PSYCHOLOGY OF PROFESSIONALISM

Moscow 1996

BBK 88.4 М 26

annotation

The book describes the psychological concept of professionalism developed by the author. For the first time in a systematic summary form for the general reader, psychological criteria, levels, stages, stages of advancement of a laboring person to professionalism, types of professional competence... The task-personal approach to the construction of a professiogram is stated. An individual professional psychological diagnostic card is presented. The psychological factors promoting and hindering the professional growth of a specialist are summarized.

The book is addressed to a wide range of readers:

every working person thinking about the results and prospects of his professional development and, in particular, a young person who is just starting his professional path;

specialists (psychologists, social workers) who provide specific assistance to people in solving problems of their professional growth;

heads of institutions that assess and certify "the level of professionalism of workers;

teachers of various types of vocational educational institutions, giving an introduction to the specialty;

scientific workers researching the problems of professionalism.

ISBN 5-87633-016-7 © A.K. Markov, 1996

Chapter 1. What is professionalism 8

Psychology subject of professionalism 8

Labor, its types, aspects of labor (object and subject of labor) .10

Profession. Approaches to the classification of professions. Profession module 15

Specialist model, Professiogram. Psychogram. twenty

Professionalism, competence, qualifications. ... 31

Parties and criteria for professionalism. , 39

Chapter 2. The road to professionalism 49

Levels, stages, steps of professionalism 49

Professional and personal self-determination. 57

Professionalization and socialization 62

Motivational-semantic-target sphere of professionalism. Professional adaptation 67

Operational scope of professionalism. Professional ability. Professionally important psychological qualities (PVK). Professional consciousness. Professional thinking. Professional creativity 82

A person's ability to work in a professional community. Professional environment 99

Labor efficiency. Efficiency. Ability to work. Career 116

Professionalism and age 127

Professionalism and individuality 135

Chapter 3. Obstacles to Professionalism 147

Professional aging. Professional personality deformations. Occupational diseases 147

Dynamics of professionalism in special and extreme working conditions 163

Decrease in labor safety 172

Chapter 4. How to evaluate and improve professionalism. ... ... .180

Individual professional diagnostics. Professional suitability. Professional selection. Professional certification. Individual professional diagnostic card 202

Formation and development of a professional in the course of training. Career guidance. Vocational education, vocational training 217

Professional development and retraining. Professional trainability. ... 232

Professional training. Professional self-preservation 236

Professional compensation and rehabilitation. .247

Self-test questions

1. What functions are carried out by pedagogical activity?

2. Is there an unambiguous connection between the teacher's abilities and the nature of the functions performed?

3. What is each of the nine groups of pedagogical skills aimed at (at oneself, at a student, at the subject of mastering, etc.)?

Literature

A.K. Markova Psychology of professionalism. M., 1996.

A.K. Markova Psychology of teacher's work. M., 1993.

Mitina L.M. A teacher as a person and a professional. M., 1994 .

Chapter 3. Style of teaching

§ 1. General characteristics of the style of activity

Definition style activities

The pedagogical activity of a teacher (teacher), like any other activity, is characterized by a certain style. In the broadest sense of the word, the style of activity (for example, managerial, production, pedagogical) is a stable system of methods, techniques, manifested in different conditions of its implementation. It is conditioned by the specifics of the activity itself, the individual psychological characteristics of its subject (I.V. Strakhov, N.D. Levitov, B.C. Merlin, E.A. Klimov, etc.). In a strictly psychological, narrow sense, an individual style of activity - “This is a stable system of methods, conditioned by typological characteristics, which develops in a person striving for the best implementation of a given activity ... external conditions of activity "... This definition especially emphasizes that this is "an individual unique combination of techniques and methods that ensure the best performance of the activity" (B.C. Merlin). The style of activity includes its operational composition, skills and abilities (V.E. Chudnovsky), revealing the abilities of the object itself and being determined by its individual psychological and personal characteristics.

One of the complex and underdeveloped areas of activity of a psychologist working in education is working with teachers. There are several reasons for this:

• 1) the lack of development of a systemic understanding of the process of professional and personal development of a teacher. The teacher development function in the school is provided by the Institute for Advanced Studies, third-party consultants or the head teacher of the school who is responsible for working with personnel, methodologists or a psychologist. The goals, objectives and methods of working with teachers are not clearly formulated, it is not clear who and for what is responsible for solving the issue of the teacher's professional development;
• 2) the absence of scientifically substantiated criteria for assessing the activities of teaching staff;
• 3) absence methodological developments(recommendations), diagnostic tools that ensure effective interaction between a psychologist and a teacher in an educational institution;
• 4) a decrease in the prestige of pedagogical work, its social significance, a deterioration in the working conditions of teachers. V.B. Olshansky cites the following data: the load exceeding the norm - for 62.8% of teachers; the teacher performs more than 300 types of activities; completely satisfied with the condition nervous system only 14.8% of teachers, state of physical health - 50.3%; the percentage of teacher families disintegrated is high; in 25% of families, husbands have a negative attitude to the profession of a wife-teacher.

In domestic educational psychology, there are a lot of studies devoted to the work of the teacher. The analysis of the structure of pedagogical activity and its functions is carried out, the qualities of the teacher's personality are studied, the styles of pedagogical communication and the factors influencing it are described, the typology of the teacher's personality, the peculiarities of his thinking are given, the technologies of the work of the psychologist with the teachers are presented.

The development of the concept of pedagogical abilities is a holistic view of pedagogical abilities: a characteristic is given of abilities that are specific for pedagogical activity, their levels of development, the relationship between the abilities and the effectiveness of the teacher's activity.

The scheme for the analysis of pedagogical activity is based on three basic categories of Russian psychology - activity, communication, personality. The work of a teacher is the unity of the implementation of pedagogical activity, pedagogical communication and self-realization of the teacher's personality. Labor efficiency is determined by the level of education and upbringing of the student, the professional competence of the teacher, who must carry out pedagogical activities at a sufficiently high level, pedagogical communication... This realizes the personality of the teacher, thanks to which the nice results in the training and upbringing of schoolchildren. In each of these three sides, the following components are distinguished:

• - professional (objectively necessary) psychological and pedagogical knowledge;
• - professional (objectively necessary) pedagogical skills;
• - professional psychological positions, teacher's attitudes;
• - personal characteristics that ensure the mastering of professional knowledge and skills by the teacher.

The peculiarity of this approach lies in the fact that it examines the process and the result of the teacher's work both from the point of view of objective characteristics (professional knowledge and skills) and subjective (professional positions and personal characteristics). Thus, a holistic picture of professional competence is being formed, which can form the basis for solving many practical issues, in particular: what knowledge does a teacher need to carry out activities? What are the methods of forming the professional skills of a teacher? What are the mechanisms of influence on the psychological position of the teacher?

In the structure of pedagogical activity, the pedagogical goals and objectives, pedagogical means and methods of solving the assigned tasks, analysis and assessment of the pedagogical actions of the teacher are highlighted. The structure of pedagogical communication is analyzed, which is considered as the main tool in interaction with a child. The informational, social-perceptual, self-presenting, interactive and affective functions of pedagogical communication are highlighted. On the basis of two groups of abilities - design-gnostic and reflexive-perceptual - there are five professionally significant qualities necessary for the implementation of pedagogical activities: pedagogical goal-setting, pedagogical thinking, pedagogical reflection, pedagogical tact, pedagogical orientation.

First of all, the teacher needs to develop social perception and emotional responsiveness, flexibility, self-esteem and respect for the child. Hence, the proposed traditional methods of teaching teachers (psychological and pedagogical council, seminar, trainings) and original methods of increasing their psychological competence are so important.

The content of the teacher's activity in the process of mastering by the teacher pedagogical functions includes consideration of the structure of practical thinking and its functional composition. Research indicates the need to transform psychological knowledge in pedagogical activity, the development of the evaluative-reflective position of the teacher as a necessary moment and evidence of the maturity of pedagogical activity and the saturation of the mechanism of using knowledge in the teacher's activity with personal meanings. This approach is a holistic theoretical and experimental study of the processes of using psychological and pedagogical knowledge in the structure of thinking, activity and practical experience of a teacher.

Studies of the role, place and styles of communication in pedagogical activity are of great interest.

These developments undoubtedly enrich the ideas of psychologists about pedagogical activity, but special work is needed to translate them into the technology of practical activities of a psychologist with teachers.

Addressing teachers, W. James wrote: “You are very deeply mistaken if you think that from psychology, i.e. from the science of the laws of mental life, it is possible to derive certain programs, plans, or teaching methods directly for school use. Psychology is science and teaching is art. Logic has not yet taught any person to think correctly, and in the same way scientific ethics has not yet forced anyone to do well. Science only indicates the boundaries in which the rules of art are applicable, and the laws that should not be crossed by those who practice this art. "

Questions and tasks

• 1. What, in your opinion, are the objective and subjective factors that complicate the teacher's work?
• 2. Why is one of the most difficult areas of work of an educational psychologist, as interaction with a teacher?
• 3. Think back to your experiences in school. Which teacher, in your opinion, was the most effective and successful? Justify your answer.

Workshop plan

"Psychology of teacher's work"

• 1. The structure of teaching activities.
• 2. The place of communication in the teacher's activities.
• 3. The concept of "teacher efficiency" and approaches to its assessment.

Main literature

• 1. Kuzmina N.V., Rean AL. Professionalism of teaching activities. SPb., 1993.
• 2. Mitina L.M. Psychology of teacher professional development. M., 1998.
• 3. Markova A.K. Psychology of teacher's work. M., 1993.

additional literature

• 4. Batrakova S.N. Fundamentals of professional and pedagogical communication. Yaroslavl, 1986.
• 5. James W. Conversations with a teacher about psychology. M., 1998.
• 6. Erastov N.P. Psychology of communication. Yaroslavl, 1979.
• 7. Kashapov M.M. Psychology of pedagogical thinking. Monograph. SPb., 2000.
• 8. Thinking of the teacher / Ed. Yu.N. Kuljutkina, G.S. Sukhobskaya. M., 1990.

The content of the book was aimed at providing assistance in the psychological analysis of professionalism to different groups of persons: every working person, including those who are just beginning their professional path and striving to become a professional; a psychologist who carries out consulting and correctional work with specific people on the issues of their professionalization; the head and manager who conducts professional certification; teacher professional educational institution, giving a course on introduction to the profession, to the specialty; a researcher investigating the patterns of becoming a professional. In conclusion to the book, we will try to show the possibilities of addressing different groups of readers to individual paragraphs of the book.

Each working citizen is addressed with paragraphs highlighting the individual stages of a person's advancement to professionalism. So, it happens to any person to one degree or another it is necessary: ​​to choose the right profession and not be afraid to return to the repeated choice of a profession during his life (see 1.3; 4.3; 4.4); to carefully consider and weigh their spiritual and moral values, ideals and motives in work, directing their work for the benefit of specific people, humanity (see 2.4); achieve the skill and creativity of their professional activity(see 2.1; 2.5), achieve success, public recognition, make a career (see 2.7); be able to cooperate with other people, work in the professional community (see 2.6) and take a worthy place in the professional structure of society; to realize and develop their individuality in the profession (see 2.9), to choose their own individual trajectory of professional growth; try to avoid professional personality deformations, crises (or use them constructively as a new chance), postpone professional aging (see 3.1.); maintain your integrity, strengthen your positive professional self-concept, listen to your inner voice, maintain your job satisfaction (see 4.5); continuously throughout life to carry out their professional self-improvement, including professional development, to see the zones of their immediate and distant professional development, to maintain a constant readiness for self-change, to expand professional self-learning (see 4.4); maintain a reasonable and optimal balance of energy expenditure, stress and professional self-preservation (see 4.5); painlessly complete your professional path, finding new forms of self-realization of your personality in later ages (see 2.8). All these aspects of a person's professional life were touched upon in the book.

Certain methods of analysis, offered in this book in the form of tables, can also become a certain help to a person in his professional self-awareness. For example, when introspection of the directions of my self-determination (whether I have become a professional, as a person, as a family member, etc.), a person can rely on Table. 6 in 2.2. With an introspection of what types of professional competence a given employee has, he can use table. 3 in 1.5; self-study of the state of the motivational sphere of their work - tab. 7 in 2.4 and the state of the operational sphere - tab. 8 in 2.5; when self-assessing the level of their professionalism - tab. 1 in 1.1 and tab. 5 in 2.1. With self-analysis by a person of the place of his current age in the general picture of professional age development table can help him. 11 in 2.8. With self-awareness of the presence of individual differences, individual style, the severity of individuality in work, the employee can refer to table. 12 to 2.9. When a person self-estimates that he has psychological qualities to withstand extreme and dangerous working conditions, table 1 can be considered. 13 and 14 in 3.2 and 3.3. And, finally, to "measure" the state of different types of his professional competence and their components, it is advisable for an employee to use the technology we offer in the form of an individual professional card in Table. 16 in 4.2. Perhaps these techniques will help a person become at least a little bit of a psychologist for himself. If, when analyzing the professiogram of his work (Table 2 in 1.4), an employee assimilates social professional norms (which the profession requires of him), then when working with an individual diagnostic card (Table 16 in 4.2), a person identifies his personal professional capabilities, specifies in essence do their own individual professional standard. General techniques of professional self-diagnostics are ordered in table. 15 in 4.1. Specialists who provide practical assistance to a working person in the course of his professionalization (a practical psychologist and professional consultant, an acmeologist, a social worker) can, if they wish, draw up some information in the book on those acute issues of professional development, about which people often turn: the choice of the first profession or the forced choice of a new profession in case

loss of work (see 4.3 and 4.4); professional deformations and crises (see 3.1); reasons for decreased interest in work, decline in performance and the appearance of errors in work (see 2.7); preparation for professional certification (see 4.2), professional career (2.7), etc. The systematic assistance of a psychologist to a working person in the course of his professionalization is today called psychological support and support for a professional career. The task of a practical psychologist is to stimulate, first of all, the employee himself to professional self-development, to help him build a program for his further professional growth, to suggest ways of self-correction and self-compensation for the missing professional qualities... If necessary, the psychologist should assist in the implementation of professional rehabilitation of the employee. In the future, hopefully, each employee will have the opportunity to seek advice from a psychologist about their professional problems right at their enterprise or in a nearby psychological center.

