Model professional activity a psychologist can serve a certain landmark, but it is assumed that eacha specialist in an individual style of activity.

Style (lat. stilus , Greek stilos – stick) originates from a peculiar manner of writing with a pointed rod made of bone, metal or wood, which was used to write on wax tablets or birch bark. Hence the analogy: a way of accomplishing something, a different set of peculiar techniques, a manner of behaving, speaking, dressing, etc.

Activity style - it is an interconnected set of individual characteristics, methods and nature of the implementation of a certain activity, as a rule, involving interaction with people and serving as a dynamic stereotype

The individual style of activity is determined by the specificity of the activity itself, the individual psychological and personal characteristics of its subject (I. V. Strakhov, N. D. Merlin, E. A. Klimov, etc.)

In the structure of the individual style of activity, Evgeny Aleksandrovich Klimov distinguishes two components:

Those. the individual style of activity is determined by the natural, innate characteristics of a person and the personality traits that have developed during his lifetime, which have arisen in the course of a person's interaction with the subject and social environment... An effective personal style provides the greatest results with the least investment of time and effort. The main argument in favor of the individual ways of carrying out pedagogical activities found by the teacher will be the personal and mental development of his students. It is the development of one's own style, taking into account, first of all, the properties of one's own personality, as well as the specifics of the requirements of the activity, that leads to the fact that the teacher is less stressed and tired. Since the personality of a teacher is a flexible structure, the individual style of activity can also change.

Pedagogical activity, like any other, is characterized by a certain style, which is provided both by the specifics of the activity itself and by the individual psychological characteristics of its subject.

Individual style teaching activities manifests itself:

in temperament (time and speed of reaction, individual pace of work, emotional responsiveness);

the nature of reactions to certain pedagogical situations;

choice of teaching methods;

selection of means of education,

style of pedagogical communication;

responding to the actions and deeds of children;

demeanor;

preference for certain types of rewards and punishments;

the use of psychological pedagogical impact for children

The most complete idea of ​​the styles of pedagogical activity was offered by A. K. Markova, A. Ya. Nikonova. The basis for distinguishing between styles of activity is based on the essential characteristics: contains positive indicators, dynamic and effective.

preferential orientation of the teacher: a) on the learning process, b) on the process and learning outcomes, c) on learning outcomes;

adequacy - inadequacy of planning the educational process;

efficiency - conservatism in the use of means and methods of pedagogical activity;

reflexivity - intuitiveness.

Dynamic characteristics define:

flexibility - tradition;

impulsivity - caution;

stability - instability in relation to a changing situation;

a stable emotionally positive attitude towards students - an unstable emotional attitude;

the presence of personal anxiety - the absence of personal anxiety;

in an unfavorable situation, the focus of reflection on oneself - focus on circumstances - focus on others.

Performance characteristics :

homogeneity - heterogeneity of the level of knowledge of students;

stability - instability in learners' learning skills;

high - low level of interest in the studied subject.

Based on these characteristics, each of the styles presupposes a certain nature of interaction, the dominance of either a monologue or dialogical form of communication, a certain organization of activity.

The success of the implementation of professional activities and the development of optimal methods and techniques for its implementation, namely the productivity of the teacher's interaction with students, is primarily due to the formation of the system of his professionally significant qualities.

The skill of a teacher, as the highest level of development of his professionalism, is the result of pedagogical experience and creative self-development. To reach the heights professional excellence, it is necessary to form in the process of pedagogical activity one's own individual style of activity, which ensures its effectiveness.

N.N. Nikitina Nikitina N.N. Introduction to pedagogical activity: Theory and practice / N.N. Nikitina, N.V. Kislinskaya. - M .: Academy, 2004 .-- 288 p. considers pedagogical skills as an alloy of personal and business qualities and professional competence teacher, as a complex of personality traits that provide high level self-organization of professional and pedagogical activities. The scientist united the composition of these properties into groups (Fig. 1).

Figure 1 - The structure of the individual style of the teacher's activity

The teacher contributes to the disclosure of many aspects of the personality of students with his individuality, his example, which students often imitate in everything, contributes to the formation of a humane life position of the student, fostering respect for human rights and personal freedoms.

