Professional pedagogical ethics of the modern teacher

Professional codes generally refer to codes of conduct that ensure the moral character of those relationships between people that stem from their professional activities. Feature of professional ethics is its close relationship with the activities of members of a particular group and an inseparable unity with the general theory of morality.

Pedagogical ethics is an independent division of ethical science and studies the peculiarities of pedagogical morality, clarifies the specifics of the implementation of general principles of morality in the field of pedagogical work, reveals its functions, the specifics of the content of principles and ethical categories. Also, pedagogical ethics studies the character of the moral activity of the teacher and moral relations in the professional environment, the principles of pedagogical etiquette are developed, which is a set of specific rules of communication, behaviors, etc. developed in the teacher's environment. People professionally engaged in teaching and education.

Before pedagogical ethics there are a number of pressing problems (which can be divided into theoretical and applied ones), including the study of methodological problems, clarifying the structure and studying the process of forming the moral needs of the teacher, developing the specifics of the moral aspects of pedagogical work, identifying the requirements for the moral image Teacher.

Universal and most common methods of researching public opinion in the field of pedagogical ethics are aimed at elucidating value orientations, the motivational sphere of the individual, and the value judgments of the respondents. Ethical-sociological methods allow to study ethical erudition of the teacher, value orientations, moral education and the character of collective relationships. One can name among the methods of research of pedagogical ethics: the method of "frequency dictionaries", the method of ethical practice, content analysis, the method of public attestation,

Among the tasks of the course of pedagogical ethics is to raise the level of moral and pedagogical preparation of the teacher and equip him with knowledge, using which, contradictions in the teaching and educational process can be solved more effectively. The study of pedagogical ethics provides the material necessary for the analysis of the pedagogical process as a process of moral relations between its participants.

The need of the society to transfer its experience and knowledge to the younger generations has brought to life the system of school education and has generated a special kind of socially necessary activity - professional pedagogical activity. Elements of pedagogical ethics appeared together with the emergence of pedagogical activity as a special social function.

The philosophers of the ancient society in their works expressed some opinions on the issues of pedagogical ethics. For example, Democritus spoke of the need to reconcile education with the nature of the child, the use of children's curiosity as the basis of teaching, the preference of means of persuasion over coercive means; Plato professed the idea of the need to subordinate children to the will of the educator and constant monitoring of them, a high evaluation of obedience and the use of methods of punishment in the process of disobedience; Aristotle considered education a matter of state importance; But only Quintilian first raised pedagogy issues on a professional level - his recommendations were a generalization of pedagogical experience, warned the teacher against using coercion, appealed to the common sense and interest of the child in the learning process and its results.

In the Middle Ages the society was not interested in the issues of pedagogical ethics in view of the domination of religion in matters of education. In the Renaissance, these issues received their new development - in the writings of Montaigne (pay attention to the personal qualities of the mentor, take into account the "child's mental inclinations," not to demand the unconditional acceptance of the teacher's ideas by the student)

Comenius (emphasis on the benevolent attitude of the teacher to the trainees, criticism of the formal-ostentatious fulfillment of teaching duties), Locke

(He paid attention to the moral relations between the educator and the pupil, spoke out against coercion and punishment, considered the example of the teacher's own behavior to be meaningful).

Representatives of the French Enlightenment interpreted the tasks of moral education, formulated requirements for the moral image of the teacher and put forward their ethical concepts, considering education, science and reason to be the driving force of progress. As Rousseau believed, the teacher should be devoid of human vices and in the moral sense to stand above society.

Pestalozzi believed that a true teacher should be able to detect and develop positive personal qualities in any child, propagate the ideas of labor and moral education. German educators, such as

Disterveg, more specific requirements to the teacher and criticized the isolation isolated from society education. In particular, Disterveg formulated clear requirements for the teacher (perfect possession of the subject, love for the profession and children, cheerfulness, optimism, work on oneself, etc.)

A qualitatively new stage in the development of ethics and questions of pedagogical morality is connected with the Russian revolutionary democrats, who enriched and deepened the ethical ideas of the Enlightenment figures. In particular, Dobrolyubov paid much attention to the issues of pedagogical morality: he argues that education should not be based on the authority of repression, but on high education and the comprehensive development of the teacher, his firm and infallible convictions, and respect for the rights of children.

In Soviet times, we find the development of problems of professional ethics Sukhomlinsky.

They repeatedly stressed that the teaching is primarily a living human relationship between the teacher and children. A significant contribution to the development of theoretical and practical issues of pedagogical morality, the study of the level of the moral consciousness of the teacher, the search for ways to improve moral relations in the pedagogical collective was introduced by such scientists as Gonobolin, Kuzmina, Grishin, Sogomonov, Chernokozov and others.

Used sources:

• 1.    Practicum age and educational psychology. T.1991. 272-275, p.

• 2.    Kazakov V. G. Psychology. M.1989. 270-281, p.

• 3.    Krutetskiy VA Fundamentals of educational psychology. T.1976. 283-294, p.

• 4.    Nabijonova D. Psychology lectures, Fergana Polytechnic Institute. Ferghana 1999, p. 78-83