Managers, heads of institutions, employees of personnel services can rely to a certain extent on the materials of this book in their work on assessing the professionalism of personnel and their certification. Thus, a generalized technology for compiling a professiogram of any specialty has been proposed (Table 2 in 1.4), which can form the basis for constructing specific professiograms; the psychological rules of attestation are systematized (see 4.2), the levels of professionalism are highlighted (Table 5 in 2.1); outlined approaches to the construction of professional programs of private types of labor (see 5.2), which can be used in the certification of representatives of different professions, proposed an individual professional diagnostic card (table 16 in 4.2), which allows you to get closer to building a psychological business portrait of a particular specialist, which important in working with personnel. Experts in their work can take into account the psychological indicators of labor efficiency, sorted in table. 10 in 2.7.

Teachers of different types of professional educational institutions can use the materials of the book when building an introduction to the profession, to the specialty. So, students need to be helped to understand the generalized model of a successful specialist, the professiogram of their future work (see 1.4), to understand the patterns of becoming a professional (see 5.1), to master the psychological indicators of professionalism (Table 4 in 1.6), to clearly imagine the levels of professionalism (Table .5 to 2.1) in their future profession; take an active

the position of the subject of labor, professional, creator (see 1.2). These sections can become topics for an introduction to the profession. A teacher of a vocational educational institution can also take into account the milestones in the mental development of students, qualitative shifts in the motivational and operational sphere of the personality of a future specialist, taking place during vocational training(see table 18 in 4.3). Of course, in different professions, in different professional educational institutions, there will be a different model of a specialist as the ultimate goal of training, and accordingly, the milestones in the psychological advancement of students in it will also differ. At the same time, the very approach to the choice of the content and methods of vocational training from the point of view of their influence on the formation of the personality traits of a future specialist should, apparently, be preserved. The psychological content of pre-vocational education ( labor training and education in school and family) is indicated in table. 17 in 4.3. The teacher can use during the class the questions for the paragraphs of the book and the literature given at the end of the book.

Scientists in the field of the psychology of professionalism can take into account the data of previous scientific research presented in the book; to use the factors of professionalization highlighted in the book in the course of their research, for example, to vary in an experimental study individual components of the motivational (Table 7 in 2.4) and operational (Table 8 in 2.5) spheres and track their influence on the success of the course of professionalization; to experimentally reveal the relationship between the various aspects of professionalism highlighted in the book, for example, the professional abilities of an employee and his satisfaction with his work, or the relationship between the active position of a person in work and the success of his opposition to professional deformations, etc.; to depart from the little-studied problems of the psychology of professionalism and "white spots" in this psychological discipline, indicated in the book, when choosing the topics of their future research.

The psychology of professionalism interacts with many psychological disciplines. We tried to show how the psychology of professionalism is connected with general psychology of work and acmeology (1.1, 1.3, 1.6, 2.5), with the psychology of personality and individuality (2.3, 2.4, 2.9), with social psychology (2.6), with developmental psychology and developmental psychology. (2.8), with educational psychology (4.3), with engineering psychology (3.2), with pathopsychology (3.1, 4.6) and psychohygiene (4.5), with psychodiagnostics (4.1, 4.2), etc.

The psychology of professionalism has a constructive, creative direction. It is designed to help, to facilitate a specific person of labor, his progress towards professionalism, to stimulate his professional self-awareness, to show various ways of professional self-disclosure, self-preservation, and self-compensation. At the same time, the use of data from psychology requires the activity and inner work of the person himself: as they say, the door is open for you, but you can only enter yourself.

The psychology of professionalism has a humanistic orientation. In the book, we tried to emphasize that a person's personal space is wider than his professional space. A person needs to be able to work professionally, highly efficiently, contributing to the prosperity of his country. At the same time, it is important for an employee, a specialist not to allow his professional wear and tear and destruction of the integrity of his personality, for this - to try to understand his individual purpose, to keep the strength for his self-realization, to live a full happy life. Society (social services) and science (scientific and practical consulting centers) can help a person in the development of such professionally constructive and personally "protective" life strategies... In conditions when scientific and technological progress requires a person to increase labor productivity, master new technologies, and improve the operational side of labor, special work is needed to prevent a narrowly technocratic approach to human life. The concerted efforts of social and personnel services, psychological counseling centers could, to a certain extent, contribute to strengthening the motivational and personal sphere of the working person, encouraging moral orientation in work, increasing attention to the humanistic orientation and spirituality, human labor

So, professionalism is considered in the book as an integral characteristic of the personality and activity of a working person. The psychological characteristics of professionalism are described, including indicators of the maturity of the motivational and operational sphere of work; signs of high and low levels of professional competence; manifestations of age and individual dynamics of professional growth; criteria of professionalism, which together mean a high degree of human involvement in the content (process and result) of labor.

In our opinion, a professional in general can be considered an employee who:

- masters the norms of the profession in the motivational sphere (realizes moral guidelines, motives, spiritual values ​​in the profession, follows them, knows how to "scoop out" new meanings in his profession, is devoted to it) and in the operational sphere (learns the necessary professional knowledge, methods of action and professional " techniques ", methods and warehouse of professional thinking, techniques of professional self-awareness and reflection);

- efficiently and successfully, with high performance carries out his labor activity, following high standards in it, achieving mastery;

- has a "strong" professional goal-setting, an internal "locus" of control, independently builds a scenario for his professional life, is immune to external obstacles;

- on his own initiative, identifies and develops his capabilities and abilities in the profession, is ready for constant professional self-change and self-development, strives for awareness and strengthening of his individuality, to preserve his integrity, feels satisfaction from his self-realization in the profession;

- enriches the experience of the profession with his original creative contribution;

- thus combines several types of professional competence (special, social and social, personal, individual);

- helps to increase the social prestige of the profession in society, public interest in the results of labor in their profession;

- able to compete with other professionals in their field and in related fields, competitive;

- is, due to the presence of the above characteristics, an active subject of highly professional labor.

Of course, not every professionally successful employee possesses a set of the listed characteristics of professionalism. These features constitute a broad indicative basis of professionalism, and not its rigid scheme. So, representatives of different professions may have different sides and qualities of professionalism, which can form the basis of the specialist's model; For example, representatives of creative professions emphasize such qualities of professionalism as enriching the experience of their profession, conscious self-realization, preserving their integrity and individuality, and representatives of blue-collar professions - increasing productivity and productivity, etc.

In various professionally successful specific people, signs of professionalism can also manifest themselves in different combinations, which can be reflected in the individual profile of a specialist; for example, some people in the creative profession achieve success due to strong professional goal-setting, dedication, skill, while others - due to the originality of ideas and novelty of contribution to the experience of the profession. In one and the same person at different stages of his development, professionalism is often achieved by strengthening one or the other psychological qualities, which can be revealed with the help of periodically filled in individual professional diagnostic cards; For example, at the beginning of mastering a creative profession, a person often has a predominant interest in its operational side - in "techniques", methods, and as professional experience is acquired, interest in the motivational and semantic content of the profession and its spiritual content often increases.

In conclusion, we emphasize that the approach presented in this book is one of the possible and in no way pretends to be an exhaustive coverage of the complex multifaceted problem of the relationship between the processes of becoming a Person as a Personality and as a Professional.

Questions for discussion and literature for the paragraphs of the book

Questions 11 What is the subject of the psychology of professionalism? What is the place of the psychology of professionalism in the system of related disciplines? Literature to 11_

1. Agapova E H Physiology and psychology of labor. Samara, 1991.

2. Akinshina A. K. Labor statistics., M., 1977.

3. Ananiev B G. Man as a subject of knowledge. Selected psychological works. T. 1, M, 1980.

4. Introduction to ergonomics. Ed. G.M. Zarakovsky, V.A. Korolev, V.I. Medvedeva, P i Shcheev, M., 1974.

5. Questions of labor psychology and ergonomics. Ed. V.D. Shadrikova and others, Yaroslavl I976

6. Garber E.I. Introduction to the psychology of labor. Saratov, 19.8.

7. Dmitriev MA, Krylov AA, Naftulev AI Labor psychology and engineering psychology. P., 1974.

8. Eremina NM. Marshalova VP Labor statistics. M., 1988.

9. Zinchechko VP, Munipov VM Fundamentals of Ergonomics. M., 1979.

10. Klimov EA Introduction to the psychology of labor. M, 1988.

11. The goat. V.N Physiology and psychology of labor. Saratov, 1980.

12. Kotelova Yu V. Essays on the psychology of labor M., 1986.

13. Kundiev Yu I. Hygiene and physiology of labor. M., 1982.

14 Levitov N.D. Labor psychology. M., 1963.

15. Mzkushin H.V. Lectures on the course "Fundamentals of physiology and psychology of labor." M., 1971

16. Fundamentals of General and Applied Acmeology. Ed. A.A. Derkach et al. M., 1994.

17. Plato: - K. K. Questions of labor psychology. M, 1970.

18 Labor psychology. Ed. K.K. Platonov. Per. from Slovak, M., 1979.

19. Romanova ES, Suvorov G A. Psychological foundations of professiography. M. 1990.

20. Sociology of labor. Edited by N.I. Dryakhlova, A.I. Kravchenko, V.V. Shcherbina, M., 1P93.

21. Filippov AV, Lipinskii VK, Knyazev VN Industrial sociology, psychology and pedagogy. M., (989.

Questions to 1 2: Under what conditions can work turn into a professional one? What are the characteristics of the object and subject of labor, depending on the content of labor? In "some types of labor, a person is included during his life, how they differ in the degree of involvement in nig active creative person d Under what conditions does a working person become a subject of his labor, a professional?

Literature for

1.Zarakevsky G. M. Psychophysiological analysis of labor activity. M., I966.

2. Ivanova E.M. Psychotechnology for the study of a person in labor activity. M., 1992

3. Karpov A.V. Psychological analysis labor activity. Yaroslavl, 1988.

4. Lozovoy V.P. On the scientific classification of types of labor. J. "Questions of Philosophy", 1965, No. 3.

5. Lehrer R. Labor productivity of white collars. Per. from English Common ed. V.V. Zotova, M., 1984.

6. Psychological analysis of labor activity. Ed. V.D. Shadrikova, Yaroslavl, 1980.

7. Raevsky A.N., Antonov A.V. Production and Psychology Ed. G.V. Sukhodolsky, L., 1969.

8. Strumilin S.G. On the question of the classification of labor> yes. In the book. "History of Soviet Labor Psychology". Ed. V.P. Zinchenko, V.M. Munipoya, S.G. Noskovoi, M .. 1983.

9. Tyutyunnik V.I. Fundamentals of psychological and pedagogical study of creative work of preschoolers. M., 1992.

Questions to 1.3: What are the grounds for classifying professions? How different professions affect the development of an employee's personality7 What is the originality of the professions listed below, what lifestyle is associated with this profession? Give examples of these professions: mass profession; working profession; scarce profession; prestigious profession; free profession; rare, unique profession; new profession; peaceful profession; female or male profession; wide profile profession; risky profession; family profession; exotic profession; dying out profession; One-piece profession; elite profession, shadow profession, reserve and main profession; eternal profession.

Literature for 1.3:

1. Questions of professional studies. Ed. V.E. Gavrilova, V.G. Kanevets, M., 1982.

2. Questions of professional studies. Ed. S.N. Levieva, L., 1979.

3. Gavrilov V.E. Using a modular approach to psychological classification professions for career guidance. J. "Questions of Psychology", 1987, No. 1.

4. Gavrilov V.E. A modular approach to the psychological classification of professions. On Sat. "Improving vocational guidance and vocational selection of young people for blue-collar occupations", L., 1986.

5. Gavrilov V.E. Experience in taxonomic analysis of the Gnostic professions. J. "Questions of Psychology", 1975, No. 3.

6. Gavrilov V.E. Compilation and use of psychological characteristics of professions for vocational guidance. L., 1988.

7. Zgursky B.C. Person and profession. M., 1972.

8. Kaverina R.D. Experience in the psychological classification of certain professions for the purpose of vocational counseling. J. "Questions of Psychology", 1978, No. 4.

9. Klimov E.A. The path to the profession. L., 1974.

10. Klimov E.A. Developing people in the world of professions. Obninsk, 1993.

11. Loos V.G. Psychological classification of professions for the purposes of vocational guidance of schoolchildren. J. "Questions of Psychology", 1974, No. 5.

12 The world of professions. Compiled by S.N. Levieva, M., 1985 and 1988; comp. V.E. Gavrilov, M., 1987; comp. R.D. Kaverina 1986 and 1988; comp. A.I. Smirnov, M., 1987.

13. Klimov E.A. The image of the world in different types of professions. M., 1995.

14. V.I. Morosanova Regulatory prerequisites for choosing a new profession. On Sat. "Psychological aspects of social instability." Ed. B.A. Sosnovsky, M., 1995.

15. Noskova OG Questions of psychology and psychophysiology of labor in the system of professional classification of SM. Bogoslovsky. J. "Bulletin of Moscow State University. Series 14. Psychology ", I987, No. 1.