In pedagogy, there are many criteria by which scientists distinguish the individual style of the teacher's activity. So, relying on the research of Z.N. Vyatkina, we note an important aspect for us that the individual style of activity is not innate, it can be developed spontaneously during life and can be formed as a result of purposeful learning. In this case, the teacher should have a positive attitude towards his activities and the desire to improve his knowledge and skills.

Based on this, the individual style of the teacher's activity consists of several components that are part of the structure of his activity: constructive, organizational, communicative and gnostic. These components are interconnected, dependent on each other and form a single whole. it dynamic structure, in which some components play a leading role, others a subordinate one. The low level of development of all components cannot ensure effective pedagogical activity.

The predominance of one or another component in the teacher's activities depends on the typological properties nervous system... Therefore, depending on the leading role of one of the components of Z.N. Vyatkina distinguishes three styles due to the typological properties of the nervous system:

1. Organizational and communicative. This style of activity is inherent in teachers of a strong mobile type of the nervous system. Its main features are: creative and varied nature of the lesson, a tendency to improvisation; efficiency in solving various pedagogical problems directly during the lesson; great intensity of communication, its relaxed nature.

2. Constructive and organizational. This style of activity is inherent in teachers of a strong inert type of the nervous system. Its main features: the stability of the system of requirements for the organization of students during the lesson (stereotypical course of the lesson), pronounced quality control of assignments; monotonous disciplinary actions; standard means of communication.

3. Constructive and communicative. This type of activity is characteristic of teachers weak type nervous system. It is characterized by: increased responsibility in the preparation and conduct of the lesson; thoroughness in the selection of educational material; intense communication; an even, calm, benevolent tone of treatment with students (Fig. 2).

Figure 2 - Classification of ISD (according to the typology of Z.N. Vyatkina)

N.I. Petrova notes that the individual style of pedagogical activity is the question of which individually unique methods and techniques are most effective for teachers with different typological characteristics. And he defines an individual style as a specific system of methods of pedagogical activity, conditioned by persistent personal qualities and formed with an active positive attitude of the individual to his activities. The researcher identifies two opposite individual styles of teacher activity: “inert” and “mobile” and the third, intermediate between them, style.

The classification is based on the basic properties of the nervous system. Moreover, the process of forming an individual style of activity for each group has its own characteristics. Teachers with a strong mobile nervous system develop an individual style of activity faster.

According to V.S. Merlin, - the style of the teacher's activity depends not only on the temperament, psychophysiological properties of the teacher's personality and is not fatally determined by them. A significant influence on the style of activity is exerted by the conditions of pedagogical activity, or the pedagogical environment (historical period, features of the object of pedagogical activity, that is, the child).

V.A. Slastenin examines the formation of an individual teacher's style of work in the process of his innovative training. The complex of individual characteristics of a teacher, in his opinion, can only partially meet the requirements of innovative pedagogical activity. Consequently, the teacher consciously or spontaneously mobilizes his target qualities for work and at the same time compensates or overcomes those that hinder the achievement of success.

Based on the theory of integral individuality of V.S. Merlin, the scientist defines the individual style of activity as an integral system of operations that ensures effective interaction between the teacher and students and is determined by the goals, objectives of innovative pedagogical activity, the properties of various levels of the teacher's individuality. The author argues that the specificity of pedagogical activity requires the teacher to understand the individual style and to correct it in the changed conditions.

The basis for determining the individual style of activity E.G. Kostyashkin put the components of the personality structure and proposed the following styles of pedagogical activity:

Intellectual, which is characterized by a penchant for scientific and analytical activities;

Emotional, which is characterized by high emotionality, sensitive response to changes in the internal state of the trainees;

Organizational type includes individual properties of other types and therefore is the most versatile.

The literature is dominated by the classification of styles of pedagogical activity on the basis of the forms of relations that arise between people involved in the sphere of this activity, which distinguish three main styles of activity: authoritarian, democratic, conniving:

1) Directive style of professional activity (authoritarian). This style is based on an authoritarian approach to the educational process; he is characteristic feature information training... By the subject educational process only the teacher speaks. The student is viewed as an object of pedagogical influence, and not as an equal partner. The teacher alone decides, makes decisions, establishes strict control over the fulfillment of the requirements presented to him, uses his rights without taking into account the situation and opinions of students, does not justify his actions in front of students.

