teaching and education in comparison with what is already covered in the pedagogical literature? Does he find any contradiction in this and does he have real opportunities to eliminate them? What conclusions did he come to? Answers to these questions significantly deepen the content of pedagogical reports and developments, scientific and methodological research.

Having defined the topic, it is extremely important to make the selection the main and additional literature. The study of the topic should begin with an acquaintance with the state of the problem as a whole. For this purpose, you can listen to a qualified lecture, read a review article or a chapter of a book that contains general characteristics question. This is how the primary assimilation of the problem occurs, the main directions of its development are outlined. Of essential importance is the analysis of literature from the standpoint of one's pedagogical experience and the reverse process: the analysis of one's own experience from the point of view of scientific concepts. While working with literature, it is advisable to compile a card file with the most important provisions and statements on this issue, with a description of effective methods of work, etc. It is important to develop rational reading skills, and, if possible, speed reading, use various types of reading when reading records (from extracts to annotations and abstracts).

As a result of working on the chosen topic, the teacher can prepare didactic materials, task cards for students, teaching and control computer programs, visual aids, methodological developments training sessions and entire topics with the necessary comments. The results of all work on the topic are drawn up in the form of a report, article, teaching aid. The report usually has the following

structure: rationale for the choice of topic; analysis of relevant scientific and pedagogical literature; a description of the methods of study and the results of the practical verification of certain provisions; conclusions and recommendations.

It should be noted the following factors for the successful work of a teacher on a book: high mental performance, which depends on rhythmic work, its consistency and systematicity, skillful alternation of work and rest; correct setting for reading (setting to highlight in the text a certain kind of facts and thoughts, or to strong memorization, or deep understanding, or critical analysis of the text, etc. help the reader complete the task; on the other hand, the mindset for easy reading has a negative effect on the assimilation of a book that is actually difficult); inspiration and effort of will, if inspiration is lacking; an independent approach to the book (thinking and experiencing facts, comparing pedagogical theory with practice, forming beliefs); perseverance in overcoming the difficulties of content, since reading scientific books is far from an easy task.

For a deeper understanding of the text, the following techniques are recommended: asking yourself questions and looking for answers to them (in the text itself or by remembering or reasoning, or with the help of another person); anticipation (anticipation) of the plan of presentation and content of the text; mental return to previously read under the influence of a new thought; critical analysis and evaluation of the text.

It is quite obvious that the various kinds of knowledge that a teacher acquires are not related and cannot be transferred in their original form to pedagogical practice. The teacher must correlate them with his specific conditions of activity, evaluate the pedagogical ideas and methods he perceives, master and adapt them in his activity. The internal mechanism for using information consists in its selection, evaluation and, most importantly, in its transformation by the teacher into their own plans and programs of activity, in the translation of knowledge built in accordance with the logic of any science into the language of specific pedagogical situations that take place in practice of training and education.

It is no coincidence that teachers show the greatest interest in books of a specific methodological nature, since they transform general pedagogical ideas into the language of practical activity, and from them the teacher receives information that can be directly used in practical work. Naturally, it is extremely important for a teacher to develop the ability to synthesize the acquired scientific and pedagogical knowledge into an integral and mobile system in order to use it.

Professional self-improvement is considered today as a specific type of professional activity of teachers, as an integral component of their professional training and retraining. Professional self-improvement is the result of a conscious interaction between a teacher and a specific social environment, during which he realizes the need to develop in himself such personality traits and competencies that ensure success in his professional activities and in life in general. The conditions and patterns of achieving the peaks of the professionalism of the activity and personality of the teacher are explored pedagogical acmeology, the subject of which is the search for patterns of development and self-improvement of a mature personality of a specialist, its self-realization, self-education, self-organization, self-correction.

The subject area of pedagogical acmeology includes: regularities and mechanisms for reaching the heights of not only individual, but also collective pedagogical activity; study of the processes of the gradual formation of an acmeologist teacher; motives of professional achievements in pedagogical activity; trajectories of achieving professionalism in the field of pedagogy.

Pedagogical acmeology determines the individual trajectory of the teacher's professional growth, ways to overcome professional deformations of the teacher's personality ("emotional burnout", "professional saturation and exhaustion", etc.).

The initial base for self-improvement of the teacher's personality is formed by his awareness of his professional role, understanding of possible pedagogical decisions and their consequences, generalization of his professional activity and forecasting of its prospects, ability and readiness for self-control and self-development. The process of self-improvement is based on the psychological mechanism of constant overcoming of internal contradictions between the existing level of professionalism (I-real) and its simulated state (I-ideal).

setting new goals on this basis. Self-improvement is the basis for the progressive professional development of the teacher's personality (Fig. 2).

Professional development of the teacher's personality is the process of forming an ensemble of professionally significant qualities, necessary competencies that express the integral structure and features of pedagogical activity based on the individual psychological properties of a particular subject of this activity. This process of self-formation occurs by refracting the influence of the social environment through the internal conditions for the development of the teacher's personality.

sional activity; b) focus, which is a systemic quality, the structure of which includes the attitude to the profession, the need for professional activity and readiness for it; v) contradictions as a result of the interaction of subjective and objective factors and the basis of development; the main thing in the professional development of the teacher's personality is the contradiction between the established qualities of the personality and the objective requirements of pedagogical activity; d) own time professional development of the teacher's personality, i.e., the time of existence of the system of interacting subjective and objective factors conditioned by pedagogical activity; e) irregularity and heterochrony the formation of professionally significant qualities, which is due to various types of tasks - cognitive, moral, communicative, labor, value-semantic - for each stage of personal development; progress in the performance of some actions (operations) is combined with the invariance or even regression in the performance of other actions (operations); e) continuous feedback the results of the previous stage for the next one; these feedback effects of professional achievements on the teacher's personality act as secondary conditions for its development. Professionally significant qualities and competencies are developed through the translation of the general professional into the individual. They are transitive and move from one stage of professional development to another. They are based on the most stable methods and forms of professional activity and behavior of the teacher, his way of life. The criterion for the professional development of the teacher's personality is the level of formation of professional competence, which correlates with the level of the teacher's professional activity, reflecting the degree of mastery of this activity.