16. PodmarkE Z.G. A man in the world of professions. J. "Questions of Philosophy", 1973, No. 8.

17. Market and new professions. Yaroslavl, center. M .. 1993.

18. Compilation and use of psychological characteristics of professions for vocational guidance. Compiled by V.E. Gavrilov, L., 1988.

19. Titova I.P. From the experience of studying the classification of professions abroad. “Information retrieval system. Professiography ". L., 1972.

20. Titova I.P. On the question of the classification of professions. In the book. "Questions of theory and practice of vocational guidance in secondary school", M., 1972.

21. Ukke Yu.V. Problems of the psychology of professions in the USA. J. "Questions of Psychology", 1972, No. 1.

22. Man and profession. Issue 1 L., 1975; no. 2 L., 1977; issue 3 L., 1978; no. 4 L., 1979; no. 5, L, 1980.

Questions for 1.4; What is the ratio of the specialist model and the professiogram? How can the models of an established and a novice specialist differ? Can knowledge of the professiogram constrain the individual professional development of a particular person? What is the humanistic, human-centered approach to constructing a professiogram? Try to understand (build) the professiogram of your specialty, start by defining the true result of your work (what should be the result of work and what should not be the result); think over what methods, means, mental processes and states this result can be achieved (and what methods should not be used, etc.)

Literature to 1 4

1. Alexandria G.N., Sharipov F.V. Problems of the formation of a personality model of a specialist. In the book. G.I. Khozyainov Formation of didactic theory, etc., M., 1984.

2. Anisimov VE, Pantina NS Methodological issues of developing a model of a specialist (at a university) J. "Soviet Pedagogy", 1977, No. 3.

3. Ivanova E.M. Analytical professiogram as a means of providing professional diagnostics of personnel. J. "Bulletin of Moscow State University. Series 14. Psychology ", 1989, No. 3.

4. Kolinko V.V. Psychogram as a factor in improving the vocational guidance of young people for blue-collar occupations. Abstract of the thesis. Cand. diss. Kiev, 1988.

5. Qualification characteristics of specialists with higher education. Survey information. NIIV, vol. 1, M., 1980.

6. Kotelnikov NN Model of a specialist. Appointment. Content. Principles and methods of construction. On Sat. "Formation of the personality of a specialist in a university" Grozny, 1980.

7. Methodological and methodological aspects of the study of training specialists with higher education, Minsk, 1981.

9. Minaeva N.V. Approaching the specialist's professiogram. ECO, 1980, no. 7.

10. Modeling the activities of a specialist on the basis of a comprehensive study. Ed. E.E. Smirnova, L., 1984

11. Scientific and methodological problems of the development of the specific content of models of specialists of a wide profile L, 1974.

12. Scientific basis development of a model for the activity of a master of industrial training of a secondary vocational school, L., 1981.

13. Nechaev N.N. The activity approach as the basis for the systemic construction of the architect's model. In the book. "Psychology and Architecture". M, 1993.

14. On the methodological and methodological principles of building a specialist model the highest qualifications... Tallinn, 1979.

15. The main methodological provisions for the development of models of specialists of the future with higher and secondary special education... Belorussk. inst. national economy, Minsk, 1973.

16. Problems of the formation of the personality of a wide-profile specialist. L., Leningrad Engineering and Economic Institute. Proceedings, no. 113, 1976.

17. Smirnova EE, Ways of forming a model of the activity of a specialist with a higher education. L., 1977,

18. Sedin V.V. Some principles of building a specialist model (overview information). Research Institute of Problems high school... M., 1977.

19. Talyzina N.F., Pechenyuk N.G., Khokhlovsky L.B. Ways to develop a specialist profile. Saratov, 1987.

20. Typical professional and qualification models of executives at the enterprises of the industry. M., 1977; the same for the scientific research institute of the branch M., 1980; the same - for the design bureau of the branch M., 1980; the same for trade and catering establishments. M., 1981.

21. Fukin A.I. How to compose lprofessiograms. Elabuga, M., 1990.

Questions to 1.5: What types of competence are needed in any (in your) profession7 What is the ratio of competence and competence? Under what circumstances can an employee who becomes incompetent or overcompetent encounter difficulties?

Literature to 1.5;

1. Markova A.K. Psychological analysis of the teacher's professional competence. J. "Soviet Pedagogy", 1990, No. 8.

2. Mikhailov I.V. The problem of professional maturity in the works of D.E. Super. J. "Questions of Psychology", 1975, N? eight.

3. Petrovskaya L.A. Competence in communication. M., 1989.

4. Peter J.L. Peter's Principles. M., 1990.

5. Psychological competence as a factor in increasing the efficiency of the leader. Prep. ME AND. Ukrainian, Kiev, 1989.

6. Rachenko I.P. Diagnostics of pedagogical competence. Pyatigorsk, 1990.

Questions for 1.6: What kind of employee can be considered a professional? What is the role of the motivation sphere in general characteristics professionalism? What characterizes the motivational sphere high level professionalism? What is characteristic of the operational area of ​​high level of professionalism? Can a person be a professional in more than one area? Who can I say about - an accomplished (failed) professional?

Literature for 1.6:

1. Zazykin V.G., Chernyshev A.P. Acmeological problems of professionalism, M., 1993.

2. Kuzmina N.V. Professionalism of the personality of the teacher and master of industrial training. M., 1990.

3. Kuzmina N.V. Professionalism of the teacher's personality. M., 1990.

4. Kuzmina N.V., Rean A.L. Professionalism of teaching activities. SPb., 1993.

5. Markova AK Psychological criteria and stages of teacher professionalism. J. "Pedagogy", 1995, no. 6.

6. Shamardin V.N., Tambovkina T.M., Suslova N.P. School: from the final result to the creative search M., 1991.

Questions to 2.1: Does each employee go through stages in their development from adaptation to harmonization with professions, later to creative enrichment of their profession? What, judging by your experience, can be the duration and development of these stages? What is the difference between the close levels of professionalism: master and innovator, experimenter and researcher, creatively developing and self-preserving specialist?

Literature for 2.1:

1. Belkin P.G., Emelyanov E.N., Ivanov M.A. Social Psychology scientific team. Ed. M.G. Yaroshevsky, M., 1987.

2. Kondakov I.M., Sukharev A.V. Methodological foundations of foreign theories of professional development. J. "Questions of Psychology", 1989, No. 5.

3. Markova A.K. Psychology of teacher's work. M., 1993.

4. Ponomarenko V.A., Vorona A.A. Formation of the personality of a professional. First international readings. Abstracts of reports. M., 1991.

5. Psychological research of the problem of professional personality formation. Ed. V.A. Bodrova, M., 1991.

6. Psychophysiological issues of becoming a professional. Ed. K.M. Gurevich, M., 1974.

7. Psychophysiological issues of becoming a professional. M., Sov. Russia, 1976, no. 2.

Questions to 2.2: Does professional self-determination end at the time of choosing a profession? What might be the advantages and disadvantages of early and late professional self-determination? Under what conditions can professional re-self-determination take place and what does it consist of?

Literature for 2.2.

1. Baymetov V.A. Dialogue in professional self-determination (in the context psychological counseling by choice of profession). Abstract of the thesis. Cand. diss, m., 1990.

2. Berne R. Development of the self-concept and education. M., 1986.

3. Ginzburg M.R. Personal self-determination as a psychological problem. J. "Questions of Psychology", 1988, No. 2.

4. Ginzburg M.R. The psychological content of personal self-determination. J. "Questions of Psychology", 1994, No. 3.

5. Kon I.S. Looking for yourself. Personality and its identity. M., 1984.

6. Kudryavtsev T.V., Sukharev A.V. The influence of personality traits on the dynamics of professional self-determination. J. "Questions of Psychology", 1985, No. 1.

7. Kudryavtsev T.V., Shegurova V.Yu. Psychological analysis of professional self-determination of personality. J. "Questions of Psychology", 1983. No. 2.

8. Kukharchuk A.M., Tsentsiper A.B. Professional self-determination of students. Minsk, 1976.

9. Lyskov B.D., Gorbatov SV. On the relationship between external and internal determinants in the professional self-determination of "difficult" adolescents. In the book. "Psychological support social development". Ed. A.A. Krylova, L., 1989.

10. Scientific foundations of professional self-determination of students. Ed. V.G. Kanevets et al. L., 1982.

11. Safin V.F., Nikov G.P. The psychological aspect of personality self-determination. "Psychological Journal", 1984, No. 4.

12. Stolin ZV Self-awareness of the individual. M., 1983.

13. Shavir P.A. Psychology of professional self-determination. M., 1981.

Questions to 2.3: In what directions (vectors) does the professionalization process take place? Are there possible discrepancies or contradictions between the processes of professionalization and socialization (for example, professionalism is high, and the personality does not differ in maturity and perfection)? Can professionalization and socialization stimulate (inhibit) each other? How does professionalization and socialization occur at different periods of a person's life (pre-work, work, post-work)? In the course of mental introspection, try to compare the intensity of the processes of professionalization and socialization.

Literature for 2.3:

1. Badoev T.L. Professionalization as a factor determining the dynamics of the system of labor motives. Problems of Engineering Psychology, vol. 3 hours 1, L., 1984.

2. Bodrov V.A. Psychological research of the problem of personality professionalization. Psychological research of the problem of professional personality formation. Ed. V.A. Bodrova, M., 1991.

3. Borisova E.M. On the role of professional activity in the development of personality. In the book. "Psychology of the formation and development of personality" Ed. L.I. Antsyferova, M., 1981.

4. Ivanova E.M. Fundamentals of the psychological study of professional activity. M., 1987.

5. Kapterev A.I. Professionalization management model. J. "Soviet Pedagogy", 1990, No. 3.

6. Menytsikova L.V. On the orientations of the psychological service in the context of the restructuring of the university. On Sat. "Psychological Science and Practice". Novosibirsk, 1987.

7. Nechaev N.N. Psychological and pedagogical foundations of the formation of professional activity. M., 1988.

8. Ovsyannikova V.V. The dynamics of the “image of your profession” depending on the degree of familiarization with it. J. "Questions of Psychology", 1981, No. 5.

9. Povarenkov Yu.P. Criteria for professionalization and formation of the structure of professional abilities. In the book "Development and diagnosis of abilities." Ed. V.N. Druzhinin, V.D. Shadrikova, M., 1991.

10. Povarenkov Yu.P. Psychological analysis of the professionalization process. In the book. "Problems of vocational counseling for young people." Tallinn, 1989.

11. Povarenkov Yu.P. Psychological analysis of the professionalization process. The concept of "goal of professionalization". In the book. "Abilities and Activities". Yaroslavl, 1989.

12. Povarenkov Yu.P. Psychological analysis of the professionalization process. In the book. "Psychological patterns of professionalization." Ed. N.L. Ansimova, Yaroslavl, 1991.

13. Psychological patterns of professionalization. Ed. N.P. Ansimova, Yaroslavl, 1991.

14. Psychological problems professional activity. Ed. A.G. Dikoy, A.N. Zankovsky, M., 1991.

15. Psychological problems of professional activity. Ed. G.S. Nikiforova, St. Petersburg. 1991.

16. Shadrikov V.D. Problems of the system genesis of professional activity), Moscow, 1982.

17. Shadrikov V.D. Druzhinin V.N. Formation of the subsystem professionally important qualities in the process of professionalization. In the book. "Problems of Industrial Psychology". Yaroslavl, 1979.

Questions to 2.4: What is the comparative role of individual motives (value orientations, motives, etc.) in the motivational sphere of professional activity? What are the dynamics of motivation at different stages of professionalization? What are the signs of inadequacy of the motivational sphere of professional activity? What is the impact of deviations in the motivational sphere on the efficiency of professional activity and job satisfaction of a person? In what psychological reasons difficulties in professional adaptation?

Literature for 2.4:

1. Artemyeva E.Yu., Strelkov Yu.K. The professional component of the image of the world. In the book. Thinking and Learning: Active Interaction with the World, Yaroslavl, 1988.

2. Aseev V.G. Motivation of behavior and personality formation. M., 1976.

3. Badoev T.L. Dynamics of the motives of labor activity. In the book. "Problems of Industrial Psychology", Yaroslavl, 1979.

4. Baram D.P. Educational and professional interests of eighth-graders with various features of cognitive processes. J. "Questions of Psychology", 1984, Nb 2.

5. Belkin P.P. Socio-psychological factors of adaptation young specialist in the research team. Abstract of the thesis. Cand. diss, M., 1985.

6. Berezin M.B. Mental and psychophysiological adaptation of a person. L., 1988.

7. Budyakin M.P., Rusalinova A.A. Some questions of adaptation of newcomers to production. "Man and Society", vol. 4, Leningrad State University, L., 1971.

8. Grebenyuk O.S. Problems of the formation of motivation for learning and work among students of secondary vocational schools. M., 1985.

9. Danch I. Changing the professional attitude of young workers. J. "Questions of Psychology", 1985, no. 4.

10. Dyachenko M.I. and others. Willingness to work in stressful situations. Psychological aspect. Minsk, 1988.

11. Dyachenko M.I., Kandybovich L.A. Psychological problems of readiness for activity. Minsk, 1976.

12. Zelichenko A.I., Shmelev A.G. On the issue of classification of motivational factors of labor activity and professional choice... J. "Bulletin of Moscow State University. Psychology. *, 1987, No. 4.

13. Katvel T.O. On the social and psychological problems of job satisfaction. Tallinn, 1974.

14. Kovalev V.I. Motives of behavior and activity. M., 1988.

15. Kovalev V.I., Druzhinin V.N. Motivational sphere of personality and its "dynamics in the process of vocational training." Psychological journal, 1982, No. 6.