2) Collegial style of professional activity (democratic). This style is based on a functional management structure, when the teacher delegates responsibilities, transfers part of his functions to students. This style is inherent in the use of an explanatory-illustrative teaching method and the application of innovative forms. With its implementation, the number of subjects of the educational process increases. A student is viewed as an equal partner in communication, a colleague in a joint search for knowledge. The teacher engages students in decision-making, takes into account their opinions, encourages independence of judgment, takes into account not only academic performance, but also the personal qualities of students.

3) The liberal style of professional activity is based on a democratic and humanitarian approach, on the observance of rights and freedoms educational process based on tolerance and cooperation. The teacher avoids decision-making, transferring the initiative to students and colleagues. This style is inherent in the problem type of learning. Here, all participants in the educational process are its subjects.

The main characteristics of the manifestation of the listed styles in pedagogical activity are presented in Fig. 3.

Figure 3 - Features of the individual style of activity

The most complete, proper activity-based understanding of the styles of pedagogical activity was proposed by A.K. Markova and A. Ya. Nikonova. In their opinion, the teacher's ISD should be considered as a stable combination of: the motive of activity, expressed in the teacher's preferential orientation to certain aspects of the educational process; goals, manifested in the nature of planning activities; ways of its implementation; methods of assessing the results of activities. They believe that ISD can be an object of formation and self-formation, and the formation process depends on the individual personality characteristics of the teacher, his teaching experience, the nature of the requirements for him.

The basis for distinguishing style by them is based on the following grounds: content characteristics of style (predominant orientation of the teacher to the process or the result of his work, the development by the teacher of the indicative and control-evaluative stages in his work); dynamic characteristics of the style (flexibility, stability, switchability, etc.); effectiveness (the level of knowledge and learning skills of students, as well as students' interest in the subject) (Fig. 4).

Among the most important meaningful characteristics are such as:

Preferential orientation of the teacher: on the learning process, process and learning outcomes, only on learning outcomes;

Adequacy-inadequacy of planning the educational process;

Efficiency-conservatism in the use of means and methods of pedagogical activity;

Reflexivity-intuitiveness.

Figure 4 - Characteristics of the individual style of teacher activity

The dynamic characteristics are distinguished in a similar way (Fig. 5).

Figure 5 - Dynamic characteristics of the individual style of pedagogical activity

On this basis, scientists distinguish four ISD teachers, two of which are polar: emotional-improvisational (EIS), and reasoning-methodical (RMS), and two - intermediate: emotionally-methodical (EMS) and reasoning-improvisational (Fig. 6) ...

Figure 6 - Classification of the individual style of activity

(by typology (A.K. Markova)

They are characterized by the following features:

1. Emotional and improvisational style. Educators with EIS are focused on the learning process. His activity is highly efficient, the material is presented in a logical, interesting way, however, in the process of explaining, such a teacher may lack feedback from students. During a survey, a teacher with EIS refers mainly to the class, to strong students, asks at a fast pace, gives them little to speak, and does not wait for the children to formulate their answers. A rich arsenal of methods used are combined with low methodicality, the material is sufficiently fixed and controlled. EIS is more characterized by intuition, inability to analyze the characteristics and effectiveness of its activities in the classroom.

2. Emotionally methodical style. A teacher with EMS is characterized by an orientation towards the process and learning outcomes, adequate planning of the educational process, high efficiency, and the predominance of intuition over reflexivity. In his activities, the consolidation, repetition and control of students' knowledge are presented. Such a teacher is distinguished by high efficiency, he often changes the types of work in the lesson, practices collective discussion. Using a rich arsenal of methodological techniques when processing educational material, a teacher with EMS seeks to activate students with the characteristics of the subject being taught.

3. Reasoning and improvisational style. A teacher with RIS is characterized by a processional orientation, learning outcomes, adequate planning of the educational process, efficiency, a combination of intuition and reflexivity. This style is distinguished by less ingenuity in varying teaching methods, accompanied by a slow pace of work, collective discussions. RIS teachers say little in the lesson themselves, especially during a survey, preferring to influence students in an indirect way (through prompts, clarifications, leading questions), giving the respondents an opportunity to formulate a statement.

