A lecturer as an educational process organizer. The pedagogical culture of a lecturer

MODULE 2

The objective of the lecture: To acquaint undergraduates with the specific pedagogical activity of the lecturer in the system of higher education, to analyze the main components of pedagogical culture.

The main problem: the mastering of the essence of "pedagogical professionalism of lecturers" concept.

The guiding idea: the activity of high school lecturer has high social value and occupies a central place in the nation, national consciousness of youth and intellectual culture of the Ukrainian society formation; the problem of culture is central in the future teachers training.

Plan

1. The specific character of the lecturer’s activity in a higher educational establishment.

2. The functions, rights and responsibilities of the lecturer in the pedagogical university

3. The main activities of the lecturer in a higher educational establishment.

4. The psychological structure of educational activities.

5. The pedagogical professionalism of a lecturer.

6. The role and the value of educators’ culture in the establishing of a democratic state.

7. The ways of formation of lecturers’ general and pedagogical culture in a higher educational establishment.

The profession of a lecturer in a higher educational establishment is one of the most creative and challenging professions, which combines science and art. This profession is related to the work of a writer (creative work in preparation of material), a director and a choreographer (the creation of a conception and its implementation), an actor (in a pedagogical activity the personality of a teacher is the tool), teacher, psychologist and researcher.

The activity of a lecturer has a high social value and takes a central place in the nation formation, as well as the formation of national consciousness and spiritual culture of the Ukrainian society. The professional teaching activity of a lecturer can be considered as a whole dynamic system. N.V. Kuzmina marks out structural and functional components of educational activities. This model contains five structural elements: the subject of an educational impact, the object of an educational impact, the subject-matter of their joint activities, training objectives, and the means of educational communication. These components make up the system, because none of them can be replaced by another, or their combination. All of them are in direct and inverse interdependence.

Thus, the job of a lecturer in a higher educational establishment is a conscious, reasonable activity as for training, education and development of the students. It is bilateral - special and socio-educational, the most important prerequisites for effective educational work. Both mentioned conditions should be considered in organic unity. Special characteristics of teaching reflects the connection with the labor social division. Social and educational aspects of teaching work is related to the ideological principles of the society. The professional activity has its own peculiarity, which is mainly as follows:

1. In the aggregate of certain physical and intellectual strength and abilities of a teacher, through which he successfully carries out reasonable efforts to education and training of the students. Among them the most important are organizational capabilities.

2. In the identity of the object of pedagogical work, which also becomes the subject of this activity. The activity of students as subjects of teaching work is mainly determined by their level of organizational knowledge and skills.

3. In the identity of the lecturer’s work, most of which is spiritual.

4. In the specific relationship between the three subsystems (a set of intellectual and physical strength of the teacher, a set of specific data of the object and a set of the means and the structure of activity).

Thus, the work of a lecturer in a higher educational establishment is a highly intellectual work on the preparation and training of personnel of highly qualified specialists in all sectors of the national economy, the intellectual elite of society, the Ukrainian intelligentsia. It seamlessly combines knowledge and erudition scholar and art teacher, high culture and intellectual, moral maturity, awareness of responsibility and sense of responsibility.

Lecturer in a higher educational establishment performs the following functions:

• organizational (the leader, the guide in the maze of knowledge and skills);

• informational (the carrier of the latest information);

• transformational (the transformation of socially significant content of knowledge in the act of personal knowledge);

• approximately-regulatory (the structure of the teacher’s knowledge determines the structure of the student’s knowledge);

• mobilizing (the conversion of the education object into the subject, self-education, self-movement, self-affirmation).

The specific content of work, rights and duties of a professor, an associate professor, a lecturer at a university determines the status of the educational establishment.

The determining and the largest volume component of a lecturer is their teaching activity.