16. Kovalev V.I., Syrnikova N.A. Motives of labor and adaptation of workers. "Psychological Journal", 1985, no. 6.

17. Kostenko N.V., Ossovsky V.L. Values ​​of professional activity. Kiev, 1986.

18. Krau E. Initial professional adaptation and ways to define it. J. "Questions of Psychology", 1972, No. 1.

19. Kronik A.A., Akhmerov R.A. Motivational failure as a criterion for the deformation of the picture of the life path. In the book. "Motivational regulation of the activity and behavior of the individual." Ed. L.I. Antsyferova, M., 1988.

20. Kryagzhde SI. Psychology of the formation of professional interests. Vilnius, 1981.

21. Kryagzhde SI. Management of the formation of professional interests. J. "Questions of Psychology", 1985, no. 3.

22. P.S. Kuznetsov. Adaptation as a function of personality development. Saratov, 1991.

23. Lobanova T.N., Kokurina I.G. The use of psychodiagnostic information in the correction of the motivational structure of managers. J. "Bulletin of Moscow State University. Psychology. ", 1992, no. 4.

24. Magun B.C. On the relationship between the significance of various needs and their satisfaction. J. "Questions of Psychology", 1978, No. 6.

25. Meyerovich M.M. Study of the motivation for work. In the book. "Psychological support of labor activity." Ed. A.A. Krylova, L. 1987.

26. Milman V.E. Productive and consumer motivation. "Psychological Journal", 1988, No. 1.

27. Milman V.E. Work motivation and job satisfaction. "Psychological Journal", 1985, no. 5.

28. Naumova N.F., Popova I.M. Job satisfaction as a social characteristic. M., 1970.

29. Obukhovsky K. Psychology of human drives. M., 1972.

30. Orlov A.B. Addiction and profession. M., 1981.

31. Pavlyutenkov E.M. Formation of motives for choosing a profession. Kiev, 1980.

32. Prokhvatilov A.A., Shalyto Yu.Ya. Management of the adaptation process of workers in the work collective. In the book. "Psychological support of human development." Ed. A.A. Krylova, L., 1989.

33. Rusalinova A.A., Judges Ya.I. Some social and psychological aspects of staff turnover. In the book. "Social psychology and social planning". Ed. E.S. Kuzmina, A.A. Bodaleva, L., 1973.

34. Sazonov V.P. Education based on human needs. J. "Pedagogy", 1993, Nb 2.

35. Santalainen T., Vougilainen E., Porenne P., Nissanen Y. Management by results. M., 1988.

36. Sventsitsky A.L. The motives of the individual's labor activity. In the book. "Social psychology of personality", L., 1974.,

37. Selye G. Essays on the adaptation syndrome. M., 1960.

38. V.V. Serikov. Formation of students' readiness for work. M., 1988.

39. Shooters Yu.K. Operational and semantic structures of professional experience. J. "Bulletin of Moscow State University. Psychology ", 1990, No. 3.

40. Faraponova E.A., Gulbe O.A. Formation of labor motivation in adolescents and young men with deviant behavior. "Psychological Journal", 1993, Ns 6.

41. Frankl V. Man in search of meaning. M., 1990.

42. Fromm E. Man for himself. Minsk, 1992.

43. Khanina I.B. On the question of the professional component in the structure of the image of the world. J. "Bulletin of Moscow State University. Series 14. Psychology ", 1990, Ns 3.

44. Heckhausen H. Motivation and activity. In 2 volumes. M., 1986.

45. Chugunova E.S. Connection of professional motivation and creative activity of engineers. J. "Questions of Psychology", 1986, No. 7.

46. ​​Chugunova E.S. Socio-psychological features of professional motivation in engineering and problems of creative activity. "Psychological Journal", 1985, no. 4.

Questions to 2.5: What is the ratio of universal, special, professional, special professional abilities? How does the development of professional abilities differ from the accumulation of professional knowledge and skills? What are the possible directions for expanding professional consciousness? Is it legitimate to talk about specifically professional thinking (technical, pedagogical, artistic, etc.)? Are professional skills and creativity directly related to the experience and seniority of the employee? Is professional skill, creativity measurable and by what indicators? What personality traits of an employee contribute to professional creativity? How would you rate the statement (from a scientific publication): where there is professionalism, creativity has nothing to do.

Literature for 2 5:

1. Andronov ZP Psychological foundations of the formation of the professional thinking of a doctor. J. "Questions of Psychology", 1991, Ne 4.

2 Artemieva T.I. Methodological problems of abilities. M., 1977.

3. Artemieva T.I. Ability problem " personal aspect... "Psychological Journal", 1984, Ns 3

4. Batalov A.A. Professional thinking. Philosophical problems... Abstract of the thesis. doct. diss. Sverdlovsk, 1986.

5 Bilibin A.F., Tsaregorodtsev G.I. O clinical thinking... M., 1973.

6. Bobrov VA, Pisarenko Yu.E. Study of the structure and dynamics of the development of flight abilities. "Psychological Journal", 1994, No. 3.

7 Bragina V.D. Conceptions of the profession and self-assessment of professionally significant qualities among students. J. "Questions of Psychology", 1976, No. 2.

8. Vyatkin B.A., Khrustaleva T.M. Special abilities in the structure of the teacher's personality. J. "Questions of Psychology", 1994, No. 4.

9. Gellerstein S, G. On the question of professional typology. In the book. "History of Soviet Labor Psychology", Ed. V.P. Zinchenko, V.M. Munipova, O. G. Noskovoi, M., 1983.

10. Gindilis N.L., Kedrov B.M. Typology of creative activity depending on the levels of cognition (comparative analysis of the classification of creative personalities). "Psychological Journal", 1981, No. 1.

11. Gotsdiner A.A. To the problem of multilateral abilities. J. "Questions of Psychology". 1991, no. 4.

12. ZavalishIina D.N. Thinking in material production labor. "Psychological Journal", 1984, No. 5.

13. Zavalishina D.N. The psychological structure of abilities. In the book. "Development and dynamics of abilities", Ed. V.D. Shadrikova, M., 1991.

14. Zavalishina D.N. Psychological analysis of operational thinking. M., 1985.

15. Zavalishina D.N. The creative aspect of practical thinking. "Psychological Journal", 1991, No. 2.

16. Zelichenko A.I., Stepanova T.I. Psychosematics and the study of the professional consciousness of psychologists. J. "Bulletin of Moscow State University. Psychology ", 1989, Ns 3.

17. Ilyin E.P. The Ability Problem: Two Approaches to Solving It. "Psychological Journal", 1993, No. 3.

19. Karpov A.V. Psychology of decision making in professional activities. Yaroslavl, 1991.

20. Klimina T.B. Psychological analysis of the thinking activity of the worker in the context of standardization. In the book. "Problems of thinking in production activities." Yaroslavl, 1986.

21. Klimina T.B. Thinking activity in stereotyped work activity. Abstract of the thesis. Cand. diss, M., 1989.

22. Kedrov B.M. The psychological "mechanism" of scientific discovery. J. "Questions of Psychology", 1969, No. 3.

23. Kozhokin V.F. Formation of "tactical" thinking in athletes. J. "Questions of Psychology", 1970, No. 4.

24. Koziev V.N. Psychological analysis of the teacher's professional self-awareness. Abstract of the thesis. Cand. diss, L., 1980.

25. Koneva E.V. Psychological analysis of the reproductive components of a professional's thinking in real life. Abstract of the thesis. Cand. diss. Yaroslavl, 1986.

26. Kornilov Yu.K. Thinking in production activities. Yaroslavl, 1984.

27. Kornilov Yu.K. Thinking of the leader and methods of studying it. Yaroslavl, 1982.

28. Kornilov Yu.K., Koneva E.V. Some features of solving mental problems by a professional worker. In the book. "Thinking. Communication. An experience." Yaroslavl, 1983.

29. Krutetskiy V.A. Psychology of mathematical abilities of schoolchildren. M., 1968.

30. Krutetskiy V.A., Balbasova E.G. Pedagogical abilities, their structure, diagnostics, conditions of formation and development. M., 1991.

31. Kuliutkin Yu.N. Creative thinking from the teacher's professional activity. J. "Questions of Psychology", 19866 No. 2.

32. Kudryavtsev T.V. Psychology of technical thinking. M., 1975.

33. Brief psychological dictionary. Ed. A.V. Petrovsky, M.G. Yaroshevsky, M., 1985.

34. A short psychological dictionary - a reader. Ed. K.K. Platonov, M., 1974.

35. Lychagina T.B. Evaluation of the manager's mental activity. "Problems of thinking in production activities", Yaroslavl, 1980.

36. Luk A.N. Creative thinking in science. "Psychological Journal", 1980, Nb 4.

37. Molyako V.A. Psychology of design activity. M., 1983.

38. Thinking in production activities. Ed. Yu.K. Kornilov. Yaroslavl, 1987.

39. Thinking. Communication. An experience. Collection of scientific articles. Ed. Yu.K. Kornilova et al. Yaroslavl, 1983.

40. Thinking. Communication, Practice Collection of scientific articles. Ed. Yu.K. Kornilova et al. Yaroslavl, 1986.

41. Thinking of the teacher. Ed. Yu.N. Kuljutkina, G.S. Sukhobskoy, M., 1990.

42. N.N. Nechaev Professional consciousness as a central category of psychology higher education... Social and psychological revitalization problems human factor in the national economy. Abstracts of the All-Union Conference, Part 11, M., 1987.

43. Psychological problems of rational activity. Ed. S.N. Batrakova et al., 1981.

44. Psychological foundations of the formation of professional thinking. Ed. V.P. Andronova, Saransk, 1984.

45. Psychological dictionary. Ed. V.V. Davydova et al. M., 1983.

46. ​​Psychology of technical creativity. Ed. T.V. Kudryavtseva, M., 1973.

47. Pushkin V.N. Operational thinking in large systems... M., 1965.

48. Pushkin V.N. Heuristics is the science of creative thinking... M., 1967.

49. Reshetova Z.A., Mischik S.A. Formation of polytechnical thinking in the conditions of preparing schoolchildren for a wide-range work. “Bulletin of Moscow State University. Psychology. ", 1984, No. 1.

50. Ronzin D.V. Psychological problems of the development of professional consciousness of the teacher-practitioner. M., 1992.

51. RuS ^ instein S.L. The basics general psychology... M., 1946.

52. Chudnovsky V.E. Actual problems of the psychology of abilities. J. "Questions of Psychology", 1986, No. 3.

53. V. D. Shadrikov Problems of professional ability. "Psychological Journal", 1982, No. 5.

54. V. D. Shadrikov Psychological analysis of activity as a system. "Psychological Journal", 1982, No. 3.

55. Shkalikov V.A., Shadrikov V.D. The relationship between learning and development in the process of mastering the profession. "Psychological Journal", 1984, No. 5.

Questions to 2.6: What criteria can be used to judge the presence of a professional group, professional community, community? What is the comparative role in the formation of a professional of the personal activity of the person himself and the professional environment? What (using the example of your personal experience) the significance for the professional community of its various qualities - cohesion, compatibility, workability and up. Can we talk about the professionalism of the team (community of workers), what does it consist of?

Literature for 2.6:

1. Ageev B.C. Psychology of intergroup relations. M., 1983.

2. Akkof R, Emery N. On purposeful systems. M., 1974.

3. Alexandrova E.V. Social and labor conflicts. Mm 1993.

4. Andreeva G.N. Social Psychology. M., 1988.

5. Anikeeva N.P. The psychological climate in the team. M., 1989.

6. Arskaya L.P. Japanese management secrets. M., 1991.

7. Boyko V.V., Kovalev A.G., Panferov V.N. Socio-psychological climate of the team and personality. M., 1983.

8. Buber M. Me and you. M., 1993.

9. Voropaev M.V. The problem of the individuality of the team. J. "Pedagogy", 1991, No. 5.

10. Dikaya L., Shkoporov N.B., Allakhverdova O.V. On the question of psychological mechanisms regulation of intragroup behavior in special conditions. In the book. "Social psychology and social practice". Ed. E.V. Sho-rokhova, V.P. Levkovich, M., 1985.

11. Dontsov A.I. Team psychology. M., 1984. v

12. Dyachenko V.K. Cooperation in training. M., 1991.

13. Yarina SI. On the study of socio-psychological conflicts at work. Yaroslavl, 1984.

14. Zhuravlev G.E. Morphological and functional aspects of the structure of relations in the production team. In the book. "Social psychology and social practice". Ed. E.V. Shorokhova, V.P. Levkovich, M., 1985.

15. Klyuchnikov S. Psychoenergetic protection. M., 1995.

16. Krichevsky L.R., Dubrovskaya E.N. Small group psychology. M., 1991.

17. Lutoshkin R.N. Emotional potentials of the team. M., 1988.

18. Interpersonal perception in the group. Ed. G.M. Andreeva, A.I. Dontsova. M., 1981.

19. Merlin B.C. The relationship between the development of individuality and the development of the team as a factor in the stability of personnel. In the book. "Applied Problems of Social Psychology". Ed. E.I. Shorokhova, V.P. Levkovich, M., 1983.

20. Nemov R.S. Socio-psychological analysis of the effective work of the team. M., 1984.

21. Obozov N.N. Compatibility of people. In the book. "Social psychology of personality". L., 1974.

22. Community. Agni Yoga. Novosibirsk, 1991.

23. Organizational skills and their development. Kursk, 1967.

24. Parygin V.D. Foundations of socio-psychological theory. M., 1971.

25. Parygin B.D. Ways to study the socio-psychological climate in a team. In the book. "Scientific and technical revolution and social psychology." Ed. B.D. Parygina, M., 1981.