4. Reasoning methodical style. A teacher with PMC, focusing on learning outcomes and adequately planning the educational process, shows conservatism in the use of the means and methods of pedagogical activity. High methodology (systematic consolidation, repetition of educational material, control of students' knowledge) is combined with a small, standard set of teaching methods used, a preference for the reproductive activity of students, and rare collective discussions. During the interview, the teacher with PMC addresses a small number of students, giving everyone enough time to answer, paying special attention to weak students. Reflexivity is characteristic of a teacher of this style.

As an integral indicator, the styles of pedagogical activity are classified as flexible, positive and conservative.

The flexible style of pedagogical activity is characterized by variability and rationality of methods of activity, a stable combination of emotional and methodical components, which ensures high results of pedagogical activity. The teacher of this style is process and result oriented; uses various forms of organization learning activities students in the process of enhancing their mental activity in class, organizing communication activities and receiving feedback; possesses a high level of professional knowledge, skills and abilities, allowing to work out all educational material and involve the whole group in the work.

The personal characteristics of a flexible style teacher are balance-weightness, artistry, tolerance, adequate self-esteem, the formation of self-regulation mechanisms, flexibility of behavior, the formation of communication skills, a high level of pedagogical communication, and much more. and the choice of methods and methods of activity subordinate to the organizing goal. This is manifested in maintaining control, using the skills of self-regulation, in the teacher's ability to independently and successfully cope with the situation.

The style of pedagogical activity is called positive, which is characterized by a relative variability of methods and techniques of pedagogical activity and an insufficiently stable combination of emotional and methodical components. Teachers of a positive style have a sufficient level of professional knowledge and skills to master the teaching profession, motivational focus on professional growth, use general and traditional methods and techniques of pedagogical activity.

The personal characteristics of a teacher of a positive style of pedagogical activity include the manifestation of imbalance, an unmotivated change of mood under the influence of various factors, exaggeration or closeness in the expression of natural feelings, insufficiently expressed ability for self-regulation, instability of self-esteem, etc.

In tense situations, a teacher of a positive style of pedagogical activity retains a controlled choice of methods and techniques of activity at the beginning of a situation, possibly uncontrolled, sometimes hysterical behavior of a teacher in the process of a tense situation and loss of control over it. This is expressed in the appeal of the teacher for help to parents, head teacher, director, psychologist, etc.

The conservative style is characterized by the lack of variability of methods and techniques of activity, the predominance of either emotional or methodical components. A teacher of a conservative style of pedagogical activity is not able to fully ensure the achievement of the necessary results of activity or provides them with a "high price" (violation of relationships, a decrease in the level of psychological comfort, violation of mental and physical health, etc.). This is expressed in the absence of compensation for possible negative manifestations of the individual style of the teacher's pedagogical activity.

The personal characteristics of a teacher of this style are high degree sensitivity to criticism and resentment, low level of self-regulation, imbalance, emotional instability, anxiety, etc. In stressful situations, the teacher may lose the connection, thanks to which he was aware of the meaning of the choice of methods and techniques of activity, his behavior and the initial motive. Such behavior forces the head teacher, director, parents or others to intervene on their own initiative.

The individual style of pedagogical activity is manifested in: Nemov R.S. Psychology Part III. Psychology of pedagogical activity / R.S. Nemov. - M .: Vlados, 2003 .-- S. 445-457.

Temperament (time and speed of reaction, individual pace of work, emotional responsiveness);

The nature of reactions to certain pedagogical situations;

Choice of teaching methods;

Selection of educational means;

The style of pedagogical communication;

Reacting to the actions and deeds of children;

Demeanor;

Preference for certain types of rewards and punishments;

In the use of means of psychological and pedagogical influence on children.

Three main factors form the individual style of pedagogical activity: L.A. Nizhegorodova. Features of the individual style of pedagogical activity in the conditions of an innovative educational environment / L.A. Nizhegorodova // Integration. - Chelyabinsk: CHIPiPKRO, 2012 .-- P. 32.

Individual- psychological characteristics teachers who form the style of pedagogical activity include individual typological characteristics, personal and behavioral characteristics.