The process of self-improvement of the teacher is carried out in two interrelated forms - self-education and self-education.

developments that complement each other. self-education is an purposeful activity a teacher for the systematic development of positive and the elimination of negative personality traits. Professional self-education- this is a practice-mediated update and improvement of the teacher's knowledge, skills, abilities in order to increase the level of professional competence. At different stages of the professional development of a teacher's personality, self-education and self-education play the most important, but meaningfully and methodologically differently organized role.

Social conditions can accelerate or slow down the professional development of a teacher's personality. The main social factors influencing this process include the following: the teacher's free time budget; style of activity of pedagogical collectives and their formal leaders; the state of the educational and material base of educational institutions; availability of opportunities for creative work and self-education; material and living conditions of teachers. The most important prerequisite for the professional development of a teacher's personality is its orientation, which is expressed in professional attitudes and value orientations. The formed positive attitude towards the teaching profession and self-education, orientation towards cultural and humanistic values largely determine the progressive development of the teacher's personality and the success of his professional activity.

The process of progressive professional development of the personality of a teacher can be activated at any stage, provided that educational situations are created for the performance of a professional role in a new way, in particular with the help of training

One of the patterns of development of the personality of a professional teacher is stadiality. concept stages denotes major qualitative states in the professional development of the individual. In the process of professional development of an individual, the following stages are distinguished: 1) the formation of professional intentions, the choice of a profession; 2) professional training; 3) professional adaptation; 4) professionalization; 5) skill. Each of the stages has specific tasks and content. Effective ways of solving problems are fixed in the form of psychological mechanisms and professionally significant qualities. From these positions, the professional development of a teacher's personality is characterized by qualitative changes in the structure and content (methods) of solving professional pedagogical problems. The professional development of a teacher's personality can be either complete (harmonious), when all of the above stages are realized, or limited, when the teacher goes through only some of them.

At the first stage - the formation of professional intentions - students should get an adequate idea of the social significance of the chosen profession, forms and methods of professional training, conditions of activity, material remuneration, content of work, professional requirements for the performance of this professional role. At this stage, professional self-determination begins - a complex and lengthy process of a person's search for his place in the world of professions, the formation of an attitude towards himself as a subject of a certain activity, a comparison of his own physical and intellectual strengths, abilities, interests, inclinations, value orientations, attitudes with the requirements of professional activity. . The process of professional self-determination is characterized by a dialectical contradiction between the need of the individual to acquire a certain social status,

At the stage of professional training, a professional and pedagogical orientation, a system of professional knowledge, skills, and ways of solving typical professional problems are formed. The stage of professional adaptation is characterized by the development of normative activities, the improvement of professional knowledge and skills, generalized ways of performing activities. At the stage of professionalization, stabilization of normative activity occurs, the formation of a professional position, as well as integrative complexes of knowledge, skills and personal qualities, which lead to the development of the most optimal style of performing activities at a creative level.

It should be noted that a person, having mastered a normatively approved activity, can stop his progressive development. In this case, the onset of stagnation is possible. A factor contributing to the stagnation of the professional development of a teacher's personality is, in particular, the isolation of the pedagogical system in the educational process. Overcoming stagnation is possible with the reorientation of the teacher from the educational process to the personality of not only students, but also their own. Transforming the normatively given activity, choosing various professional positions, the person more and more declares himself as an individual.

The meaning of pedagogical activity is in the unity of culture and personality. Any teacher can take place as a person, as a professional only in dialogue and on the borders with other areas of culture. There is no and cannot be culture where there is no stability of tradition or individual convictions - this is self-exclusion from culture.

Under organization of professional self-improvement is understood as a system of evidence-based activities aimed at involving all teachers in self-education and self-education, streamlining and improving their independent work to maintain and increase the level of their own professional competence, the harmonious development of their personality.

Methodological prerequisites, research results, our observations and analysis of scientific and pedagogical literature

allow us to formulate the following principles of organization of professional self-improvement of teachers.

It also requires the individual work of the teacher on self-education, the development of certain moral and volitional qualities so that self-education becomes the most important need among his highest spiritual needs. Since a fairly tight connection between the self-education of a teacher and the degree of formation of his attitude to the profession has been proved, it is necessary in each specific situation to clarify and create conditions that form a positive attitude to the profession of a teacher. The overwhelming majority of teachers with a positive attitude towards the profession also have an attitude towards professional self-improvement.

Being formed, the attitude towards self-education acts as a control mechanism for the self-education of a particular teacher. The teacher receives in the process of activity information about the measure of his influence on students. In the process of processing this information, he makes a decision to improve certain aspects of his activities, outlines and implements a program of self-education. On the basis of feedback, he receives new information about the system of his influences and improves this system. Thus, in the presence of an attitude towards self-education, pedagogical practice is an inexhaustible source of problems for their independent study and resolution by the teacher, the sphere of application of the knowledge, skills and abilities acquired by him.

The principle of pedagogical introspection involves a constant analysis by the teacher of his professional qualifications

and pedagogical activities in order to identify those elements that require improvement. It is legitimate to single it out as an independent principle, since introspection can become a powerful motivating factor in the teacher's self-education even if the latter does not have an appropriate attitude. This can happen and happens (according to our observations) in the case when the teacher discovers a large lag in the level of his own professional competence, the results of his work from social expectations. At this moment, with the help of pedagogical introspection, which is nothing more than an act of objectification, the teacher has an attitude towards professional self-improvement.

