“Conceptual foundations of a modern teacher in the Federal State Educational Standard for preschool education.”

“Conceptual foundations of a modern teacher in the Federal State Educational Standard”

preschool education".

Burtseva Tatyana Viktorovna

Head of MBDOU "Kindergarten "Forest Fairy Tale"

Russia, Yamal-Nenets Autonomous Okrug, Novy Urengoy

“For a modern child - a modern teacher!

This is
the slogan of modern education.”
— And who is a “modern preschool teacher”? “A person who lives by his profession, in which he achieves significant success, receives the predicted result?

— A creative person who strives to find himself?

- Maybe it’s for the nursery teacher

who is endowed with some unique and amazing ability, amazing skill? These are the questions that set the standards of the new generation.

In the context of the new “challenges of the time,” one of the most important areas of modernization of the education system is the development of education, which is fixed in the Strategy for the Development of Russian Education until 2022 and the Federal State Educational Standard for preschool education. “A developing society needs modernly educated, moral, enterprising people who can make independent decisions, are capable of cooperation, are characterized by mobility, dynamism, constructiveness, are ready for intercultural interaction, and have a sense of responsibility for the fate of the country, for its socio-economic prosperity.” Modern processes of modernization of preschool education highlight not the formal affiliation of the teacher to the profession, but the personal position he occupies, which ensures his attitude towards teaching work. It is this position that guides the teacher towards understanding modern realities, motives and ways of interacting with the child. After all, only the maturity of the teacher’s personal and professional position ensures the replacement of traditional teaching values with the values of preschooler’s personality development and, consequently, improving the quality of his education. The modern world is characterized by rapidly changing conditions and constant updating of information, therefore another important component of a teacher’s professional competence is the constant improvement of one’s knowledge, mastery of progressive pedagogical technologies of education and training. The decisive factor in the development of a teacher’s personality at all stages of his professional path is continuous self-education. The teacher must have motivation and a need for self-development. In a modern educational institution, conditions must be created for studying best practices, updating knowledge and creatively applying it in practice. The teacher must be capable of self-analysis and self-assessment, perception of new information and introduction into his work of innovative forms of interaction with all participants in the educational process. The preschool education teacher is a key figure in the modernization of education and the implementation of the Federal State Educational Standard for Education.

The world is changing, children are changing, which, in turn, puts forward new demands on teachers. The peculiarities of the development of society at the present stage have affected, first of all, changes in the professional activity of a teacher. This is due to the fact that the educational level of society as a whole and the possibility of creating conditions for its further development depend on a specialist in this field.

As the theory of education developed, many traditional problems of pedagogical science began to take on a different meaning. Among them is the problem of identifying professionally significant qualities of a teacher, such as value and value orientation. Today, in the preschool education system, values are considered at the levels of state policy, value orientations of the child, family values, and cultural values. The interrelation of these levels, overcoming negative trends and the formation of value orientations is the main task of modern pedagogy. Readiness for change, mobility, high professionalism, the ability to perform non-standard work actions, a creative attitude to the activities carried out - all these characteristics of the activities of a successful professional fully apply to the teacher.

The Federal State Educational Standard for preschool education determines the basic competencies that teachers must have to create a social situation for the development of children that corresponds to the specifics of preschool age: ensuring the emotional well-being of children through direct communication with each child, respectful attitude towards each child, his feelings and needs; supporting children's individuality through creating conditions for children to freely choose activities, for children to make decisions, express their feelings and thoughts; non-directive assistance to children, support for children’s initiative and independence in various activities, development of children’s communication abilities; building variable developmental education focused on the zone of proximal development of each child; interaction with parents (legal representatives) on issues of the child’s education, their direct involvement in educational activities. Teachers’ mastery of these competencies is currently a priority task in every preschool educational institution.

The professional value orientations of a preschool teacher, based on the research of Vitaly Aleksandrovich Slastenin and his school, can be considered as a selective, conscious and emotionally charged attitude of the teacher to the profession, to the child’s personality. Vitaly Aleksandrovich considers “pedagogical values as features of professional activity that allow the teacher to satisfy his material and spiritual needs, which serve as a guide for his social and professional activity, performing the function of norms regulating pedagogical activity.” The position of a number of researchers, Vladimir Petrovich Bezdukhov, Oleg Grigorievich Drobnitsky, consider pedagogical values as a systematizing beginning of professional activity, initiating the emergence and development of an individual’s motives, needs, and aspirations.

