Professional training of psychology teachers. Psychological foundations of a teacher’s work with educational groups

Domestic and international experience shows that teaching psychology is carried out by both psychologists and teachers. In the first case, the task of pedagogical training of psychologists becomes urgent, and in the second - the psychological training of teachers. The obvious advantage of a psychologist is his deep knowledge of the subject, but he sometimes lacks pedagogical and methodological preparedness for teaching. A teacher does not have as deep a knowledge of psychology as a psychologist, but he has an obvious advantage in terms of methodological preparedness; he knows how to pedagogically competently select educational material and teach it to students. Thus, it is impossible to give a definite answer to the above question “who is better...?” Both psychologists and teachers have the right to teach psychology, but it is important that the psychologist is pedagogically educated, and the teacher is psychologically educated. Therefore, it is necessary to pay attention to the study by psychologists of pedagogical disciplines that are important for successful teaching. For a university, first of all, scientific qualifications are important, and for schools, pedagogical qualifications are important.. In any case, specialists with appropriate education and scientific and pedagogical qualifications are allowed to teach.

*** Specialists with appropriate education and scientific and pedagogical qualifications are allowed to teach. Must have basic psychological education, a candidate or doctorate degree, as well as practical psychologists.***

Teaching psychology at university is carried out primarily by specialists with basic psychological education and certified specialists who have an academic degree of candidate or doctor of psychological sciences, as well as practical psychologists with the highest professional qualifications. Employees occupying the following teaching positions are directly involved in the learning process: Dean of the Faculty, Head of the Department, Professor, Associate Professor, Senior Lecturer, Lecturer, Assistant. The procedure for filling positions of scientific and pedagogical workers at the university Russian Federation is regulated by the relevant regulations (Regulations on the procedure for filling positions..., 2003).

Replacement of teaching staff positions at the university is carried out on the basis of competitive selection, as a result of which An employment agreement (contract) is concluded with the employee for a period of up to 5 years.. Discussion and competitive selection applicants for teaching positions are held by the academic council of the university, faculty, or branch of the university. Previously, candidates for teaching positions are discussed at a meeting of the relevant department, and the department’s recommendations for each candidate are brought to the attention of the academic council of the university (faculty). The department has the right to invite applicants to give trial lectures or conduct other training sessions and, based on their results, accept recommendations (Regulations on the procedure for filling positions..., 2003). The rights and responsibilities of university research and teaching staff are determined by the Law “On Higher and Postgraduate Professional Education” (On Higher and Postgraduate Professional Education..., 2000).

The professional qualifications of scientific and pedagogical workers of universities are determined by the following criteria:

1) basic higher education;

2) scientific degree of candidate of sciences;

3) scientific degree of Doctor of Science;

4) academic title of associate professor;

5) academic title of professor;

6) scientific work, reflected in the quantity and quality of scientific publications;

7) pedagogical work, reflected in the quantity and quality of educational publications.

To teach psychology in universities, it is important to have a basic psychological education, which determines the content and level of professional training of the teacher. The scientific degree of candidate or doctor of science determines the degree of scientific qualification of the teacher. They are awarded on the basis of the Regulations on the procedure for awarding academic degrees, approved by the Decree of the Government of the Russian Federation (Regulations..., 2002).

Academic degree of KPN awarded to psychologists who have confirmed their scientific and pedagogical qualifications in the form of successfully passing candidate exams in philosophy, a foreign language and a scientific specialty, as well as successfully defending a dissertation for an academic degree in a given scientific specialty. A dissertation for the scientific degree of Candidate of Sciences must be a scientific-qualifying work that contains the solution to a problem that is of significant importance for the relevant field of knowledge.

Academic degree of DPN is the highest scientific qualification. There is no specific training required to obtain this degree. The applicant must prepare and defend a dissertation for the degree of Doctor of Psychology in the relevant scientific specialty (general psychology, personality psychology, educational psychology, etc.). This dissertation must be a scientifically qualified work in which, based on the research performed by the author, theoretical principles have been developed, the totality of which can be qualified as a new major scientific achievement, or a major scientific problem has been solved. A doctoral dissertation usually reflects the broad research experience of a specialist in the study of any new area of ​​psychological science, obtained by the applicant personally (or as the leader of a research group). The award of an academic degree is approved by the Higher Attestation Commission of the Russian Federation.