The peculiarities of pedagogical activity are understood as the conditions for the teacher's professional activity, and the content of the discipline, course, educational material.

The characteristics of students that are important for the style of pedagogical activity are determined by factors such as age, gender, status, level of knowledge, etc.

In pedagogical activity, these features also correlate with the nature of interaction, with the nature of the organization of activities, the subject-professional competence of the teacher and the nature of communication.

Thus, the individual style of pedagogical activity is characteristic of this teacher a system of skills, methods, techniques, ways of solving problems in the process of work. The complex of individual characteristics of a teacher can only partially satisfy professional requirements. Therefore, the teacher, consciously or spontaneously mobilizing his professional qualities, at the same time compensates or somehow overcomes those qualities that hinder the achievement of success. As a result, an individual style of activity is created - a unique version of the methods of work typical for a given teacher in typical conditions for him.

So, in situations with increased requirements for the pace and rhythm of activity, a teacher with a mobile type of the nervous system successfully solves problems by using his quickness, the ability to easily accelerate actions and move from one state to another.

Under the same objective conditions, a teacher of an inert type uses completely different means. He can save himself from the need to respond quickly to signals through foresight, increased attention to preventive measures. In the process of pedagogical activity, he develops a tendency to be systematic, thorough in his work, he develops professional preparations in advance that strengthen him. weak spots, therefore, even in a time pressure situation, he maintains balance and confidence.

The style of pedagogical activity is an integrative characteristic of the activity, reflecting the management style, communication style, behavior style and cognitive style of the teacher. The style of pedagogical activity arises where the teacher has freedom of expression. The teacher, seeing the variety of ways of performing professional activity, can limit himself to one, which will make up his style of activity.

That is, an effective individual style of pedagogical activity is a style with the help of which the teacher constantly finds optimal combinations in the method of stimulating, reorienting and mobilizing students, flexibly resolving the pedagogical situation in achieving the ultimate educational and educational goals. A certain algorithm of these combinations in the organization and regulation of teachers' business behavior characterizes one or another individual style of pedagogical activity.

individual style pedagogical integral

15. Pedagogical activity: psychological characteristics,

structure, motives

Activity- this is a handicap of an active attitude of a person to reality, in which a person establishes a connection with the world, transforms reality and satisfies his needs.

Educational activity has the same characteristics as any other type of human activity.

This is, first of all, motive, goal, conditions, result, control. A specific characteristic of pedagogical activity, according to N.V. Kuzmina is her productivity.

There are five levels of productivity of pedagogical activity:

I - minimal - the teacher is able to retell to others what he himself knows;

II - low - the teacher knows how to adapt his message to the characteristics of the audience

III- medium - the teacher owns learning strategies, knowledge, skills, abilities of this subject .

IV - high - the teacher knows the strategies for forming the desired system of knowledge, skills, and abilities of students in the subject as a whole.

V - the highest - the teacher owns the strategies of transforming his subject into a means of forming the personality of learning.

Structure of pedagogical activity(L.M. Mitina).

1. Pedagogical goals and objectives.

At every moment of pedagogical activity, the teacher deals with a hierarchy of goals and objectives, the range of which covers both general goals (goals of the school, the public education system, society) and operational tasks.

2. Pedagogical tools and methods for solving the assigned tasks.

When choosing the means and methods of pedagogical influences, the teacher should be primarily focused on:

a) the student as the central figure of the pedagogical process.

b) the choice of techniques and methods of self-realization, self-actualization, manifestation of the teacher's personal capabilities in working with children.

d) the choice and application of methods, organizational forms of interaction with students and students with each other.

3. Analysis and evaluation of the teacher's pedagogical actions(comparative analysis of the planned and implemented in the activities of the teacher).

This component of the structure of the teacher's activity is aimed at the teacher's awareness and correction of his work.

Motives of activity:

External

Internal (positive and negative)

Activity style- a stable system of methods, techniques, manifested in different conditions of its existence.

Individual style of teaching is a stable system of methods and methods of pedagogical activity, conditioned by persistent personal qualities, to which the teacher consciously or spontaneously resorts in order to balance his individuality with the conditions of activity.