26. Parygin B.D. Socio-psychological climate of the team. M., 1981.

27. Petrovsky A.V., Shpalinsky V.V. Social psychology of the team. M., 1978.

28. Industrial social psychology. L., 1982.

29. Pronnikov V.A., Ladanov I.D. Human Resources Management in Japan. M., 1978.

30. Pchelinoe A.F. Professional communication and flight safety. J. "Questions of Psychology", 1982, Ns 6.

31. Russian cosmism. Compiled by S.G. Semenova, A.G. Gacheva, M., 1993.

32. Sventsitsky A.L. Socio-psychological climate of the primary production team as an object of research. In the book. "Social psychology and social planning". Ed. E. S. Kuzmina, A. A. Bodaleva, L., 1973.

33. Subbotsky E.V. Psychology of partnership relations in preschoolers. M., 1976.

34. Umansky L.I. On the problem of psychological assessment of collective activity and the structure of the contact group as a collective. In the book. "Socio-psychological aspects of public activity of schoolchildren and students", vol. 42.

35. Waterman R. Factor of renewal. M., 1988.

36. Fisher M.I. Overcoming uncertainty in Russian education... J. "Pedagogy", 1993, No. 6.

37. Yuryunen Y.P. How quickly a person can change: some aspects related to time, creativity and power. "Psychological Journal", 1991, no. 4.

38. Flowers V. Fifteenth stone of the Reanji garden. M., 1991.

39. Chernoushek M. Psychology environment... M., 1989.

40. Chernyshez A.S. Socio-psychological foundations of the organization of the primary team (on the material of youth groups and collectives), Avtoref. dr. diss. M., 1980.

41. Yaroshevsky M.G., Kartsev V.P. Social psychology of the research team. J. "Questions of Psychology", 1977, No. 1.

Questions to 2.7: How does a person's working capacity and the efficiency of his work relate? Assess yourself, what your performance may be at the optimal level, at the limit of your capabilities. How do you feel about the situation: he had the gift of turning any business he took up into success. Under what conditions does a career coincide with real professional growth? What can be the "second wind" in professional growth, in a career? What type of career characterizes your personal professional path? What are the possible and typical mistakes, difficulties in the professional activity in which you are engaged? Are “productive mistakes” possible, leading to the search for a non-standard way of professional activity? What dynamics of working capacity are inherent in you personally during the working day, working week? How to make it optimal, taking into account labor efficiency and the absence of your overloads?

Literature to 2.7:

1. Alekseev SV. Labor and health. L., 1989.

2. Aminev N.V., Egorov A.S. Some methodological approaches to assessing human performance. On Sat. "Topical issues of studying the modes of work and rest of students of vocational schools." L., 1984.

3. Antropova N.V. The efficiency of students and its dynamics in the process of educational and work activities. M., 1968.

4. Baturin N.A. Success, failure and performance. "Psychological Journal", 1987, No. 3.

5. Bodriv V.A. The performance of a human operator and ways to improve it. "Psychological Journal", 1987, No. 3.

6. Bubnova S.S. On some criteria for the effectiveness of the operator-observer. "Psychological Journal", 1980, no. 7.

7. Faithful X. Industrial fatigue and labor productivity. Per. from English ML, 1925.

8. Questions of methods for measuring labor productivity. Resp. editor A.I. Korostash. Kiev, 1970.

9. Gavrilov F.P. Labor productivity: planning indicators and measurement methods. M., 1985.

10. Dyadichkin V.N. Psychophysiological reserves for increasing efficiency. Minsk, 1990.

11. Efimov I.N. About performance and ability to work. "Occupational Hygiene and Occupational Diseases", 1974, No. 1.

12. Zhdanov E.A. Forecasting of successful professional activity. M., 1968.

13. Zagryadskiy V.P., Egorova A.S. Towards the concept of "human performance". "Occupational Hygiene and Occupational Diseases", 1971, No. 4.

14. Zarakovsky G.M., Medvedev V.I. Operator error classification. "Technical aesthetics", 1971, no. 10.

15. Zinchenko V.P., Munipov S.N., Rubakhin V.F. Psychological issues of efficiency and quality of labor. "Psychological Journal", 1984, No. 2.

16. Ilyin E.P. Optimal characteristics of human performance. Abstract of the thesis. doct. diss. L., 168.

17. Integral assessment of performance during mental and physical labor. E.A. Derevianko, V.K. Khukhlaev et al. M., 1976.

18. Kozlov V.N. Physiology and psychology of labor (the influence of production factors on the physiological performance of the body and the severity of labor). Saratov. 1983.

19. Leonova A.B. Psychodiagnostics of human functional states. M .. 1984.

20. Livshits V.M. Sliding work schedule. Tallinn. 1984.

21. Lysenko Yu.N. Psychological foundations of increasing the efficiency of professional activity. Abstract of the thesis. doct. diss. S-Pb, 1992.

22. Malkov N.E. Microinterval analysis of the mental performance of high school students. "Questions of Psychology", 1971, no. 5.

23. Mestnikov V.T. Psychological and physiological aspects of increasing the efficiency of scientific and engineering work. L., 1973.

24. Monmollen M. Systems, man and machine. M., 1973.

257 Munipov V.M. Psychological problems of the quality of work. On Sat. "Psychological problems of efficiency and quality of labor." M., 1977.

26. Myasishchev V.N. Working capacity and personality diseases. "Neuropathology, Psychiatry and Psychohygiene", 1935, 9-10.

27. Nikiforov G.S., Yakovleva G.N. Psychological issues of labor quality. "Bulletin of LSU", vol. 7, 1981, no. 23.

28. Nikiforov G.S., Tsenova B.M. Psychological factors of defect-free work. "Psychological Journal", 1987, No. 5.

29. Polyakov V.A. Career technology, M., 1995.

30. Popov A.K. Human performance. "Psychological Journal", 1985, No. 1.

31. Potashnik M.M. In search of the best option. M., 1988.

32. Pochtareva R.I. To the analysis of the pilot's erroneous actions. In the book. "History of Soviet Labor Psychology". Ed. V.P. Zinchenko, V.N. Munipova, O. G. Noskovoi, M., 1993.

33. Psychophysiological criteria for the normal intensity of labor. Hands. B.N. Petukhov, M., 1982.

34. Psychological problems of rationalization of labor activity. Ed. A.V., Karpova, Yaroslavl, 1987.

35. Psychological problems of rational activity. Ed. SI. Batrakova et al. Yaroslavl, 1981.

36. Raevsky B.C. The dynamics of human performance as a criterion for the rationality of work and rest regimes. " Socialist labor", 1971, No. 4.

37. Christmas V. Individual differences performance. M., 1980.

38. Sinisalo P. Features of a work career in the life situation of young people. In the book. "Psychology of personality and way of life". Resp. ed. E.V. Shorokhova, 1987.

39. Ukke Yu.V. Developing Psychological Problems in Career Guidance in the United States of America. J. "Questions of Psychology", 1971, No. 1.

40. L. V. Fatkin Psychological patterns of stimulating highly productive work. M., 1984.

41. Yuryunen Y.P. Some Problems of Longitudinal Study of Life Path and Professional Career. In the book. "Psychology of personality and way of life". Resp. led. E.V. Shorohova, M., 1987.

42. Tsenova B.M. Psychological factors of defect-free work. Abstract of the thesis. Cand. diss. L., 1982.

43. Schwalbe B., Schwalbe X. Personality, career, success. Business psychology. M., 1993.

44. Efficiency and motivation of work. Ed. A.I. Bychkova et al. Tomsk, 1991.

Questions for 2.8: How are they refracted? general patterns age development (sensitivity, unevenness, plasticity, etc.) in the professional development of a person? What new mechanisms of age-related development are included at the stage of maturity, what is their influence on professional activity? How many times, under what conditions and at what age stages can a person be “reborn” as a person, a professional, a creator during his life? Do you differ and how (according to your observations) the optimal age periods for reaching the heights of professionalism in different areas of work (for example, the humanities, technical sciences)? In mental analysis, determine for yourself - at what age stages of professional activity you had the greatest (least) success. Literature for 2.8:

1. Abramova V.N., Belekhov V.V. Formation of professionally important personal qualities of a nuclear power plant operator. "Psychological Journal", 1988, No. 4.

2. Alexandrova M.D. Problems of social and psychological gerontology. L., 1974.

3. Ananiev B.G. Selected psychological works. In 2 volumes. M., 1981.

4. Antsyferova L.I. New Stages of Late Life: Warm Autumn or Harsh Winter? "Psychological Journal", 1994, No. 3.

5. Antsyferova L.I. Psychological patterns of development of the personality of an adult and the problem continuing education... "Psychological Journal", 1980, No. 2.

6. Antsyferova L.I. Psychology of everyday life: life path personality and "techniques" of her being, "Psychological Journal", 1993, No. 2.

7. Baltes P. An age-old approach to developmental psychology: research on the dynamics of ups and downs throughout life. "Psychological Journal", 1994, No. 1.

8. Borozdina L. V., Molchanova O. N. Features of self-esteem at a later age. “Bulletin of Moscow State University. Series 14. Psychology ", 1988, No. 1.

9. Brother B.S. On the problem of personality development in adulthood. “Bulletin of Moscow State University. Psychology ", 1980, no. 2.

10. Age of cognition. Compiled by N. Filippovsky, M., 1974.

11. Vygotsky L.S. Age problem. Collected works vol. 4, M., 1984.

12. Vygotsky L.S. The problem of age periodization child development... J. "Questions of Psychology", 1972, No. 2.

13. Golovakha E.I., Kronik A.A. Personality psychological time. Kiev, 1984.

14. Dalakeshvili SM., Bakhtadze N.A., Nikuradze M.D. Study of the personality traits of centenarians. "Psychological Journal", 1989, no. 7.

15. Kozlova T.S. Age groups in the research team. M., 1983.

16. Kronik A.A., Golovakha E.I. The psychological age of the individual. "Psychological Journal", 1983, No. 5.

17. Leites N.S. Problem general abilities in the age aspect. J. "Questions of Psychology", 1969, No. 2.

18. Loginova N.A. Personal development and her life path. In the book. "The principle of development of psychology." Ed. L.I. Antsyferova, M., 1978.

19. Markova A.K. Patterns of age-related development. J. "Soviet Pedagogy", 1989, No. 5.

20. Massen P., Konger J., Kagan J., Giviti J. Personality development in middle age. In the book. "Psychology of Personality". Texts ". Ed. Yu.B. Gippenreiter, A.A. Bubbles, M., 1982.

21 Morgun V.F., Tkacheva N.Yu. The problem of periodization of personality development in psychology. M., 1981.

22. Nemchin T.A. Specificity of socio-psychological factors of genesis v emotions and their manifestations in old age. “Bulletin of Leningradsks ~ about the University, series 6. no. 4, no. 27, 1987.

23. Nechiporov B.V. Towards the psychology of old age. Psychology and Medicine. M., 1978.

25. How old are you? Ed. A.A. Kronika, M., 1993.

26. Stepanova E.I. Person: age, work, education. J. "Questions of Psychology", 1986, No. 1.

27. Tolstykh A.V. The ages of life. M., 1988.

28. Tome G. Theoretical and empirical foundations developmental psychology of human life. In the book. "The principle of development in psychology", Otv. Ed. L.I. Antsyferova, M., 19.8.

29. Tyukov A.A. Qualification analysis of human behavior (on the example of adolescence). J. "Questions of Psychology", 1993, No. 3.

30. Elkonin D.B. On the problem of periodization of mental development in childhood. J. "Questions of Psychology", 1971, No. 4.

31. Erickson E. Childhood and society. Obninsk, 1993.

Questions to 2.9: What is the ratio of individual differences, individual style and individual person? What determines the individual strategies of a person's professional life? What are the functions of an individual style of work and professional activity? How does it make it easier for a person to fulfill them? Is it possible for a person to self-correct the individual style of professional activity that has developed in him? How do you feel about the situation (out of print): if a person has found the right path for himself, then he is like an escalator, the elevator will take it out himself? How does a person's individuality manifest itself, according to your personal experience, in his professional activity?

Literature to 2.9:

1. Abulkhanova-Slavskaya K.A. Life strategies. M., 1991.

2. Asmolov A.G. Psychology of personality. M., 1986.

3. Borisova E.M. Individual originality of becoming a professional. In the book. "Psychophysiological issues of becoming a professional." M. Soviet Russia, vol. 2, 1976.

4. Borisova E.M., Loginova G.P. Individuality and profession. M., 1991.

5. Vyatkina Z.N. Individual style in the pedagogical skill of the teacher. Perm, 1979.

6. Ilyin E.P. Style of activity: new approaches and aspects. "Questions of Psychology", 1988, no. 6.

7. Klimina T.B. Investigation of the process of forming an individual way of activity in order to optimize it. "Psychological problems of rationalization of activity", Yaroslavl, 1981.

8. Klimina B.B. Self-analysis of individual techniques for performing technological operations as a means of overcoming the monotony of labor. J. "Bon dew of psychology", 1984, no.

9. Klimov E.A. Individual style of activity depending on the typological properties of the nervous system. Kazan, 1969.

10. Clubs E.P. The individual concept of a leader as a problem in management psychology. Abstracts to the 1st All-Union Scientific and Practical Conference on Management Psychology. M., 1979.

11. Kronik AA, Psychological foundations of the typology of individual styles of life. Personal lifestyle. Kiev, 1982.

12. Kagan M.S., Etkind A.M. Individuality as an objective and subjective reality. J. "Questions of Psychology", 1989, No. 4.

13. Kuliutkin Yu.N., Sukhobskaya G.S. Individual differences in the mental activity of adult students. M., 1971.

BBK 88.4 М26
The series "Psychological Science - School" was founded in 1983.
M26
Markova A.K.Psychology of teacher's work: Book. for the teacher. - M .: Education, 1993 .-- 192 p. - (Psychological science - to school). - ISBN 5-09-003639-X.
The topic of the book is the professional competence of a teacher. Its components are disclosed in detail: pedagogical activity and communication, the personality of the teacher, the level of education and upbringing of schoolchildren, and also describes the characteristics of professional knowledge, pedagogical skills, attitudes and psychological qualities of a teacher that correspond to them. In addition, the book contains tasks for diagnostics, exercises for developing the qualities necessary for a specialist.
The book is addressed to teachers, school leaders, but it will also be of interest to teachers and students of the pedagogical university, school psychologists.

