Academician Vvedensky. Vvedensky Nikolay Evgenievich. See what “Vvedensky, Nikolai Evgenievich” is in other dictionaries
NOT. Vvedensky was born into the family of a rural priest. He graduated from the Vologda Theological Seminary and in 1872 entered the natural sciences department of the Faculty of Physics and Mathematics of St. Petersburg University.
Student Vvedensky was an active participant in the mass movement of democratic youth to the villages in Russia in the 1870s, “going to the people,” and in the fall of 1874 he was arrested as part of the “trial of the 193s” and spent more than 3 years in prison , then acquitted by the court, in 1878 he again entered the university and began working in the laboratory of I.M. Sechenov.
Upon completion of the university course, in 1879, N.E. Vvedensky, who was “under secret surveillance” for the next five years, was appointed to the position of conservator of the university’s zootomy office. He worked in winter and had summer rest in 1881, 1882, 1884 and 1887. He devoted himself to practice abroad, at his own expense, with Heidenhain, Dubois-Raymond, Kronecker, Hoppe-Seyler and Bauman in Germany, and in the summer of 1887 he traveled for educational purposes to laboratories in Austria and Switzerland.
Since 1881, Vvedensky was appointed laboratory assistant at the physiological laboratory of St. Petersburg University. In 1883, Nikolai Evgenievich began lecturing at the Higher Women's Courses, and after defending his master's thesis “Telephonic Research on Electrical Phenomena in Muscular and Nervous Apparatuses” (1884), as a private assistant professor, he began teaching courses at the university. Subsequently, he read physiology at the Psychoneurological Institute.
In 1887, Vvedensky received his doctorate for his work “On the relationship between irritation and excitation in tetanus.” After I.M. Sechenov moved to Moscow in 1889, Nikolai Evgenievich was elected extraordinary, and in 1895 - ordinary professor of the Department of Physiology.
Vvedensky once remarked in a conversation with A.A. Ukhtomsky: “After all, my whole life has passed, one might say, in the company of a neuromuscular drug...”
Yes: like his teacher I.M. Sechenov, colleagues - physiologist I.P. Pavlov, the most devoted student of A.A. Ukhtomsky, Vvedensky’s experiments were not distinguished by their external effectiveness. But the meaning of the problems solved with their help was such that even then, in 1883, when in the laboratory of Dubois-Reymond Nikolai Evgenievich first discovered that the Simmens and Halske telephone picked up nervous excitement, which turned out to be a rhythmic process, the great Helmholtz spared no time to visit this laboratory and get acquainted with the discovery of a young Russian scientist.
Vvedensky's numerous works relate mainly to issues of general muscular and nervous physiology and the physiology of nerve centers. They studied and identified the patterns of response of living tissues to various irritations.
Thus, having used the method of telephony and listening to an excited nerve in his master’s thesis, N.E. Vvedensky showed that a living system changes not only under the influence of stimuli, but also during the activity itself, which allowed him to introduce the concept of the time factor into physiology for the first time. In the same work, the periodicity of muscle contraction and nerve fatigue were analyzed for the first time, which subsequently made it possible, by deepening the research of I.M. Sechenov, to develop the basic principles of the physiology of work and rest: this was done by A.A. Ukhtomsky.
In his doctoral dissertation N.E. Vvedensky formulated the doctrine of the optimum and pessimum of irritations, which allowed him to establish the law of relative functional mobility - lability - of tissues. Vvedensky considered the neuromuscular preparation, consisting of nerve fiber, nerve endings and muscle, to be a heterogeneous formation, the parts of which have varying lability.
In the monograph “Excitation, inhibition and anesthesia” (1901), Nikolai Evgenievich developed the doctrine of parabiosis - a special phase reaction of living tissue to the influence of stimuli (with a certain strength and duration of their action), accompanied by reversible changes in its basic properties - excitability and conductivity, as well as normal development of the excitation process, and developed and refined the ideas of I.M. Sechenov about the patterns of activity of the central nervous system, summarizing his ideas about the nature of the processes of excitation and inhibition, empirically demonstrating their unity.
In addition to those mentioned above, the following works are important: “On the tirelessness of the nerve” (St. Petersburg, 1900), “Die fundamentalen Eigenschaften des Nerven unter Einwirkung einiger Gifte” (1900), “Excitation and inhibition in the reflex apparatus during strychnine poisoning” (1906) .
In 1909 N.E. Vvedensky was elected corresponding member of the St. Petersburg Academy of Sciences.
In 1916 N.E. developed a problem that he called perielectron, the second, complementary to the propagating, version of nervous signaling.
Vvedensky’s works were of great importance for physiology and medicine, the development of important problems in labor physiology, psychology and pedagogy (which became clear after the works of A.A. Ukhtomsky); the conclusions from them are still relevant today. In 1951-1963 Nikolai Evgenievich's works were published in the form of Complete Works (in 7 volumes).
NOT. Vvedensky, together with I.P. Pavlov - one of the initiators of the creation at the First Physiological Congress (April 1917) of the Society of Russian Physiologists named after. THEM. Sechenov, as well as the publication of the Russian Physiological Journal named after. THEM. Sechenov" (1917).
Perhaps the best biography of Nikolai Evgenievich, the favorite of I.M. Sechenov’s students, was written by his favorite student, academician A.A. Ukhtomsky, who continued the development of the ideas of Sechenov and Vvedensky and completed them with his theory of dominance.
In 1923, Aleksey Alekseevich wrote: “I, for my part, have no doubt that the name N.E. Vvedensky will become more and more popular as his students and successors demonstrate visual discoveries [this was done both by Ukhtomsky himself and I.A. Arshavsky, who established the energy rule of skeletal muscles] the fruitfulness of the prospects that he gave to science”...
Compiled by I.N. Klyatis
List of works by N.E. Vvedensky from the funds of the Bench RAS:
1. Vvedensky N.E. Excitation, inhibition and anesthesia. – St. Petersburg, 1901. – IV, 110 p.
2. Vvedensky N.E. About the indefatigability of the nerve. – St. Petersburg, 1900. – 45 p.
3. Vvedensky N.E. About one new phenomenon in scientific literature. – St. Petersburg, 1895. – 55 p.
4. Vvedensky N.E. On the relationship between irritation and excitation in tetanus: Doctoral dissertation. – St. Petersburg, 1886. – 336 p. – (Notes of the Imperial Academy of Sciences. T. 54: Appendix. – No. 3.)