Pedagogical self-analysis can be carried out on the basis of: self-analysis by the teacher of the level of formation of professional competencies and qualities, the effectiveness of educational activities; pedagogical diaries, results of current, final tests and exams; comments and advice from colleagues and managers; analysis of student behavior in general. Such self-analysis is carried out most fully and objectively with the help of methodological recommendations for the analysis and self-analysis of pedagogical activity and the personality of the teacher (see Appendix I).

Planning principle self-educational work provides for taking into account the budget of free time, the educational and material base of self-education and other specific conditions for the teacher's activity. This principle allows you to correctly allocate time for self-educational work, establish a sequence for studying problems identified on the basis of pedagogical self-analysis, and concentrate efforts on solving the tasks provided for by the plan of this year. The constant question "Why am I doing this?" disciplines thinking, allows you to exclude from the program everything that is not organic

for this stage of professional development of the personality of the teacher.

It should be noted that it is necessary to engage in the improvement of professional-subject and psychological-pedagogical knowledge and skills on a daily basis throughout all the years of work of a teacher in an educational institution. And for in-depth practical or theoretical development within a year or several years, it is recommended to take any one topic of a complex or monographic nature. The choice and sequence of topics for independent work are determined by the degree of relevance of a particular problem for the growth of the teacher's professional competence, which is clarified with the help of pedagogical introspection.

The principle of control and self-control self-education is necessary to obtain information about the qualitative state of self-educational work and its effectiveness. Teachers with an already formed attitude towards self-education, apparently, do not need such "external" forms of social control as reports on self-education at meetings of the department, educational and methodological council, etc. A completely sufficient form of social control for them may be the preparation and making a report on the topic of independent work at department meetings, seminars, conferences, publication of textbooks, scientific and methodological articles, etc.

At the same time, strict control can act for a certain part of teachers (with unformed professional

The formulated five principles of organization of professional self-improvement of teachers reflect its integrity and individual character. They indicate the need for a differentiated approach to the organization of self-education of teachers, depending on the level of formation of professional competence and the personal significance of various motives for self-education, which manifests itself, first of all, in the presence or absence of an attitude towards self-education and self-development.

Structurally, the process of professional self-improvement of teachers consists of the following main logically interrelated stages: self-knowledge and decision-making to engage in self-improvement; planning and developing a self-improvement program; direct practical activities to implement the tasks; self-control and self-correction of this activity.

The beginning of this process is the stage of self-knowledge as an element of pedagogical self-analysis, the structure of which also includes self-assessment and self-prediction. self-knowledge is a complex process of determining by the teacher his abilities and capabilities, the level of development of the required competencies and professionally significant personality traits. This process is deployed in time, multi-stage and associated with a wide variety of experiences. These experiences are accumulated in an emotional-valuable attitude towards oneself, which, along with the generalized results of self-knowledge, constitute self-esteem personality, which is one of the main factors in the regulation of behavior.

The process of self-knowledge can be conditionally divided into two main stages. At the first stage, self-knowledge is carried out through various forms of relating oneself to other people (from the teacher to colleagues). The basis for self-knowledge here is self-perception and self-observation. The second stage takes place not at the level of "I am another person", but at the level of "I-I" ("I as a professional"). The teacher here analyzes his professional behavior, correlates it with motivation. Motivation itself is also assessed by him both in terms of requirements

The adaptation of a novice teacher in a university, the formation of him as a specialist and the formation of his professional self-awareness is a single process both in time and in its mechanism. The mechanism of adaptation - "role acceptance" - is both a process of assimilation, internalization of a role, and a process of self-knowledge in this role. Standing in the position of others (colleagues, students, etc.), the teacher learns how he should behave, i.e., learns the type of behavior expected of him in a given situation. Assessing himself and his actions from the point of view of others, the teacher gets an idea of his essence, his professional self. Thus, with the help of the social environment, the novice teacher, as through a “mirror”, learns his profession, improves his skills and recognizes himself as a specialist.

When considering the professional self from the point of view of its formation and development, it is advisable to separate the aspects of the self in a temporal perspective. Firstly, it makes it possible to fix changes in the teacher's professional self, and, secondly, the teacher's awareness of differences in himself in the time perspective is an awareness of development, his professional growth, and at the same time - an incentive for further self-improvement. In addition, the structure of the professional I includes the following elements: 1) I, reflected through others, that is, my opinion about how others evaluate me (students, colleagues, administration, parents of students); 2) the actual I, that is, my own idea of myself at the present time; 3) ideal I, that is, what I would like to be. The value-motivational sphere of the personality enters into the ideal self in a transformed form. It is this element of the teacher's professional self-awareness that is a personal incentive for self-development in one's own activity.

activity is a consequence of his professional introspection.

Self-esteem of a person depends both on the level of real achievements and on the assessments of others. Some researchers, in addition, also single out pre-self-esteem as the most important component of self-esteem, which is based on the child's perception of the attitude of parents towards him, on their assessments. Pre-self-esteem genetically precedes self-esteem and plays a decisive role in its formation. And in adulthood, pre-self-esteem does not disappear, but remains an important element of the self-esteem mechanism.

Of fundamental importance is the provision on the relationship of personality and professional self-esteem, on self-esteem as an integral expression of the real self, on the dynamism of self-esteem. Starting pedagogical activity, a young specialist trusts personal self-esteem, since his professional self-esteem has not yet been fully formed. The main function of professional self-assessment is the regulation of professional behavior. Being included in the structure of motivation, self-esteem coordinates the possibilities, internal mental reserves of the individual with the goals and means of activity. However, there is a distance between the formation of a teacher's professional self-esteem and its regulatory function. We are talking about the transition from the formation of self-esteem to the process of improving professional activity. Two factors play an important role in this transition: the degree of development of emotionally significant qualities, assessed from the position of the teacher's personality, as well as the ability to critically comprehend oneself and draw effective conclusions about the possibilities of self-improvement. With the accumulation of pedagogical experience, as a result of comparing his activities with the activities of more experienced colleagues, the teacher masters such a tool for self-improvement of his personality as professional introspection.