ISBN 5-O9-OO3639-X
BBK 88.4
(c) Markova A.K., 1993

Introduction
This book will focus on the professional competence of the teacher. Since the content of the teacher's work is to promote the psychological development of the student, and the main "tool" of the teacher is his psychological interaction with the child, we will look for the foundations of professional competence in the psychology of teacher's work. Hence the title of the book.
Improving the professional competence of a teacher is hampered by a number of circumstances. On the one hand, the teacher's need for psychological knowledge may be great, but it is not supported by the established work practice, due to which a large array of ready-made Scientific Recommendations is not required by the school. On the other hand, to date, an integral concept of the teacher's work has not yet been developed, which could form the basis of indicators of the effectiveness of his work. Psychological research is fragmented: some psychologists study activity, others study communication, and still others study teacher abilities.
In addition, a gap remains between the psychology of the teacher and the psychology of the student. In the psychology of a teacher, the teacher himself is investigated, and the student is present, as it were, "behind the scenes", without considering how his mental states under the influence of the specific influences of the teacher. In educational and developmental psychology, first of all, the student is studied, while the teacher is considered as some common source of influences, but his own psychological characteristics in their influence on the student are insufficiently analyzed, therefore, pedagogical and age-related psychology continues to be the psychology of the student more than the interaction of the student and the teacher.
This book proposes a holistic model of the teacher's work, embracing all its aspects in unity: the process and the result of labor, its efficiency and inefficiency, the specifics of labor in different conditions. Such a model will help the teacher, hopefully, see his work as a whole and evaluate every manifestation of his skill or quality in this general context. In the generalized model, the interconnection of tasks, conditions, means, and results of the teacher's work is better seen, and further perspectives are seen.
The following are the levels of professionalism that can
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To be used as standards in the teacher's assessment of his work, as a tool in the understanding and solution of the teacher's professional problems.
All this is intended to help the teacher in self-diagnosis of the level of his professionalism, regardless of when and how others do it. It is important for a teacher to have his own adequate professional self-esteem, then any assessment of the teacher from the outside (even not quite fair) will not be able to shake his professional stability, will not destroy his activities, will not lower his self-esteem in general.
In self-assessment of professional competence, we tried to orient the teacher to analyze, first of all, the humanistic orientation of his work, which implies an interest in studying a person, the ability to understand another person and oneself, express one's personality and provide conditions for the development of the personality of others, create an environment of psychological safety for students and psychological security for oneself, etc. Possession of the content and methodology of one's own subject is only a means of realizing this orientation of the teacher.
We would like to caution the reader against expecting only specific quick-acting recipes from psychology (for example, how to teach children to learn, how to deal with the underperforming, etc.). Understanding the internal reasons for the behavior of students changes the very type of thinking of the teacher, helps him to look at the same actions and deeds of students with different eyes. Studying psychology not only does not simplify the teacher's work, but at first even complicates it somewhat, but later comes a significant gain - both in the results and in the increasing confidence of the teacher due to the realization that he has risen to a higher professional level.
And finally, the most important thing. The information presented in the book is offered to the teacher not as rigid models, but as a broad and flexible orientational basis for his independent work... This means the following. It is important for a teacher to keep abreast of the patterns accumulated in science and practice (for example, the levels of teacher competence, criteria for learning and upbringing of schoolchildren, methods of diagnostics and training) - this gives him a system of some standards and norms. At the same time, the teacher draws from this fund of common experience what is consonant with his individual tasks. He begins to actively build the perspective and space of his professional future, but he does this no longer on a whim, but professionally, not only in order to teach and educate children, but also in order to build himself. Leading
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Along with our approach to other points of view, we would like to create for the reader as complete a picture as possible, encourage him to compare, to develop his own point of view. The main conclusion of the book is that the teacher can choose (by this we tried to overcome the stereotype the teacher should) what corresponds to his personal concept of professionalism, build his own, individual program of professional self-development. But you have to have plenty to choose from.
The author of the book will consider his task completed if, after reading it, the teacher, when discussing the problem of professional competence, no longer says: "There are no psychological criteria for assessing the teacher's work," but says: "There are criteria, although I do not agree with all of them."
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Part I.
PSYCHOLOGICAL ANALYSIS OF TEACHER'S LABOR
I.1. Professional competence of a teacher
The question of the teacher's professionalism often arises in a number of situations in school life. The first and most common of them is the current certification, especially emotionally colored in connection with the possible assignment of categories to teachers for differentiated remuneration of their work; certification is also associated with the promotion and placement of personnel in the school. Another situation: reasonable planning of individual and collective professional self-education of school teachers; here it turns out to be necessary to determine as precisely as possible the levels already achieved and the shortcomings of the work of individual teachers, on which they have to work. Another situation: consulting teachers about difficulties in their work, determining the reasons and providing qualified assistance. The next situation: assessment of the work of advanced teachers, where it becomes necessary to establish the effectiveness of the teacher's pedagogical search, its novelty. A new situation: holding competitions "Teacher of the Year", which also requires analysis and comparison of the professionalism of teachers. V teacher training institute it is also desirable to show students the possible perspective of their professional development as future teachers.
In all situations, indicators, criteria for comparing the effectiveness and efficiency of teachers and, ultimately, assessing their competence are vital. An objective assessment of the teacher's work contributes to the establishment of an environment of social justice in the school, prevents conflicts.
When analyzing such a multidimensional reality as the work of a teacher, we will use three basic categories of Soviet psychology - activity, communication, personality. Pedagogical activity, pedagogical communication and personality are the three main aspects of a teacher's work.
The teacher's personality is the pivotal factor of the teacher's work, which determines his professional position in education.
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Educational activity and pedagogical communication. In the course of the teacher's work, three of his sides enter into complex dialectical relations with each other, when each of them is a prerequisite, then a means, then a result of the development of the other (for example, at first the personality is a condition, adapts to the requirements of professional activity and pedagogical communication, and then builds and develops them herself). Simplifying somewhat, we can say that pedagogical activity is the "technology" of the teacher's work, pedagogical communication is the climate and atmosphere of this work, and the personality is the value orientations, ideals, and inner meanings of the teacher's work. Professional competence presupposes the formation of all these three aspects in the work of a teacher.
The ratio of the considered sides can be represented as follows:

The implementation of pedagogical activity, pedagogical communication, self-realization of the teacher's personality constitutes the process of his labor. But the teacher's work is also determined by his results: those changes in the mental development of students that arise under the influence of his work. Thus, the level of education (and learning), good breeding (and educability) of schoolchildren constitute two more aspects of the teacher's work.
These five aspects of the teacher's work will serve in our analysis as the basis of the five blocks of the teacher's professional competence.
In each of the aspects of the teacher's work, we will single out the following components:
a) professional (objectively necessary) psychological and pedagogical knowledge;
b) professional (objectively necessary) pedagogical skills;
c) professional psychological positions, teacher attitudes, required from him by the profession;
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D) personal characteristics that ensure the mastering of professional knowledge and skills by the teacher.
These qualities are both psychological prerequisites (without them it is difficult to start working as a teacher) and new formations (they themselves develop and are enriched in the course of work) of the teacher's work.
Thus, knowledge and skills are objective characteristics of a teacher's work, and positions and personality traits are subjective characteristics of a teacher that are necessary for him to meet the requirements of the profession. The ratio of those and others can be called the "psychological module" of the teaching profession. In each of the blocks of professional competence, these modules can be isolated. Let's summarize what has been said in one table:
The sides of the teacher's work
Psychological module for each side of work
Objectively Necessary for the Work of a Teacher
Psychological characteristics of teacher's work
prof. knowledge
prof. ped. skills
prof. positions
prof. psychological characteristics (qualities)
Labor process
1. Pedagogical activity of the teacher

