Becoming an author's position as a condition of teacher self-development and self-realization

UDC 37.0642

Modern society needs educator, способном самостоятельно и творчески решать профессиональные задачи, осознавать личностную и общественную значимость педагогической деятельности, нести ответственность за ее результаты, быть готовым к саморазвитию, самообразованию, самореализации. Фундамент образования, отвечающего за становление целостной личности, – деятельность, в основе которой – смыслотворчество и авторство.

Авторство, согласно философскому пониманию, есть способность приумножать, содействовать, приводить нечто в бытие или же увеличивать весомость, потенцию уже существующего. С позиций гуманитарного, антропологического, аксиологического, культурологического подходов сущностными характеристиками авторской позиции учителя являются самобытность, целостность, креативность, awareness, гуманитарность, способность к децентрации, Contacting the teacher and students together for co-feelings, co-mыsliem, co-action. Эти свойства позволили определить авторскую позицию учителя как интегративную характеристику педагога, включающую всю совокупность названных тношений к себе как субъекту педагогической деятельности и ученику как субъекту его собственной жизнедеятельности, проявляющуюся в децентрации и обращенности учителя и ученика друг к другу.

К компонентам авторской позиции учителя относятся: value-semantic (мотивы, потребности, ценностные ориентации, готовность к профессионально-личностному росту), деятельностный (целеполагание, выбор средств и реализация действия, рефлексия процесса и результата), коммуникативный (possession of dialogical methods of pedagogical interaction). Becoming an author's position of the teacher - the gradual process of emergence,ru, consolidate and transform its substantial characteristics on the basis of self-development of the teacher as a creative, initiative, in a state of constant search for creatures.

Becoming an author's position comes along with becoming a disciple of the author's position, and in this sense, it involves co-authorship, which leads to an interdependence of changes in teacher and student, because to the personal and professional growth of the teacher encourages student (comprehension of the "I" can not be a teacher without opinion, reaction, perception of his schoolboy, because the teacher is looking at herself through the eyes of a student, evaluates himself from his point of view, It can not be yourself (as a teacher) no student, therefore finds himself in a student, finding a student (in the mutual reflections, in vzaimopriyatii).

The necessary conditions for the formation of the teacher positions are the author: understanding of the pedagogical process as the humanitarian practices; reflexive understanding of its teacher positions; establishing a pedagogically appropriate relationship of the teacher and students, based on the pedagogical collaboration and interaction between the subject-suektnom; polysubject relations "teacher-teacher" system, based on the principles of individualization, creativity, развития.

The criteria are the author's teacher positions: а) dialogical as reverse teachers and students together for co-feelings, co-mыsliem, co-action; б) the degree of manifestation of subjectivity (values, meanings, отношений) teacher and student in pedagogical interaction; в) креативность (Installation of self-expression and self-realization), basic forms which are: self-affirmation (statement about yourself as a creative person), self improvement (desire to get closer to some ideal), self-actualization (identify a certain building and its use).

Humanities teacher focused the author's position is shown in a dialogical method of pedagogical interaction with pupils,ru, the content and the purpose of which is two-sided development of the personality of the teacher and his students. dialogic interaction, during which there is an exchange of experience, views, perceptions, ideas, values, based on co-participation, with-feelings, co-mыslii, co-action. Setting on the dialogue leads to, that the teacher is in constant search for new techniques, ways of organizing the educational process, but most importantly - he knows himself, their abilities, capabilities, understands "their", revealed through interaction with students. This treatment of the teacher and student to one another serves as a means of creation of their joint life in the classroom,ru.

An indicator of the author's position in favor of the teacher of pedagogical interaction method as a set of values, manifested in the teacher plants. Following K. Rogers, we guess, it the following settings: congruence (sincerity, подлинность) presentation of the teacher's own thoughts and feelings, their ability to openly express and broadcast in interpersonal communication with students; second installation - non-judgmental acceptance of pupil; third - empathy understanding.

From the standpoint of the teacher education humanization author's position includes a number of features: the teacher has it understands and accepts students bezotsenochnoe, treat them kindly, open to dialogue as the meeting of personal meanings. His adoption of the student based on the teacher's decentration (centration of the teacher to his 'I' generates formalism, authoritarianism, the imposition of student behaviors), которая (detsentratsyya) understood as the ability to stand on the position of the pupil, consider it a point of view, his interests, feelings and emotions; the ability to see the prospects of further development of the schoolboy).

We have identified the following tendencies of the author's teacher positions: waiver of functional role, authoritarian type of communication (trust building, openness; teacher congruence, эмпатия, student understanding); changing attitudes towards student (student - a unique human nature); realization of the idea of ​​value-semantic equality of teacher and student: taking into account their common meanings, requirements, interests; implementation of the principles of humanistic ethics (the formation of self-esteem, faith in their own strength, the desire for self-improvement, creativity); humanization of relations (tact, понимание, толерантность); change in the status of subject knowledge: their "transformation" of the learning objectives - a means, tool for understanding ourselves and the world. Rethinking teacher pedagogical activity subject, which acts as the student organization of life, his personality formation, subject, personality, as well as promoting the pedagogical conditions.

On the establishment of the position of teacher of the author's influence internal and external factors. External related: 1) creation of a single educational institution developing environment; 2) openness, variability, dynamic changes in the content, forms, methods of training and retraining of educators; 3) polysubject relations "teacher - teacher" system, activity-when communicating with colleagues carried out their own understanding of the position and the increment of meaning, ideas, experience (effective use of the method of "small groups"); 4) increasing opportunities for self-realization of pedagogical interaction of subjects in the PKI system and within the same educational institution,ru.

The internal factors of becoming a teacher of the author's position are: а) development of inter-related components of the author's teacher positions; б) accumulation of professional and personal experience; в) interaction in the intersubjective relations; д) the desire for creative self-realization in pedagogical activity. One of the factors of becoming an author's position of the teacher is to develop the ability to self-education, independent search, development and application of knowledge, ie readiness for lifelong learning, which provides portability, sustainability, initiative.

The main mechanism of formation of the author's position is teacher self-determination of the teacher in the space of the humanitarian paradigm,ru, which is both a process and result of the choice of the teacher's own position, purposes and means of self-fulfillment in specific teaching situations. As a result of self-selection is the establishment of the boundaries of his "I", awareness of its place in education, finding a certain system of values, meanings, installations, characterizing teacher attitude to yourself and to the disciple. Self-determination involves self (definition of its essence: Who am I?) and is the basis of self, self-improvement and self-development teacher. It is formed by two interconnected processes: comprehension (empowering sense of worth) and awareness (the transformation of meanings in value). Self-determination is indicative of the level of consciousness of the teacher development, its capacity for professional and personal self-development, the ability to define its own strategy of pedagogical interaction.