For a more complete picture of the level of training in a particular aspect of professional activity, a teacher can rely on his pedagogical diaries, advice and comments from colleagues and leaders. Depending on work experience, features of pedagogical activity and in accordance with the interests and capabilities of the teacher, the topic of his self-education, personal creative plan is determined. Some pe-

In the study and generalization of advanced pedagogical experience, there should be a certain sequence: from the reasons that aroused interest in a particular issue, to transforming it into methodological recommendations. For such a reconstruction, a number of questions can be raised. For example, what is the novelty of the teacher's approach to teaching and education in comparison with what is already covered in the pedagogical literature? Does he find any contradiction in this and does he have real opportunities to eliminate them? What conclusions did he come to? Answers to these questions significantly deepen the content of pedagogical reports and developments, scientific and methodological research.

Having determined the topic, it is necessary to make a selection of basic and additional literature. The study of the topic should begin with an acquaintance with the state of the problem as a whole. For this purpose, you can listen to a qualified lecture, read a review article or a book chapter that contains a general description of the issue. This is how the primary assimilation of the problem occurs, the main directions of its development are outlined. Of essential importance is the analysis of literature from the standpoint of one's pedagogical experience and the reverse process: the analysis of one's own experience from the point of view of scientific concepts. When working with literature, it is advisable to compile a card file with the most important provisions and statements on this issue, with a description of effective methods of work, etc. It is important to develop rational reading skills, and, if possible, speed reading, use various types of records when reading ( from extracts to annotations and abstracts).

As a result of working on the chosen topic, the teacher can prepare didactic materials, task cards for students, teaching and control computer programs, visual aids, methodological development of training sessions and entire topics with the necessary comments. The results of all work on the topic are drawn up in the form of a report, article, teaching aid. The report usually has the following

It should be noted the following factors for the successful work of a teacher on a book: high mental performance, which depends on rhythmic work, its consistency and systematicity, skillful alternation of work and rest; the correct setting for reading (the setting for highlighting a certain kind of facts and thoughts in the text, or for strong memorization, or for deep understanding, or for critical analysis of the text, etc. help the reader complete the task; on the other hand, setting for easy reading negatively affects the assimilation of a book that is actually difficult); inspiration and effort of will, if inspiration is lacking; an independent approach to the book (thinking and experiencing facts, comparing pedagogical theory with practice, forming beliefs); perseverance in overcoming the difficulties of content, since reading scientific books is far from an easy task.

It is quite obvious that the various kinds of knowledge that a teacher acquires are not related and cannot be transferred in their original form to pedagogical practice. The teacher must correlate them with his specific conditions of activity, evaluate the pedagogical ideas and methods he perceives, master and adapt them in his activity. The internal mechanism for using information lies in its selection, evaluation and, most importantly, in its transformation by the teacher into their own plans and programs of activity, in the translation of knowledge, built in accordance with the logic of a particular science, into the language of specific pedagogical situations that take place in teaching practice. and upbringing.

It is no coincidence that teachers show the greatest interest in books of a specific methodological nature, since they transform general pedagogical ideas into the language of practical activity, and from them the teacher receives information that can be directly used in practical work. Naturally, the teacher needs to develop the ability to synthesize the acquired scientific and pedagogical knowledge into an integral and mobile system in order to use it in solving specific pedagogical problems and transforming theoretical provisions into constructive schemes and practical actions.

The most important criteria for the effectiveness of pedagogical self-education, apparently, should still be considered not the number of well-developed sources, reports and speeches made, but the actual introduction into the educational process of progressive theoretical provisions and practical recommendations learned during independent work over the problem, the real result of the development of students, expressed in their knowledge, attitudes, actions. Other criteria for the effectiveness of a teacher's self-education include: highlighting the leading ideas and provisions that require further special reflection; the presence of specific instructions for the application of certain provisions in various forms of pedagogical activity; awareness of positive and negative aspects own activity and personality in the light of the studied ideas and concepts in the field of training, education and development of students; the adequacy of the correction of self-education plans to the really existing difficulties in pedagogical work.

Thus, the effectiveness of self-education is associated with the definition by each teacher of the specific content of independent work on self-improvement of his personality on the basis of professional introspection, with the creative assimilation of new scientific information and advanced pedagogical experience, with the embodiment of acquired knowledge and skills in the effects of growth, development, advancement of students.

The effectiveness of the teacher's professional and pedagogical activity is largely determined by the level of development of motivation for professional self-improvement.

Motivation for professional self-improvement is understood as the totality of all motives and conditions that determine, direct and regulate this process.

Formation and increase of motivation for professional self-improvement of teachers is facilitated by: clear and specific requirements for the level of professional qualifications of a teacher of higher education, set out in the state standard of higher professional education, job descriptions, qualification characteristics and other regulatory documents; assimilation by teachers of the necessary autodidactic competencies, knowledge, abilities and skills of work on professional self-improvement; actualization of the needs for professional self-improvement. In the absence of clear criteria for evaluating the pedagogical activity of university teachers, many of them (especially young ones) arrogantly consider themselves sufficiently prepared to perform their basic functional duties, which in fact is not true.

The motivation for the professional self-improvement of teachers is significantly influenced by leaders, significant other people, as well as pedagogical ideals, group norms, informal rules of conduct, established traditions and customs in specific pedagogical teams. Demanding should be closely related to a fair assessment of the professional and pedagogical activities of teachers, including their self-improvement. It has been proven that a person who does not receive an appropriate reaction to his work loses interest in it over time. There are two main methods of forming and increasing the motivation for professional growth - this is encouragement and censure (punishment).