The problem of a teacher’s professional growth is also considered by scientists “in the context of the development of the “I” - the concept of personality. The mechanisms that ensure the professional and value self-development of a preschool teacher include the following: self-awareness as understanding, recognition, acceptance of the content of the teacher’s “I”; self-determination – designation of the boundaries of the teacher’s “I”; self-actualization – manifestation and liberation of what is embedded and formed in the “I” of a person and a teacher; self-realization - expression of the potential of the “I”; self-regulation – management of various aspects of one’s activities as a teacher and individual and their integration; self-esteem is the correlation between “actual self” and “potential self.”

Components of value orientations:

The value-motivational component reflects the value orientations, needs, and interests of the teacher.
The cognitive component reflects the quality of professional and pedagogical knowledge in the field of pedagogy, psychology, special disciplines, knowledge of the mechanisms and methods of self-development (self-esteem, self-affirmation, self-determination).
The emotional-volitional component is revealed through awareness of the position of one’s own “I”, a positive perception of oneself as a teacher, a positive attitude towards teaching activities, emotional stability, and volitional self-regulation.
Constructive and practical includes mastery of methods for designing professional and personal self-development (goal setting, choice of forms and technologies for realizing the goals and objectives of activities).
The communicative component is revealed as the need for communication, interaction with other people, as empathy, patience, support.
The reflective component reflects the ability for self-study, personal assessment of one’s own life and pedagogical experience, analysis of cause-and-effect relationships, and stimulates the development of one’s ability to work on oneself.

These components develop unevenly, but, nevertheless, a change in one of them is a condition for the development of any other.

The strategy of modern teacher education is the professional value growth and self-development of the teacher. The image of a preschool teacher, presented for the purposes of teacher education, acts as a model of the final result of the activity - a teacher who is able to freely navigate complex sociocultural circumstances, act responsibly and professionally in the context of solving pressing educational problems. After all, pedagogical education depends on the level of professional knowledge and abilities, business and professionally significant personal qualities of a preschool teacher, attitude to work, as well as the conditions, process and results of his work.

The concept of “professionalism” in S.I. Ozhegov’s dictionary is interpreted as good mastery of one’s profession. First of all, it means a certain set of specific regulatory requirements for a profession, which a person must master in order to successfully engage in his chosen business. A teacher works well if the choice he makes is conscious and corresponds to his needs, interests and personal characteristics. In addition, good command of the profession implies not only that the teacher has the knowledge, skills, abilities and professional qualities required for a given field of activity, but also fluency in them.

Many experts in the field of pedagogy (Lev Semyonovich Vygotsky, Alexey Nikolaevich Leontyev, Daniil Borisovich Elkonin) believe that professionalism is based on the unity and integrity of the level of its education and motivation, value orientations and aspirations. The problem of professionalism is considered as a system consisting, in turn, of two interconnected subsystems - personal professionalism and professionalism of activity.

Professionalism of activity is a qualitative characteristic of the subject of labor, reflecting his high professional qualifications and competence; a variety of effective professional skills, including those based on creative solutions; mastery of modern algorithms and methods for solving professional problems with a high and stable level of productivity.

Personal professionalism is a qualitative characteristic of a subject of labor, reflecting a high level of development of professionally important personal and business components (qualities) and creativity; as well as an adequate level of aspirations, motivations and value orientations aimed at the successful development of a specialist. Thus, the professionalism of personality and activity are two sides of the same phenomenon, located in constant dialectical unity.

Achieving professionalism is associated with the acquisition of mastery in the profession, as well as with the development of professional value orientations. Therefore, it is very important at the institution level to create its own system of professional value orientations for preschool teachers, aimed at developing the professionalism of its teaching staff.

After all, any specialist must possess the amount of knowledge and professional values that make him a professional. The teacher is no exception.

