Профессиональная зрелость педагога, как социально-педагогическая категория

Professional maturity of a teacher as a socio-pedagogical category¹

Профессиональная зрелость педагога, как социально-педагогическая категория

Odilova Naira Gulyamovna,

Acting lecturer of the department "Distance education"

TSPU named after Nizami, Uzbekistan, Tashkent

Одилова Наира Гулямовна,

и.о.доцента кафедры «Дистанционное образование»

ТГПУ им.Низами, Узбекистан, г.Ташкент

Abstract. The article deals with the problem of professional maturity of a teacher. It is noted that the professional maturity of the teacher is a set of personal and professional qualities that guarantee a consistently high performance of teaching activities in the present and the future.

Аннотация. В статье рассматривается проблема профессиональной зрелости педагога. Отмечается, что профессиональная зрелость педагога это совокупность личностно-профессиональных качеств, гарантирующих стабильно высокую результативность педагогической деятельности в настоящем и будущем.

Key words. Teacher, professional maturity, subject of activity, self-development, self-actualization, self-improvement

Ключевые слова. Педагог, профессиональная зрелость, субъект деятельности, саморазвитие, самоактуализация, самосовершенствование.

The professional maturity of the teacher is determined by the readiness for creative activity, which relies on professional competence, pedagogical skills and the humanistic orientation of the individual, and sustainable motivation for pedagogical activity. V.N. Maximova defines the professional maturity of a teacher as a readiness for innovative professional and pedagogical activity. The structure of the professional maturity of the teacher includes:

1) professional competence as a system of knowledge and skills of the teacher;

2) pedagogical skills as the ability to creative, non-standard solution of professional tasks;

3) pedagogical orientation of professional activity as a system of dominant motives of work at school, sustainable motivation of pedagogical activity [1].

Professional maturity of a teacher as a socio-pedagogical category can be considered in two aspects. First, as a definite stage of professional life, associated with age, professional experience and experience of the teacher. Secondly, as the highest level of professional achievements of the subject of activity, arising regardless of age and professional experience. In both cases, professional maturity is a systemic education, formed under the influence of the intragene activity of the person as an individual, personality, subject of activity and under the influence of the unity of the purposeful process of professional pedagogical training with the socio-pedagogical requirements of professional activity.

The structure of professional maturity of a teacher as a system of education includes the unity of individual-personal, procedural-technological, professional-subject, self-actualizing components. At the same time, the nuclear system-forming component of a teacher’s professional maturity is professional self-actualization as a process of conscious, adequate and active self-manifestation of the professional’s personality in pedagogical activity at all levels of its functional dynamic structure.

The leading functions of professional maturity of a teacher are: social, stabilizing, axiological, developing, instrumental, harmonizing, facilitating, axiological functions. The specificity of functions determines the range of influence: the macrosocial range of social and axiological functions (influence at the level of society); meso- and microsocial range of harmonizing, instrumental, integrative, stabilizing functions (influence at the level of a social group); personal developmental function range (influence at the level of the individual).

Formation of professional maturity of a teacher as a systemic dynamic phenomenon is ensured by the unity of the socially-pedagogical purposeful influence of a specially organized educational environment; own intrageneous activity of a specialist as an individual, person and subject of activity; requirements of professional pedagogical activity in modern conditions. The initial stage in the formation of a teacher’s professional maturity is due to the need to prepare it for self-actualization in teaching activities (professional self-actualization) as a nuclear component of professional maturity and its basic basis, which determines the direction of development and the specifics of the individual-personal, procedural-technological, professional-objective maturity components.

The definition of the essence of professional maturity of a teacher should be based on such universal integrative indicators of human vitality as the ability to self-organization, self-development, self-actualization, self-improvement, which is based on the idea of ​​the significance of internal system activity for development processes that we consider as the goal, condition and result of achieving high quality education. Effective pedagogical interaction is based on a combination of subject-object and subject-subject relations with an increase in the proportion of the latter as the process of education continues and the development of the teacher and the student is interdependent, and there should be a harmonious distribution of energy spent on self-development, self-improvement and environmental transformation processes, allows you to consider the teacher's readiness for continuous personal professional self-improvement as a key int grativny indicator of professional maturity of the teacher.

Thus, the professional maturity of a teacher is the highest level of professionalism, involving a combination of personality-professional qualities that guarantee a consistently high performance of pedagogical activity in the present and the future.

Literature used:

1. Максимова В.Н. Акмеология: новое качество образования: Книга для педагога. – СПб.: Изд-во РГПУ им. А.И. Герцена, 2002. – 99 с.

2. Todd Rogers, Noah J.Goldstein, and Craig R.Fox. Social mobilization//Annual Review of Psychology. –Vol.69:357-381. January 2018.

3. Francesca Happe, Jennifer L.Cook, and Geoffrey Bird. The structure of social cognition: in(ter)dependence of sociocognitive processes// Annual Review of Psychology. –Vol.68:243-267. January 2017.

1^ The work was done on the basis of the fundamental project No. OT-F1-126. Development, scientific substantiation and practical implementation of the methods of psychodiagnostics of indicators of psychological maturity of the youth of Uzbekistan.