KazakhNational University
named afteral-Farabi
Assistant of the Department of
General andethnicpedagogy
Khadyrbayeva I.E
Teacher skill in solving professional and pedagogical
problems
At
the present stage of development of society, in particular the education
system, the problem of pedagogical skills is the most important. Nowadays, the
teacher must be mobile, able to adapt to the constantly changing conditions of
professional and pedagogical activity in the reform of education. In this case
it is appropriate to talk about the art of the teacher in dealing with major
professional and pedagogical problems.
Pedagogical
skills - quite a complicated concept. It includes many components. Russian
psychologist A.A Bodalev defines pedagogical skills through such a thing as
"pedagogical imagination." According to the scientist it is the
teacher ability when teacher can put yourself in the place of the student and
in accordance with that base their work [2, p. 69].
In
teaching science a lot of attention is paid to the scientific basis of skill of
the teacher. So, scientific teachers A.S. Makarenko, V.A. Slastenin, L.F. Spirin
see the basis of pedagogical skill of the teacher in the ability to apply
scientific theoretical knowledge in their practice, in other words – it is the
ability to use their own knowledge in solving educational problems. From this,
we can understoodthat the list of requirements for the master teacher includes
not only his practical skills, but also fairly lengthy supply expertise.
Therefore, to skillfully combine the scientific theory with practice, the
teacher need tohave master degree of
theoretical thinking.
Very
known Soviet teacher Makarenko basis of pedagogical skills seen in teacher
knowledge of his craft. He argued that students appreciate the teachers
themselves and consider him a master of his craft, if they see and feel
confident that he uses his diverse knowledge and skills. Makarenko was sure
that the teacher who has not mastered the basics of pedagogical skills, cannot
solve the problem of teaching: "I come from the experience convinced that
solves the problem skill, based on skill and on the qualification" [6, p.
332].
Teaching
skills is a harmonious blend of knowledge and skills of the teacher. In
teaching, there are several points of view, considering the skill of the
teacher with the position.
Author
of many works in the field of pedagogy V.A. Slastenin classifies teacher skills associated primarily with the
synthesis of theory and practice, as follows:
-
Ability to relate the theoretical content of the educational process with
specific pedagogical problems that must be addressed to the teacher in the
course of their professional activity.
- Ability to apply existing knowledge in
practice, thereby resulting in a consistent motion the whole educational
process.
- Ability to understand complex interactions
of components of the pedagogical process [7, p. 42].
Thus,
in the process of solving professional problems manifest key, basic and special
competence of the teacher, which together constitute professional competence,
by which is understood as "the specific ability necessary to effectively
carry out a specific action in a particular domain and includes highly
specialized knowledge, a special kind substantive skills, ways of thinking, as
well as the sense of responsibility for their actions "[6, p.54].
Considering
the issues of professional excellence in teaching activities, scientists,
teachers suggested such a thing as "educational technology", which is
defined as a body of knowledge and skills of teachers, which he organizes
comprehensive work with children.
The
concept of "educational technology" is not only the theoretical basis
of the modern teacher and his practical experience, but also movements,
gestures, facial expressions and intonation. According to scientists,
educational technology, allows the teacher to give students a sample of social
behavior and discipline.
For
example, the Doctor of Education Y.P Azarov noted that the success of the
implementation of educational technology is in the interaction with the
students. He believed this way of working with children economical (in terms of
time), and the most effective [1, p.78].
In
addition, the pedagogical skills depends on the citizenship of teacher, his
personal and professional qualities, formation of professional identity and
professional-valuable relation to himself as a representative of the teaching
profession. Professional-valuable self-attitude of the teacher determines his
attitude to his professional activities, namely the process of their
professional development and self-realization in space and time professional
work, recreated through the integration of various aspects of the "I"
in the profession (I-acting, self-interacting I-living organism, self-existent,
self-ongoing), turning into a complete image of "I am a professional"
[3, s.576].
Thus,
we can identify the main components of the skill of the teacher, it needs to
address the professional and pedagogical tasks:
1.
professional-pedagogical competence of the teacher.
2.
Possession of educational technology.
3.
High level of general and pedagogical culture.
4.
Humanistic orientation activities (ideals, interests, values, humanistic
attitude).
5.
Competencies (love for children, intelligence,responsibility)
6.
The formation of professional identity and the self.
7.
Creative teaching abilities.
Currently,
in the teaching practice a lot of attention is paid to the last component of
pedagogical skills, since it was he who helps the teacher to use their skills
in a changing environment. Creative work of the teacher involves flexibility of
thinking, the ability to predict, generating ideas, reflection, striving for
perfection. At the heart of its activities the teacher heuristic, addresses the
professional and educational goals.
According
to scientists V.A Kan- Kalik and N.D Nikandrova, in the creative process of the
teacher simultaneously or sequentially have comprehended different pedagogical
tasks. First of all, it should be a general educational aim of all activities
of teachers, which ultimately determines all the details of the creative
process, acting as its general concept. Then must be comprehended-stage
pedagogical problem related to the stage of pedagogical activity in training or
educational sphere. Finally, for each trace element pedagogical process should
be comprehended constantly evolving situational (private) pedagogical problem
[4, p. 28-29].