Training and educational activity is aimed at organizing the learning process in a higher educational establishment in accordance with the requirements of the society. For learning process in a higher educational establishment it is typical to seamlessly combine the academic and research aspects, to increase the activity and independent work of the student (while studying, the student learns by himself). In the educational activity theoretical component relating to the disclosure of new laws, the nature of science is combined to the practical one, aimed at transforming the specific situations in solving the educational problems. The lecturer defines the purpose and the objectives of the teaching a particular subject in relation to other subjects; thinks over the content of education, modern forms and methods that help enhance learning of students, the forms of control; form creative teams at groups; educates the students and provides the student’s raising need for self-education.

Besides, an academic activity as for the educational process preparation, its maintenance and improvement is closely linked to the educational activity. There are 29 specific types of teaching activities which provide for Pedagogical Universities.

An occupation of a lecturer in a higher educational establishment must provide for the organizational and methodological work, which is the major types of work at the preparatory department, work on the career guidance, the organization of teaching practice, work in the admissions office, the preparation of materials for the chair session, Faculty senate, the University senate, methodical work to help teachers, work on the research methodology workshops preparation, etc.

The natural part of teaching is the work on educating students. It contains the check of the synopsis; colloquiums; interviews; tutor’s, manager of clubs’ work; educational work in the dormitories; holding concerts, tours and more. For all the types of work the lecturer reports at the chair session, university administration session.

The obligatory element for a lecturer is research work. It is clear that elements of this work exist at school.

The professional activity of a lecturer - is a special kind of creative intellectual work. The lecturer’s creativity lies first of all in the selection of methods, the technology the goals and targets development set by the state for the higher education institutions: the effectiveness of the educational process; fundamental knowledge for future specialists; accustoming students to independently obtain the maximum information in a short time and the development of creative thinking; skills of scientific research; the educating of a miscellaneous, experienced and cultural human being.

The essence and the structure of educational activity, as well as the associated performance is one of the most current issues of pedagogy and teaching practice.

The development of the theory of functional systems by P.K. Anohin allowed us to use a systematic approach in pedagogy. System is a combination of many interrelated elements forming one unit, which includes interaction of these elements. Formulating the problem of educational activities N.V. Kuzmina identified the psychological structure of the teacher activity.

The psychological structure of the teacher work acts as a reflection of the educational systems. The psychological structure of the activity is the interrelation, the system and the order of the teacher’s actions set to achieve the goals through the solution of educational problems. N.V.Kuzmina separates constructive, organizational, communicative and gnostic functional components in this type of structure.

The gnostic component is a kind of a core for all above mentioned components. It includes the study: 1) of the content and methods of influence on students, 2) of the age and individual characteristics of students, 3) of the characteristics of the educational process and the results of their own activity, its advantages and disadvantages.

The constructive component includes: 1) selection and composition of information content, which becomes the property of students, 2) the project conception of the students’ activity in which the necessary information can be learned, 3) designing of your own future activity and behavior, what they need to be in the interaction with students.

Organizational component contains the organization: 1) of the information in the course of its message to students, 2) of different types of students’ activities so that the results meet the objectives of the system, 3) of your own activity and behavior during the direct interaction with students.

Communicative component contains: 1) setting pedagogically appropriate relationships with those to whom the impact directed (based on the recognition of the moral, intellectual and political superiority as a leader and organizer - "horizontal relationships", 2) setting the correct relationship with someone who acts as a head of the system (discipline, integrity, creativity - "vertical relationships") and business partners, and 3) correlation of the activity with the state task which is put to the head as a citizen of the state.

The psychological component structure of the lecturer’s activity is dynamic and it is changing gradually with mastering the skill.

By the definition of I.A. Zyazyun, pedagogical skills is a set of personality traits, providing a high level of self-organization of professional activities. Its components are: humanistic orientation, theoretical knowledge, pedagogical skills, teaching technique.

The retrospective theoretical analysis of national and foreign literature, the results of pedagogical practice research enables to define professionalism as an integrated quality, believing, that it is the result of intensive long-term educational activity, and this activity, as a result, provides a high level of productivity. The structure of professional educational activity can be divided into three components: professional knowledge, professional communication, professional self-improvement.

