Today, the teacher of additional education is a leading figure in improving the quality of education in the system of additional education. The specifics of additional education - the lack of standards in the implementation of programs, voluntariness and variability - increase the role and importance of the teacher as a subject educational process and, consequently, the level of his qualification becomes a more important indicator of the quality of education. Therefore, today the issue of personal and professional growth is a key issue for the institution of additional education.
Strengthens accents in this question and the state policy. The Professional Standard “Teacher of Additional Education for Children and Adults” has been adopted; the development of human resources in the system of additional education for children is one of the key areas of the Concept for the Development of Additional Education.
Our institution, the House of Children's Creativity. V. Dubinina, has always paid close attention to the issue of professional development of teachers working with us. Since the beginning of the 1990s, with the adoption of the first concept for the development of the institution, advanced training has been a priority. We believe that personal and professional development is the natural state of any creative working teacher, and we insist that only a developing, constantly striving for self-improvement teacher can awaken the individual creativity in children.
For many years of cooperation with the Department of Pedagogy and Psychology of NIPKiPRO, the institution has developed a system of continuous professional development of teachers, contributing to the disclosure of the personal creative potential of teaching staff, a professionally mature teaching staff has been formed. Developing the Concept of the institution of today, we put forward the assumption that further improvement of the system for developing the professionalism of teaching staff should not be limited only to traditional forms of professional pedagogical education: attending various advanced training courses, inviting lecturers, holding problem-thematic seminars, etc. Really achieved the level of professional skills of the teaching staff requires the introduction of new technologies.
For many years, the institution has had a "Department of Pedagogical Excellence", which is an organizational form of methodological support for the continuous professional development of our teachers. Since 2011, the Department has been operating in an innovative mode, by order of the Main Department of Education of the Novosibirsk City Hall on the basis of the Children's Children's Theater named after. V. Dubinin, the city innovation platform "The Department of Pedagogical Excellence - an effective form of organizing the process of advanced training of teaching staff" was approved. The purpose of this project is to create a system of organizational, managerial, psychological, pedagogical and methodological and practical conditions that activate the professional and personal development of teaching staff. To achieve the goal, the following tasks were set:
- to provide organizational and managerial conditions for the implementation of an individually differentiated approach to the formation of a comprehensive program for advanced training of teaching staff within an educational institution;
– develop targeted individual programs for professional self-development educational activities and thematic programs for group and collective lessons;
- to develop a variable-modular system of advanced training at the Department of Pedagogical Excellence, contributing to the creation of individual educational routes for teachers;
– to test a practice-oriented scheme for accounting for various forms and methods of professional development of teaching staff, which contributes to a personalized assessment of individual achievements.
Of course, in order to start implementing this project, the institution needs to have serious prerequisites, the main of which, in our opinion, is the presence of a professionally mature teaching staff. In our opinion, professional maturity is the highest stage of evolutionary-dynamic development of a relatively autonomous pedagogical community as a unique group subject. At this stage, the vast majority of practical teachers, having the highest possible level of professionalism, are capable of clearly technologically verified achievement of pedagogically predictable results that provide high educational, educational and developmental effects. At the same time, they can pass on their individual professional successes to their colleagues, both beginners and experienced ones. A professionally mature team has its own group subjectivity in relation to its members, and the environmental factor begins to play a decisive role in solving common problems.
Having analyzed the experience recent years in organizing the systematic improvement of the professional skills of teachers, we came to the conclusion that the institution has created the necessary prerequisites for the active involvement of practicing teachers in a systematically built experimental and search activity and began to implement an innovative project. This is an established system of individually differentiated methodological support for the professional and personal development of teaching staff in an educational institution; and a favorable socio-psychological climate in the institution, a positive attitude towards creative pedagogical initiatives, the creation of a situation where the process of methodological support of educational activities is considered as a person-centered model of self-realization of the methodical search of each teacher; and the organization of "post-qualification improvement" of teachers, the essence of which is that a teacher who defended himself in the highest or first qualification category confirms the category assigned to him within four years by his practical activities. Within the framework of the project, it is expected to create an innovative communication and educational environment in the institution, providing active development professionalism of teaching staff.