5. Vvedensky N.E. Telephone research on electrical phenomena in muscle and nervous systems: Master's thesis. – St. Petersburg, 1884. – 132 p.
References:
1. Vvedensky Nikolay Evgenievich // Biologists / T.P. Babiy, L.L. Kokhanova, G.G. Kostyuk et al.: Biographer. reference – Kyiv, 1984. – P. 123.
2. Nikolay Evgenievich Vvedensky // Russian Biographical Dictionary: Network version (http://www.rulex.ru/01030500.htm)
3. Grigoryan N.A. Vvedensky Nikolay Evgenievich // TSB. – 3rd ed. – 1971. – T. 4. – Stb. 1023-1024.
4. I. T. [Tarkhanov I.R.] Russia, section. Physiology // Russian Biographical Dictionary: Network version (http://www.rulex.ru/01272014.htm)
5. Ukhtomsky A.A. Nikolai Evgenievich Vvedensky and his scientific work: Obituary // Ukhtomsky A.A. Selected works. – L., 1978. – P. 298-308.
6. Yaroshevsky M.G. Social and philosophical problems of science and man: (To the 100th anniversary of the birth of A.A. Ukhtomsky) // Issues. philosophy. – 1975. – No. 5. – P. 119-132.
Nikolai Evgenievich Vvedensky (1852-1922)
Nikolai Evgenievich Vvedensky, with his research into the physiology of the neuromuscular system, made a huge contribution to the general treasury of world science. He was born on April 16, 1852 in the village of Kochkovo, Vologda province, in the family of a rural priest. At first he studied at the Vologda Theological Seminary, and then in 1872 he entered the Faculty of Physics and Mathematics of St. Petersburg University. Arrested in the fall of 1874 by the tsarist government as part of the political trial of 193, N. E. Vvedensky spent more than three years in prison. After serving his sentence, he remained under police supervision for a long time. Only in 1878 was he able to continue his university education and entered the Department of Natural Sciences of the Faculty of Physics and Mathematics of St. Petersburg University, after which he remained to work in the laboratory of the famous Russian physiologist I.M. Sechenov. In 1883, N. E. Vvedensky began lecturing on animal and human physiology at the Higher Women's Courses, and in 1884, having defended his master's thesis, he began lecturing at St. Petersburg University. In 1887, he defended his dissertation for a doctorate, and when I.M. Sechenov left St. Petersburg University in 1889, Nikolai Evgenievich Vvedensky, as his closest student and outstanding collaborator, was elected professor at the university.
Academician A. A. Ukhtomsky, a student of N. E. Vvedensky, wrote about his teacher: “Modest, sometimes somewhat dry and reserved in his personal life, Nikolai Evgenievich retained great warmth and responsiveness. Everyone who came into closer contact with him knew about this Nikolai Evgenievich did not have his own family, lived alone, but touchingly loved the families of his father, brother and sister. Nikolai Evgenievich died in 1922 in his old parental home, where he went to care for his lonely paralyzed brother, being weak and sick himself. Nikolai Evgenievich Vvedensky passed away on September 16, 1922.
N. E. Vvedensky spent his entire life in the laboratory trying to clarify the basic laws of the functioning of the neuromuscular system, and when he died, they wrote about him: “Vvedensky stopped working in the laboratory, Vvedensky died.”
He took an active part in world congresses of physiologists and physicians, representing Russian physiological science. In 1900, he was elected honorary president of the Paris Congress of Medicine, and then the representative of Russia in the Bureau for the Organization of International Congresses of Physiologists.
N. E. Vvedensky began to study the neuromuscular system immediately after his first youthful works - on the influence of light on reflex excitability and on breathing - and until the end of his life he did not leave this area of research, giving a number of classic works and substantiating the theory of the main issues of general physiology . He began his work with telephone listening to the nervous process. Even at the beginning of the 19th century, physiologists noticed that muscles during contraction emit a so-called “muscle tone” - a sound indicating that the basis of the natural excitation of a muscle is the rhythm of individual single excitations. But no one could catch a similar rhythm directly from the nerve. This was first done by N. E. Vvedensky. Listening to the telephone for impulses that are transmitted along the nerve during its operation, he found that nervous excitation is a rhythmic process. Now that physiological laboratories have powerful amplifiers with cathode tubes and very advanced oscilloscopes, this rhythm of nervous excitation is recorded in the form of electrograms on photographic paper. The electrophysiological method of studying the nervous system of humans and animals is one of the most subtle and objective methods of modern science, but it is based on data from N. E. Vvedensky, who was able to make an ingenious discovery of the rhythmic nature of nervous excitation with a simple telephone.
The English physiologist Adrian wrote that Pieper, at the beginning of the 20th century, who registered an electrogram of a contracting human muscle using a string galvanometer and discovered the rhythm of “50” per second, fundamentally did not give anything new compared to what N. E found Vvedensky back in 1883
Telephone studies by N. E. Vvedensky immediately discovered a whole series of new patterns in the functioning of the neuromuscular apparatus. By subjecting the nerve trunk to rhythmic stimulation in an experimental setting, N. E. Vvedensky found that the nerve, in its work of transmitting impulses, in comparison with other tissue elements of the nervous system, is practically tireless. Using a variety of research methods, he irrefutably proved the relative insatiability of the nerves, which was confirmed several years later by research by English and American physiologists.