Professional knowledge is the basis, the foundation of professionalism in general. The important features of professional knowledge are:

• complexity, i.e. the ability of the lecturer to synthesize information from various fields of science while teaching some law or tendency;

• personal coloring, that is knowledge, "passed" through your own position;

• knowledge formation simultaneously at different levels (theoretical, methodological, technological).

The professionalism of communication is a willingness and ability to use knowledge in interaction with students. The point is that not only knowledge educates students, but also the personality of the lecturer.

Professional and pedagogical communication is a system of methods of natural social and psychological interaction of the teacher and the students, the content of which is to exchange information. They gradually know each other, exchange roles, the teacher organizes activities and stimulates the educatees, organizes and corrects the relations in the team of the educatees. It is important to be able to sympathize and create the conditions for self-identity of the educatee. Pedagogical communication is a special kind of creativity.

There are two interrelated components in the professional teacher communication:

1. Firstly, it's common principles (base) of communication which are laid by the nature of social order, the following of the past values​​. These values implement educational activities of the teacher, the only goal and the objectives of training and education.

2. Secondly, their personal principles (base) of communication, citizenship, communication style which means a set of specific methods and means that the teacher should implement on the basis of their knowledge, professional experience and skills depending on the specific conditions and opportunities for training and education.

Pedagogically competent communication relieves a negative emotional stress from the educatees (fear, uncertainty), it should cause joy, desire of common activity. Optimal pedagogical communication is a communication that creates the best conditions for the development of student motivation, creative nature activities for the formation of his personality, provides a favorable psychological climate, averts the psychological barriers, allowing to use personal and professional qualities of teachers as much as possible in the educational process.

There are such levels of communication which can be identified among the teachers:

Primitive – the basis of the treatment of students is primitive rules and behavior reactions - ambition, self-admiration, malevolence. The teacher demonstrates his supremacy. The student is the means of goal achievement to the teacher.

Manipulative - relationship with the student are based on the game, the aim of which is the desire to win at any rate, using different techniques, flattery. Thus the student is the subject of manipulation. He is frightened, infantile.

Standardized – at this level of communication the formal structure dominates. There is a weak focus on personality, teacher adheres to standards of etiquette, but this behavior is superficial and without affecting the personal level, implements at the masks level. The student as an independent object, feels indifference from the teacher’s "mask" side, and actually is the object of manipulation.

Business - focusing on the case, the teacher takes into account the personal characteristics of the student only in the context of the effectiveness of the performance. The teacher adheres to standards of etiquette, recognizes a student’s the right to independence. The student is significant to the teacher depending on the contribution to the subject of the joint activities. The student remains independent in his personal life.

Personal - communication is based on a deep commitment to the student, the recognition of the independence of his personality. The teacher respects the students, all his activities aimed at developing their spirituality, personal communication becomes spiritual one. The student trusts the teacher, the teacher is the authority and the best middle man between the student and the knowledge about the world, the people themselves.

The teacher’s acquirement of personal communication level is essential for high culture interaction of a teacher and a student. This level requires a great commitment from the teacher and is inherent only to those for whom their profession is a vocation.

The mandatory rule of the teacher’s professional conduct is to hold teaching ethics, the desire to build up human relationships with students and between them. The basis of moral norms of teacher’s professional conduct must be the respect for the individual student and at the same time, the maximum demands on him.

No doubts, the norm of the teacher conduct is pedagogical time. This is the form of teaching ethics, where the action and the thought coincide. Time is always creative, it is always a search an in a way unique deed; time is the ability to navigate in any unexpected situation.

Teaching time is realized through the language. Educational activity is a chain of situations and problems, the solution of which can show this sequence: pedagogical problem - the problem of communication – the language problem. A word - is the main instrument of teaching.

The language performs the following functions in professional activity: providing a full presentation (transfer) of knowledge; providing an effective learning activity; providing productive relationships between the teacher and the student.

The term "teaching technique" includes two groups of components. The first group is associated with the ability of the teacher to control the behavior – the techniques of using the body, the second is associated with the ability to influence the person and the team: the technique of contact organization, the management of pedagogical communication.