Preliminary results of the project have already been presented both at pedagogical conferences and in printed methodological materials. The manual “Development of professionalism of a teacher of additional education at the workplace” was published (Novosibirsk: DDT named after V. Dubinin, 2013. - 148 p.), the research and methodological project “Creation of an intracorporate system of tutor support for the professional development of teaching staff” received the Great Gold Medal of the Educational exhibition "UchSib" in 2015.
Today, approaching the final stage of the project implementation, I would like to dwell on some factors that are significant for us.
In our institution, the desire for professional growth is welcomed, stimulated morally and financially, within the framework of the established corporate culture - this is one of the most socially encouraged phenomena. There is an established organizational structure, the best specialists are involved both from pedagogical science, as well as practicing teachers, colleagues from other institutions. In addition, each of the students of the Department of Pedagogical Excellence can become its teachers, because each teacher has a unique experience that he owns, which may be of interest to others. And the ability to present one's experience is also an element of personal and professional development.
Learning in a team always affects different areas. This is psychological and pedagogical education, and analysis of the regulatory framework, and increasing competence in special subject areas. Internal corporate education in our institution always includes a general cultural direction: public lectures on topical issues of science and culture, round tables, educational excursions to educational sites (museums, planetarium, botanical garden, and others). Of great educational importance is acquaintance with the experience of colleagues from other institutions of additional education in the city and region.
An equally important element of an effectively functioning system of continuous professional development of teachers is information and methodological support. Since 2006, one of the tools of methodological support in the institution has been the Notebook of a Pedagogical Worker, which contains excerpts from regulatory documents, information on all key activities of the institution, work planning, guidelines and memos. The methodological service promptly informs the team about any, including alternative forms of advanced training: webinars, distance courses, professional competitions, conferences and seminars, opportunities for publications, master classes and much more.
The flexibility and variability of the advanced training system is also of great importance: the ability to build an individual self-education program, the implementation of educational modules of choice, the development of a model for tutor support of the professional development process, the development of an adequate accounting system for various forms and methods of advanced training: a cumulative modular system, accounting for development teaching aids, participation in specialized subject communities, implementation of social and pedagogical projects, participation in professional competitions.
Today, the teaching staff of educational institutions faced the problem of adapting the existing professional structure to the requirements of the Professional Standard. We, in our team, have already held the first pedagogical council on this topic, introduced teachers to the requirements of the new standard, conducted a survey to assess the readiness of teachers and methodologists to perform the necessary work functions, planned the training and professional retraining of specialists. For our professionally mature team, always working ahead of the curve, this work does not cause serious difficulties. All this speaks in favor of creating a developing communicative educational environment in the institution, not only for children, but also, which is no less important, for teachers. And then the personal and professional development of the teacher will become the key to success in organizing educational activities in the institution, and then children will come to us, focusing on high level the quality of education, due to the high professionalism of teaching staff.
MUNICIPAL BUDGET INSTITUTION OF ADDITIONAL EDUCATION
PROLETARSKY DISTRICT OF ROSTOV-ON-DON CENTER FOR OUT-SCHOOL ACTIVITIES "LEISURE"
Research on the topic:
« Professional and personal development
additional education teachers
in the context modern requirements »
Abstract prepared by:
Novokhatskaya Nina Viktorovna
Position:
methodologist of the highest qualification category,
additional education teacher
highest qualification category
Place of work:
MBU DO TsVR "Leisure"
2017
_________________________________________________________
Rostov-on-Don, Rostov region
CONTENT
Introduction………………………………………………………………………….3
1. a brief description of current trends
in supplementary education……………………………………………………3
2. Professional and personal development
teachers of additional education in the modern context………6
2.1. Characteristics of aspects of activity
additional education teacher……………………………………...6
2.2. Professional Literature……………………………………………7
2.3. Professional communication…………………………………………………8
2.4. Refresher courses, seminars, webinars,
presentations, pedagogical communities in the Internet system………….9
2.5. Additional Qualification in Management
in education…………………………………………………………………...9
2.6. Reflection is the main mechanism
personal development………………………………………………………...10
Conclusion………………………………………………………………………11
Literature……………………………………………………………………….12
INTRODUCTION
In the totality of topical socio-cultural problems associated with the reform of education in our country, much attention is paid to the development of additional education for children. Institutions of additional education for children need such teachers who could educate creatively active people who are carriers of socio-cultural values.
Structurally, additional education of children fits into the system of general and vocational education, as well as into the sphere of social and cultural activities.