In the conditions of transition to market relations, the role and functions of material incentives for professional self-improvement are changing. It is advisable to make the salary of a teacher dependent on the level of formation of professional and pedagogical competence, teaching experience and his personal contribution to the solution of departmental and university-wide problems. Incentive allowances can be determined on the basis of the coefficient of labor participation of each teacher in the activities of the department, which is calculated based on the results of the analysis and self-analysis of pedagogical activity in quantitative terms. Of course, you should make the most of all types of mo-

real encouragement, stimulating the professional and personal growth of teachers.

The system of criteria for evaluating the professional activity of a teacher should stimulate the improvement of this activity, and the criteria themselves should be quite simple and reliable. The quantitative assessment of professional competence in many of its structural components currently presents great difficulties due to the insufficient level of development of pedagogical qualimetry. The most promising method of its assessment today is considered to be a kind of “self-certification” of a teacher (A. L. Busygina, B. B. Gorlov, G. B. Skok), which serves not for organizational conclusions, but for self-improvement of the teacher’s personality, striving to be a highly competent teacher (See guidelines in Appendix I).

An integral indicator of the effectiveness of professional self-improvement of the personality of a teacher and his pedagogical activity is the level of formation of professional competence of students and graduates, i.e. a measure of their ability and readiness for further education, self-education and successful performance of professional activities. The identification of this indicator is a through system of consistent intra-university expertise, which is based on an expert assessment of the work of teachers in teaching and educating students by a successive department throughout all the years of study up to the graduating department and the state attestation commission. An important role is also played by the constant feedback of the university with its graduates, as well as reviews, comments and suggestions from the heads of relevant bodies and institutions regarding the level of professional readiness and the ability of graduates to practice.

One of the main conditions for activating the teacher's personal potential is his autopsychological competence, which provides optimal models for self-organization of life and professional activity. Autopsychological competence is interpreted as a multidimensional quality that characterizes the understanding, readiness and ability of an individual to develop himself through self-knowledge and self-regulation, which involves purposeful independent work on

change in personality traits and behavioral characteristics. The autopsychological competence of the teacher consists in his awareness of the methods of professional self-improvement, as well as the strengths and weaknesses own personality and activity, about what and how to do in order to improve the quality of pedagogical work.

Autopsychological criteria for the maturity of a professional personality are universal personality neoplasms that transform it into the status of a professional personality. Their content reflects worldview attitudes (value orientations); personal qualities (adequate self-esteem, combined with a high level of self-acceptance and self-respect, high motivation for achievement, etc.); socio-psychological qualities (communicative and socio-perceptual competence, social intelligence, etc.). The structure of autopsychological abilities includes the ability to: assimilate information, its internalization; its conscious processing and determination of one's attitude towards it (reflection); education and consolidation of new personal experience; energy supply of these processes. As a result of the development of autopsychological competence in the self-consciousness of teachers, an understanding of the demanded need for self-knowledge, self-development and self-realization is formed and consolidated, allowing self-actualization of one's professional and personal potential using special methods and techniques.

On the basis of self-developing actions, it is possible to form and develop special autopsychological abilities that determine the solution of specific psychological problems of a person in the professional field, such as relieving chronic fatigue, developing stress resistance, reducing personality conflicts, developing organizational and leadership qualities, acquiring skills for creative, non-standard solving professional problems etc. General autopsychological abilities include a focus on self-development and self-improvement, which is expressed in the achievement of objectivity and realism of self-knowledge, internal self-identity and integration of the Self.

The development of a teacher's autopsychological competence depends on a number of conditions and factors, which in particular include such professionally important qualities as professional learning and self-learning; the presence of internal

an early locus of control as the desire to see the reasons for one's successes and failures in oneself, and not in external circumstances; motivation for self-realization of one's personality; adequate professional goal setting; positive self-concept; high level of claims; dedication in work; installation on the development of one's personality by means of the pedagogical profession; adequate professional self-assessment; the need for continuous professional self-improvement. The formation of autopsychological competence of a teacher is facilitated by such a pedagogical environment, where the standards of professional behavior are creativity, creativity, self-realization, and the deontological standards are a high level of intellectual and behavioral flexibility, the optimality of professional behavior, integrating communication skills, maximum disclosure and use of the individual potential of the teacher.

Thus, the professional self-improvement of a teacher cannot occur otherwise than through the self-transformation of his personality, the development of autopsychological competence, which is the basis professional self-development which allows the teacher to activate his professional and pedagogical potential and effectively adapt to the constantly changing conditions of the socio-pedagogical environment at the lowest cost on the way to the heights of professionalism.

Questions for self-control

Give the definition of professional and pedagogical competence. Expand the content of the professional and pedagogical competence of a university teacher.

What do conceptual, psycho-pedagogical and communicative competence teacher?

List and reveal the main professionally significant qualities of a teacher's personality.

What is the essence and specificity of legal discourse?

Expand the conditions for an adequate understanding of legal (legislative) texts.

Describe the system of productive reading techniques.

What does intercultural competence include?

Define the professional self-improvement of a teacher and reveal its content.

Define the concepts of professional development, self-education and self-education of the teacher's personality. Expand the main directions, content and methods of professional self-improvement of the teacher.

What is professional-pedagogical introspection?

Reveal the motives of professional self-improvement of the teacher.

What are the criteria for the effectiveness of professional self-improvement of a teacher's personality?

Expand the structure and content of autopsychological competence.

Literature

Busygina A. L. Professor - profession: The theory of designing the content of education of a university teacher. Samara, 2003.

Gubaeva T.V. Language and law. M., 2004.

Derkach A. A., Zazykin V. G. Acmeology: Tutorial. SPb., 2003.

Zhukov Yu. M. Communication training. M., 2003.

Isaev I.F. Professional and pedagogical culture of the teacher. M., 2002.

Kolesnikova I. A., Titova E. V. Pedagogical praxeology. M., 2005.

Levitan K. M. German language for law students. M., 2004.

Psychology and Pedagogy: Textbook / Ed. A. A. Bodaleva, V. I. Zhukov, L. G. Lapteva, V. A. Slastenina. M., 2002.