Questions
of pedagogical skills in solving educational problems are considered in the
works of such renowned teachers as V.A. Slastenin, L.F. Spirin, O.K.
Tikhomirov, Leontiev and others.
Researcher
general pedagogic skills teacher L.F. Spirin believes the concept of
"teaching skills" and "pedagogical problem" inseparable.
The researcher argues that "... the road to professional skills solving
pedagogical problems - difficult. The higher rungs of skills, the more personal
skillfulness every teacher of scientific knowledge, on the basis of which are
optimal (or close to it) solutions "[8, p. 105].
Pedagogical
problem - it is an integral part of the foundation, the engine of all the
pedagogical process. Exploring pedagogical skills in solving educational
problems, we used the following definition of the problem B.F Spirin and M.L.
Frumkin: the problem - it is "... the result of awareness of stakeholders,
goals, operating conditions and problems of activity (the problem of the
problem)" [8 p. 9].
In
the writings of V.A. Slastenin we find the following definition of educational
objectives: "Under the pedagogical task ... is to be understood meaningful
pedagogical situation with a view to introducing into it due to the need of
knowledge and transformation of reality" [7, p. 337].
Thus,
pedagogical skill lies in finding the most effective solutions to existing,
rational analysis and selection decisions.
Another
important aspect of pedagogical skills is the ability to attract teachers to
solve the problem themselves students. Soviet psychologist S. Kostyuk, for
example, measure the success of solving pedagogical problems largely from the
perspective of the active participation of students in activities led by the
teacher [5, p. 114]. Hence, the solution of pedagogical tasks carried out not
only a teacher, but his wards (organizing role of the teacher and determines
its skill).
In
teaching, there are several classifications of educational tasks. We are
interested in the classification based on pedagogical purposes. In accordance
with this, the pedagogical tasks are divided into:
-
Strategic (fairly standard tasks performed by the majority of teachers on a
daily basis);
-
Tactical (derived from the policy, are part of the strategic objectives);
-
Operational (appear suddenly, at some, taken separately, the time of activity
of the teacher).
The
effectiveness of the teacher is determined primarily by how he gets to relate
the solution of various types of problems in the complex. Of particular
interest here cause operational pedagogical objectives, as they are often
sudden and require a high level of teacher development of theoretical and
creative thinking, intelligence, quick response and immediate action.
Typically,
when a high level of professionalism of the teacher can have in your arsenal
set ways to solve problems and be able to apply it to the appropriate
pedagogical situation. It is important to note that for the same pedagogical
problems can always be found not one but many solutions (standard methods),
depending on the personal and professional "self-concept" teacher.
Skill
in solving a variety of pedagogical problems of different classes and levels of
difficulty depends on the understanding and accounting teacher individual
psychological characteristics of children and age. If a novice and
inexperienced teacher, as a rule, in the solution of educational problems
outlines the many ways to solve it, it is sufficient experienced teacher, the
master is not ready enumerates options and outlines the real action program
from scratch each time, based on specific conditions.
Thus,
the professional skill of the teacher mainly consists in his ability to make
the most of their creative and theoretical possibilities for the most
successful education and training of students. Assess the level of pedagogical
skills can be based on the results, which is a change that took place not only
with pupils themselves, but also between them.
1.
AzarovY.P.Secretsof
pedagogical skills: a tutorial. -M., 2004. - 432 p
2.
BodalevA.A.Personality
andcommunication.-M., 1995.–328 р
3.
ByrdinO.G.Positionalapproach
to understandingthe self-valuable professionalfuture
teacher//young scientist, №11 (58) 2013-575-577 р
4. Kan-KalikVA,NikandrovNDPedagogical
creativity. - M., 1990
5.
KostyukS.G. Izbrannnyepsychological
works. - M .:Pedagogy. -1988.
–304 р
6.
TeachingEncyclopedic
Dictionary/BMBim-Bad.- Moscow,
2003
7.
SlasteninV.A,IsaevI.F,MishchenkoA.I.Pedagogy: a manual for student teachers. -
M.,2001.- 512р
8.
SpirinB.FPedagogysolutionof
educationalproblems.- Kostroma: KSU.,
1994.-107.
Аңдатпа
Бұл
мақалада кәсібипедагогикалықміндеттердішешудепедагогтыңшеберлігі жайында қарастырылады.
Аннатация
В статье рассматриваются мастретво педагога в
решении профессионально-педагогических
задач
Abstract
The article deals with the skill of the teacher in solving professional and
pedagogical problems
Кілттік сөздер:
Педагогикалық шеберлік, педагогикалық техника,
педагогикалық міндет, кәсібилік.
Ключевые слова:
Педагогическое мастертво, педагогическая техника, педагогическая задача,
профессионалзм.
Keywords:
pedagogical skills , Educational technology,
educational aim, professional.