In addition to academic degrees to assess the level of qualifications of professional psychologists in the scientific and pedagogical field there is a system of academic titles . Psychologists working in scientific or higher educational institutions may be awarded the academic titles of associate professor and professor. The nomination of scientific and pedagogical workers to academic titles is carried out by the academic councils of universities on the recommendation of departments and faculties on the basis of a comprehensive and objective identification of their professional level and pedagogical qualities.

The procedure for certification of scientific and pedagogical workers associated with the assignment of academic titles of professor in the department and associate professor in the department is regulated by the relevant document (Certification Procedure..., 2002).

The academic title of associate professor is awarded to a person who, as a rule, has an academic degree of Candidate of Sciences and conducts teaching, scientific and methodological work in higher educational institutions.

The academic title of professor is awarded to a person who, as a rule, has an academic degree of Doctor of Science, conducting teaching, scientific and methodological work in the field of higher and postgraduate professional education.

In the field practical psychology There is also a system for assessing the level of professional qualifications. It includes the second, first and highest qualification categories, which are assigned to a specialist depending on work experience and professional skills.

Advanced training of scientific and pedagogical workers is carried out at least once every 5 years in educational institutions of the system of advanced training and professional retraining of personnel, in higher educational institutions, in leading Russian and foreign scientific and industrial organizations by:

Internships;

Preparation and defense of dissertations;

Participation in seminars;

Using other types and forms of advanced training (Model regulations on an educational institution of higher professional education, 2001, p. 71).

Chapter 10

PROFESSIONAL TRAINING AND ACTIVITY OF A PSYCHOLOGY TEACHER

10.1. Training of psychology teachers

Domestic and international experience shows that teaching psychology is carried out by both psychologists and teachers. In the first case, the task of pedagogical training of psychologists becomes urgent, and in the second - the psychological training of teachers. Who can teach psychology better: a psychologist or a teacher? The obvious advantage of a psychologist is his deep knowledge of the subject, but he sometimes lacks pedagogical and methodological preparedness for teaching. A teacher does not have as deep a knowledge of psychology as a psychologist, but he has an obvious advantage in terms of methodological preparedness; he knows how to pedagogically competently select educational material and teach it to students. Thus, it is impossible to give a definite answer to the above question “who is better...?” Both psychologists and teachers have the right to teach psychology, but it is important that the psychologist is pedagogically educated, and the teacher is psychologically educated. Therefore, it is necessary to pay attention to the study by psychologists of pedagogical disciplines that are important for successful teaching. The widespread opinion that knowledge of the relevant scientific discipline is sufficient to teach it is not always justified. In the case where psychology is taught by teachers of other subjects, it is necessary to improve their psychological qualifications.

Traditionally, in many countries there has been next situation: in higher educational institutions, psychology is taught by psychologists - scientists and practitioners, and in secondary educational institutions - by teachers of philosophical or social disciplines. The reason for this situation was, apparently, the traditional idea of ​​the university as a scientific and pedagogical institution, and of the school, gymnasium, and lyceum as an educational institution. Therefore, there is an opinion that scientific qualifications are primarily important for a university, and pedagogical qualifications for a school.

In any case, specialists with appropriate education and scientific and pedagogical qualifications are allowed to teach.

Teaching psychology in higher education institutions

Teaching psychology in higher educational institutions is carried out mainly by specialists with a basic psychological education and certified specialists who have an academic degree of candidate or doctor of psychological sciences, as well as practical psychologists with the highest professional qualifications. Employees occupying the following positions as professors and teachers are directly involved in the training process:

214 Chapter 10. Professional training and activities of a psychology teacher

Academic positions: dean of the faculty, head of the department, professor, associate professor, senior lecturer, lecturer, assistant. The procedure for filling positions of scientific and pedagogical workers in a higher educational institution of the Russian Federation is regulated by the relevant regulations (Regulations on the procedure for filling positions..., 2003).