Following this, N. E. Vvedensky discovered that the nerve, muscle and nerve endings, i.e. the three main tissue elements of the neuromuscular system have different functional mobility (lability). Lability is a measure introduced into physiology for the first time by N. E. Vvedensky; it is a certain value measured by the number of excitation waves that can be reproduced per second by one or another excitable tissue without changing the rhythm. A normal nerve fiber is capable of reproducing up to 500 separate periods of excitation without their transition to lower rhythms. The muscle can reproduce no more than 200-250 of them per second, but the muscle reproduces this rhythm purely only in the first moments of irritation, and then the high rhythm turns into a lower one. In other words, a high rhythm of 200-250 periods of excitation per second quickly changes the functional mobility of the muscle and reduces its lability. If the muscle receives irritation not directly, but through a nerve, then the maximum rhythm that it can reproduce will be only 150-100 per second. At a higher rhythm, the muscle stops reproducing the rhythm of stimulation; the muscle begins to relax. This means that nerve impulses, before reaching the muscle, must pass through motor nerve endings, the lability of which is even lower than that of the muscle, and whenever excessively frequent excitatory impulses travel along the nerve fibers, the muscle responds with inhibition instead of excitation.
Tissue lability is suppressed not only by too frequent, but also by too strong irritations. The less labile this or that tissue is, the less high rhythms are limiting for it and the faster the phenomena of inhibition occur in it - from frequent and strong irritations.
In the neuromuscular system, the terminal apparatus of the nerve is the least labile. It is in them that the depressing influence of too frequent and too strong irritations most likely affects. But the inhibitory reaction observed on the muscle is not a depletion of the contractile forces of the muscle.
With his experiments with inhibition of skeletal muscle by frequent and strong nerve irritations, described in the main work of N. E. Vvedensky “On the relationship between irritation and excitation in tetanus,” he took a new approach to the most important problem of physiology - the connection between excitation and inhibition as the main processes nervous system.
In physiology, inhibition of any organ does not mean rest; only by external expression can it be mixed with peace. Inhibition is active calming, “organized peace.”
The discovery of the very fact that the nervous system (centers) can create inhibition in peripheral organs belongs to the teacher N. E. Vvedensky, the founder of Russian physiology - I. M. Sechenov. But N. E. Vvedensky was the first to establish that “active calming” of an organ from the nerve approaching it can be the result of the very same irritation that excites this organ and does not require the existence of a special inhibitory center, as was commonly believed before him.
Based on many years of work with the neuromuscular system, N. E. Vvedensky gave his theory of nervous inhibition, widely known in the world physiological literature as “Vvedensky inhibition”. In one case, the nerve approaching the muscle excites it, in another case the same nerve inhibits it, actively calms it, because at this very time it itself is excited by strong and frequent irritations that fall on it. In other words, N. E. Vvedensky showed that the processes of the nervous system, opposite in their effect - excitation and inhibition, are connected by mutual transitions from one to another and, other things being equal, are functions of the quantity and magnitude of stimulation.
In N. E. Vvedensky’s teaching on inhibition, the time factor, the experienced “history” of the neuromuscular system, plays a significant role, and “history” in micro-intervals of time plays a decisive role in the fate of current reactions in the neuromuscular system. N. E. Vvedensky discovered that after each single wave of excitation, the tissue (nerve, muscle) sequentially experiences first an “interval of inexcitability” and then an “exaltation phase.” The first, according to N. E. Vvedensky, lasts up to 0.004 seconds, with the possibility of significant contraction and lengthening, and the second phase lasts up to 0.05 seconds.
Consequently, a wave of excitation passing through the tissue leaves behind a trace of a certain duration, during which the tissue is, as it were, unimpressive to subsequent irritations. If the second impulse comes too soon after the first and it falls within the “non-excitability” phase, then it remains unanswered. If the second impulse comes after the first after a sufficient time and falls within the exaltation phase of the first impulse, then the response is significantly greater than normal.
Much later, English physiologists confirmed these outstanding discoveries of N. E. Vvedensky, although they gave them a different interpretation. Physiologists attach great importance to the “interval of inexcitability,” or otherwise the refractory phase observed on the nerve after a passing impulse, because they see in it a special case of inhibition, which can provide a “key” to understanding the entire problem of inhibition.
German physiologists, in particular Verworn and his collaborators, also paid a lot of attention in their research to the issue of inhibition, especially at the beginning of this century. But “In general, we must admit in fairness,” writes Academician A. A. Ukhtomsky (1927), “that Verworn’s school on the issue of the braking mechanism did not give anything new compared to what Vvedensky had in 1886. .. With the light hand of the Kaiser (German physiologist), they repeated Vvedensky’s experiments, almost without mentioning them, attributed the discoveries to themselves and in the end did not see those fundamental shortcomings that forced Vvedensky himself to go further in search of new roads.”
If nerve endings differ from the nerve itself in the degree of their lability, N. E. Vvedensky decided, then, therefore, it is possible experimentally, through local action of any chemical or physical agent, to change the degree of lability in a certain area of the nerve and thereby bring it closer to the properties of nerve endings. What happens in such a changed part of the nerve? Becoming less and less labile, this area conducts less and less frequent waves of excitation. With the same quantitative characteristics of the current waves of excitation, the very course of the reaction changes enormously. Excitation waves arriving at the focus with reduced functional mobility slow down more and more in their development and conduction and, finally, with a sharp decrease in lability, they take on a stationary character. As a result, we have a local focus of stable stationary excitation. N.E. Vvedensky called such a state of stationary excitation “parabiosis,” as if the threshold to dying (literally: para - about, bios - life). Parabiosis is a reversible condition. When lability is restored in the focus of stationary excitation, the nervous tissue again acquires the ability to conduct excitations.
The discovery of stationary excitation is one of the main scientific contributions of N. E. Vvedensky to general physiology. His book “Excitement, Inhibition and Naresthesia,” in which he outlined in detail his doctrine of parabiosis as stationary excitation, is widely known both here and abroad. By N. E. Vvedensky’s own admission, it was his main work and justification for his entire life.
From a wave of normal excitation that was slow in its development and conduction, N. E. Vvedensky came to the concept of parabiosis. He discovered the previously unknown patterns of the transition of rhythmic excitation in the nervous system to stationary excitation, generally unknown before him, and the reverse transition of stationary excitation to rhythmic, wave-like. A new large field has opened up for physiologists to study the functional states of the nervous system.
In the last years of his life, N. E. Vvedensky discovered another new phenomenon, namely, he established that the emerging focus of stationary excitation affects the state of the entire nerve conductor, changing its excitability down to the effector (muscle). This influence itself has the character of a stationary wave along the nerve trunk, increasing its excitability in some places and decreasing it in others.