Lack of professionalism and personal values make him professionally weak or unsuitable for education. To become a spiritual mentor to children, one must have such spiritual wealth that can be shared without fear of depletion of these reserves; one must constantly replenish, enrich and develop them. After all, the development, transformation, and correction of professional value orientations of preschool teachers occurs throughout his entire professional life, so it seems appropriate to analyze the possibilities of a teacher’s professional sphere in the system of continuous pedagogical education.

Every day, a kindergarten teacher is a witness and participant in the process of shaping the people of the future, helping their development. Our life is structured in such a way that children spend most of their daylight hours not with their own parents, but with kindergarten workers and teachers. This fact confirms the high social significance of the teaching

Updating the preschool

education implies the formation of a new model of learning, where the interests of the child will be taken as the basis.
The Federal State Educational Standard for Preschool
Education puts forward the development of each child as the main goal of educational work.

What should a modern preschool teacher be like?

First of all, it is focused on personal interaction with each student, excluding the authoritarian model of constructing the educational process. Preschool

education is entirely built on the process of interaction between
the teacher and children
, and since
the teacher
is a fairly significant figure for the child, it is the teacher who bears responsibility for the quality of this process.
teachers
should be near the children .

Modern teacher

must be ready for flexible adjustments to the educational process, based on the interests and needs of the students.
The goal should not be the formation of knowledge, skills and abilities, but the development of the child’s personality. The main task for a modern
kindergarten teacher is to organize such activities, during which there will be a reassessment of one’s own professional actions and one’s attitudes towards the child.
a teacher’s
professional competence is the constant improvement of one’s knowledge and mastery of progressive pedagogical technologies of education and training.
The decisive factor in the development of a teacher’s
is continuous self-education.
Self-organization skills, the ability to analyze and apply the necessary information, and the skills of effective collective activity are modern
requirements for the quality of education.

Thus, modern

a kindergarten needs
a teacher
who will not be
a “teacher
,” but a partner for children who will contribute to the development of the students’ personalities;
a teacher
who is able to competently plan and build the educational process, focusing on the interests of the children themselves, but at the same time not be afraid to deviate from the planned plan and adapt to real situations;
a teacher
who can independently make decisions in a situation of choice, predicting their possible consequences, a teacher who has psychological and
pedagogical knowledge, modern
,
modern
information and communication technologies, capable of self-education and self-analysis.

A modern teacher is

, first of all, an independent, creative and self-confident person. You need to prepare for such a role, because performing in it is not easy. When searching for ways to realize the goals of pedagogical activity, the teacher needs to choose his own professional strategy, the content of which is the development of himself and others.

So, a modern educator must have the following list of personal and professional qualities:

— a clear vision of modern educational objectives;

— value attitude towards the child, culture, creativity;

- support the process of personal development of children, their self-development;

- demonstrate a humane pedagogical position;

— preserve the physical and spiritual development of children;

- be able to carry out pedagogical activities to introduce modern technologies for raising and teaching children;

— ability for self-education and personal growth.

Thus

, a modern preschool teacher is a teacher who includes a body of knowledge, personal and professional qualities, abilities and skills that meet modern requirements, combined with personal life and professional experience and guaranteeing consistently high quality and effectiveness of teaching activities in the present and future.

And in conclusion, the parable of Shalva Aleksandrovich Amonashvili “Wings”.

An old man sits by the side of the road and looks at the road. He sees a man walking, and a little boy can barely keep up with him. The man stopped and ordered the child to bring water to the old man and give him a piece of bread from the store.

-What are you doing here, old man? - asked a passerby.

- Waiting for you! - answered the old man. - They entrusted you with this child to raise, right?

- Right! – the man was surprised.

- So take wisdom with you:

If you want to plant a tree for a person, plant a fruit tree.

If you want to give a person a horse, give the best horse.

But if they entrusted you with a child to raise, then return him winged.

- How can I do this, old man, if I myself don’t know how to fly? – the man was surprised.

– Then don’t take the boy into your education! - said the old man and directed his gaze to the sky.

Years have passed.

The old man sits in the same place and looks at the sky.

He sees a boy flying, and behind him is his teacher.

They knelt down in front of the old man and bowed to him.

