Sysoeva, Elena Yurievna - Personal and professional image of a university teacher: a textbook for students of the additional educational program "Teacher of Higher Education". Approximate word search
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«PEDAGOGY OF THE HIGHER PROFESSIONAL SCHOOL Sysoeva Elena Yurievna Ph.D. ped. Sciences, Associate Professor FGBOU VPO "Samarsky State University" G. ..."
Pedagogy of higher professional school
PEDAGOGY OF THE HIGHER PROFESSIONAL SCHOOL
Sysoeva Elena Yurievna
cand. ped. Sciences, Associate Professor
FGBOU VPO "Samara State University"
Samara, Samara region
COMMUNICATIVE BALANCE AS A VALUE
OF PEDAGOGICAL COMMUNICATION OF THE TEACHER OF THE UNIVERSITY
Abstract: this article is devoted to the problem of pedagogical communication.
The work actualizes the need for a university teacher to establish and maintain a communicative balance, to choose a partner position of pedagogical interaction with students, to be a facilitator of students' cognitive and communicative interests.
Key words: communicative balance, pedagogical communication, teacher's pedagogical position, teacher's facilitative abilities, partner interaction techniques.
The ability to build productive pedagogical communication, dialogue, partnerships with various types student audiences are the alpha and omega of the pedagogical professionalism of a university teacher. Productivity educational process largely depends on how adequate the teacher is to the pedagogical situation, that is, understands the patterns of information flow, the degree of internal involvement of participants in the situation of pedagogical interaction, how clearly he represents the specifics and needs of this audience, and how accurately students perceive him.
However, the problems of pedagogical communication in the activities of a university teacher are obvious. Research in the field educational psychology and experience pedagogical activity show that a significant part of the difficulties of teachers is due not so much to the shortcomings of scientific and Methodical Center scientific cooperation "Interactive plus"
training of teachers, how much deformation of the sphere of professional pedagogical communication, insufficient knowledge of the basics of pedagogical communication, techniques of humanistic, partnership interaction.
Probably, these personal manifestations arise because the dominant position traditionally occupied by a teacher in the system of higher education contains certain communicative “temptations”, among which I.A. Kolesnikova highlights: the use of the fact of possessing information as an advantage over students or as a means of manipulation; formalization of pedagogical communication, its intentional transfer to the plane of purely informational exchange or impersonal provision educational services; primitivization of one's speech in order to ensure better understanding on the part of students; violation of the information measure during the transmission of the message; destruction of the personality of the communication partner.
Competent pedagogical communication, aimed at creating an atmosphere of a telstudent", reduces the level of emotional tension, conflict, psychological security, comfort of relations in the dyad "teach" suggests a partner, semantic, open pedagogical position of the teacher. The pedagogical position is understood as the position that the teacher occupies in relation to his students and which is determined by the Pedagogical partner in pedagogical interaction and seeks to create his behavioral choice at the time of interaction with them.
maintain communication balance. I.A. Sternin introduces the concept of communicative balance as observance of role norms in the process of communication.
Depending on the nature of the discourse, he distinguishes horizontal and vertical communicative balance. “Horizontal communicative balance is the fulfillment, in accordance with the rules accepted in society, of the role of an equal - by degree of acquaintance, by age, by official position, by social status, etc. ... Vertical communicative balance
– – –
associated with compliance with the norms of communication adopted for persons who are in unequal relations along the vertical: boss - subordinate, senior - junior, official position, standing higher in social hierarchy standing lower in occupying a higher official position - occupying a lower social hierarchy.
Considering communication from the point of view of humanistic ethics and pedagogy, that is, as a connection of equally active, equally free, equally unique subjects that reveal their uniqueness in the content and method of interaction (M.S. Kagan), or as an interaction of subjects, during which mutual transmission occurs "I", participating in the interaction of subjects (N.E. Shchurkova), the teacher directs his efforts to level the communicative inequality in communication. Ideal pedagogical communication is aimed at removing negative emotions, creating an atmosphere of a psychological student. At the same time, it is not advisable to emphasize one's social and communicative status of busian security, the joy of comprehension and the thirst for activity as a teacher, moreover, the rigid status position of the teacher is a psychological barrier in communication.
Thus, a teacher who chooses the humanization of relations as one of the meanings of pedagogical activity is forced to flexibly vary his position and communicative status.