This discovery of N. E. Vvedensky - the phenomenon of the so-called "peri-electroton" - is of great importance for understanding the relationship between centers and periphery in the nervous system of humans and animals, especially in matters of preparing the neural path for the passage of an impulse, the relationship between coordination centers and the so-called tonic innervation, when the centers of the nervous system, with their continuous influence, can maintain prolonged muscle tension for hours.
The doctrine of stationary influences of excitation, occurring in the order of perielectroton, is a new chapter in the physiology of the nervous system, opened by N. E. Vvedensky.
In world literature, great importance is now attached to the teaching of the French physiologist Lapic about “chronaxy”. Lapik found that different excitable tissues require different times for a single wave of excitation to occur. But upon a detailed study of the relationship between lability and chronaxy, it turned out that Lapik’s chronaxy is the reciprocal of Vvedensky’s lability. Both of these parameters of excitable systems only approach the assessment of the current state of the tissue from different angles, and I remember the impression made on Lapik himself at the XV International Congress of Physiologists by the consideration of diagrams on which the chronaxy curves exactly mirrored the course of changes in lability.
The doctrine of chronaxy was formulated by Lapik at the beginning of the 20th century, N. E. Vvedensky gave his doctrine of lability back in 1892. Lapik recognized not only the connection between the doctrine of chronaxy and Vvedensky’s lability, but also one of his further discoveries about the so-called " subordination chronaxy" with Vvedensky's "perielectroton".
With his classical research, N. E. Vvedensky made a huge contribution to the treasury of world physiology. His name stands on a par with the names of I.M. Sechenov and I.P. Pavlov, the founders of Russian physiology.
The main works of N. E. Vvedensky: Telephone studies on electrical phenomena in muscle and nervous apparatus, St. Petersburg, 1884; On the relationship between irritation and excitation during tetanus, St. Petersburg, 1886 (Complete collection of works, vol. II); On the indefatigability of the nerve, St. Petersburg, 1900; Excitation, inhibition and anesthesia, St. Petersburg, 1901 (Complete collection of works, vol. IV); Excitation and inhibition in the reflex apparatus during strychnine poisoning, "Works of the physiological laboratory of St. Petersburg University", 1906, vol. I; The refractory phase and the exaltation phase, ibid., 1908, vol. III; On perielectroton, "Izvestia of the Russian Academy of Sciences", 1923.
ABOUT N. E. Vvedensky: Gladky A., In memory of Nikolai Evgenievich Vvedensky, "Russian Physiological Journal", Pg., 1923, vol. VI, century. 1-2-3; Perna N., In memory of Nikolai Evgenievich Vvedensky, ibid.; Ukhtomsky A., Nikolai Evgenievich Vvedensky and his business, ibid.; His, From the history of the doctrine of nervous inhibition, "Nature", No. 10, 1937; His own, Testament of N. E. Vvedensky. Theses. Second Pavlovsk lecture, M., 1938; Collection "The Doctrine of Parabiosis", M., 1927 (articles by Ukhtomsky and others); Koshtoyants Kh. S., Essays on the history of physiology in Russia, M.-L., 1946.
CHAPTER 1. INSTITUTIONALIZATION AS A METHODOLOGICAL BASIS FOR STUDYING THE TEACHING PROFESSION.
§ 1. The teaching profession as a complex social system.
§ 2 Institutional component of the research strategy for social sciences and humanities.
§ 3. The teaching profession as a social institution.
§ 4. History of the formation and development of the teaching profession as a social institution.
Conclusions on the first chapter.
CHAPTER 2. SYSTEM-STRUCTURAL ASPECT OF RESEARCH OF THE TEACHING PROFESSION AS A SOCIAL INSTITUTION.
§ 1 Social function of the teaching profession.
§ 2 Social status and status adaptation of the teacher.
§ 3 Social role, professional identification and deformation of the teacher’s personality.
§ 4. Social control and professional expertise of a teacher
Conclusions on the second chapter.
CHAPTER 3. PROFESSIONAL COMPETENCE OF A TEACHER IS THE CORE OF THE MODEL OF THE TEACHING PROFESSION AS A SOCIAL INSTITUTE.
§ 1. Model of professional competence of a teacher.
§ 2. Intellectual and pedagogical competence.
§ 3. Communicative competence of the teacher.
§ 4. Regulatory competence of a teacher.
Conclusions on the third chapter.
CHAPTER 4. THE CONCEPT OF EVOLUTIONARY DEVELOPMENT OF THE TEACHING PROFESSION AS A SOCIAL INDUSTRY
INSTITUTE.
§ 1. Principles for the development of the teaching profession as a social institution.
§ 2. Conditions for the implementation of the principles of development of the teaching profession as a social institution.
§ 3. Legal framework for the development of the teaching profession
§ 4. Continuous pedagogical education as a system-forming component of professional pedagogical communities.
§ 5. Analysis of the results of experimental work
Conclusions on the fourth chapter.
Recommended list of dissertations
Moral and ethical foundations of pre-professional and professional training of social teachers 2000, Doctor of Pedagogical Sciences Filatova, Lidia Borisovna
Continuous training of a vocational teacher at a corporate university 2007, Doctor of Pedagogical Sciences Sorokina-Ispolatova, Tatyana Vasilievna
Organizational and pedagogical foundations of an individualized system of professional development for teachers 2002, Doctor of Pedagogical Sciences Noskov, Igor Aleksandrovich
Development of professional competence of the future social teacher using ART technologies 2008, candidate of pedagogical sciences Starikova, Svetlana Vladimirovna
Development of professional competence of a preschool teacher in the context of postgraduate education 2005, candidate of pedagogical sciences Baybanova, Fatima Azret-Alievna
Introduction of the dissertation (part of the abstract) on the topic “Development of the teaching profession as a social institution”
The relevance of research. The current socio-economic and cultural-historical situation in Russia has required a change in the philosophy of education and significant innovations in pedagogical theory and practice. The quality of ongoing changes in the education system directly depends on the state of the teaching profession, its effectiveness and competitiveness in the labor market.