In modern conditions, additional education of children performs the difficult task of providing favorable conditions for the social adaptation of the younger generation to life in society. This increases the importance of the professional activity of the main subject of the named educational sphere - a teacher of additional education for children.
1. BRIEF DESCRIPTION OF MODERN TRENDS IN ADDITIONAL EDUCATION
Society makes high demands on teachers of additional education for children, which their professional activities do not always meet.
Until recently, teachers of additional education for children did not have the opportunity to receive basic higher education. The current graduate of a pedagogical university does not have special theoretical knowledge and practical skills to work in the system of additional education at a professional level. In practice, we everywhere encounter a situation of discrepancy between the basic training of a teacher of additional education for children and those social tasks that a modern institution of additional education for children is called upon to solve.
Due to the acute shortage of teaching staff, most institutions of additional education for children are forced to hire workers with different levels of theoretical and practical training: often teachers of additional education do not have a basic pedagogical education. Former military, engineering and club workers, starting to engage in teaching activities, experience certain difficulties in working with children.
Additional education for children is a harmonious unity of knowledge, creativity, communication between children and adults, which is based on curiosity and passion for the free search for a path to mastery and understanding the meaning of life.
At the same time, the child independently and voluntarily chooses the content and emotional and value orientations of the activity, an adult specialist (teacher, consultant, leader), this or that association of enthusiastic like-minded people.
Children's enthusiasm brightly highlights the giftedness of the child on the way to comprehending the main work of his life.
In amateur associations of children, as it were, the cultural environment, the relations of enthusiastic people are projected, modeled, the psychological characteristics of children and adolescents are taken into account, it is focused on the humanistic values of education. Scientific and methodological work, the processes of programming and certification of teaching staff, and recreational and leisure activities are built on the same value positions. Municipal educational institutions of additional education for children are a type of educational institutions, the main purpose of which is the development of a person's motivation for knowledge and creativity, the implementation of additional educational programs and services in the interests of the individual, society, and the state.
Their main task is to provide the necessary conditions for personal development, health promotion and professional self-determination, creative work of children. In these institutions, the child is provided with the opportunity to receive basic creative education, self-determination and socialization in society. These institutions have basically assumed the function of upbringing in the education system.
This education system is focused on the request of the child and his family, on the request of society, it does not have a rigid state standard of education. In additional education, the subjective position of the child is clearly expressed, who is given the right to choose a teacher, a type of creative or social activities, team, mode of employment. The personal, creative development of a pupil of an additional education institution does not come into conflict with the need to give him a normative assessment for a creative result, personal achievement. The motivational component of educational activity is not destroyed by comparing the child with others, correlating his level of development with age standards and the state standard of education.
Thus, it is obvious that in educational institutions of additional education for children, the educational (educational) process is focused on the child, on his age and personality characteristics, on his social order and subculture.
The success of the educational process in the institution of additional education depends on its compliance with the needs of the child in creative development his human uniqueness. Only the creative unique personality of the teacher can ensure this success.
2. PROFESSIONAL AND PERSONAL DEVELOPMENT OF ADDITIONAL EDUCATION TEACHERS IN THE MODERN CONTEXT
2.1. CHARACTERISTICS OF ASPECTS OF THE ACTIVITY OF THE TEACHER OF ADDITIONAL EDUCATION
Technological and informational changes in the world and in the development of various spheres of human activity are taking place so rapidly that once received a good education today can no longer guarantee the effectiveness of further work without systematic and continuous personal improvement and development.
Without a constant update of previously acquired knowledge and skills, without a skillful analysis of the situation, tracking changes in legislation and regulations, the results of a specialist's activity can be recognized as unprofessional.
A teacher of additional education is a figure that determines the resolution of all problems of the educational process in an institution.
A prerequisite for this is high awareness, knowledge of the results of the latest research in psychological and pedagogical science devoted to improving the technologies of training, education and development. All this requires the teacher to constantly improve professionalism, increase the level of general culture.
The willingness to see how the needs and priorities of society have changed means the ability to identify the problem and accordingly begin to search for keys to the implementation of new tasks. The initiator of the renewal process can be the administration of educational institutions. Often the teachers themselves put pressure on the administration, convincing it of the need for change.