As for professional self-improvement, it’s worth citing K.D. Ushinsky’s words about "the childishness of the soul" as the basis for productive activity. "Forever ageless childishness of the soul - he writes – is a profound basis for real self-education of the person".

Thus, professional knowledge, professional communication, professional self-improvement provide the development of an integrated system - the professionalism of the teacher. All these structural elements are interrelated and interwoven in teaching. The absence of one of them in the activity of a lecturer in a higher educational establishment shows the immaturity of teaching professionalism.

The National Program "Education. Ukraine of the 21^st century" specifies the training of a new generation teachers with high overall level of educational culture as one of the areas of education reform. Such teachers could embody the basic principles of education adjustment in life, namely: humanization, humanitarization, democratization, differentiation, individualization.

In the philosophical sense of the term "humanism" we understand it as the recognition of the value of a man as a person, their right to free development and demonstration of their abilities, to a decent life. In psychological sense the essence of “humanism” is due to moral values and their​​ installation on others, the ability to experience their feelings, sympathy, participation and cooperation. In pedagogical sense “humanism” means humanity, the trait which becomes fully apparent in love and respect to people and provides a high level of exactingness. A.S. Makarenko was the first to propose fundamental principle: the more I respect the more I demand, but the demanding must be stable and friendly. The principles of humanization, democratization, individualization are implemented in the new democratic direction pedagogy – the pedagogy of cooperation (in some scientific sources it is called the pedagogy of tolerance). In his recent scientific publications academician I.A. Zyazyun introduced the term "the pedagogy of good." The basis of the pedagogy of tolerance is the new paradigm of education, the essence of which lies in educating the formation of subject to subject relations, subject to subject interaction between the teacher and the educatee. The basis of education should be the activity, the communication, the relationships. A. S. Makarenko in his innovative teaching activities came to the philosophical and pedagogical conclusion about the relationship as a true object of teaching.

In philosophical and psychological concept of a well-known psychologist S.L. Rubinstein it is proved that the relation of a man to a man is mediated by the man’s attitude to human existence. This suggests that the nature of the relationship "teacher-student", "educator-student", "lecturer-student" depends on the definition of the young people’s attitude to the surrounding reality (the relations in the group, the system of relationship). The purpose of education is a full self-expression of a student, the student as a subject of education. A. Boyko gives the following definition: "educational relationships at secondary school is a specially organized creative, moral and aesthetic interaction between the two subjects of education, which is happening under the guidance of a teacher. It is aimed to achieve the goal of education, that is social relations, human and national values, corresponding to a certain state of society". This is not about accidental relationships, but the relationship specially organized, pedagogically appropriated, moral and aesthetic. There are the following levels of educating relations: the highest – co-creativity, high – cooperation and elementary – subordination.

In the teacher’s personality formation there are two main aspects - professional and cultural. Thus, the university aims to give not only knowledge but also to shape personality, individuality, to form a teacher, who, according to T.G. Shevchenko, would be an apostle of truth and science and the embodiment of nation conscience, the nation which requires a cultural teacher.

It is established that teaching culture is dialectically associated with all elements of personal culture: moral, aesthetic, intellectual, legal, political, environmental and others. Moreover, it is an integral indicator of other cultures, it is their part and at the same time it adds them in itself.

V.M. Hrynova’s thesis presents pedagogical culture of the future teacher as a dialectical unity of the integrated teaching of values​​: values​​-goals, values-motives, values​​-knowledge, technological values​​, values​​-properties, values-relationships.

Moreover, A.S. Hazman indicates that culture is a culture of creative harmony of knowledge; the culture of creative actions, feelings and cultural communication.

Thus, the components of pedagogical culture are scientific ideology, scientific erudition, spiritual wealth, pedagogical skills, teaching skills, teaching humanities, pedagogical technique (the culture of appearance, the culture, of the language, the culture of communication, teaching ethics, teaching time), the desire for self-improvement.

Дата добавления: 2014-01-04