Due to the rapid transformation processes that our country has been going through recently, many social groups are in a state of crisis. This crisis did not escape the teaching profession, whose prestige declined significantly in the last quarter of the 20th century.
The concept of modernization of Russian education for the period until 2010 draws attention to increasing the prestige of the teaching profession, the quality of life of a teacher, his social well-being and professional competence. In this regard, the education system in the context of modernization is focused on the search and implementation of new forms, mechanisms, and options for solving this current and promising direction of state policy in the educational and social spheres.
The teaching profession is characterized as an area of application of forces, activity and area of manifestation of the teacher’s personality, a historically developing system, a creatively formed reality (E.A. Klimov, V.G. Onushkin, etc.). The most developed aspect in pedagogical science is the idea of the teaching profession as a type of specialized activity within the framework of the analysis of its content, technologies, and levels of pedagogical education.
When the teaching profession is studied as an activity, then the origins of its origin, formation and development are studied; the features of modeling and implementation of the real educational process are considered; the results of teaching activities are analyzed; characterized by a complex of targeted educational services, the meaning and objectives of which are determined by the objective needs of society and the capabilities of teachers.
Since in sociological science it is widely accepted that society consists of social institutions and social groups (value-normative approach), studying the teaching profession from the standpoint of the structure of society means considering it as a social institution. This approach is associated with identifying the relationships between the teaching profession and other spheres of society; disclosure of the social functions of the teaching profession in connection with its social status and social role; developing conditions for increasing the efficiency of professional teaching communities; identifying mechanisms for preserving and stabilizing the teaching profession; studying the state and trends in the development of the teaching profession in conditions of social change.
The teaching profession as a social institution requires consideration of it also from the standpoint of personality and pedagogical activity. Therefore, the institutional aspect of considering the teaching profession, based on the use of a systems approach, is the broadest, highest level of generalization of concrete empirical knowledge.
The degree of knowledge of the problem. The study of the teaching profession as a social institution is being conducted for the first time.
Issues related to the research topic are presented in socio-pedagogical theory in the following aspects: personal, technological, social, institutionalization of society and social groups.
The research of A.I. is devoted to the problem of institutionalization of society and social groups. Kravchenko, I.I. Leiman, T. Parsons, V.I. Podobed, G. Spencer, etc. The following areas of research are devoted to the study of the teaching profession at the personal level: professional competence (Yu.N. Kulyutkin, JI.M. Mitina, E.A. Sokolovskaya, E.P. Tonkonogaya, A.P. Tryapitsyn, etc.); personal types of teachers (E. G. Kostyashkin, I. D. Lelchitsky, V. Levi, A. Tausch, X. Ebli, etc.); continuous pedagogical education (S.I. Arkhangelsky, N.V. Kuzmina, V.Yu. Krichevsky, V.N. Maksimova, V.A. Slastenin, G.S. Sukhobskaya, etc.).
A wide range of studies is devoted to the consideration of the teaching profession at the technological level: the content of education (M.N. Skatkin, V.S. Lednev, I.Ya. Lerner, N.D. Nikandrov, etc.); technologyization of the pedagogical process (V.P. Bespalko, V.V. Guzeev, A.E. Maron, V.M. Monakhov, E.G. Skibitsky, N.N. Surtaeva, etc.), the creative nature of pedagogical activity (V. I. Zagvyazinsky, V.A. Kan-Kalik, Yu.N. Kulyutkin, etc.).
At the social level, the following areas of research are devoted to the study of the teaching profession: social and pedagogical functions (V.I. Bogoslovsky, N.V. Kuzmina, V.A. Slastenin, etc.), social status and status adaptation (M.P. Buzsky, S.G. Vershlovsky, L.V. Starodubtseva, etc.), professional pedagogical communities (A.I. Adamsky, M.M. Potashnik, etc.), social control and professional expertise (T.G. Brazhe, V. A. Bukhvalov, A.I. Zhilina, S.G. Molchanov, V.V. Naboychenko, R.M. The importance of plasticity and ease of changing social roles by a teacher is emphasized (I.A. Zimnyaya, I.S. Kon, etc.).
At the same time, the teaching profession as a social institution has not yet become the subject of special pedagogical research. The complexity of this problem is due to the fact that the issue of using a systematic approach in the study of the teaching profession has not been fully studied, insufficient attention is paid to the issue of social organization of pedagogical science, and there is a lack of pedagogical tools that have an appropriate conceptual justification.
The development of the teaching profession in the genesis of its cultural, educational, national and regional characteristics is usually associated with social phenomena. We see the consideration of the teaching profession as a holistic, systemic education as a phenomenon significant for the development of education and social progress.
The development of the teaching profession as a social institution will help improve the quality of changes taking place in the modern education system, minimize the crisis state of the teaching profession through revealing its latent functions and reducing dysfunctions, increasing the social status and status adaptation of teachers.
Analysis of the degree of development of the research problem, monitoring the level of professional competence of teachers, studying the experience of implementing continuous teacher education allowed us to identify the following contradictions:
Between the need to consider the teaching profession as an integral phenomenon and the inconsistency of the goals and functions of the profession, their fragmented presentation;
Between the growth of the objective social significance of the teaching profession and the actual underestimation of its activities by society and the state;
Between the need to develop the social role of the teaching profession and the expectations of students;
Between nationally significant values, proclaimed ideals of the teaching profession within the framework of job responsibilities and often regulated settings that are not consistent with the Law “On Education”;
Between the growing role of the social-pedagogical movement and the low level of development of professional-pedagogical communities;
Between the need to improve the key competencies of a teacher, the development of his social activity and the narrow practical activities of the system of postgraduate pedagogical education, which often develops to a greater extent the operational competencies of the teacher.
Scientific and practical needs and identified contradictions made it possible to identify a research problem related to the development of theoretical and methodological foundations for the development of the teaching profession as a social institution.
Purpose of the study: to develop and scientifically substantiate the theoretical and methodological foundations for the development of the teaching profession as a social institution.
Object of study: the teaching profession as a subject of scientific analysis and conceptualization.
Subject of research: theoretical and methodological foundations for the development of the teaching profession as a social institution.
