Problem of formation of pedagogical skill of the university teacher

Pedagogical communication is a specific form of communication, which has its own characteristics, and at the same time obeys the general psychological laws inherent in communication as a form of human interaction with other people, including communicative, interactive, and perceptual components. Pedagogical communication - a set of tools and methods that ensure the implementation of the goals and objectives of education and training and determine the nature of the interaction of the teacher and students. The most important condition for improving the educational process is to increase the pedagogical skill of the teacher, who was and remains the pivotal link in any pedagogical system. In the problem of the formation of teacher skill, two points must be drawn.

On the one hand, the peculiarity of pedagogical activity related to the specifics of its object, which is a person (he is the subject of activity), the constant variability of pedagogical situations - all this does not allow the teacher to rely on any one, once and for all acquired system of actions. On the other hand, when developing the methodological foundations for optimizing the educational process, the problem of correlation between the teacher’s creativity and a certain algorithm of actions that the teacher must constantly carry out arises. With all the variety of pedagogical systems and the teachers working in them, there are general patterns of their functioning. The identification of these patterns, their formulation in the form of prescriptions of an algorithmic type for a certain class of pedagogical tasks, the identification of patterns in the field of learning how to operate with these prescriptions is the task of pedagogy. As rightly asserts Yu.K. Babansky, there is a dialectical connection between normative and creativity in pedagogical work, which by no means exclude each other, but mutually suggest, mutually enrich and, essentially, cannot do without each other. The problem of pedagogical mastery occupies a prominent place in the research of Soviet and foreign scientists. In bourgeois pedagogy you can find many works on the effectiveness of the teacher. However, their analysis does not allow us to speak of a truly scientific elaboration of the problem. A major contribution to the development of the problem of pedagogical activity and the skill of teachers was made by research carried out under the guidance of N.V. Kuzmina, which allowed to highlight a number of patterns of pedagogical activity, to determine the criteria for the effectiveness of the teacher, to clarify and test the theoretical model of pedagogical activity. The psychological structure of the teacher’s activity, which is the interconnection, system and sequence of his actions aimed at achieving the goals through the solution of pedagogical problems, acts as such a model. This structure reflects all the skills necessary for solving pedagogical problems that arise in the process of realizing the goals of the pedagogical system, which correspond to the five functional components of this structure: Gnostic, constructive, communicative and organizational.

The gnostic activity of a teacher is primarily associated with his ability to use knowledge of teaching methods in his work. A good understanding of the basic methodological principles and techniques is the foundation without which teaching this subject is unthinkable. These principles include the following:- The principle of speech orientation, according to which all the knowledge, actions of the teacher and students are aimed at developing the speech of students;- taking into account the specifics of various types of speech activity;- the need for comprehensive training, which requires work on various types of speech activity;-the need for parallel and interconnected training in various types of speech activity;- the awareness of the formation of skills;- The principle of visual training;- The principle of learning activity and a number of others. Among the important gnostic skills of the teacher is his ability to analyze the lesson. As noted by Z.F. Ilchenko, pedagogical analysis, as a form of manifestation and improvement of pedagogical thinking, includes three main functions: positive-theoretical - correlation of the teacher’s actions with the requirements of the pedagogical theory, clarification of the conditions ensuring the most successful course of the pedagogical process; critical awareness of the causes of difficulties and failures, shortcomings that prevented a positive result from being achieved; practical, this function consists in building and improving positive samples, as well as in restructuring techniques and actions in accordance with specific conditions. Improving the pedagogical skill of a teacher is inextricably linked with improvement in his pedagogical activity.

Drawing up calendar plans requires the ability to do psychological and pedagogical analysis of the topic of the lesson. When developing plans, the teacher must correlate the plan for studying materials in the next lesson with the entire schedule, without losing sight of the ultimate goals of training. An important design skill in this case is the ability to anticipate difficulties in students' assimilation of material, which depends mainly on the knowledge of individual and age characteristics of the student population. Unlike design, constructive skills are associated with planning work for the upcoming lesson. These skills are reflected primarily in the teacher's lesson plans. The importance of constant and thorough preparation for each lesson for a teacher is dictated by the practical nature of the classes, which are distinguished by an increased variety of pedagogical situations, as well as a different level of training and individual characteristics of students of various groups. The latter circumstance requires the teacher to constantly rethink and adjust plans for upcoming classes; unlike teachers giving lecture courses, he cannot focus on the so-called “average” student; all this does not allow him to use an invariable template for any extended period of time. Based on the special role of goal-setting, the leading constructive skill is the ability of the teacher to accurately set and clearly formulate the goals of the upcoming lesson. Determining the purpose of the lesson is an element that organizes all the other moments of the next lesson. The selection and planning of the material, the structure and compositional construction of the lesson, the activities of students and the teacher himself depend on him. The communicative qualities of a teacher usually include voice production, facial expressions and pantomimics, control of emotions, mood, etc. Among the desirable qualities are artistry, a sense of humor, sociability. Undoubtedly, benevolence towards students should also be included here. It is well known that the final level of mastery of a speech largely depends on the ability of the teacher to create an emotionally-relaxed atmosphere of the lesson.

Famous psychologist V.A. Kan-Kalik identified the following styles of pedagogical communication:

• 1.    Communication on the basis of high professional attitudes of the teacher, his attitude to teaching activities in general. They say about them: “Children (students) follow him literally!” Moreover, in higher education, interest in communication is also stimulated by common professional interests, especially in the specialized departments.

• 2.    Communication based on a friendly location. It involves a passion for a common cause. The teacher plays the role of a mentor, senior comrade, participant in joint educational activities.

• 3.    Communication-distance refers to the most common types of pedagogical communication. In this case, the relationship is constantly traced distance in all areas, in training, with reference to authority and professionalism, in education, with reference to life experience and age.

• 4.    Communication-intimidation - a negative form of communication, inhumane, revealing the pedagogical insolvency of the teacher resorting to it.

• 5.    Communication-flirting, characteristic of young teachers who seek popularity. Such communication provides only a false, cheap authority.

Maintaining a favorable emotional atmosphere is closely connected with the teacher’s sensitivity to the object of influence, with his ability to respond to the state of the group as a whole and each student individually. Given the practical nature of the lessons, organizational skills acquire great importance for the teacher. Organizational activity consists primarily in the ability to effectively organize students in the classroom, to involve them all in the work of mastering the material. Among the necessary organizational skills of a teacher is the ability to instill in students independent work skills, the ability to use visibility, as well as skills related to the organization of the educational material itself.