The filling of positions of teaching staff in a higher educational institution is carried out on the basis of competitive selection, as a result of which an employment agreement (contract) is concluded with the employee for a period of up to 5 years. Discussion and competitive selection of applicants for teaching positions takes place at the academic council of the university, faculty, or branch of the university. Previously, candidates for teaching positions are discussed at a meeting of the relevant department, and the department’s recommendations for each candidate are brought to the attention of the academic council of the university (faculty). The department has the right to invite applicants to give trial lectures or conduct other training sessions and, based on their results, accept recommendations (Regulations on the procedure for filling positions..., 2003).

The rights and obligations of scientific and pedagogical workers of higher educational institutions are determined by the Law “On Higher and Postgraduate Professional Education” (On Higher and Postgraduate Professional Education..., 2000).

Both in Russia and in other countries, the training of psychology teachers for higher educational institutions is carried out in the system of postgraduate professional education. The system of this training is similar to training in other specialties and is carried out in the Russian Federation on the basis of the Regulations on the training of scientific, pedagogical and scientific personnel (Regulations on the training of scientific, pedagogical and scientific personnel in the system of postgraduate professional education in the Russian Federation, 1998) and the Model Regulations on an educational institution higher professional education (2001, pp. 71-72).

In accordance with these documents, doctoral studies, postgraduate studies, and postgraduate studies are the main forms of improving the level of education, scientific and pedagogical qualifications. Competitive work is a form of work on dissertations of specialists attached to higher educational institutions or scientific institutions, organizations without enrollment in doctoral studies, postgraduate studies, and postgraduate studies. The system for studying psychology in these educational programs was described in previous chapters. We note, however, that these educational programs are aimed primarily at improving scientific qualifications (candidate’s exams in philosophy, foreign language and specialty, preparation of a dissertation). Up for promotion pedagogical qualifications assistant and docent practices are focused, as well as the study of pedagogy and psychology courses introduced in some universities higher education(or high school). Assistant practice involves a graduate student conducting practical and seminar classes with university students, and assistant professor practice involves giving lectures. Thus, the graduate student gains experience in teaching. Targeted training in psychology teaching methods is usually not carried out, although there is a need for this. Therefore, in a number of universities, postgraduate and postgraduate studies are organized to study such disciplines as: 1) pedagogy of higher education and 2) psychology of higher education. The main goal is to

10.1. Training of psychology teachers 215

relevant courses - preparation of graduate students (adjuncts) for teaching activities at the university.

Professional qualifications of scientific and pedagogical workers of universities

determined by the following criteria:

1. 
   basic higher education;
2. 
   scientific degree of candidate of sciences;
3. 
   scientific degree of Doctor of Science;
4. 
   academic title of associate professor;
5. 
   academic title of professor;
6. 
   scientific work, reflected in the quantity and quality of scientific publications;
7. 
   pedagogical work, reflected in the quantity and quality of educational publications.

To teach psychology in higher educational institutions, it is important to have a basic psychological education, which determines the content and level of professional training of the teacher. The scientific degree of candidate or doctor of science determines the degree of scientific qualification of the teacher. They are awarded on the basis of the Regulations on the procedure for awarding academic degrees, approved by the Decree of the Government of the Russian Federation (Regulations..., 2002).

Academic degree of Candidate of Psychological Sciences awarded to psychologists who have confirmed their scientific and pedagogical qualifications in the form of successfully passing candidate exams in philosophy, a foreign language and a scientific specialty, as well as successfully defending a dissertation for an academic degree in a given scientific specialty. A dissertation for the scientific degree of Candidate of Sciences must be a scientific-qualifying work that contains the solution to a problem that is of significant importance for the relevant field of knowledge.

Doctor of Psychology degree is the highest scientific qualification. There is no specific training required to obtain this degree. The applicant must prepare and defend a dissertation for the degree of Doctor of Psychology in the relevant scientific specialty (general psychology, personality psychology, educational psychology, etc.). This dissertation must be a scientifically qualified work in which, based on the research performed by the author, theoretical principles have been developed, the totality of which can be qualified as a new major scientific achievement, or a major scientific problem has been solved. A doctoral dissertation usually reflects the broad research experience of a specialist in the study of any new area of ​​psychological science, obtained by the applicant personally (or as the leader of a research group). The award of an academic degree is approved by the Higher Attestation Commission of the Russian Federation.