Research hypotheses:
1. The teaching profession as a social institution is determined by the emerging combination of internal and external factors operating in a specific historical period and actualizing a certain set of social, cultural and educational needs of teachers.
2. Scientific substantiation and development of theoretical and methodological foundations for the development of the teaching profession as a social institution presupposes:
Expanding the integrative field of conceptual consideration of the teaching profession by presenting, along with the activity and professional-personal components, a set of qualities and properties that have social value and social significance, acting as a social organization of able-bodied members of society, united by a common type of activity and professional values;
Presentation of the teaching profession as a social institution in the context of system-structural analysis, based on the characteristics of external and internal components of the teaching profession directly determined by them, the patterns of their functioning and development;
The leading external factors in the development of the teaching profession as a social institution are the following components - “social functions”, “social role”, “social status”, “social control of the teaching profession”;
The professional competence of a teacher is the core of the development of the teaching profession as a social institution, the basis of which is intellectual, pedagogical, communicative and regulatory competence;
The conceptual basis for the development of the teaching profession as a social institution is the social-functional orientation, the competitiveness of the teaching profession, the democratization of its manifestations, the developing nature of continuous teacher education;
The development of the teaching profession as a social institution will be based on a system of modern factors, trends in the development of social progress, socio-cultural, socio-economic, socio-legal determinants, which will take into account the development of the market of the teaching profession and carry out the transfer of progressive ideas from other areas of activity.
The formulated problem, goal, object, subject and hypothesis of the study allow us to set the following research objectives:
1. Theoretically substantiate the concept of “teaching profession as a social institution”, study its properties and patterns of functioning in the totality of factors that determine the relationship “society - education - teaching profession - teacher”.
2. Develop a competency-centric model of the teaching profession as a social institution, including social, professional-pedagogical and personal components.
3. Explore the social characteristics of the teaching profession, considered from the perspective of a social institution.
4. Develop a model of a teacher’s professional competence, which represents the core of the model of the teaching profession as a social institution, and identify ways to improve the key competencies of a teacher.
5. Develop a concept of the evolutionary development of the teaching profession as a social institution, based on its relationships with students, other professions, society as a whole, as well as internal connections and including ideas, principles and conditions for their implementation.
6. Develop a set of mechanisms for the development of continuous pedagogical education.
Theoretical and methodological foundations and sources of research: at the level of philosophical methodology: the leading provisions of determinism and the set of connections and relationships as the most important determinant of development (V.G. Afanasyev, B.S. Gershunsky, etc.), philosophical anthropology about the knowledge of man through his system relationships with oneself, society and nature (S.N. Bulgakov, G. Nol, M. Scheler, etc.); the theory of system analysis as a direction in the methodology of scientific knowledge and social practice (I.V. Blauberg, A.I. Uemov, U.R. Ashby, E.G. Yudin and others);
At the level of general scientific approaches:
An institutional approach that involves understanding the system as an integral social institution in the unity of all its structural components and areas of activity (M. Weber, O. Comte, N. Korzhevskaya, V.G. Onushkin, G. Spencer, etc.);
A cultural approach, in the process of which a connection is established between the historical era, the type of culture and the characteristics of people’s perception of the world (M.M. Bakhtin, V.S. Bibler, L.G. Bryleva, V.V. Gorshkova, Yu.M. Lotman, M.K. . Mamardashvili, A.A. Oganov, etc.);
An activity-based approach, which involves a targeted transformation of socio-pedagogical reality and relationships (V.V. Davydov, A.N. Leontyev, S.L. Rubinstein, etc.);
A person-oriented approach, the basis of which is the personality as a “subject of knowledge”, its development, self-knowledge, self-education (K.A. Abulkhanova-Slavskaya, Yu.P. Azarov, Sh.A. Amonashvili, B.G. Ananyev, A. K. Markova, L.M. Mitina, V.A. Petrovsky, I.S.
At the level of specific scientific methodology:
The theory of social stratification, which defines the social status of subjects as an integrative index of their position in society (B. Barber, M. S. Egorova, R. Linton, V. T. Lisovsky, V. S. Sobkin, J. Homans, etc.);
The theory of symbolic interactionism, which determines the nature of interaction between individuals and social groups (R. Linton, J. Mead, T. Parsons, G.F. Ushamirskaya, etc.);
Psychological theory of the institutionalization process, consisting of the stages of objectification, internalization and externalization (P. Berger, T. Luckman, etc.);
Theory of the personality psyche as a system of intellectual, communicative and regulatory functions (B.F. Lomov);
Regulations on the prospects for the development of educational systems (V.M. Monakhov, M.M. Potashnik, N.N. Surtaeva, etc.);
Basic principles of pedagogy and psychology of professional activity (E.F. Zeer, N.V. Kuzmina, V.S. Lednev, A.M. Novikov, L.M. Mitina, V.A. Slastenin, V.P. Sukhinin, V.D. Shadrikov and etc.); the concept of vocational guidance and socio-professional self-determination of youth (N.N. Zakharov, E.A. Klimov, S.B. Krivykh, V.A. Polyakov, S.N. Chistyakova, etc.);
Basic provisions of integration in education (N.I. Vyunova, A.Ya. Danilyuk, A.A. Makarenya, A.M. Novikov, V.N. Maksimova, M.N. Pevzner, N.N. Surtaeva, etc.);
The concept of managing pedagogical communities (A.I. Adamsky, A.I. Zhilina, B.A. Kugan, V.I. Podobed, M.M. Potashnik, I.K. Shalaev, etc.);
The concept of modern pedagogical education (V.M. Bespalko, M.V. Boguslavsky, T.G. Brazhe, V.V. Kraevsky, V.Yu. Krichevsky, N.D. Nikandrov, Z.I. Ravkin, Yu V. Senko, V.A. Slastenin, G.S. Sukhobskaya, etc.);
The main provisions of postgraduate pedagogical education within the framework of lifelong education for adults (S.G. Vershlovsky, A.P. Vladislavlev, V.G. Vorontsova, R.H. Gilmeeva, A.B. Darinsky, Yu.N. Kulyutkin, L.N. Lesokhina, V.N. Maksimova, A.E. Maron, E.M. Nikitin, V.G. Onushkin, E.P. Tonkonogaya, etc.).