The most generally accepted formal signs of an individual style of activity are the following:

a) a stable system of techniques and methods of activity;

b) this system is due to certain personal qualities;

c) this system is a means of effective adaptation to objective requirements.

The style of pedagogical activity, reflecting its specificity, includes both the management style and the style of self-regulation and the style of communication.

It manifests itself:

In temperament;

in the nature of the reaction to certain pedagogical situations;

in the choice of teaching methods;

in the selection of the means of education;

in the style of pedagogical communication;

in responding to the actions and deeds of children;

in demeanor;

in preference for certain types of rewards and punishments;

An important condition for the formation of an individual style of pedagogical activity is the desire for self-knowledge and knowledge of one's temperament, character and other personality characteristics.

Ignorance of their typological characteristics can lead to the formation of a pseudo-style, which manifests itself in the development of erroneous, false individual methods and ways of working that do not provide high results in activity.

Thus, the individual style of pedagogical activity manifests itself quite clearly in the basic forms and methods of work. It is determined by natural characteristics, the formation of an individual style of pedagogical activity is possible only on the basis of certain knowledge, abilities and skills and with an active positive attitude to the matter.

Pedagogical ability

L.M. Mitina defines pedagogical abilities as a special combination of professionally significant personal properties and qualities that determine the specific activity of a teacher, aimed at the development, upbringing and teaching of a child. She distinguishes two classes of pedagogical abilities: design-gnostic and reflective-perceptual.

Design and Gnostic Abilities determine the possibility and the need for the teacher to predict the individual development of each student on the basis of comprehensive knowledge about him, as well as control the behavior and consciousness of the child. Moreover, speaking of forecasting, we mean not only the near future of the student's development, but also the distant one - the future affairs of those whom the teacher teaches and educates.

Reflexive-perceptual abilities include the ability to analyze, evaluate, understand oneself, regulate one's own behavior and activities; the ability to stand in the position of a student and, from his point of view, see, understand and evaluate oneself. This group of abilities is the leading one, it is directly related to the self-awareness of the teacher.

The personality of the teacher represents the synthesis of social qualities into a unique structure that is determined and changed as a result of adaptation and a constantly changing professional environment.

Structure of pedagogical activity , including five groups of professional skills:

Gnostic (creative mastery of teaching methods)

Design (predicting the final learning outcome),

Constructive (creating a creative atmosphere, cooperation),

Organizational (selectivity for the ways of organizing the learning process),

Communicative (contact with children).

The main and constant requirement for a teacher is love for children, pedagogical activity, the availability of special knowledge in this area, which he teaches children, broad erudition, pedagogical intuition, highly developed intellect, a high level of general culture of morality, professional knowledge of various methods of teaching and raising children.

Stages of professional development of a teacher's personality

In the process of personal professional development, the following are distinguished stages:

The stage of forming professional intentions, choosing a profession,

Stage of professional training;

Stage of professional adaptation;

Professionalization stage;

Mastery stage.

Each of the stages has specific tasks and content. The professional development of the teacher's personality can be either complete (harmonious), when all the named stages are realized, or limited, when the teacher goes through only some of them.

A.A. Kalyuzhny - image of a teacher- an emotionally colored stereotype of the perception of the teacher's image in the minds of pupils, colleagues, social environment, in the mass consciousness. When forming the teacher's image, real qualities are closely intertwined with those attributed to him by those around him.

The main components of the image: appearance; use of verbal and non-verbal communication; internal conformity of the image of the profession - the internal "I".

The concept of "style" can include the presence of a certain unchanging system of applied techniques in the implementation of professional activities. A characteristic factor for such a system is stability, which is manifested in all aspects of activity. The style of activity is also determined by the individual psychological characteristics of a person and his personal qualities.

Definition 1

Style of teaching- This is a system of methods, due to typological characteristics, which is formed in a person striving for high-quality performance of activities. The system wears individual character, expressed in the use of specific, for a given individual, mechanisms to which there is a conscious or spontaneous appeal.

The definition deliberately emphasizes the individuality of the combined techniques and methods of performing activities. However, there is a set of components from which the above individual style is formed:

• Individual psychological, typological, personal, behavioral characteristics of the subject of activity.
• Psychological features of activity as such.
• Features of students, including gender, age, level of intellectual training.