The Ph.D. should not be confused (Ph. D.), used in many countries for the highest scientific qualification of psychologists, with the scientific degree of Doctor of Psychology in Russia. To obtain the latter, much higher qualifications and more fundamental experience in psychological research are required. As noted above, the Ph.D. (Ph. D.) may be comparable to the Russian scientific degree of candidate of psychological sciences.

216 Chapter 10. Professional training and activities of a psychology teacher

In addition to academic degrees, there is a system of academic titles to assess the level of qualifications of professional psychologists in the scientific and pedagogical fields. Psychologists working in scientific or higher educational institutions may be awarded academic titles of associate professor And professor. The nomination of scientific and pedagogical workers to academic titles is carried out by the academic councils of universities on the recommendation of departments and faculties on the basis of a comprehensive and objective identification of their professional level and pedagogical qualities.

The procedure for certification of scientific and pedagogical workers associated with the assignment of academic titles of professor in the department and associate professor in the department is regulated by the relevant document (Certification Procedure..., 2002).

Academic title of associate professor assigned to a person who, as a rule, has an academic degree of Candidate of Sciences, conducting teaching, scientific and methodological work in higher educational institutions.

Academic title of professor awarded to a person who, as a rule, has an academic degree of Doctor of Science, conducting teaching, scientific and methodological work in the field of higher and postgraduate professional education.

In the field of practical psychology there is also a level assessment system professional qualifications. It includes second, first And highest qualification categories, which are assigned to a specialist depending on work experience and professional skills.

Advanced training of scientific and pedagogical workers is carried out at least once every 5 years in educational institutions of the system of advanced training and professional retraining of personnel, in higher educational institutions, in leading Russian and foreign scientific and industrial organizations by:

• 
  training;
• 
  completing internships;
• 
  preparation and defense of dissertations;
• 
  participation in seminars;
• 
  as well as using other types and forms of advanced training (Model regulations on an educational institution of higher professional education, 2001, p. 71).

Teaching psychology in secondary schools in many countries is carried out by teachers of philosophical, social or other disciplines. They often do not have special psychological education.

In the 1980s The average psychology teacher in U.S. schools was quite poorly prepared because he did not have a background in psychology (history is the most typical major) as either a major or a minor (Ragland, 1992).

In 1992, on the initiative of the APA, the Association of Psychology Teachers in Secondary Schools was created, which did a great job of uniting teachers who previously did not have sufficient connections with each other (each school, as a rule, had one psychology teacher). Special summer seminars were organized for them, which were funded by the American Scientific

10.2. Functions of a psychology teacher and his roles 217

fund. At these seminars, teachers had the opportunity to expand their psychological knowledge and learn about the latest trends and achievements in the field of psychology from renowned researchers and teachers. IN last years Contacts between psychology teachers and psychologists began to expand both in various regions of the United States and at the national level. A magazine has emerged specifically aimed at psychology teachers (Hakala, 1999).

Thanks to the work done in the early 2000s. the situation has largely changed for the better. The level of professional preparedness of school psychology teachers has increased. Teachers have the opportunity to regularly discuss topics such as the course program, updating course content, choosing a textbook, types of learning activities in the classroom, helping students, computer teaching aids, and state certification issues. In recent years, there have been about 12,000 psychology teachers in US schools (Ernst & Petrossian, 1996).

The activities of the Association of Secondary School Psychology Teachers are aimed at achieving the following goals:

1. 
   attracting students to study psychology;
2. 
   improving the status of secondary school psychology through the development of certification and local administrative policies that influence the quality of school psychology education;
3. 
   creating favorable conditions for the professional growth of psychology teachers (seminars, conferences and other means of continuing education);
4. 
   supporting professional identity through encouraging horizontal and vertical connections among psychology teachers at all levels of psychological education;
5. 
   raising standards in the teaching of psychology as a science through the development and dissemination of teaching materials (Ernst & Petrossian, 1996, p. 257).