Sadovnikova N. O., Symanyuk E. E. Professional destruction of teachers and ways of their correction. Yekaterinburg, 2005.

Sidorenko E.V. Training of communicative competence in business interaction. SPb., 2003.

Stepnova L. A. Development of autopsychological competence: mastering acmeological technologies. M., 2001.

Usacheva I. V. Course of effective reading of educational and scientific text. M., 2001.

Applications

AppendixI

These methodological recommendations are addressed to heads and teachers of departments and are intended to help them in the analysis and self-analysis of pedagogical activity, its assessment, self-assessment and self-correction. Methodological materials are based on the results of numerous studies on the pedagogy of higher education and will help teachers answer the questions: What is the nature of my pedagogical activity? How can this activity be evaluated (including by students, colleagues, administration)? What do I personally need to do to improve the level of pedagogical skills? The results of the analysis of the pedagogical activity of a teacher can be used in his certification, election by competition, recommendations for concluding a contract, moral and material incentives, etc.

Since it is not easy to assess pedagogical activity in a qualified manner, and it is difficult to use formalized quantitative indicators, the researchers came to the conclusion that this assessment should be comprehensive, but not integral (lack of an overall score that assesses the quality of activity). First of all, evaluation should be used to improve and develop the creative potential of the teacher's personality, his physical and moral health, and only then - to make a decision on the suitability of a particular position.

One of the main sources of information about pedagogical activity is the analysis of his training sessions, which is proposed to be carried out using the questions of the consolidated questionnaire "Results of the analysis of the teacher's pedagogical activity" and the corresponding annexes to it 1, 2, 3, 4, 5. When attending colleagues' classes, you should try identify productive and unproductive activities. When planning your classes, it is important to try to avoid unproductive practices. Only getting rid of unproductive methods can contribute to the growth of pedagogical skills. This is especially true of the regulation of the emotional mood and behavior of students.

Creating a positive emotional mood and regulation of behavior is an important aspect of the teacher's activity. It is known that experienced emotions change the composition of our subjective experience,

create systems of scales and assessments that essentially determine the attitude to perceived objects and situations, and, consequently, behavior. The conducted experiments show that only 16% of indifferent information is reproduced and about 80% - emotionally colored. The coordinator of non-stereotypical behavior, which so far can only be dreamed of, is emotion. In case of an emotional response disorder, at first, a change in the role of motives is observed, and then the disorganization of purposeful activity also manifests itself, since intermediate goals are not formulated by a person. Appendix 3 to the questionnaire recalls the need to plan for emotional comfort in the classroom, and indicates ways to create it. We emphasize those recommendations that are based on the principle: organize not behavior, but activity. That's what master teachers do.

Appendix 4 to the questionnaire contains a questionnaire for students, which is designed to identify their opinions about the teaching activities of the teacher. Although the opinion of students about the quality of teachers' activities is not always objective, it makes it possible to regularly conduct such surveys (sometimes by the teacher himself) to detect some problems and aspects that need to be corrected.

The next item of the consolidated questionnaire concerns teacher self-assessment. In combination with other sources of information about pedagogical activity, it indicates the level of reflection of the teacher, the degree of understanding by him of the structure and quality of his teaching activity. Misunderstanding, lack of problems, as well as low self-esteem do not contribute to the formation of their own style of pedagogical activity.

As for the assessment of the methodological support of the course, its criteria are contained in Appendix 5 to the questionnaire. Methodological support course is considered satisfactory if at least nine points are scored on the scale given here, including the required "units" for the first three points. If "zero" prevails, then this means that the methodological support of the course needs to be improved.

Item 7 should reflect the end result of the teacher's pedagogical activity, which is the most difficult to measure, since this result is integrated and depends on the quality of control materials and the adequacy of the assessment criteria for the assessed knowledge, skills, competencies.

Paragraph 8 provides an opportunity for the administration to express its opinion on the pedagogical activity of the teacher, primarily in terms of compliance with labor discipline and the nature of relations with other participants in the educational process. In conclusion, wishes and suggestions are formulated for improving the pedagogical activity of the teacher and the corresponding recommendations.

Professional self-development of teachers is based on properly developed methods. Today there are standard methods, the use of which allows you to improve your skills. There is also an opportunity, on the basis of the information studied, to draw up your own methodology for self-development and self-education, which has a clear focus. For example, a clear choice of a topic that is relevant in your educational institution. Accordingly, the methods of professional self-development of a teacher are different, but all of them are initially aimed at raising the level of qualification, knowledge and professionalism of a specialist.

The main methods of professional self-development of a teacher

Refresher courses. At the moment, such courses are an important and main stage, a kind of method of teacher's self-development. Such courses are usually directed by the head of the educational institution;
There are also federal standards that determine that each teacher must initially draw up their own self-development program at the beginning of the current year. This program is being developed a year ahead and includes setting specific goals, indicating the topic of self-development. Also, the teacher indicates the literature that he uses in the process of self-development and determines the conclusions of his activities.

It is quite obvious that the main task of a modern teacher is a deep study of information, which can subsequently become the basis for improving the level of qualifications and general professionalism.

Why does a teacher need self-development?

In principle, the main reason for the need to conduct a self-development procedure is considered to be the formation of more significant knowledge in the field of pedagogy and psychology. Since every year new and new methods appear that determine the correct work with students, the teacher must certainly study precisely this information to keep abreast of the main developments in pedagogy, to know the rules for developing the creative abilities of students, using innovative techniques.

The modern education system is far from ideal. It is for this reason that there is an urgent need for the proper education of teachers. After all, it is they who are subsequently able to correctly direct children to self-development, because it is they who are able to help the child activate their inner, hidden talents. If the teacher does not engage in self-development, then he simply will not be able to work with children correctly, and will not be able to direct them to the path of becoming a personality. Today, there are federal standards that determine the importance and necessity of the correct self-development of a teacher. So, it becomes quite obvious and understandable that the self-development of a teacher is an important stage in the formation of his high professionalism.