Conceptually, from the standpoint of our research, the following provisions were of decisive importance: about the general patterns of social interaction, the determining role of the social environment in the formation of personality (B.Z. Vulfov, I.S. Kon, V.T. Lisovsky, etc.); about professional deformation of personality (G.S. Abramova, S.P. Beznosov,
P.M. Granovskaya, E.B. Yurchenko and others); about the individuality of the individual as a subject of activity (L.I. Bozhovich, O.S. Gazman, V.V. Gorshkova, etc.); on innovative pedagogical activity (V.I. Zagvyazinsky, I.A. Zimnyaya, V.A. Slastenin, etc.).
During the research process, historical and pedagogical scientific works and monographs, dissertations, scientific collections, textbooks and teaching aids on pedagogy, psychology and sociology were used as the main information sources; works of modern authors on problems of philosophy of education, methodological problems of pedagogical research; regulatory documents of departments; materials of scientific and practical conferences on social, psychological and pedagogical problems; educational and educational-methodological documentation of teachers, educators, methodologists of the education system; results of the work of professional pedagogical communities, experimental sites, manuals containing a description of specific social and pedagogical experience.
Research methods. At different stages of the study, a set of complementary methods was used: a) theoretical (analysis and synthesis of scientific literature on the research topic; comparison, generalization, modeling, design of systems and processes; study of directive, regulatory and program-methodological documents in the field of education); b) empirical (study and analysis of the real state of the teaching profession, long-term observations; sociological survey, questionnaire, heuristic conversation, rating, Internet search, pedagogical experiment, retrospective analysis of personal professional experience of working with teaching communities); c) statistical (quantitative and qualitative processing of empirical data, graphical presentation of the results obtained).
The choice of research methods was determined by the logic of the study and the tasks solved at each individual stage.
First stage (1998-2000). Purposeful study of the problem of teachers fulfilling basic social functions; their understanding of their own crisis state and strategies for behavior in it; factors determining the relationship between “teacher and crisis state”; aspects and levels of research into the teaching profession; the essence and prerequisites for the development of the teaching profession as a social institution; historical and theoretical analysis of the formation and development of the teaching profession as a social institution.
Second stage (2000-2003). Conducting a systemic and structural analysis of the teaching profession as a social institution. Development of theoretical and methodological foundations (concepts) for the development of the teaching profession as a social institution. Development of a model of professional competence of a teacher as an important condition for the institutionalization of the teaching profession. Definition and clarification of social, psychological and pedagogical conditions for the development of the teaching profession as a social institution. Studying the influence of the activities of pedagogical communities on overcoming the crisis state of the teaching profession. Search for a base of experimental work. Construction and selection of educational content, construction of the design of training programs.
Third stage (2003-2005). Systematization of the content and results of the research, presenting them in the form of a dissertation text. Preparation and publication of a monograph and textbooks on the research topic.
Experimental base of the study: Institute for Advanced Training of Education Workers, educational institutions of general, primary and secondary vocational education, municipal education departments of the Yamalo-Nenets Autonomous Okrug, as well as Tobolsk State Pedagogical Institute named after. DI. Mendeleev (Salekhard branch). The study covered high school students, students of various courses and faculties, teaching and management employees of the education system - over 800 people in total.
The scientific novelty of the study is that:
The expediency of considering the teaching profession as a social institution is substantiated, which is a system of internal and external connections, including anthropological, professional-pedagogical and social components, forming a status-role substructure of society and aimed at satisfying social and personal needs for socialization and humanization (“human education”) students;
A concept has been developed for the evolutionary development of the teaching profession as a social institution, including ideas, principles and conditions, the implementation of which helps to bring the teaching profession out of a state of crisis;
A competency-centric model of the teaching profession as a social institution has been developed, consisting of social, professional and pedagogical blocks, as well as the professional competence of the teacher as its core;
A model of professional competence of a teacher has been developed, the basis of which is key competencies, which represent the stage of internalization of the psychological aspect of the institutionalization of the teaching profession;
The social (socio-cultural, socio-legal, socio-economic), technological (content of education, pedagogical technologies) and personal (professional orientation, professional knowledge, skills, professional qualities, key competencies) determinants of the teaching profession as a social institution are identified;
Mechanisms for the development of continuous pedagogical education have been developed;
An algorithm for constructing the content of postgraduate pedagogical education has been substantiated and formulated.
Theoretical significance of the study:
The theoretical foundations for the development of the teaching profession as a social institution have been developed, representing a system of modern views and united by a single concept;
The main properties and patterns of the teaching profession as a system are revealed, reflecting the level of its functioning and development;
A number of the author's scientific definitions that contribute to the development of pedagogical theory and practice are formulated and theoretically substantiated: the teaching profession as a social institution, the competence-centric model, the content of teacher education;
A structure for studying the teaching profession as a social institution is proposed, which is a way of substantiating and studying it, consisting of six successive stages: functional, structural, essential, historical, system-structural, psychological;
The structural components of the teaching profession as a social institution are substantiated and presented, allowing one to expand the understanding of the teaching profession as a system of personal, social and technological components;
The historical genesis of the formation and development of the teaching profession as a social institution is determined, presented in the form of six successive stages: the formation of the teaching profession (III thousand years BC - XVII century), the mass character of the teaching profession (beginning of the 18th century - second half of the 19th century) century), the formation of the teaching profession as a social institution (second half of the 19th century - the end of the 20s of the 20th century), traditional pedagogical (30-80s of the 20th century), innovative pedagogical (late 80s .g. - the end of the 90s of the XX century), competence (beginning of the XXI century);
A set of mechanisms for the development of continuous pedagogical education has been developed, which makes it possible to increase the diversity of the teaching profession.
This allows us to talk about the theoretical and methodological development of an important sector of Russian society in the conditions of transformation of the main social institutions of Russia. The development of theoretical foundations for the development of the teaching profession as a social institution helps to improve the quality of ongoing changes in the modern education system; minimizing the crisis state of the teaching profession through revealing its latent functions and reducing dysfunctions; increasing the social status and status adaptation of teachers.