Unfortunately, there is no information about who and how teaches psychology in secondary educational institutions in Russia. We often hear that the teaching of psychology in schools has been expanding in recent years. However, there is no reliable information about who teaches psychology and how much teaching time there is in the relevant sources. We can only use indirect information. There is no unifying, coordinating association dealing with these issues in our country. However, there is already experience in discussing issues of teaching psychology at school at special conferences (Andreeva, Danilova, 1999).

10.2. Functions of a psychology teacher and his roles

The activities of teachers involve the implementation of several functions: teaching, educational, organizational and research (Smirnov, 2001, p. 272); As a rule, this is reflected in annual work plans. However, in reality, only one function and its corresponding activities can dominate. In the work of teachers of higher educational institutions, the most

218 Chapter 10. Professional training and activities of a psychology teacher

An important role is played by the research function, which is usually not associated with the professional responsibilities of teachers in secondary educational institutions. However, in their work the importance of teaching and educational activities increases.

In many countries, particularly in the USA, there is some traditional specialization of universities: some are research-oriented, others are educationally oriented. The former are more focused on carrying out scientific projects, and teachers at such universities are less interested in teaching activities. The latter pay more attention to teaching students than to scientific research, although actively working scientists are often found there too. However, they have much less organizational, logistical and technical capabilities for research work.

It should also be noted that teachers with higher scientific qualifications, such as professors, are more involved in scientific work compared to other categories of university teachers. This is reflected in the corresponding distribution of professional responsibilities.

In both higher and secondary educational institutions there is a need for organizational activity, which takes special place in the work of teachers in administrative positions.

One of the difficulties of starting a teaching career for young teachers - formerly graduate students - is transition to the role of a teacher. A new role often requires greater confidence and provides an opportunity to test one's teaching qualities and skills.

The transition to teaching involves adaptation to new roles:

From the role	To the role
Subordinate	Head
Responsive	Initiator
listener	Speaker
Slave	Leader
Low responsibility	High responsibility
Group member	Group leader
Motivated	Motivator
The respondent	The questioner
Evaluated	Evaluator
Student	Educational

The transition period can be associated with a number of “fears”, which we will consider in more detail. Of course, there are fearless people; no circumstances bother them. For others, having to stand in front of a group of people and tell them new information can be daunting. Consider 5 “worst case scenarios” (Teaching Techniques, 1990) designed to

10.2. Functions of a psychology teacher and his roles 219

Help new educators understand that 1) other educators face the same challenges and 2) these educators have survived and succeeded.

Fear #1: They won't like me. Concerns about students' personal attitudes toward you interfere with your ability to engage with the content of the subject matter you teach. Try to arrive early to class and join in the casual conversation as students arrive. Not only will this help you and your students get to know each other better, but it will also give students an opportunity to discuss academic issues with you.

Fear #2: I will lose control of the group. This anxiety can be overcome by adequate preparation and anticipation of certain events. Too much control over events can be self-destructive because it leads to resistance on the part of students. It is best to start each lesson by stating the plan, then invite students to add anything to it if they want. Students who know what to expect will be more receptive to your intentions.

Fear No. 4: I will be caught making a stupid mistake or I won’t know the answer to a question.student's request. The best way to deal with mistakes made is to quickly admit them. You are more likely to lose the trust of your students if you bluff and claim that you know the answer to all their questions. It's best to admit to students, "I don't know, but I'll give you the answer later" (and try not to forget your promise). If you feel that a student's question has stumped you, you can ask other students if they can help you answer the question?

Naturally, students expect you to be well prepared for class, but even the smartest students don't expect you to be completely perfect.

Fear #5: Some students may know more than I do. Bright students may know more about a certain topic than you. This is wonderful. However, please remember that you are the person selected by the department to teach this course. You have greater knowledge of the subject than any of your students. Those students who are knowledgeable about certain topics can serve as guest lecturers, lead discussions, give special talks, etc. Potential “negativity” can be turned into a positive (Teaching Techniques, 1990).