Communicative balance as the goal and value of pedagogical communication suggests that the teacher owns the techniques of facilitating communication. The facilitative function of pedagogical communication contributes to the development of an active personal position of the student, the most complete satisfaction of his cognitive and creative needs, his self-realization. Pedagogical fai development of the subjects of the professional pedagogical process due to their ososilitation is an increase in the productivity of education (training, upbringing) of the divine style of communication and the personality of the teacher. K. Rogers identified three conditions for the humanization of any interpersonal relationships: invaluable positive acceptance Center for scientific cooperation "Interactive Plus"
another person; active empathic listening; congruent, sincere self-expression. When studying the phenomenon of facilitation in pedagogical activity, its various aspects are considered: facilitative abilities (the ability to create "helping relationships"): the art of respect, the art of understanding, the art of help and support, the art of contract, the art of skye), interaction (O. I. Dimova), qualities teacher facilitator.
be yourself (S.L. Bratchenko), facilitative communication (E.G. Vrublev, I.V. Zhizhina). The followers of K. Rogers emphasize that modern learning should become a means of personal growth of students and teachers.
The teacher in communication should strive to become a facilitator - a person who facilitates the manifestation of initiative and personal interaction of students.
teachers as necessary individual psychological characteristics Based on the existing modern psychology concepts of facilitation sticks, which are included in the components of readiness for facilitation, the following can be distinguished: authenticity (congruence), empathy, reflection, sensitivity (as sensitivity to environment and the emotional mood of the group), activity, flexibility, tolerance, leadership qualities, the desire for development and self-actualization, creativity.
Realizing the function of facilitation, the teacher "opens" the student for communication, becomes a facilitator (assistant) in awakening and revealing his cognitive interests, emphasizes and strengthens the significance of the student's personality. The complexity of the implementation of the function of facilitation is sufficiently explained, first of all, by the asymmetry of the communicative activity of the teacher, since the source of the necessary, useful, semantic information, as a rule, is the teacher. In the domestic teaching practice a tradition has become entrenched, which is characterized as “orientation to the speaker”, in the domestic communicative tradition, the desire for dominance is clearly traced. The implementation of the facilitative function of pedagogical communication involves "orientation to the audience", to the listener, that is, to the consumer of information. ZamyEducation and training: theory, methodology and practice Pedagogy of the higher professional school of villages of speech of the teacher-facilitator is always associated with the position of the listener, his needs, intellectual and emotional characteristics. For the teacher-facilitator, the meaning of communicative activity is not to achieve informational (positional) priority. It is much more important that the student hears, understands, becomes interested in what the teacher reports.
In the course of group communication, the role interests of two or more communicative leaders who are accustomed to dominating the joint discussion may intersect. The speaker and the listener can be set to different communicative roles. Internally active and in the context of the problem, the listener does not want to work in the model of information translation, he needs an interactive exchange of information. Fundamental disagreement with the proposed approach to solving the problem causes rejection of the identity of the communication partner. The audience unconsciously defends itself from the informational expansion from the teacher, which she felt at the university, the most common position is the position “teacher is the source of the immersion time. At the same time, as practice shows, for the teacher of the necessary information, "with a pronounced subject-centrism, orientation to hard educational standards, ways and forms of mastering knowledge, while not taking into account interaction with others, readiness for its acceptance and understanding. There is a clear deficit of a more subtle, deep and adequate view of pedagogical communication as a meeting of individuals, sovereign and full-fledged "I". There is also an obvious lack of programs based on the psychology of deep communication for the effective development of the corresponding communicative abilities of a teacher.
Bibliography
1. Kolesnikova I.A. Communicative activity of the teacher: Proc. allowance for students. higher ped. textbook institutions / I.A. Kolesnikov; ed. V.A. Slastenin. - M.: Publishing Center "Academy", 2007. - 336 p.
Center for Scientific Cooperation "Interactive Plus"
2. Sternin I.A. Practical rhetoric: Proc. allowance for students. higher education. institutions / I.A. Sternin. - 5th ed., Sr. - M .: Publishing Center "Academy", 2012.