The manifestation of the individual style of the teacher's activity is most often determined by several areas:

• A feature of temperament.
• The nature of the response to certain situations, actions, deeds.
• The choice of methods of education.
• The stylistics of professional communication.
• The use of means of psychological and pedagogical influence on students.

Typology of teaching styles

The separation of the styles of a teacher's activity can occur on several grounds. The basic criteria for classification by the nature of the activity can be:

• Content characteristics.
• The level of representation of the indicative and control-assessment stages in labor.
• Dynamic characteristics.
• Effectiveness.

On the basis of the above components, it is possible to single out the individual styles of the teacher's pedagogical activity.

Individual styles of teacher teaching

The styles presented in the table have certain differences, so it is worth delving into the detailed characteristics of each of them.

Features of individual styles of pedagogical activity

Emotional-improvisational

Definition 2

Emotional-improvisational individual style of activity Is an orientation towards the learning process.

The teacher builds familiarization with new material in a logical and interesting way. Sometimes, the enthusiasm is so strong that the feedback element is lost. The teacher expresses a thought without making clarifications and without interruption, which often leads to poor understanding of information by students. In the process of questioning, the teacher often turns to the most powerful students in understanding the subject for an answer, conducts a questioning at a fast pace and does not show patience in the case of long, independent reasoning of the student.

The style is characterized by a low level of adequate perception of the educational process and its planning. The teacher prefers the more interesting, in his opinion, material, leaving the least exciting for self-study... In the case of using this style, the stages of consolidating the material and the implementation of control of students' knowledge are not fully presented.

• Advantages: efficiency, the use of a variety of educational methods.
• Disadvantages: the predominance of intuition over reflexivity.

Emotionally methodical

Definition 3

Emotionally methodical individual style characterized by an orientation towards the learning process and the achievement of a result equally.

In the case of using this style, the planning of the educational process occurs adequately, it is characterized by a phased study of the educational material, both for strong and for weaker students. Teachers who adhere to this style of activity are distinguished by a high level of efficiency, frequent changes in types of work in the classroom, and the use of collective discussion. When conducting a survey, attention is paid to the maximum number of students, regardless of their degree of preparedness.

• Advantages: the use of various methods of mastering the material, the involvement of students in the particular subject.
• Disadvantages: the predominance of intuition over reflexivity, although to a lesser extent.

Reasoning-improvisational

Definition 4

Reasoning-improvisational individual style teachers are focused on learning outcomes.

The teacher adequately performs the analysis and planning of the educational process. In the selection of means and methods of pedagogical activity, conservatism prevails, the reproduction of the studied material is placed in the first place, the set of teaching techniques is minimal, individual creative knowledge and collective reasoning are practically not used in the process of mastering the material. When conducting the survey, as many students as possible are involved with an emphasis on the lagging group. Reinforcement, repetition and control of learning outcomes are very often used.

• Advantages: a high level of reflexivity, the ability to fully analyze their own activities.
• Disadvantages: limiting spontaneous behavior in the classroom.

Definition 5

Thus, based on the above material, it can be determined that and individual pedagogical activity Is a set of personal qualities and methods used in the process of work, which characterizes the style of transferring information from teacher to student.

The explanation for each of the styles reflects the personal qualities of the teacher, the ability to present new material, ability to analyze, communicate and manage.

If you notice an error in the text, please select it and press Ctrl + Enter

Pedagogical activity, like any other, is characterized by a certain style of performance. In a general sense, the concept of "style" implies the presence of a certain stable system of methods and techniques for carrying out activities. This system is a stable feature that manifests itself in different conditions under which it is necessary to perform this activity. What style of performance develops in the subject of activity is primarily due to his individual psychological characteristics - the type of temperament, character traits, the level of development of professional abilities, etc. According to the definition of E.A. Klimov's style of activity in psychological sense- this is “a stable system of methods, conditioned by typological characteristics, which develops in a person striving for the best implementation of this activity ... an individually unique system of psychological means, which a person consciously or spontaneously resorts to in order to best balance his typologically determined individuality with objective external conditions activities ". This definition emphasizes that the best performance of an activity is achieved due to an individual unique combination of its techniques and methods.