Changes and transformations in any sphere of human activity must begin with its subject. The transformation of the consciousness of the younger generation largely depends on the teacher. The latest discoveries of scientists in the field of physics, biology, medicine, technology significantly change our understanding of the world. The role of communication skills is changing in the era of global informatization. Societal needs and principles of education are changing. Changing roles in relationships with students. All this requires the teacher to constantly develop professionally throughout his career. Being in constant self-development, keeping track of new information, learning on your own without stopping - these features make the profession of a teacher extremely complex and exciting at the same time. It combines elements of creativity and business calculation, scientific research and practical implementation. The paradox of this profession lies in the need to be an eternal student. The traditional system of retraining teachers of additional education institutions is not able to provide continuous education, therefore, each of them is obliged to support his own professional growth and personal development.
Both at the initial stages of entering the profession, and in the period of professional maturity, a specialist constantly faces the problem
improving the quality of his activities, but he does not always know what needs to be done to effectively solve it.
2.2. PROFESSIONAL LITERATURE
The study of the works of domestic and foreign authors allows you to track new trends in teaching methods. Reading literature in related fields allows you to obtain information that is so necessary to replenish knowledge, for example, in the field of new information technologies, cultural studies and history, economics and political science.
In addition to gaining knowledge from other areas, such literature helps to understand complex aspects in their specialty. An outside view, not burdened with professional stereotypes, allows you to look at the problem from a different angle, find parallels when looking for a solution to a specific problem.
Very often, these books provide answers to specific questions, such as what teaching methods to use to make the material easier to understand or how to increase the motivation of students.
2.3. PROFESSIONAL COMMUNICATION
It is very difficult for a communication specialist to be in a state of information hunger. Not everyone is lucky enough to work in a team of like-minded people, all members of which are happy to exchange experience, new information, ideas and opinions with each other and are always ready to support their colleagues. Professional associations come to the rescue, whose activities are aimed at maintaining contacts between specialists from different regions. Now in our country there are many local and international conferences organized by associations. The wide geography of conferences allows teachers to take part in them, which is extremely useful even as a listener - in a short time you can learn a lot of new things, get acquainted with a variety of ideas, and watch the discussions. In addition, new professional contacts are established.
2.4. PROFESSIONAL DEVELOPMENT COURSES, SEMINARS, WEBINARS, PRESENTATIONS, PEDAGOGICAL COMMUNITIES IN THE INTERNET SYSTEM
Organizations are actively working in the country, one of the activities of which is to conduct methodological events for teachers. In addition to state institutes for advanced training, many universities have faculties or departments of additional education. Trainings for teachers are actively conducted by non-state training centers.
Nowadays, many universities and academies hold webinars. They have become very common throughout the country. Pedagogical communities on the Internet play an important role in the exchange of experience.
2.5. ADDITIONAL QUALIFICATION IN EDUCATIONAL MANAGEMENT
Career opportunities for educators today are not limited to academic positions. educational institutions need to attract additional sources of funding. To manage financial flows, select personnel, perform marketing research and conduct advertising research, administrators are required who simultaneously own management technologies and modern educational approaches.
The real range of opportunities that exist within the framework of continuing education of a person is not limited to the actions listed above. They only roughly illustrate the possible areas of activity of teachers.
2.6. REFLECTION IS THE MAIN MECHANISM
PERSONAL DEVELOPMENT
The profession of a teacher, being one of the most necessary for society, has a lot of unresolved problems that reduce the effectiveness of this type of activity. Among such problems are the stereotyping of the teacher's work, professional burnout, insufficiently high level of creativity in all aspects of work, an objective approach to the process of teaching and upbringing, the predominance of authoritarian positions, pedagogical exhaustion, neurotic development of the teacher's personality, unconsciousness of personal qualities and style of work, pedagogical orientation . These problems are the personal problems of teachers, and reflection is one of the main mechanisms of personal development. As the studies of O. S. Anisimov, I. I. Kazimirskaya, Yu. N. Kulyutkin and others show, reflection among teachers is a necessary component of the successful implementation of professional activities. For example, Yu. N. Kulyutkin considers the teacher's reflexive thinking to be one of the main criteria for professional excellence. O. S. Anisimov adheres to the same point of view. Undoubtedly, reflection in pedagogical thinking is of great importance and is one of the main mechanisms that make it possible to adequately solve pedagogical problems, taking into account the realization of the ultimate and particular goals of pedagogical activity. The first and main condition, without which it is impossible to enter into pedagogical activity, is the teacher's personal acceptance of self-development as a special type of activity. We know that a teacher, deprived of any clear professional position, is doomed to fruitless activity. But in today's changing world, it is not so much a certain professional pedagogical position that is valuable, the experience of self-development, the very creative attitude to one's work is valuable. This experience is not only an experience of success, but also an experience of difficulties, crises, and problems. The teacher is able to go beyond the continuous flow of teaching practice and see his professional work as a whole. The decisive element is the ability to make a conscious choice, which means to feel in unity your freedom and your responsibility for what is happening. The main direction of the personal and professional development of a teacher is the expansion of the sphere of pedagogical influence. This sphere can be limited only by the limits of one's own personality. But the peculiarities of human nature are such that each of us can choose not only development, but also stagnation and degradation, not only overcome our own shortcomings, but also stay with them.