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E.Yu. Sysoeva*
IMAGE COMPETENCE OF A UNIVERSITY TEACHER: ESSENCE AND STRUCTURE
The article analyzes the requirements for the activities of a university teacher in the conditions of massovization, consumerization, informatization, continuity higher education, the need to form the image competence of a university teacher is actualized. The specificity of the professional image of a university teacher is considered, the essence and structure of the image competence of a university teacher are modeled.
Key words: image, specifics of the image of a university teacher, pedagogical imageology, image competence.
Today, education is becoming a sphere of educational services, and the student is a client who chooses his educational trajectory. The socio-psychological portrait of a modern student is undergoing major changes. As psychological and pedagogical studies (S.L. Bratchenko, M.N. Kokh, R.V. Kupriyanov) show, the average student of a Russian university is focused on quick results with a minimum of effort; he is characterized by independence from traditional authorities, pragmatism, flexibility of thinking, his social position is characterized by infantilism - the lack of conscious independent decisions in significant areas of life, social apathy. The massization of higher education has led to the fact that the elite part of the youth, which constitutes the vast majority of students in the first half of the 20th century, has been dissolved in a huge mass of those who, by their natural talent, level of zeal and motivation, do not meet the traditional age-old university requirements; the bar for the selection of applicants inevitably dropped.
Informatization of higher education, the situation of information equality, free access to educational resources, usage distance education in practice high school deprives the modern teacher of the halo of information exclusivity, focuses his efforts on the managerial function of pedagogical activity. Polyinformativeness as a property of pedagogical communication and the professional need to transmit and receive a variety of types of information (not only subject, but also diagnostic, managerial, emotional), take into account different points of view due to differences in sociocultural experience, require a modern university teacher to be able to work effectively with various information flows and process them, a high level of development of technological and communicative culture.
With the development of the system of continuous education, the age range of participants in training is becoming wider, which requires the higher school teacher to take into account the dynamics
* © Sysoeva E.Yu., 2014
Sysoeva Elena Yurievna ( [email protected]), Department of Theory and Methods vocational education Samara State University, 443011, Russian Federation, Samara, st. Acad. Pavlova 1.
age-related information and communication needs, ways to satisfy them, knowledge of the features of the emotional, cognitive, speech spheres at various life stages of personality development. A university teacher does not have the opportunity to choose communication partners or “convenient” for him, an intellectual, motivated audience, to build a process of relationships with a certain type of students. Therefore, he needs to take into account the rate of information transfer, modality, the threshold of anxiety, criticality and suggestibility of listeners, create conditions for psychological and methodological compliance different types audiences.
The former criteria for the effectiveness of the activity of a university teacher are changing, the nature and content of his professional functions are significantly changing and expanding. The emphasis in teaching is shifting in favor of the implementation of the communicative, emotional and technological flexibility of the teacher, the ability to build productive pedagogical communication, dialogue, partnerships with various types of student audiences. The productivity of the educational process largely depends on how adequate the teacher is to the pedagogical situation, that is, he understands the patterns of information flow, the degree of internal involvement of participants in the situation of pedagogical interaction, how clearly he represents the specifics and needs of this audience, and how accurately students perceive him.
The professional development of the school will be carried out productively if the teacher is aware of and accepts the new requirements of society for his activities and personality. Meanwhile, often a university teacher, demonstrating subject erudition in his narrow professional or scientific subject area, does not fully have a deep pedagogical training, does not realize its importance and the need for professional activity, does not know how to manage his image depending on the direction and nature of the audience, which does not give him the opportunity to most effectively form professional competencies students. The resolution of this contradiction is possible if the teacher is the bearer of a positive, effective image, knows how to manage the impression of himself in various situations of pedagogical interaction, and has image competence.
A positive image of a teacher, demonstrating disposition, openness, goodwill, contributes to the creation of psychological comfort, mutual understanding, evokes sympathy, trust, a desire to work and comprehend new things. Through it, it is possible to coordinate the actions and mental states of all participants educational process, combining them into an intellectual-emotional community.
Comparing the interpretations of the concept of "image" adopted in various fields of science, we can conclude that its existing definitions are very different from each other: V.M. Shepel believes that “image is a form of human manifestation of life, thanks to which powerful personal and business characteristics are exposed to people”; E.V. Zmanovskaya defines this phenomenon as "an emotionally colored public image of someone / something that takes the form of a stable stereotype"; E.A. Petrov - as "an image-representation in which, in a complex and definite interaction, the external and internal characteristics of an object are combined" . For the most part, definitions come down to an image that performs certain functions. The image is understood as the result of a mental reflection (representation) of one or another objective phenomenon, when information is compressed in a person’s ideas based on the perception of an object, an integral, generalized image of it is formed.