2. Pedagogical communication of the teacher

3. The personality of the teacher

Labor result
4. Traineeship of schoolchildren

5. Education of schoolchildren

So, professionally competent from this point of view is such a teacher's work, in which pedagogical activity, pedagogical communication is carried out at a sufficiently high level, the teacher's personality is realized, in which good results are achieved in the training and upbringing of schoolchildren (these sides make up five blocks of professional competence). At the same time, competence
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A teacher is also determined by the ratio in his real work of what his professional knowledge and skills are, on the one hand, and professional positions, psychological qualities, on the other. Thus, a holistic picture of professional competence is being formed, which can form the basis for solving many practical issues.
Let's reveal in more detail the content of the characteristics inside the modules.
The teacher's professional knowledge is information from pedagogy and psychology about the essence of the teacher's work, about the features of pedagogical activity and communication, the teacher's personality, about the mental development of students, their age characteristics and others. In professional knowledge, the teacher draws standards for his individual professional development. Pedagogical skills are pedagogical actions (influences) of a teacher. Like all other skills, pedagogical skills are actions performed at a sufficiently high level. Pedagogical skills form "techniques" in the work of a teacher.
Professional psychological positions are stable systems of teacher's relations (to the student, to himself, to colleagues) that determine his behavior. The professional position also expresses the professional self-esteem, the level of the teacher's professional aspirations, his attitude to the place in the system of social relations in the school that he occupies, and that to which he claims. The professional position is closely related to the teacher's motivation, with the awareness of the meaning of their work. We will distinguish between the general professional position of the teacher (the desire to be and remain a teacher) and specific professional positions, depending on the types of preferred teaching activities. For example, a teacher may have the dominant position of the subject or the position of the educator, etc.
Psychological features(qualities) relate to both the cognitive sphere of the teacher (his pedagogical thinking, observation, reflection and self-assessment) and the motivational sphere (goal-setting, the motivational orientation of the personality, etc.).
The proportion of individual components of professional competence is not the same. Some of them are priority: these include the results of the teacher's work from the point of view of psychological development students (the main thing is not what the teacher gave, but what the student took). In this respect, the procedural characteristics of a teacher's work are a means of achieving results. Within the process of the teacher's labor,
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The dominant role belongs to the personality of the teacher, his value orientations, ideals.
Within the modules (professional knowledge, pedagogical skills, professional positions, psychological qualities), the most significant for the analysis of competence are professional positions and psychological qualities, which are supplemented and implemented by skills, "technicians" on the basis of possible productive mastery of the means of their implementation.
The productive indicators are also not of equal value: among them, the more important are learning ability (the ability to self-learn), education (the ability to self-development), and only their prerequisite, the basis is the training and upbringing of schoolchildren. Within learning, as we will show below, the priority is the ability to learn, the formed learning activity, the ability to independently acquire knowledge, and knowledge as such is of lesser importance. In other words, the psychological cost and significance of certain aspects of a teacher's work are not the same. When analyzing professional competence, it is important to pay attention, first of all, to the main, priority characteristics. Subsequent sections of the book will be devoted to their substantiation.
For a particular teacher, the characteristics of professional competence are also formed unevenly during professional life. Seeing this internal dynamics means assessing the professional competence of a teacher, making a forecast of his professional growth.
The outlined components of professional competence allow us to outline both the ways of their diagnosis and development. The formation of a teacher as a subject of pedagogical work is carried out both in the direction of the development of his mental qualities with an approach to the requirements of the profession, and as the complication of his subjective world - motivation, self-awareness, position, etc. (to the standards), and the uniqueness, the uniqueness of this teacher as a professional.
Literature
1. It all starts with a teacher / Ed. 3.I. Ravkina. - M., 1983.
2. Gavrilov V. E. The use of a modular approach for the psychological classification of professions in order to
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Vocational guidance / / Questions of psychology. - 1987. - No. 1.
3. Davydov V. V. Problems of developing education. - M., 1986.
4. Zabrodin Yu. M., Zazykin VG, Zotova OI and others. Problems of psychology of labor and profession / / Psychological journal. - 1981. - No. 6.
5.Zinchenko P.P., Munipov V.M. Fundamentals of ergonomics.-M., 1979.
6. Ivanova EM Analytical professiogram as a means of ensuring professional diagnostics of personnel / / Bulletin of Moscow State University. Psychology. - 1989. - No. 3.
7. Ivanova EM Fundamentals of psychological study of professional activity. - M., 1987.
8. Klimov EA Introduction to the psychology of labor. - M., 1983.
9. Kotelova Yu. V. Essays on the psychology of labor. - M., 1986.
10. Leontiev A. N. Activity. Consciousness. Personality. M., 1975.
11. Lomov BV Methodological and theoretical problems of psychology. - M., 1984.
12. Reshetova 3. A. Psychological foundations of vocational training. - M., 1985.
13. Rubinstein S. L. Problems of general psychology. - M., 1976.
14. Stones E. Psychopedagogy. - M., 1984.
15. Shadrikov VD Problems of the system genesis of professional activity. - M., 1982.
I.2. Components of the teacher's professional competence
When considering each component, we will adhere to the following scheme: professional knowledge; pedagogical skills necessary for the implementation, self-diagnosis and self-formation of this side of the teacher's work; professional psychological positions of the teacher; psychological qualities that ensure the implementation of this side of labor, and psychological neoplasms that arise in its course; psychological map of the state of this aspect of the teacher's work.
I.2.1. Pedagogical activity of the teacher
We will outline the professional knowledge necessary for the implementation of pedagogical activities.
Pedagogical activity is a professional ac-
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The teacher's talent, in which, with the help of various means of influencing students, the tasks of their teaching and upbringing are solved.
There are different types of pedagogical activities: teaching, educational, organizational, propaganda, managerial, consulting and diagnostic, self-education activities. All these types of activity have some common structure and, at the same time, their originality.
The psychologically complete structure of activity always includes: firstly, the motivational-orienting link, when a person is oriented in a new environment, sets goals and objectives for himself, motives arise; this is the stage of readiness for activity; secondly, the central, executive link, where a person performs actions - that for the sake of which the activity was started; thirdly, the control-evaluative link, where a person mentally turns back and establishes for himself whether he has solved the tasks that he himself set with the help of the available means and methods. Accordingly, psychologically holistic pedagogical activity has three components:
1) setting by the teacher pedagogical goals and objectives;
2) the choice and use of means of influencing students;
3) control and assessment by the teacher of his own pedagogical influences (pedagogical introspection).
The full implementation of pedagogical activity by a teacher presupposes the implementation (expanded and at a sufficiently high level) of all its components: independent setting of pedagogical goals and objectives; possession of a wide range of impact on students; constant self-control over the course and state of their pedagogical activity. If one of the components of pedagogical activity is insufficiently developed, then we can talk about the deformation of pedagogical activity: for example, if a teacher does not set pedagogical goals on his own, but basically takes them ready-made from methodological developments, then he acts as a performer, and not a subject of his pedagogical activity, which, of course, reduces the efficiency of its work.
All types of pedagogical activity (teaching, educational, etc.) have the named structure, although the content of each of the components will be different.
Let's consider the individual components of pedagogical activity.
Pedagogical goals and objectives. Tasks are goals set in certain conditions, that is, this concept is more specific than the concept of a goal. The essence of pedagogical activity lies in the fact that the teacher sets himself
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Pedagogical goals and objectives, drawing them from pedagogical situations, and then transforming them into the tasks of students, which should stimulate their activity and, ultimately, cause positive changes in their mental development.
What are general features is it important for the teacher not to miss pedagogical tasks?
1. It is known that a task in its most general form is a system that necessarily includes: the object of the task, which is in its initial state, and the model of the required state of the object of the task. Accordingly, in the work of a teacher, the pedagogical task should include the characteristics of mental development before the teacher's influence (the subject of the pedagogical task) and the desired changes in the mental development of students (the model of the required state). This means that it is important for a teacher to clearly understand the state of mental development of students at the beginning of training and those changes that it is desirable to cause in the psyche of students by the end of a certain stage of training. Meanwhile, it is known that pedagogical tasks are sometimes set by the teacher, proceeding from the logic of deployment teaching material(what topic should be passed), and not from the analysis of the possibilities and prospects for the development of students.
2. The statement of the pedagogical task by the teacher should always take into account the student as an active and equal participant in the educational process, which has its own logic of behavior. Almost always, the teacher's pedagogical task undergoes "redefinition" by the student, depending on his motivation, level of aspirations, or "redefinition", that is, replacing the teacher's task with another, but his own (V.V.Davydov, V.V. . Repkin, G. A. Ball, E. I. Mashbits). It is important to accept these processes of active acceptance and processing of the teacher's tasks by students as a real fact of changing the pedagogical task in the student's mind, depending on his capabilities, and not to consider this as the student's disobedience to the teacher's requirements. By the way, this process is aggravated by the fact that the student is in the process of constantly changing and developing the level of his aspirations and capabilities, therefore, he may react differently to the same task of the teacher at the beginning and at the end of the school year.
3. The solution of pedagogical problems requires the teacher to take immediate actions in a pedagogical situation, and the result of the solution is delayed in time, which makes it difficult to control the success of solving the tasks, but does not make it impossible in principle.
4. The teacher always deals with the hierarchy of pedagogical tasks. Some of them (they are called global, ex-
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Nymi, strategic) is put before the teacher by the society in its social order, these tasks are solved by all teachers (for example, to educate young man as a citizen, worker, subject of continuous self-education, etc.). Another group of pedagogical tasks is also assigned to the teacher from the outside by the content of the academic subject, the type of educational institution (these are phased, tactical tasks). And finally, ultimately, the task depends on the specific contingent of students in a given class and is determined by the teacher himself (operational pedagogical tasks).
The competence of a teacher is not to overlook general pedagogical tasks and skillfully concretize them depending on the conditions. In addition, the teacher deals with pedagogical tasks aimed at different aspects of the mental development of students (teaching, developing, educational). The teacher's professionalism here also consists in not missing all these tasks, although in practice it is easier for a teacher to set teaching tasks than developing and educational ones. This is due to the fact that when setting training tasks, it is enough to know your academic subject, and when setting a developmental task, one must be able to operate with indicators of the mental development of students and be able to identify their state in students. In the following sections, we will provide examples of developmental and educational tasks to enrich the reader's stock.
Setting pedagogical goals and objectives by the teacher requires an analysis of the pedagogical situation. A pedagogical situation is a set of conditions in which a teacher sets pedagogical goals and objectives, makes and implements pedagogical decisions (any situation becomes pedagogical if the tasks of teaching and upbringing are posed in it). In psychology, there are two approaches to analyzing a situation. According to the first approach, a situation is a set of external conditions that does not include the person himself and does not depend on him. With regard to the teacher, this means that the pedagogical situation exists, as it were, independently of him and he only encounters it in his work. According to the second approach, the situation includes both external circumstances and the person himself, who by his presence influences the situation. Then it turns out that every pedagogical situation is somehow determined by the teacher himself (his previous influences on students) and students (their reactions).
The pedagogical situation as a whole is a product of the active interaction of a number of external conditions (for example, the occupancy of the class, the presence of weak students in the class) and behavior
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Denia of all its participants. Consequently, it is important for the teacher to perceive the pedagogical situation not only as an inevitable reality, to which it remains only to adapt, but also to have more active position, to approach it from the point of view of the possibility of its change through the interaction of the participants, which is an indicator of the teacher's pedagogical maturity.
There are also planned pedagogical situations (for example, a problem lesson, educational activities) and unpredictable, calm and conflict, constant and episodic. The number of unexpected situations in the work of a teacher is generally quite large.
The solution of pedagogical problems goes through several stages (Yu.N. Kuliutkin, GS Sukhobskaya): analytical stage (analysis and assessment of the current situation and formulation of the problem itself to be solved); a constructive stage, at which methods of solving the problem are planned, taking into account both the content of the educational material and the activities and development of students, it is planned in which types of activities the students are involved; the executive stage, where, in interaction with the students, the teacher implements his actions.
Thus, pedagogical activity begins not with a goal, but with an initial analysis of the pedagogical situation. It is important for the teacher to carry out all stages of solving the pedagogical task: determining the goal of his actions for the mental development of students, anticipating the expected result of the deployment of appropriate educational situations, choosing and implementing actions and evaluating the outcome of the work. It is in the course of analyzing and comprehending the pedagogical situation that the teacher determines the pedagogical tasks from the point of view of the mental development of students.
The fulfillment by the teacher of all links of the solution of the pedagogical problem without missing any of them means the implementation of a full cycle of pedagogical activity. The cycle of pedagogical activity is defined as a relatively closed stage in pedagogical activity, starting with the formulation of tasks and ending with their solution. Distinguish between a macrocycle (long-term cycle, for example, guidance of self-education of an adult student) and a microcycle (short-term, for example, the study of a separate topic). Cycles by the number of tasks and by the time may not coincide. The implementation of pedagogical activity in the full composition of its cycles is one of the indicators of the teacher's professionalism.
The implementation of pedagogical activities by the teacher in
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The above understanding means his mastery of pedagogical technology as a preliminary design of the educational process, taking into account the development prospects and activities of the students themselves, and subsequent control, primarily from the point of view of achieving these tasks. This means that the planning and solution of pedagogical problems comes from the student, that is, it is conditioned by the goals of the mental development of students in this class, who have specific characteristics and capabilities (3).
These are the features of pedagogical goals and objectives that make up the first component of pedagogical activity.
Pedagogical influence of the teacher on the student. Three groups of such impacts can be distinguished:
1) selection, processing and transmission by the teacher of the content of the educational material (let's call it a group of influence "what to teach");
2) the study of the available opportunities of students and new levels of their mental development (the group of influence "whom to teach");
3) selection and application of methods, forms, means of influence and their combinations (group of influence "how to teach").
Common to all influences is that they are all means of control on the part of the teacher for the mental development of schoolchildren.
Below we systematize all pedagogical actions, teacher skills in pedagogical activity. But first, let's dwell on the psychological difficulties that the teacher may face here.
1. When selecting the content of educational material (the group of influences "what to teach"), it is important for the teacher to present it not only as a list and set of knowledge to be mastered (what needs to be mastered), but also as the types of activities that must be performed by a student to master these knowledge (how to learn), including learning tasks for the students themselves, increasingly complex systems of actions, etc.
Unfortunately, in textbooks this logic of the psychological approach has not yet been sufficiently implemented (a gratifying exception is the inclusion in school programs sections of educational skills and abilities, which at least partially orient the teacher not only to what should be mastered by the students, but also how it is mastered, with the help of what actions). Associated with this is the teacher's understanding of the difference between the logic of science and the logic of the academic subject: the academic subject is not a direct projection of science precisely because it includes characteristics of students' activity in assimilating the system
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Scientific concepts (how to motivate them to master them, how to ensure active actions with educational material, how to teach schoolchildren to test themselves, etc.); depending on this, the composition and order of assimilation of scientific concepts may change.
2. When the teacher assimilates the means of studying students (the group of influences "who to teach"), it is important to take into account that it is undesirable to reduce the psychological study of students to the diagnosis of their individual mental functions (thinking, memory, speech, etc.). Modern psychology has long ago moved away from the so-called "functional approach" and understanding a person as a sum of functions (memory, thinking, etc.) and turns to the study of a person as a whole, as a subject of activity, personality, individuality.
The subject of special attention of the teacher should also be the forecast, perspective, the zone of proximal development of students (L. S. Vygotsky), and not only the present level of development. According to B.G. Ananyev, adapting to existing in this moment individual characteristics of students, the teacher loses the perspective of the child's development. Therefore, when studying schoolchildren, it is important to pay attention not only to the results of the student's work, but also to the methods of obtaining them; not only the successful solution, but also the nature of the student's difficulties; not only the identification of the child's developmental level, but also the peculiarities of the student's transition from one level to another. When studying students, it is also important not to proceed from everyday stereotypes and not to ascribe your own traits to other people.
3. When using the means of influence associated with the choice of his methods, forms (the group of influences "how to teach"), from a psychological point of view, the most important is the teacher's willingness to see and use several methodological ways of solving the same pedagogical problem, i.e. possession of the so-called "variable technique". A teacher's broad view of possible approaches to teaching allows him to more freely and reasonably choose options that are optimal for specific learning conditions. If the choice of strategy is made correctly, then the so-called "pedagogical resonance" occurs: the efforts of the teacher are combined with the efforts of the students and the effect of teaching increases sharply.
Teacher's pedagogical introspection. The desire for constant and constructive self-assessment characterizes the mature pedagogical activity of the teacher. It is determined by the very essence of the teacher's work: a person will not be able to understand the motives and feelings of another person if he
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Can't figure out himself. In the practice of the school, on the contrary, there is a reluctance of the teacher to analyze his work, the inability of the teacher to determine the strengths and weaknesses of it, which hinders the design of his future pedagogical activity, its improvement. At school, it is necessary to find such forms of stimulating the teacher's pedagogical introspection, in which the focus on conscious professional self-improvement would be encouraged and positively assessed.
Let us now describe the pedagogical skills of a teacher, which are objectively necessary for mastering pedagogical activity. They make up three large groups of skills related to the setting of tasks and the organization of the situation, the use of pedagogical methods of influence, the use of pedagogical introspection, respectively.
The first group of pedagogical skills: the ability to see a problem in a pedagogical situation and form it in the form of pedagogical tasks; the ability, when setting a pedagogical task, to focus on the student as an active developing participant in the educational process, which has its own motives and goals; the ability to study and transform the pedagogical situation; the ability to concretize pedagogical tasks into step-by-step and operational ones, to make an optimal pedagogical decision in conditions of uncertainty, to flexibly restructure pedagogical goals and objectives as the pedagogical situation changes; the ability to get out of difficult pedagogical situations with dignity; the ability to foresee near and distant results of solving pedagogical problems, etc.
The second group of pedagogical skills consists of three subgroups. Subgroup "what to teach": skills in working with the content of educational material (awareness of new concepts and learning technologies, the ability to highlight the key ideas of the academic subject, update the academic subject through the use of concepts, terms, discussions in the relevant field of science); the ability to pedagogically interpret information from newspapers, magazines; the formation of general educational and special skills and abilities in schoolchildren, the implementation of interdisciplinary connections, etc.
The subgroup "who to teach": the ability to study in students the state of individual mental functions (memory, thinking, attention, speech, etc.) and the integral characteristics of activities (educational, work), training and education of schoolchildren, to study the real learning opportunities of schoolchildren, to distinguish academic performance and personal qualities
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Students; the ability to identify not only the current level, but also the zone of proximal development of students, the conditions for their transition from one level of development to another, to anticipate possible and take into account the typical difficulties of students; the ability to proceed from the motivation of the students themselves when planning and organizing the educational process; the ability to design and form in schoolchildren the levels of activity they lack; the teacher's ability to expand the field for self-organization of students; the ability to work with both weak and gifted children, building individual programs for them.
The subgroup "how to teach": the ability to select and apply combinations of techniques and forms of teaching and upbringing, to take into account the expenditure of efforts and time of students and teachers; the ability to compare and generalize pedagogical situations, to transfer pedagogical techniques in other situations and combine them, apply a differentiated and individual approach to schoolchildren, organize their independent educational activities; the ability to find several ways to solve one pedagogical problem, to own a variable pedagogical solution.
The third group of pedagogical skills: the ability to use psychological and pedagogical knowledge and awareness in the current state of psychology and pedagogy, advanced pedagogical experience; the ability to time, record, register the process and the results of their work; the ability to correlate the difficulties of students with shortcomings in their work; the ability to see the strengths and weaknesses of your work, evaluate your individual style, analyze and generalize your experience, correlate it with the experience of other teachers; the ability to make plans for the development of their teaching activities, etc.
Psychological and pedagogical are the priority ones in the listed groups of skills. Subject and methodological skills are derivatives, although, of course, the teacher must own them as well.
The implementation of a number of pedagogical skills and the implementation in the course of this of different relations between the teacher and the student lead to the formation of a number of professional positions in the teacher.
Mastering the techniques of transferring the content of his educational material, the teacher acts in the position of the subject. Choosing teaching methods - in the position of a methodologist. Studying students and himself - in the position of a diagnostician and self-diagnostician. Setting goals and objectives for yourself, predicting your further professional development - in the position of the subject of pedagogical
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Activities. Which of these positions are priorities for teaching?
From a psychological point of view, these are the positions of a diagnostician, self-diagnostician, a subject of pedagogical activity; it is they who determine the human studies orientation of pedagogical activity. The positions of the subject, the methodologist are also derivative, follow from the former.
An important characteristic of pedagogical activity is the psychological qualities of the teacher himself. Let's list them.
Pedagogical erudition is a stock of modern knowledge that the teacher uses flexibly in solving pedagogical problems.
Pedagogical goal-setting is the teacher's need for planning his work, his readiness to change tasks depending on the pedagogical situation. Pedagogical goal-setting is the ability of the teacher to develop a fusion of community goals and his own and then propose them for acceptance and discussion by students.
In the course of the analysis of pedagogical situations, the teacher's pedagogical thinking develops as a process of revealing by him externally not given, hidden properties of pedagogical reality in the course of comparing and classifying situations, revealing cause-and-effect relationships in them.
Practical pedagogical thinking is of particular interest here. This is an analysis of specific situations using theoretical laws and the adoption on the basis of this pedagogical decision. Practical thinking is always a preparation for transforming reality, aimed at making changes to it. Practical thinking is usually carried out in conditions of time pressure, has limited opportunities for testing assumptions.
A variant of practical pedagogical thinking is the diagnostic thinking of the teacher - the analysis of individual traits of the child and linking them together, taking into account the prediction of personality development.
To analyze the teacher's thinking, it is important to compare two of its types: analytical, discursive, deployed in time, with pronounced stages, as well as intuitive thinking, which is characterized by the speed of flow, the absence of clearly defined stages, and minimal awareness.
Pedagogical intuition is a quick, one-step adoption of a pedagogical decision by a teacher, taking into account the anticipation of the further development of the situation without a detailed conscious analysis. If the teacher in subsequent stages
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Can expand the rationale for this decision, then we can talk about intuition of a higher level; if he cannot explain his decision, then empirical, everyday intuition takes place. Practical thinking and everyday intuition can give good results, an example of which is folk pedagogy.
An intuitive method of pedagogical thinking is necessary for a teacher, because, as noted in the literature, the diversity and uniqueness of pedagogical situations, the limited time for searching and making a decision make accurate calculation impossible and intuitive anticipation of actions, pedagogical instinct turns out to be more accurate than logical calculations, replaces the teacher with logical reasoning, allows you to quickly see the correct solution.
An important feature of pedagogical thinking is pedagogical improvisation - finding an unexpected pedagogical solution and its instant implementation, the coincidence of the processes of creation and application with a minimum gap.
The process of pedagogical improvisation consists of four stages. The first stage is pedagogical insight. In the course of a lesson or educational event, in response to a remark, question, action or when explaining new material, the teacher receives a push, an impulse from within, a flash occurs that illuminates a new, unusual thought, idea. Such an instant of the arrival of a pedagogical idea, subject to its momentary realization, is the beginning of improvisation. The second stage is an instant comprehension of a pedagogical idea and an instant choice of the way of its implementation. At this stage, a decision is made: to be or not to be improvisation? The birth of an idea arises intuitively, and the path of its implementation is chosen intuitively and logically. The third stage is the public embodiment, or implementation, of the pedagogical idea. Here the visible process of improvisation is carried out, its visible, so to speak, surface part; right before the eyes of the audience (schoolchildren, teachers, parents), a subjectively or objectively new is born. This stage becomes central, the effectiveness of improvisation depends on it. No matter how brilliant ideas a teacher may come up with, no matter how many options he instantly calculates, they will not make much sense if he does not know how to publicly implement this in a pedagogically significant way. The fourth stage: comprehension, that is, an instant analysis of the process of translating a pedagogical idea, an instant decision to continue improvisation, if a new idea is born in its course, or its completion with a smooth transition to the previously planned one. (23)
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Form 1
Psychological map of the state of the teacher's pedagogical activity (PD)
Specific teaching skills in OD