CONCLUSION.
Thus, we considered the possibilities of professional and personal development of teachers.
A teacher's awareness of his activity, means and methods of its implementation is the basis of professional pedagogical development. The ability of a teacher to find the most optimal ways to resolve pedagogical situations will testify to the level of his pedagogical skills. The main thing is the ability of the teacher to realize, reflect the features of his individual style of activity and, in accordance with this, choose the means of solving pedagogical problem situations.
LITERATURE
1. ANISIMOV O. S. Methodological culture of pedagogical activity and thinking / INION USSR. All-Union Methodological Center. M.: Economics, 1991.
2. KULYUTKIN Yu. N. Reflexive regulation of mental actions // Psychological research intellectual activity / ed. O. K. Tikhomirova. M.: Publishing House of Moscow. un-ta, 1979.
A teacher of additional education is a figure that determines the resolution of all problems of the educational process in an institution. A prerequisite for this is high awareness, knowledge of the results of the latest research in psychological and pedagogical science devoted to improving the technologies of training, education and development. All this requires the teacher to constantly improve professionalism, increase the level of general culture.
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MBU DO Malchevsky DDiYu
Presentation for the seminar
“Professional development of a teacher of additional education is the basis of his successful activity.
Prepared by: Sobka N.A., methodologist
Malchevsky DDIY.
Art. Malchevskaya, 2016
The professional development of a teacher of additional education is the basis of his successful activity.
The teacher of additional education is a figure that determines
resolution of all problems of the educational process in the institution. A prerequisite for this is high awareness, knowledge of the results of the latest research in psychological and pedagogical science devoted to improving the technologies of training, education and development. All this requires the teacher to constantly improve professionalism, increase the level of general culture.
The modern educational system requires an increase in the professional level of teaching staff. It is necessary to improve the content of postgraduate education that meets the prospects for the professional development of teachers, taking into account personal and professional needs.
Postgraduate education is considered as a process of formation and development of a specialist as a professional and as a person. Based on the analysis of modern research, it can be seen that postgraduate education implies an increase in the level of education, improvement of training, and an increase in the level of teacher qualification. The professional development of a teacher is an important component of postgraduate education. Continuity of professional development is necessary for the professional and personal individual experience of the teacher. In this regard, in the system of postgraduate education, special attention should be paid to the professional development of teachers. Professional development is an active qualitative transformation by the teacher of his inner world, the internal determination of the teacher's activity, leading to a fundamentally new way of professional life.
If the level of professional development of a teacher does not correspond to the innovative education system, problems arise. The focus on creating conditions for understanding the essence and goals of introducing innovations, updating the educational sphere, including a teacher in a personally significant process of professional development becomes an important guide for the implementation of education modernization processes. The factor of professional development is the internal environment of the individual, its activity, the need for self-realization. The object of professional development and the form of realization of a person's creative potential in professional work are the integral characteristics of his personality: professional orientation, professional competence and emotional (behavioral) flexibility.
The requirements for the professional activity of a teacher, his personality and abilities are determined by the social transformations taking place in society. In connection with the constant development of the education system, new social demands in this area make it relevant to consider the requirements for the professional development of teachers. Today there is a contradiction between the changing requirements for teachers and the new conditions of society. The constantly evolving and changing social environment certainly has an impact on education. Targets in society are changing, and accordingly, changes are taking place in the educational environment. In this regard, it is very important for teachers to be aware of their role in this process, to strive to form in themselves the qualities required by modern society. How full the development of the student will be depends largely on the professionalism of the teacher.