Analyzing the essential characteristics of the image (the activity of the image, its ability to influence the behavior of the subjects perceiving it and at the same time its dependence on the content of social representations and stereotypes of the subjects of perception; the informativeness of the image, manifested as its ability to provide information about the displayed subject, which can be both true , and false; a combination of rational and emotional aspects in the creation and perception of the image; dynamism, flexibility of the image; symbolism of the image as an image expressed in cultural symbols; compliance of the image, on the one hand, with the personality of the subject-prototype of the image, on the other hand, with social expectations perceiving the image of the subjects), it is possible to determine the pedagogical essence of the image, which lies in the fact that the image can act as a means pedagogical impact on the emotional sphere of the student, and through it - on his consciousness, behavior and activity.
Research by S.A. Amintaeva, E.A. Beketova, V.L. Bozadzhieva, L.Yu. Donskoy, A.A. Kalyuzhny, E.A. Petrova, V.N. Cherepanova and others contributed to the identification of pedagogical imageology as a separate branch of scientific knowledge, in which the image of a teacher is considered as a factor in the success of professional activity, as a tool that helps build productive relationships with the subjects of the educational process. Within the framework of pedagogical imageology, the image is considered as a product of a special activity to create or transform an image, as a result of the application of purposeful professional efforts.
Dissertation research by I.P. Chertykova (2002), L.Yu. Donskoy (2004), T.A. Busygina (2004), O.Yu. Popova (2007), in which an effective (managed) image of a university teacher is built taking into account the specifics of his multifunctional activities and psychological features perceiving audience, its orientation. The complexity and specificity of the image of a university teacher lies in the combination of two differently filled images - the image of a scientist and the image of a teacher. The image of a scientist implies analyticism, abstract thinking, dedication to scientific research and its effectiveness (publication activity of scientists, citation indices of their works, sensational monographs, defended students, participation in grant activities, international relations and authority), a high level of development abstract thinking. The image of the teacher is focused on the generation of information, the organization of the process of its best assimilation. Accessibility, positivity, understandability, openness, sociability, emotional flexibility, ability to cooperate are the most important characteristics of the pedagogical image, suggesting the development of social intelligence. The non-identity of the characteristics of the identified images is obvious. The society in every possible way supports and stimulates (materially and psychologically - by strengthening the status) precisely the scientific and academic component of the image of a university teacher. The pedagogical component of the image, in our opinion, needs additional detailed analysis and development.
A.L. Busygina, E.V. Esareva, Yu.V. Emelyanova, E.V. Patrina, T.I. Rudneva, N.V. Solovova and others. The image competence of a university teacher has not yet become the subject of scientific reflection of scientists. For the first time the term "image competence" was proposed by E.B. Perelygina, who interpreted it as a special complex quality of the subject, which is the ability and willingness to work to create a productive image and its
purposeful correction in the course of intersubjective interaction aimed at optimizing the image. In our opinion, in the new conditions of higher education, it is image competence that becomes a necessary component of the professionalism of a teacher of higher education, a specific type of pedagogical competence that ensures a high level of adequacy of perception of the teacher (and the knowledge and values that he transmits) by various subjects of the educational process (students, colleagues). , administration). The teacher constantly solves image problems: attracting attention and managing it in the course of interaction; creation of an atmosphere of trust, interest, psychological security (it is in such an atmosphere that a person manifests himself and develops better); ensuring the availability of information understanding; motivation for specific action. The main task of the teacher's pedagogical activity is not to achieve informational (positional) priority, but to, and this is much more important, that the student hears him, understands him, and wants to further comprehend new things.
Under the image competence of a university teacher, we mean the ability and willingness to manage their image in various situations of pedagogical interaction. The controllability of the image is associated with an understanding of the patterns of functioning of the image in specific conditions, the need for special activities for its design, diagnosis and correction (image-making). If this requirement is ignored, then the image turns into a spontaneous phenomenon, not solving specific social and professional problems. The activity of designing, diagnosing and correcting a personal and professional image presupposes that the teacher has special knowledge in the field of pedagogical imageology and professional pedagogy.