In self-development, the most important thing is motivation. It is she who is the stimulus of our active development. However, to find motives for self-improvement and systematic work on ...

Professional self-improvement of a teacher is a conscious purposeful process of increasing the level of one's professional competence and developing professionally significant qualities in accordance with external social requirements, conditions of professional activity and personal development program.
The demands made should be somewhat higher than the available capabilities of a particular person. Only in this case, prerequisites for self-improvement arise in the form of internal contradictions in the process of the teacher's leading activity, the result of which resolution is the process of purposeful development of one's own personality.
The main requirements of society for the professional characteristics of a teacher can be formulated as follows:
general broad education, awareness of various areas knowledge;
deep knowledge of age, pedagogical and social psychology, pedagogy, age physiology, school hygiene;
fundamental knowledge of the taught subject, new achievements and trends in the relevant science;
possession of the methodology of training and education;
love for work, the ability to convey their passion to children;
creative attitude to work;
knowledge of children, the ability to understand them inner world, pedagogical optimism;
possession of pedagogical technique and pedagogical tact;
continuous improvement of knowledge and pedagogical skills.
A necessary personal and professional trait of a teacher should be considered love for children, without which effective learning is impossible. pedagogical activity.
An important prerequisite for the beginning of the process of self-improvement is the attitude of the teacher himself to these requirements. It is quite clear that with an indifferent (indifferent) attitude towards them, there can be no talk of developing one's own personality. Only with conscious acceptance of the requirements will the teacher feel the need for self-improvement. The need finds its object in the image of "I am an ideal professional" and becomes a motive in working on oneself. (“I am a real professional” and some imaginary (modulated) state of his “I am an ideal professional”). The more the teacher identifies himself with the ultimate goal of his specific activity, the stronger his motivation, the more efficient the work, the higher the quality.
Professional self-improvement of teachers is carried out in two interrelated forms - self-education and self-education, mutually complementing each other, having a mutual influence on the nature of a person's work on himself. At the same time, these are two relatively independent processes that involve both general and special conditions for their organization.
Self-education acts as an active, purposeful human activity for the systematic formation and development of positive and elimination negative qualities personality.
The main directions of self-improvement of the teacher:
- continuous replenishment of pedagogical knowledge;
- improvement of pedagogical skills;
- broadening the general outlook;
- moral and physical perfection;
- Ability to effectively organize your working day.
Starting moment self-improvement - self-knowledge, direct and indirect.
The main methods of direct self-knowledge are self-observation,
introspection, self-assessment.
Methods of mediated self-knowledge:
- comparing the results of self-observation with the attitude towards oneself with
sides;
- comparison of oneself with others;
- analysis of reserves of own activity.
Methods and techniques of self-influence:
- self-persuasion;
- self-encouragement;
- self-order;
- self-control;
- self-instruction: consciously given to oneself an installation how to build
their behavior in a particular situation;
- self-hypnosis.

Improvement of pedagogical skills.
Teaching skills include:
- ability to pedagogical activity;
- broad professional knowledge;
- the culture of mastering pedagogical equipment.
All these components are manifested in professional and pedagogical skills:
- cognitive;
- constructive;
- organizational;
- communicative.
Cognitive skills include:
- the ability to navigate the content of training and education;
- ability to analyze own activity;
- observe children, understand their internal state, assess the level of development, the conditions of family education;
- the ability to control their physical and technical condition.

The main state of self-educational work is the constant replenishment and expansion of knowledge in pedagogy and psychology.
Necessary condition successful self-education
- the ability to navigate the flow of scientific information. Sources
such information - reference and bibliographic publications
Improving constructive skills.

The constructive activity of the teacher includes the ability to:
- to form goals and objectives pedagogical process;
- plan work systems and the sequence of actions of students;
- select the optimal content of future activities (lessons,
educational activities);
- make plans for specific cases.
To develop these skills you need:
- knowledge of the subject and methods of its teaching;
- knowledge of pedagogical theory and psychology;
- broad scientific and cultural outlook;
- pedagogical imagination, the ability to foresee the consequences
and the results of their activities.
Organizational skills are manifested in the ability to:
- set goals for yourself and your children;
- plan activities;
- divide the goal into smaller tasks, and then into differentiated tasks for group and individual work;
- create a positive mindset for future activities;
- monitor and evaluate performance.
The development of organizational skills is facilitated by exercises in practical actions, self-instruction, self-control, self-order.
Communication skills are necessary for establishing pedagogically appropriate relationships with students and their parents, with colleagues.
For the development of communication skills, it is recommended:
- learn to understand another person, "read" in the face, tone, gestures, facial expressions;
- improve ways of expressing your thoughts, improve your speech culture;
- study special psychological literature on communication problems.

The goal of professional self-improvement is to achieve a conscious and learned image (ideal) of a highly qualified teacher. The goal of self-improvement, in essence, is unattainable, since there is no limit to the development of the individual, but the very process of approaching this goal is important, as to a constantly elusive horizon line.

(The article was prepared by the teacher of geography and biology of the MOU secondary school No. 20 Brazhnik O.P.)

The process of professional self-improvement in pedagogical activity is extremely individual. However, it is always possible to distinguish four main logical interrelated stages in it:

1. self-awareness and decision-making on self-improvement;
2. planning and developing a self-improvement program;
3. direct practical activities for the implementation of the tasks set in the work on oneself;
4. self-control and self-correction of this activity.

The relationship and consistent implementation of the tasks of the four stages of self-improvement will lead to the desired result: the improvement of the professional training of the teacher, the development of his professionally significant qualities. At the same time, each stage has significant independence, solves certain tasks, without the implementation of which the process of professional development would be impossible.

The beginning of a large and painstaking work of a teacher on self-improvement is the stage of self-knowledge. Self-knowledge is a complex process of determining one's abilities and capabilities, the level of development of the required personality traits. Without this, effective self-improvement is impossible.