Considering the requirements for the professional development of teachers, first of all, one should consider the most significant professional qualities inherent in a teacher. One of the most significant professional qualities of a teacher is professionalism. In most studies, teacher professionalism is described in terms of professional competence. Professional competence is understood as "an integral characteristic of business and personal qualities" of specialists, reflecting the level of knowledge, skills, experience sufficient to carry out a certain kind of activity that is associated with decision-making. Professional competence includes knowledge, abilities, skills, as well as methods and techniques for their implementation in activities, communication, development (self-development) of the individual.
Researchers identify the following blocks of teacher's professional competence:
1. professional psychological and pedagogical knowledge;
2. professional pedagogical skills;
3. professional psychological positions, attitudes of the teacher, required of him by the profession;
4. personal characteristics that ensure the teacher's mastery of professional knowledge and skills.
successful pedagogical activity possible only with special training and knowledge. By analyzing situations, the teacher realizes the essence of the problems that arise. Only a teacher with special training can find new ways and means of solving pedagogical issues. An important requirement for the professional development of a teacher is his professional self-development. The teacher should strive for continuous improvement, both personal qualities and professional ones. Usually driving force professional self-education is the need for self-improvement. One of the most common ways of professional development is professional development. The purpose of advanced training is to update theoretical and practical knowledge. As a result of advanced training, the teacher masters new methods for solving professional problems, improves his professional level, which is especially important in the constantly changing conditions and requirements of society.
The latest discoveries of scientists in the field of physics, biology, medicine, technology significantly change our understanding of the world. The role of communication skills is changing in the era of global informatization. Societal needs and principles of education are changing. Changing roles in relationships with students. All this requires the teacher to constantly develop professionally throughout his career. Being in constant self-development, keeping track of new information, learning on your own without stopping - these features make the profession of a teacher extremely complex and exciting at the same time. It combines elements of creativity and business calculation, scientific research and practical implementation. The paradox of this profession lies in the need to be an eternal student. The traditional system of retraining teachers of additional education institutions is not able to provide continuous education, therefore, each of them is obliged to support his own professional growth and personal development.
The main tool for the professional growth of a teacher and the improvement of his skills is increasingly self-education.
Under self-education traditional they understand cognitive activity person who:
- carried out voluntarily;
- controlled by the person himself;
- necessary for the conscious improvement of any qualities of the individual.
In this way, self-education- this is a purposeful work of a teacher to expand and deepen his theoretical knowledge, improve existing and acquire new professional skills and abilities in the light of modern requirements of pedagogical and psychological sciences. The teacher must, during the academic year or another period of time, deal in depth with the problem, the solution of which causes certain difficulties or which is the subject of his special interest.
As a process of mastering knowledge, self-education is closely related to self-education and is considered integral part. Self-education helps to adapt in a changing social and political environment and fit into the context of what is happening.
Self-education of a teacher of an additional education institution is multifaceted and multifaceted. The main directions in the system of self-education of UDO teachers can be:
- familiarization with new normative documents on issues of additional education;
- study of educational and scientific-methodical literature;
- acquaintance with new achievements of pedagogy, child psychology, anatomy, physiology;
- study of new programs and pedagogical technologies;
- familiarization with the best practices of institutions of additional education;
- raising the general cultural level.
The ability for self-education is not formed in a teacher at the same time as receiving a diploma from a pedagogical university, but develops in the process of working with sources of information, analysis and self-analysis of activities. However, this does not mean that only an experienced teacher should and can engage in self-education. The need for self-education can arise at any stage of a teacher's professional growth, since this is one of the conditions for satisfying the need to establish oneself as a teacher, to take a worthy place in society through a profession. For example, in the classification of R. Fuller, there are three stages of the professional development of a teacher, each of which is necessarily accompanied by a process of self-education:
- "survival" (the first year of work, which is marked by personal professional difficulties);
- "adaptation" (from 2 to 5 years of work, characterized by special attention teacher to their professional activities);
- "maturity" (from 6 to 8 years of work, characterized by the desire to rethink one's experience and the desire for independent pedagogical research). Let us consider the most commonly used forms of organization of self-education of UDO teachers, noting their advantages and disadvantages.
- Course training in advanced training institutes.
The main advantage of this form of self-education is the possibility of obtaining qualified assistance. cabbage soup from a specialist teacher, as well as the opportunity to exchange experience between colleagues.