The model of the content of image competence is considered by us as a complex integrative formation, acting as a combination and interpenetration of cognitive, motivational, reflexive and behavioral components, the degree of formation of which reflects the readiness and ability of a university teacher to manage their image. In the cognitive component of the image competence of a university teacher, theoretical and methodological knowledge about the patterns of image functioning is of the greatest importance; techniques for creating a positive and influential image; ways to strengthen a positive self-concept; essence and specificity of professional image; the importance of non-verbal means of pedagogical communication; principles of organizing the wardrobe of representatives of the public profession; methods of work in audiences of different composition, preparedness, age; barriers of pedagogical communication and professional deformations, etc. The motivational component captures the interest in image-making, the motivation to master image-making technologies and techniques, and the attitude to develop one's image competence. The reflective component includes the ability to analyze, comprehend one's own individual and professional image, the ability to highlight its strengths and weaknesses; reflective listening skills, the ability to look at oneself through the eyes of an image audience. The behavioral component of image competence consists of a complex of image skills that are professionally necessary in the activities of a university teacher, namely: to create an atmosphere of psychological comfort in the classroom; attract and maintain attention; relieve emotional stress; provide productive feedback.
AT teacher education updated the need to include new blocks of knowledge from the field of pedagogical imageology in professional education teachers in order to optimize their individual and professional image. At Samara State University for ten years
the educational program “Personal and professional image of a university teacher” is being lis- sufficient empirical material has been accumulated to comprehend this phenomenon, to highlight the substantive foundations of image competence; accumulated experience in the application of image knowledge in the pedagogical activities of specific teachers.
Bibliographic list
1. Zmanovskaya E.V. Personal Image Management Guide. St. Petersburg: Rech, 2005. 144 p.
2. Kalyuzhny A.A. Socio-psychological foundations of the teacher's image: author. dis. ... Dr. psikhol. Sciences. Yaroslavl, 2007. 38 p.
3. Lyubimov L.L. Fading Educational Ethos // Educational Issues. 2009. No. 1. S. 199-210.
4. Petrova E.A. Image and its study in modern science// Proceedings of the Academy of imid-geology. Vol. 1 / ed. E.A. Petrova. M.: RITS AIM, 2005. S. 11-14.
5. Perelygina E.B. Image as a Phenomenon of Intersubjective Interaction: Content and Ways of Development: Cand. ... Dr. ped. Sciences. M., 2003. 1008 p.
6. Shepel V.M. Imageology: secrets of personal charm. M.: public education, 2002. 576 p.
1. Zmanovskaya E.V. Guidelines for the management of personal image. St. Petersburg: Rech, 2005. 144 p.
2. Kalyuzhniy A.A. Social and psychological bases of image of a teacher: author "s abstract of the thesis ... of Doctor of Psychological Sciences. Yaroslavl, 2007. 38 p.
3. Lyubimov L.L. Extinction of educational ethos // Voprosy obrazovaniya. 2009. No. 1. P. 199210.
4. Petrova E.A. Image and its study in modern science // Izvestiya Akademii Imidgelogii. Vol. 1/ed. by E.A. Petrova. M.: RIC AIM, 2005. P. 11-14.
5. Perelygina E.B. Image as a phenomenon of intersubjective interaction: content and ways of development: thesis ... Doctor of Pedagogical Sciences. M., 2003. 1008 p.
6. Shepel V.M. Imagology: secrets of personal charm. M.: Narodnoe obrazovanie, 2002. 576 p.
IMAGE-BUILDING COMPETENCE OF A UNIVERSITY PROFESSOR: ESSENCE AND STRUCTURE
In the article the requirements to the activity of a university professor in conditions of massification, consumerization, informatization, continuity of higher education are analyzed and the need of formation of image building competence of a university professor. The specific character of professional image of a university professor is viewed, the essence and structure of image-building competence of a university professor is simulated.
Key words: image, specific character of image of a university professor, pedagogical imageology, image-building competence.
* Sysoeva Elena Yurievna ( [email protected]), the Dept. of Theory and Methods of Professional Education, Samara State University, Samara, 443011, Russian Federation.