Methodically correctly organized self-knowledge is carried out in three directions:

self-knowledge of oneself in the system of socio-psychological relations, in the conditions of professional pedagogical activity and the requirements that this activity imposes on him;
Self-study of the level of competence and qualities of one's own personality, which is carried out through self-observation and introspection. In principle, professional self-improvement and self-education of a teacher is impossible if he himself does not see gaps in general pedagogical knowledge, in knowledge on the fundamentals of science taught, and the insufficiency of his pedagogical tools. Starting work on self-education and professional self-improvement, the teacher must have data from the analysis of his work for a certain period, their objective assessment and recommendations from colleagues to improve their activities. The experience of teachers who have achieved notable success in their professional activities through systematic work on themselves indicates that self-improvement should begin with an in-depth analysis of their own teaching practice, with the establishment of the reasons for both success and failure.
Self-assessment, developed on the basis of a comparison of existing knowledge, skills, personality traits with the requirements. An indispensable condition for the objectivity of self-knowledge is an adequate self-assessment, on the basis of which the self-critical attitude of the teacher to his achievements and shortcomings is ensured.

Science notes two methods of self-esteem formation. The first is to correlate the level of one's claims with the achieved result, and the second is in social comparison, comparing the opinions of others about oneself. But when using these techniques, adequate self-esteem is not always developed. Low claims can lead to the formation of high self-esteem, since only those teachers who set high goals for themselves have difficulties in their work. The method of forming self-esteem through comparing oneself and one's results with the results of colleagues cannot satisfy a creatively working teacher.

Based on self-study and self-assessment, the teacher develops a decision to engage in self-improvement. The process of making a decision on self-improvement occurs, as a rule, with a deep inner experience by the teacher of his positive and negative sides of the personality. In essence, at this stage, a kind of model of future work on oneself is being created. Here it is important to be able to overcome self-delusion, and sometimes even a certain confusion in the face of new difficult tasks, by a strong-willed way.

The decision for self-improvement is specified at the planning stage. Planning for self-improvement is a multi-valued process. It is connected: with the definition of the goal and main tasks of self-improvement both for the future and for certain stages of the teacher's life and activity; with the development of a program (plan) for personal development; with the definition of the organizing foundations of their activities for self-improvement (the development of personal rules of conduct, the choice of forms, means, methods and techniques for solving problems in working on oneself).

The ability of a teacher to consciously and independently set certain goals and objectives for himself, to determine the direction of self-improvement requires great internal effort. Without a goal in life, without an idea of what to strive for, a person will spin in one place, not moving in any direction. It will be much easier for a person to determine the goal of self-improvement if he has an ideal that embodies his ideas about the best that a person should have.

Any teacher needs a professional ideal, which would be a guideline for him in his professional development. Such an ideal may be a beloved teacher or a well-known teacher-master, familiar to him from books or television programs. In the history of pedagogical thought there is a memory of many talented humanist teachers, whose ideas and lives can serve as a model for many generations of teachers. Such an example can be L.N. Tolstoy, who left magnificent examples of self-educational work in his diaries. He attached great importance to the fulfillment of the following rules: “What is appointed to be fulfilled by all means, then fulfill it, no matter what ... What you do, do it well. Never consult a book if you forgot something, but try to remember it yourself ... Make your mind constantly act with all its possible strength.

A professional ideal is a kind of standard, a perspective that embodies certain goals and aspirations. Each person has his own ideal, individual, unique. In addition, pedagogical activity imposes very specific regulatory requirements on those who choose it, without which it is impossible to succeed as a teacher.

Based on these requirements, personality traits, knowledge, skills that a teacher should have in order to fulfill his social purpose are determined, and generalized characteristics - professiograms - are created. The professiogram gives everyone the opportunity to establish the development of certain qualities in themselves and outline specific ways for their improvement.

As for planning self-improvement, this is a deeply individual matter, the main purpose of which is to help organize and streamline work on oneself. Along with a self-improvement program, you can draw up a plan for working on yourself: a maximum plan for a long period of time and a minimum plan (for a day, week, month).

The preparatory work carried out at the stage of self-knowledge and planning creates a reliable foundation for fruitful work at subsequent stages. At the same time, systematic and purposeful work to improve the qualities of one's own personality, existing knowledge, skills and abilities is an indispensable condition for effective self-improvement. Unfortunately, following the rule of constancy is often an insurmountable difficulty for specialists with insufficient strong character prone to mental laziness.

So, according to the research data, all respondents (100%) answered in the affirmative that a person should engage in professional self-improvement. At the same time, only one in four of them is engaged in at least some practical activity in this direction.

The effectiveness of self-improvement of a specialist will increase significantly if he makes sufficient efforts at the stage of self-control and self-correction. The essence of the activity of a specialist at this stage lies in the fact that he controls the work on himself, constantly keeps it in the field of his consciousness (reflection) and, on this basis, promptly establishes (or prevents) possible deviations of the implemented self-improvement program from the given, planned one, makes appropriate adjustments in the plan for future work. “Reflection begins when there is a deviation from the pattern or when dissatisfaction with previous schemes is realized.” For this purpose, you can keep diaries, plans, schedules, etc., in which, using the self-report method, reflect the content, the nature of work on yourself, as a rule, for the past day, week, month. In addition to improving control, specific psychological mechanisms: if the task is written down, fixed on paper, then the person's responsibility for its implementation increases significantly.

The ability to analyze one's own experience, evaluate successes, understand mistakes, taking into account internal and external motives, helps the teacher to determine the further individual trajectory of self-improvement. Such directed introspection can be very productive and is one of the factors that has a significant impact on the growth of professional excellence.

Conclusion 4: The problem of organizing self-improvement is systemic and depends on many factors. In solving the problem of organizing the self-improvement of teachers, there should be, first of all, a systematic method.