Thus, you are not expected to know everything and be a perfect teacher. Remember that you have extensive knowledge, ability and interest in the subject you are teaching students. Your job as a teacher is to use what you know to help students learn. In addition, you should experience joy in the process of teaching. If you enjoy the activity, not only will you be able to avoid fear, but your students will also enjoy what you teach.

220 Chapter 10. Professional training and activities of a psychology teacher

The work of a teacher is in many ways similar to the work of an actor. The teacher stands in front of the students (students) and plays the role: “I am a teacher.” Many people are intimidated by the situation when they have to speak in front of a group of people: in this case, they would prefer to remain silent. The teacher does not have this opportunity. Teaching requires public speaking abilities.

At the same time, some beginning teachers say: “I’m a shy person,” “I’m not talkative.” In principle, they can continue to remain so. Different types of people can be successful teachers. Many actors also say about themselves that they are quite quiet and shy by nature, but when they play a role, they behave completely differently. The same can be said about teachers. Each person has several roles that he plays in life. Anyone who takes on the responsibility of teaching others must accept the role of teacher as one of the roles. This does not at all require remaking yourself as a person or parting with your “I”; it simply requires accepting the role of teacher.

Successful teaching does not require the ability to sing, dance, joke, or make artistic gestures. It requires responsibility, the ability to express oneself clearly, maintain student interest, show enthusiasm for one's subject, and encourage students to reflect on the course material. Students notice and appreciate when a teacher helps them learn.

The best advice Roger Dominowski gives to new teachers regarding behavior in the classroom is one word - “relax!” (Dominowski, 2002, p. 81). Naturally, this assumes that the teacher is well prepared for the lesson. Of course, good intentions must be complemented by the pedagogical techniques discussed in previous chapters.

Role positions of the teacher

In relationships with students, the teacher sometimes plays different roles, which creates some uncertainty. N. S. Pryazhnikov and E. Yu Pryazhnikova identify the following role positions of a psychology teacher (2001, p. 305):

Chapter 3. PSYCHOLOGICAL FOUNDATIONS OF TEACHER'S WORK

Psychological studies of teacher work

One of the complex and underdeveloped areas of activity of a psychologist working in education is working with teachers. This can be explained by several reasons:

1) lack of development of a systematic 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 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 is responsible for what when resolving the issue professional development teacher;

2) lack of scientifically based criteria for assessing the activities of teaching staff;

4) a decrease in the prestige of teaching work, its social significance, and deterioration in the working conditions of teachers. V.B. Olshansky provides the following data: the workload exceeds the norm for 62.8% of teachers; the teacher performs more than 300 types of activities; Only 14.8% of teachers are completely satisfied with the state of the nervous system, and 50.3% with the state of physical health; the percentage of teacher families breaking up is high; In 25% of families, husbands have a negative attitude towards their wife’s profession as a teacher.

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

Development of the concept of teaching abilities represents a holistic view of pedagogical abilities: characteristics of abilities specific to pedagogical activity, levels of their development, the connection between abilities and the effectiveness of a teacher are given .

Scheme of analysis of teaching activities built on the basis of three basic categories of domestic psychology - activity, communication, personality. The work of a teacher constitutes the unity of the implementation of pedagogical activities, pedagogical communication and self-realization of the teacher’s personality. The effectiveness of work is determined by the training and upbringing of the student, the professional competence of the teacher, who must carry out pedagogical activities and pedagogical communication at a sufficiently high level. This realizes the personality of the teacher, thanks to whom good results are achieved in the education 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 attitudes;

Personal characteristics that ensure the teacher’s mastery of professional knowledge and skills.

The peculiarity of this approach is that it examines the process and result of a teacher’s work both from the point of view of objective characteristics (professional knowledge and skills) and subjective ones (professional positions and personal characteristics). Thus, a holistic picture of professional competence emerges, 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 for developing professional skills of a teacher? What are the mechanisms of influence on the psychological position of a teacher?

In the structure of pedagogical activity pedagogical goals and objectives, pedagogical means and methods for solving set tasks, analysis and evaluation of the teacher’s pedagogical actions are highlighted. The structure of pedagogical communication, which is considered as the main tool in interaction with the child, is analyzed. Informational, social-perceptual, self-presentational, interactive and affective functions of pedagogical communication are highlighted. Based on two groups of abilities - design-gnostic and reflective-perceptual - five professionally significant qualities necessary for the implementation of pedagogical activity are identified: pedagogical goal setting, pedagogical thinking, pedagogical reflection, pedagogical tact, pedagogical orientation.