Flaws:
- episodic courses;
- insufficiency of courses in various areas of additional education;
- time of holding - during the educational period, which entails problems with the implementation of the educational program;
- Obtaining pedagogical education; higher
education or second higher or second specialty.
- the ability to build an individual trajectory of education, since the structure of most programs is modular: some are required for study, others require individual choice;
- the "scientist-teacher" system, in which training is conducted by specialist scientists.
Flaws:
- lack of free time for teachers;
- employment of part-time teachers at the main place of work;
- the cost of education.
- Remote advanced training courses, conferences,
seminars, olympiads and competitions.
The main advantages of this form of self-education:
- the opportunity to pass them at a convenient time for teachers;
- the ability to choose a topic on the issues of interest and the most relevant for a particular teacher.
Flaws:
- distance courses are held on a fee basis;
- not all teachers are sufficiently proficient in ICT and Internet
technologies.
- Individual work on self-educationmay include:
- research work on a specific problem;
- visits to libraries, study of scientific, methodological and educational
literature;
- participation in pedagogical councils, scientific and methodological associations;
- attending classes of colleagues, exchanging views on the organization of classes, the content of training, teaching methods;
- theoretical development and practical testing of various forms of classes, educational activities and training materials.
However, no matter how high the level of a teacher's ability to self-educate, this process is not always implemented in practice. The reasons that teachers most often name are lack of time, incentives, lack of sources of information, etc.
- Network pedagogical communities- new form organization of self-education of teachers.
The online community opens up the following opportunities for teachers:
- use of open, free and free electronic resources;
- independent creation of network educational content;
- mastering the information end pci th, knowledge and skills;
- monitoring the activities of community members.
The main advantages of this form of self-education:
- the exchange of experience is carried out between teachers-practitioners;
- methodological assistance is personal and targeted;
- You can ask for and receive advice at a convenient time for the teacher.
Currently, various virtual associations and network communities of teachers are successfully operating:
- Internet state of teachers (intergu.ru)considers its main tasks to be to support the teacher in his professional activities, to provide an opportunity for self-realization and self-affirmation through joint network practice, the creation and support of new educational initiatives. Teachers have the opportunity to accommodate
- Pedsovet.org (pedsovet.org)The goals of his work indicate: popularization of the activities of educators in the network, activation and formation of a professional pedagogical audience. Teachers can post their materials on the site, participate in forums and competitions, and blog.
- Russian educational portal (www.school.edu.ru ) considers its main tasks to be the promotion of accessibility and quality Russian education, providing information about all types of educational products and services of preschool, shk professional and pedagogical education, consultations of specialists.
- Creative Teachers Network(it-n.ru). The portal was created with the support of Microsoft Corporation in order to enable educators within their country (and abroad) to communicate and exchange information and materials on the use of information and communication technologies (ICT) in education. The portal is actively remote contests and educational master classes, one of the largest copyright libraries on the Internet has been collected. methodological developments(over 25 thousand).
Despite such shea a wide range of forms of organizing the process of self-education, the leading role in it is played by the administration and the methodological service of UDO. It is they who contribute to the formation of a sustainable need for self-education, encourage the study of new information and best practices, accustom to self-assessment and introspection. Organization of mentoring, work with young specialists, discussion of topical issues, involvement of teachers in thematic teacher councils, methodological seminars, consultations for teachers, assistance in generalizing their experience, replenishment of the library fund - this is ish an incomplete list of forms of work of the methodological service of the MDDYU.
Each teacher, taking into account the internal and external motives, the demands made by modern society, the influence of the moral and psychological climate that has developed in the team, and the requirements of the administration of the educational institution, must determine their own trajectory of self-improvement and self-development.
In conclusion, I would like to say about the well-known truth that obtaining a university diploma is just a start, not a finish. At whatever stage of life and professional path a teacher is, he will never be able to consider his education completed, and his professional concept finally formed. To become an authoritative teacher means to be competent in issues that are of interest not only to the modern student, but also to the pedagogical community.
Sections: General pedagogical technologies
For high-quality additional education, three components are needed (teacher, educational program, material and technical base). First of all, a special teacher, a professional of the highest level, an interesting personality with developed communicative qualities. To achieve and improve these qualities of a teacher of additional education in the MOUDOD House of Children's Art of the Yaransky District of the Kirov Region in 2006-2007 academic year the problem-methodological topic “Formation and development of key competencies of teaching staff and students in the context of modernization of additional education for children” was solved.