Every adult who consciously chooses a teaching profession, at the time this choice is made, is already a largely formed personality with his own individual characteristics... In any case, the individual qualities of a teacher must meet the general psychological requirements for a given profession. In addition, in pedagogical activities related to the type of professions "person-person", it is imperative to take into account the psychological characteristics of the other side - students. For example, the style of work and communication with the students of the teacher primary grades both directly in the classroom and outside it will be noticeably different from the communication style of, say, a chemistry teacher who works exclusively with older adolescents and young men. In turn, the style of the university teacher will differ significantly from school teacher, including teaching the same discipline. Thus, the emerging individual style of pedagogical activity is influenced by three main factors: 1) individual psychological characteristics of the subject of this activity, including individual typological, personal and behavioral; 2) the psychological characteristics of the activity itself; 3) characteristics of students (age, gender, status, level of knowledge, etc.).

The main areas of manifestation of the individual style of pedagogical activity are:

Temperament (time and speed of reaction, individual pace of work, emotional responsiveness);

The nature of the reaction to certain pedagogical situations, as well as to various actions and deeds of students;

Choice of teaching methods;

The choice of means of education;

Style of pedagogical communication;

The use of means of psychological and pedagogical influence on students, including the preference for certain types of rewards and punishments.

It should be noted that the formation of an individual style of activity for each teacher imposes natural restrictions on the use of someone else's pedagogical experience, even the most advanced. It is important for a teacher to remember that advanced experience is almost always inseparable from the personality of its author and is a kind of combination of universally significant pedagogical findings and the teacher's individuality, therefore, attempts to directly copy someone else's pedagogical experience, as a rule, do not bring the same results as those of its authors. For a teacher with a different set of individual traits, the same methods and techniques for carrying out activities will have in many respects a different embodiment, and not always so successful. They may simply not suit him as a person and individual and, therefore, require much more effort from him for their embodiment, which will greatly reduce their effectiveness. Advanced pedagogical experience should not only be copied, but consciously and creatively processed: perceiving the main thing in it, the teacher should strive to always remain himself, i.e. a bright pedagogical individuality, and only under this condition it is possible to increase the effectiveness of teaching and upbringing on the basis of borrowing advanced pedagogical experience.

Classification of styles of pedagogical activity depending on its nature. The most complete, proper activity concept of the styles of pedagogical activity was proposed by A. K. Markova and A. Ya. Nikonova. The bases for the classification of styles of activity in this case were: a) its substantive characteristics (the teacher's predominant orientation to the process or the result of his work); b) the degree of representation of the indicative and control-assessment stages in labor; c) dynamic characteristics (flexibility, stability, switchability, etc.); d) effectiveness (level of knowledge and skills of students, their interest in the subject). On this basis, four types of individual styles of teacher activity were identified.

Emotional and improvisational. The teacher focuses mainly on the learning process, in connection with which he selects the most interesting material for the lesson, and often leaves less interesting (albeit important) material for independent work students. It focuses mainly on strong students, practices brainstorming, uses a variety of teaching methods. However, he suffers from the methodological side of teaching, he does not care enough about repetition and consolidation of the passed material, about control over the knowledge of students. His activities are inherent only in flexibility, but also impulsiveness.

Emotional and methodical. The teacher is focused on both the process and the learning outcome. Step by step he works out all the educational material, takes care of repetition and consolidation of it, controls the knowledge of students. The teacher's activity is characterized by high efficiency (quick reaction to the situation). Seeks to activate the activity of students not by external entertainment, but by the content of the subject.

Reasoning and improvisational. Similar to the previous style, but characterized by less ingenuity in varying teaching methods, does not always “use brainstorming, the pace of the lesson is slowed down. He himself tries to speak less, and during the survey he gives the students the opportunity to answer in detail on the question asked... This teacher is characterized by less sensitivity to changes in the situation in the lesson, lack of narcissism, caution, he combines intuition and reflexivity.

Reasoning and methodical. The teacher is focused primarily on learning outcomes. He shows conservatism in the use of the means and means of pedagogical activity. He combines high methodology with a small set of standard teaching methods. This teacher prefers the reproductive activity of students, almost does not use collective discussions. He is not prompt in his reactions to changes in the situation in the classroom, he is cautious in his actions, and reflexive.