First of all, the teacher must develop social perception and emotional reactivity, behavioral flexibility, self-esteem and respect for the child. This is why the proposed traditional methods of teaching teachers (psychological and pedagogical council, seminar, trainings) and original methods for increasing their psychological competence are so important.

The content of the teacher’s activities in the process of mastering pedagogical functions by the teacher includes consideration of the structure of practical thinking and its functional composition. Research speaks about the need to transform psychological knowledge in pedagogical activity, about the development of the teacher’s evaluative and reflective position 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 teachers.

Of great interest are studies of the role places and styles of communication in teaching activities.

These developments undoubtedly enrich psychologists’ ideas about pedagogical activity, but special work is needed to translate them into technologies for the practical activities of psychologists 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, certain programs, plans or teaching methods can be derived directly for school use. Psychology is a science and teaching is an art. Logic has not yet taught a single person to think correctly, and in the same way, scientific ethics has not yet forced anyone to act well. Science only indicates the boundaries within which the rules of art are applicable, and the laws that those who practice this art must not cross.”

Questions and tasks

What, in your opinion, are the objective and subjective factors that complicate the work of a teacher?

Why is interaction with a teacher one of the most difficult areas of work for an educational psychologist?

Think back to your experience at school. Which teacher, in your opinion, was the most effective and successful?

Justify your answer.

Seminar plan

"Psychology of teacher's work"

1. Structure of teaching activity.

2. The place of communication in the activities of a teacher.

3. The concept of “teacher effectiveness” and approaches to its assessment.

1. Main literature Kuzmina N.V., Rean A.L.

2. Professionalism of teaching activities. St. Petersburg, 1993. Mitina L.M.

3. Psychology of teacher professional development. M., 1998. Markova A.K.

Psychology of teacher work. M., 1993.

4. additional literature Batrakova S.N.

5. Fundamentals of professional and pedagogical communication. Yaroslavl, 1986. James W.

6. Conversations with a teacher about psychology. M., 1998. Erastov N.P.

7. Psychology of communication. Yaroslavl, 1979. Kashapov M.M.

Psychology of pedagogical thinking. Monograph. St. Petersburg, 2000.

8. Teacher's thinking / Ed. Yu.N. Kulyutkina, G.S. Sukhobskaya. M., 1990.

The place of psychology in the activities of a teacher

The activity of a teacher largely depends on what his ideas are about the space of his professional existence, about the mechanisms of pedagogical communication, the nature of the psychological characteristics of students, etc. Any pedagogical practice, including individual “educational acts” of a particular teacher, is based on certain psychological views of varying degrees of formalization and awareness. These views can be formed both spontaneously - throughout a person’s life, and purposefully - in the process of a teacher’s acquaintance with theoretical approaches formed in psychological science, through the formation of psychological competence in specially organized conditions for this, during communication with a professional psychologist when solving personal problems. problems.

E.A. Klimov believes that “preparedness in the field of psychology is, first of all, clear ideas about a specific mental reality, accompanied by a positive affective tone, associated with an insatiable interest in it and a willingness to directly contact it in interpersonal communication.” A psychologically prepared teacher must first of all have a “heightened sense of the animation” of outside people, and not just verbal, conceptual knowledge of the corresponding kind. Students, without sufficient theoretical knowledge, carry out “homemade” subjective explanations and constructions in their heads.

At the same time, it is well known that the instrumentality and practicality of theoretical knowledge in psychology obtained at a pedagogical university remains low. Many studies have found that the majority of teachers are not satisfied with their psychological training and its practical orientation. Graduates of a pedagogical university “do not realize the constructive possibilities of psychological theory” (Yu.N. Kulyutkin), “do not and cannot use the psychological knowledge they received at the university” (B.M. Masterov).