This problem was not posed by chance. Time requires the development of new content, new forms and methods of work, the search for effective ways of teaching and upbringing, which means that the question of the competence of teachers of additional education is sharply raised (which is confirmed in the Concept for the modernization of additional education for children until 2010).
The methodological work of the institution of additional education is built every year on the basis of the problems, requests and needs of teachers. In connection with the identified problems of teachers in the organization of the educational process, the goals and objectives of the methodological service are formulated. So, in the 2006-2007 academic year, the methodological service of the House of Children's Creativity implemented the goal of the year: stimulating the disclosure and development of the innovative potential of teachers of additional education. Before proceeding with the implementation of the intended goal, it is necessary to know the innovative potential of the teaching staff.
The methodological work of each teacher is designed taking into account the alignment of individual educational and professional trajectories, which include three sections:
- Software and methodological support of the educational process
- Generalization and creative retransmission of own pedagogical experience
- Work on the topic of self-education
The implementation of individual programs of professional growth, in our opinion, contributes to an increase in the effectiveness of pedagogical competence, this is also evidenced by monitoring the growth of professional competence of teaching staff.
Particular attention is paid to the methodological service of the House of Children's Creativity MOUDOD for the development by teachers of methods for the implementation of competence-oriented additional education. In the training of teaching staff, both traditional and innovative forms of work are used.
The development of a teacher's professional competence occurs only when he consciously engages in innovative activities, the effectiveness of which depends not so much on pedagogical technologies, but on the personality, professionalism, initiative and creativity. Thanks to the use of an innovative form - research activities, for the first time in the House of Children's Creativity, a scientific society of students "Eureka!" was created.
An innovative form of methodological activity can be considered a review competition of pedagogical skills “Crystal Swan”. In the House of Children's Creativity, it passes in 6 nominations:
- Open study session and its introspection
- Excellence in teaching
- Educational program
- Project
- Portfolio
- Educational event and its introspection
It should be noted that the review competition of pedagogical skills has a positive effect on improving the professional competence of the teaching staff. Each teacher grows in the course of competition with others, drawing something new for himself from the experience of others.
Work is being carried out productively at regional methodological associations. In the 2006-2007 academic year, methodological associations were held at the House of Children's Creativity on the following topics: “New time - new approaches to pedagogical activity”, “Formation of key competencies of students as a factor and result of the quality of pre-school education”, “Festival pedagogical ideas". The experience of each teacher participating in district methodological associations deserves special attention and is summarized in collections of materials.
Since 2006, the targeted comprehensive program for improving the professional skills of teachers of additional education “Professional” has been tested, the purpose of which is to create a unified information environment that ensures the preservation, development and effective use of the pedagogical potential of the House of Children's Creativity. During the implementation of the program, there is an increased interest of teachers in presenting themselves at various levels. In the 2005-2006 academic year, 4 teachers took part in the All-Russian Festival of Pedagogical Ideas “Open Lesson”, and in the 2006-2007 academic year already 7 teachers, all were awarded diplomas of the All-Russian Festival, the experience was published in the collection of festival materials and on the Internet at www.festival .1september.ru.
As for the regional level, here, too, one can only be glad for the teaching staff. So, DDT became the winner of the regional festival “Her Majesty - Family” in the nomination “Institution for the Family”. Three teachers of additional education became winners and prize-winners of the regional competition of copyright additional educational programs. The teacher of additional education, the head of the children's association "Puppet Studio" became the winner in the regional competition of pedagogical innovations. Two teachers of additional education conducted master classes at the interregional forum “Development. Creation. Intelligence".
There are also successes and achievements of teachers of additional education at the district level. 6 teachers took part in the competition of pedagogical innovations. The initial stage of participation in the regional competition of advanced pedagogical experience was the review competition of professional skills “Crystal Swan”. Three teachers became winners of the regional competition of pedagogical innovations.
Summing up all of the above, I would like to note that the methodological service of the MOUDOD House of Children's Creativity successfully creates conditions for the disclosure and development of the innovative potential of teachers of additional education. And in the future, it will continue to improve the professional competence of teachers through the use of innovative and traditional forms of methodological work.
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