“Old man, remember, you told me to return the boy with wings.” I found a way... See how his wings have grown! - the teacher said proudly and circled his pupil with his wings with affection.

But the old man touched the teacher’s wings, caressed them and whispered:

– I’m more pleased with your feathers...

P. _ S. _
I would like teachers to grow not only wings, but also feathers in their professional activities.
Bibliography

Gorelova V.V. Strategy for the development of preschool education in the context of modern state requirements (2010–2020) [Electronic resource]. https://vospitat.ucoz.ru/publ/strategija_razvitija_doshkolnogo_obrazovanija_v_kontekste_sovremennykh_gosudarstvennykh_trebovanij
Gargai V.G. Teacher development in the West: a reflective model of teaching. // Pedagogy, 2004. - No. 2. p. 72-79
Volobueva L.M., Mirenko I.A. Active teaching methods in the methodological work of preschool educational institutions // Management of a Preschool Educational Institution. – 2006
Koptyaeva, O.N. Motivational readiness of teachers for innovative activities [Text]: dis. Ph.D. psychol. Sciences / O.N. Koptyaeva. – Yaroslavl: [b. i.], 2009
Emelyanova, E. Professional growth training: development of key competencies among employees of educational institutions in the system of continuous education / E. Emelyanova // School psychologist: adj. to the newspaper "First of September". – 2010
Mayer A.A. Model of professional competence of a preschool teacher // Management of a Preschool Educational Institution. – 2007
Khokhlova, O.A. Formation of professional competence of teachers / O.A. Khokhlova // Directory of senior educators - 2010
Federal State Educational Standard for Preschool Education (Approved by Order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013 No. 1155).

Features of the profession

Being a teacher is not only an honor, but also very responsible.!

After all, it is at the age of 3 to 6 years that many skills and abilities are formed, your baby’s cognitive abilities are improved, his horizons begin to expand, and his first ideas about the world appear.

And all this happens under the guidance of the first mentor - the educator!

Who, if not a preschool teacher, will teach you how to cut with scissors, draw, and then write? Who will teach poetry and read fairy tales? Teach friendship, honesty, attentiveness and kindness towards children, adults, animals?

It is impossible to overestimate the importance of this person in your child’s life, but sometimes, on the contrary, you can underestimate!

Pedagogy is my calling

A teacher in a children's educational institution is not even a profession, but a real calling, and also daily hard work. To become a teacher for a long time and seriously, you need to feel that pedagogy is the work of your whole life, and work conscientiously, passing on to children the best that is in you, giving your whole soul.

Vasily Sukhomlinsky, an internationally recognized ideologist of humanistic pedagogy, emphasized that he is a real teacher whose activities are aimed at educating a humane personality.

According to V. Sukhomlinsky, a real educator should:

If the qualities of the teacher correspond to these humanistic principles of pedagogy, he will be able to raise the child to be an attentive, noble, kind, intellectually developed, patriotic, not indifferent to the problems of others, cultural, responsible, honest, tactful, sensitive, hardworking person.

Watch a video about the content of the teacher’s activities

How to become a good mentor?

They say that a good teacher is not made, but rather born . However, this is a rather controversial statement. Our editors agree that it’s all about the desire to learn and develop.

A good teacher is a person who sincerely loves his profession, loves children and what he teaches.

In order to become a truly good teacher, you need to constantly learn and develop , analyze your successes and failures and move on.

The role of the kindergarten teacher is very often underestimated, because his influence on the child is not always easy to notice. But in fact, this is the first adult after mom and dad who has a very serious influence on the formation of views, worldview, and he is there at that crucial moment when your son or daughter begins to realize himself as an individual.

Personal characteristics

What personal qualities should be inherent in a good teacher of a children's educational institution? Let's look at them:

Without a creative component, the work of a teacher will not be effective

"Advice. It is very important to respect the child's personality. This means being able to communicate with him, listening and understanding his needs, not getting irritated by disobedience, finding ways of tactful and persistent pedagogical influence, seeing the best in the child.”

The list of necessary personal qualities of a preschool teacher can be continued. In addition, the teacher must have a number of professional knowledge, skills and abilities that are important for the successful conduct of educational activities in a children's educational institution.