The ineffectiveness of the work of a psychologist with teachers in a university, when the psychologist acts as a teacher of one or another psychological discipline, or in an educational institution where the psychologist is called upon to provide educational practice, lies in the fact that the psychologist is focused primarily on transferring ready-made knowledge, one or another theoretical constructions that in themselves do not significantly affect the actual practice of teaching.

Contradictions between the requirements, characteristics and conditions of a student’s educational activity and his future professional activity look like this:

1) between the abstract subject of educational and cognitive activity (texts, sign systems, action programs) and the real subject of the acquired professional activity;

2) between the integrity of the content of professional activity and students’ mastery of it through many subject areas;

3) between the way of existence of professional activity as a process and its representation in training in the form of static systems of ready-made knowledge and algorithms of actions that are subject to memorization and assimilation;

4) between the social form of existence of professional activity, the collective nature of work and the individual form of its appropriation by students;

5) between the involvement of the entire personality of a specialist in the labor processes at the level of creative thinking and social activity and the reliance in learning on the processes of attention, memory, and perception;

6) between the “responsive” position of the student and the proactive position of the specialist;

7) between the focus of the content of educational activity on past social experience and the student’s orientation towards the future content of professional activity.

The technology of sign-contextual learning proposed on the basis of the analysis of these contradictions ensures the consistent transformation of a student’s educational activity into the professional activity of a young specialist.

To partially remove the above contradictions, active learning methods are also used: business, innovation and organizational-activity games, analysis of specific situations, role-playing games, group discussions, etc. The experience of their use shows that they provide solutions to educational problems that are difficult to achieve in traditional education, such as:

Fostering a research attitude to reality;

Formation of not only cognitive, but also professional motives and interests;

Developing systems thinking for a specialist;

Training in collective mental work, “official” interaction and communication, individual and joint decision-making, responsible attitude towards business and other people, creative initiative.

Ways to improve the psychological training of a teacher see in strengthening the practical orientation of the psychology course at the university, in identifying the constructive possibilities of psychological knowledge, in the psychologization of the goals, content and methods of teacher education.

A promising direction for the development of education and, in particular, the teacher is design paradigm. In modern methodology, the foundations and means of designing education have been developed.

Pedagogical education design technology, developed by V.I. Slobodchikov, involves identifying types of work and the main steps of project activity. First type of work - this is the conceptualization, or development of the concept of the projected transformation. Second type of work associated with programming a set of necessary activities in their logical and time sequence. Third type of work - planning actions for project implementation, including designation of types of developments, real tasks of performers, final results and their consumers. Fourth type of work - this is the practical implementation of a plan as purposeful, the formation of a special kind of resources: intellectual-volitional, moral-positional, organizational, managerial, professional and activity-based, etc. Design turns out to be a means of building science-oriented educational practice, including pedagogical, in this approach.

O.S. Anisimov believes that a teacher can become an active participant in his changes if they are realized and accepted by him. “The process of acceptance can proceed in a controlled form, as self-determination, which presupposes having appropriate knowledge about oneself and self-awareness... A person can become what he builds himself into, into whom he self-develops.” The emergence of the need for self-change is a consequence of the construction of reflection and the implementation of actions.

The highest level of development of pedagogical activity is the fact that the teacher sets goals for the formation of self-development mechanisms and is capable of transferring to students his ability for self-development. When working with teachers, it is proposed to focus on the formation of the foundations of mental activity. Transferring the teacher to a reflexive position, to systematic self-knowledge in a practical situation, overcoming the phenomenon of “multiplicity of knowledge about the same thing,” theoretical schematization of empirical material, awareness of the features of reflexive procedures, procedural reconstruction of processes in the object of knowledge and modeling of modification of these processes - this is just some stages of transforming teaching activities into research activities with the help of practical actions.

O. S. Anisimov identifies the following conditions that stimulate the implementation of the unity of practical and research functions in teaching activities:

Development of the reflective element in teaching activities;

Complicating the values ​​and goals of pedagogical activity;

Realization of the value of cultural-activity and cultural-mental organization and self-organization of pedagogical activity;

Transition to managing group forms of educational and pedagogical activities;

A gradual and purposeful transition from training and education to the formation of the ability for self-learning and self-education)