The degree of formation of the features named in bars 2, 3, 4

The main
Derivatives
The main
Derivatives
The main
Derivatives
Owns perfectly
owns in general
Does not own

1st group of skills

1. Pedagogical goals and objectives
Ability to plan learning based on the results of psychological study of students
The ability to set teaching, developmental, educational tasks in unity, flexibly rebuild depending on the changing situation
Purposeful lagging subject
Organizer of his teaching activities
Pedagogical goal-setting, pedagogical thinking, intuition
Pedagogical erudition

2nd group of skills

2. Means and methods of pedagogical influence on students: "What to teach"

Working with content

Subject

Continuation
I. "Block" of teacher's professional competence - pedagogical activity
Specific pedagogical skills in PD
Professional positions in PD
Psychological qualities that ensure the implementation of PD
The degree of formation of the features named in columns 2, 3, 4

The main
Derivatives
The main
Derivatives
The main
Derivatives
Owns perfectly
Owns in general
Not
owns
"Whom to teach"
Studying students

Diagnostician

Ped. optimism
Ped. observation, vigilance, ped. improvisation, ped. resourcefulness

"How to teach"

The optimal combination of methods, forms, means

Methodist

3rd group of skills

3. Pedagogical introspection of the teacher
PD self-analysis based on student learning

Self-diagnostician, subject of PD

Pedagogical reflection

In the course of the teacher's study of students and himself, a number of other professionally important psychological qualities are also improved.
Pedagogical observation, vigilance, pedagogical hearing - the teacher's understanding of the essence of the pedagogical situation by outwardly insignificant signs and details, penetration into inner world student by the little noticeable nuances of his behavior, the ability to read a person like a book by expressive movements.
Pedagogical optimism is a teacher's approach to a student with an optimistic hypothesis, with faith in his capabilities, the reserves of his personality, the ability to see in every child something positive that can be relied on.
Pedagogical resourcefulness is the ability to flexibly rebuild a difficult pedagogical situation, to give it a positive emotional tone, a positive and constructive focus.
Pedagogical foresight, forecasting - the ability to anticipate the behavior and reactions of students before or before the end of the pedagogical situation, to anticipate them and their difficulties.
Pedagogical reflection is the turning of the teacher's consciousness on himself, taking into account the students' ideas about his activities and the student's ideas about how the teacher understands the student's activities. In other words, pedagogical reflection is the teacher's ability to mentally imagine the student's picture of the situation and, on this basis, to clarify the idea of ​​himself. Reflection means the teacher's awareness of himself from the point of view of students in changing situations. It is important for the teacher to develop healthy constructive reflection in himself, leading to the improvement of activity, and not to its destruction by constant doubts and hesitations. Pedagogical reflection is the teacher's independent appeal to introspection without being required by the school administration.
Literature
1. Babansky Yu. K. Intensification of the learning process. - M., 1987.
2. Ball GA Theory of educational tasks. - M., 1990.
3. Bespalko V. P. Terms pedagogical technology... - M., 1989.
4. Zagvyazinsky V. I. Pedagogical foresight. - M., 1987.
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5. Kuljutkin Yu. N. Psychology of adult learning. - M., 1985.
6. Modeling of pedagogical situations / Ed. Yu. N. Kuliutkina, G.S. Sukhobskaya. - M., 1981.
7. Thinking of the teacher / Ed. Yu. N. Kuliutkina, G.S. Sukhobskaya. - M., 1990.
8. New pedagogical thinking / Ed. A. V. Petrovsky. - M., 1990.
9. Orlov A. A. Formation of pedagogical thinking / / Soviet pedagogy. - 1990. - No. 1.
10. Osipova EK The structure of the teacher's pedagogical thinking / / Questions of psychology. - 1987. - No. 5.
11. Potashnik MM, Vulfov B. 3. Pedagogical situations. - M., 1983.
12. Psychological aspects of new political thinking: Materials " Round table"/ / Psychological journal. - 1989. - No. 6; 1990. - No. 1.
13. Psychological problems of the development of the teacher's initiative and creativity // Questions of psychology.- 1987.- №4, 5.
14. Psychological problems of teacher self-education / Ed. G. S. Sukhobskaya. - L., 1986.
15. Psychology of predictive skills and abilities / Comp. L. V. Regush. - L., 1984.
16. Rachenko I. V. NOT the teacher. - M., 1982.
17. Rean A. A. Reflexive-perceptual analysis of the teacher's activities / / Questions of psychology. - 1990. - No. 2.
18. Warm BM The mind of a commander. - M., 1990.
19. Tikhomirov OK Psychology of thinking. - M., 1984.
20. The teacher who is expected / Ed. I. A. Zyazyun. - M., 1988.
21. To the teacher about pedagogical technique / Ed. L.I. Ru-vinsky. - M., 1987.
22. Filippov A. V., Kovalev S. V. Situation as an element of a psychological thesaurus / / Psychological journal. - 1986. - No. 1.
23. Khar'kin VN Pedagogical improvisation // Soviet pedagogy. - 1989. - No. 9.

I.2.2. Teacher communication

Speaking about pedagogical communication, the same components of the teacher's professional competence can be distinguished: professional knowledge, pedagogical skills, professional positions, psychological qualities.
The role of properly organized pedagogical communication is especially great because the atmosphere of
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It is the teacher who creates the vitality of the student's personality. If we compare the psychological significance of the role of pedagogical activity and pedagogical communication, then the second is more important. In other words, the technology of transferring knowledge recedes into the background compared to the atmosphere that the teacher creates for the development of the student's personality.
Ask yourself the question: "Which teacher do you, as a parent (and as a representative of society), prefer: one teacher knows all the rules, exceptions, laws and formulations, but is overloaded, tense, constrained, anxious, has low self-esteem; the second teacher, the student does not receive something in knowledge, but is in an atmosphere of equal calm relations, mutual respect, confident in his capabilities, learned to set his own goals? " From our point of view, the second teacher has the advantage, because he is more successful in solving the central psychological task of the school - the development of an active personality, which can independently make up for a certain deficiency in some knowledge if it is really needed in life. Meanwhile, at school, it is often appreciated that the teacher gives solid knowledge, and they turn a blind eye to how he communicates with students. To increase his competence in communication, it is useful for a teacher to arm himself with professional knowledge about its types, structure.
First of all, the question arises: is it worthwhile to separately single out pedagogical communication, because the teacher interacts with the student already in the course of pedagogical activity, maybe this is communication? There are different points of view here. Some believe that communication is inseparable from activity, is woven into it or is one of the means of activity. Others, to which we also join, believe that it is possible for the independent existence of communication as a self-integral conjugation of the spiritual worlds of people located to each other, when people communicate not to exchange information and not to find out a way to solve life problems, but carry out communication for his own sake, mutual enrichment with spiritual values. In this regard, different functions and types of communication are distinguished (14):
a) the purpose of communication is, as it were, outside the interaction of subjects, when communication serves object-related activities (for example, communication between a teacher and a student in the classroom);
b) the purpose of communication lies in itself (when there is an opportunity for communication between a teacher and a student as a conversation about life; here there is complete equality of partners);
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C) the purpose of communication is to familiarize the partner with the experience and values ​​of the initiator of communication (this is normal communication from teacher to student);
d) the purpose of communication is to familiarize the initiator himself with the values ​​of the partner (more often from student to teacher, less often back).
More often at school, the teacher communicates about joint activities transferring knowledge from oneself to the student. The same communication, when the teacher sees individuality in the student and seeks to communicate with him in order to enrich himself spiritually and himself, rarely happens. So, we will proceed from the fact that pedagogical communication has the right to separate existence as an exchange of values ​​between teacher and student, and not necessarily about the lesson and educational affairs.
Not only communication between a teacher and students, but also with other participants in the educational process (teacher - teacher, teacher - headmaster, teacher - parent, etc.) is called pedagogical.
Two main types of communication can be distinguished: interaction in which the teacher acts to a greater extent as an evaluator (teacher - student, teacher - parent), and interaction in which the teacher acts mainly as an assessed one (teacher - director, methodologist, inspector). Further, we will mainly consider pedagogical communication of the teacher-student type.
The teacher's professional knowledge also includes an idea of ​​the structure of communication:
1) communicative tasks set by the teacher (motivational sphere of communication);
2) methods of communication, i.e. expressive means, communication styles, positions, roles, masks in communication (the operational side of communication techniques);
3) introspection by the teacher of the course and results of communication.
1. Consider the content of communication tasks. It is important to comprehend them especially, because the teacher in the teaching and educational process must specifically provide for these tasks. In practice, cases are widespread when the teacher does not particularly think through and does not set communicative tasks, relying on situations that arise spontaneously in the educational process.
Today, a fairly wide range of such tasks can be distinguished:
it is the interchange of information, communication between the teacher and the student (and not just the transfer of knowledge from the teacher, because the ultimate task of communication is sometimes called the acquisition of new knowledge in the course of communication);