The practical significance of the study is that:
The initial provisions for the development of a law on the teaching profession are substantiated, which can be used by representatives of legislative and executive authorities in determining the strategy and tactics for the development of the teaching profession, and developing normative documents;
An educational and methodological complex is proposed for the development of the intellectual, pedagogical, communicative and regulatory competence of a teacher, which contributes to the improvement and self-improvement of the professional competence of teachers (subject teachers, class teachers, educators, additional education teachers, educational psychologists, social educators, methodologists, etc.) ;
Programs have been developed (“Theory and Practice of Development of the Pedagogical Profession”, “Introduction to Pedagogical Activities”) and modules of advanced training courses for PiRRO, aimed at developing the teaching profession, which can be used by teachers of the system of continuous pedagogical education;
Ways to improve the “Teacher of the Year” competition (organizational forms, criteria) are proposed, which allows for a more qualitative assessment of the key competencies of a teacher.
Research materials presented in monographs, educational and methodological manuals, and articles can be used in mass practice in the development of the teaching profession.
The following provisions are submitted for defense
1. Consideration of the teaching profession as a social institution, which is a system of anthropological, professional-pedagogical and social components, internal and external connections, forming a status-role substructure of society and aimed at satisfying social and personal needs for humanization (“human education”) and socialization of students .
In the dynamically changing social, economic and political conditions of Russia, when crises of society cause crises in the education system and the teaching profession as its main subsystem, the latter should be considered not only as a type of work activity, but also as part of the social development of the education system and society as a whole, programs social adaptation of teachers.
2. The concept of the evolutionary development of the teaching profession as a social institution, based on the methodology of the systems approach and the ideas, principles and socio-pedagogical conditions derived from it.
The basis for the evolutionary development of the teaching profession as a social institution is:
Social functionality of the teaching profession (humanitarianization, self-development of students’ personalities, improvement of interpersonal and stylized relationships, etc.);
Competitiveness of the teaching profession (providing teachers with modern technical and educational tools, bringing the minimum wage of a certified teacher to the national average, introducing standards aimed at reducing the personal deformations of teachers, limiting the type of the second part of teaching activity, developing professional competence and the career of a teacher and etc.);
Democratization of the teaching profession (reduction of the maximum teaching load, changing the position of the head of an educational institution from the position “above the teacher” to the position “together with the teacher”, diversity of types of teaching communities, development of the market for the teaching profession, transfer of progressive ideas from other areas of activity, entry of the teaching profession into regional society, strengthening the role of the state in regulating the educational opportunities provided to each (future) teacher, etc.);
Continuity of teacher education (primacy of general education over pedagogical education, (pre)profile pedagogical orientation of schoolchildren, five-component structure of the content of teacher education, the presence of content conflict, flexibility of educational programs, variety of pedagogical technologies, etc.).
3. Basic properties and patterns of the teaching profession as a system.
The main properties of the teaching profession, reflecting the level of its development, are: complexity, openness, adaptability, artificiality, activity, instability, controllability and stochasticity.
Regularities of functioning of the system under consideration:
The integrity of consideration of the personal, technological and social components of the teaching profession, as well as their interrelations;
Communicativeness, manifested in the relationship of the teaching profession with other social institutions;
Hierarchy, which consists in the fact that qualitative changes in the properties of components of a higher level of the hierarchy in comparison with the combined components of the lower level appear at each level of the hierarchy;
Equifinality as the ability to achieve a state independent of time and initial conditions, which is determined solely by the parameters of the system of the teaching profession; - necessary diversity, which determines the position that the diversity of the system of the teaching profession should be greater than the diversity of the system of students or the pedagogical process;
Historicity as an objectively established reality of the institutional world, predetermining the current state and prospects for the development of the teaching profession;
Depersonalization, which presupposes the independence of the activities of the teaching profession from individual subjects and presupposes justice as its main virtue;
Social control, which exists a priori and is aimed at maintaining the functioning of a social institution;
Synergy, the essence of which is that the effectiveness of the functioning of the teaching profession is not equal to the sum of the effectiveness of the functioning of its subsystems.
4. Competence-centric model of the teaching profession as a social institution.
The competency-centric model of the teaching profession as a social institution consists of social (social functions, social status, social role and social control), professional-pedagogical (professional-pedagogical problems, ways to solve these problems, specialization, continuous pedagogical education, status adaptation, professional identification, professional expertise, professional pedagogical communities) blocks, as well as its core.
5. A new semantic interpretation of the professional competence of a teacher, considered as the core of the model of the teaching profession as a social institution.
By professional competence of a teacher we mean the ability of a teacher to effectively carry out his professional activities. The professional competence of a teacher is a complex dynamic whole and is manifested only in interaction with the environment.
The professional competence of a teacher, which is based on key competencies, represents the stage of internalization of the psychological aspect of the institutionalization of the teaching profession. Key competencies include intellectual, pedagogical, communicative and regulatory competencies.
6. Mechanisms for developing and designing the process of development of the teaching profession as a social institution.
The following are considered as individual mechanisms: technology for designing advanced training courses for teachers in the system of continuous pedagogical education, an elective course of pre-profile pedagogical education for schoolchildren; the content of the invariant component of the psychological and pedagogical module of teacher training programs; block of integral criteria for evaluating participants in the “Teacher of the Year” competition.
The validity and reliability of the results of the study are determined by the use of systemic and institutional approaches as the leading methodological foundations; mutual complementarity and consistency of scientific theories chosen as the methodological basis of the research; application at each stage of the study of theoretical and empirical methods corresponding to the problems being solved; representativeness of the experimental base and representativeness of the sample; wide testing and implementation of research materials at different levels.
Approbation of the research results was carried out in the process of: - presentations at conferences and symposiums:
International: “Personality, education, society” (St. Petersburg, 2000), “Managing the quality of education in the interests of sustainable development of society” (Minsk, 2002), “Adult education in a modern developing society” (St. Petersburg, 2003), “Information and communication technologies in education" (Moscow, 2003), "Advanced training of specialists in the context of modernization of education" (Shuya, 2004), "Cycles" (Stavropol, 2004), "Modern complex management systems (NTSB)" (Tver, 2004), "Management XXI century: quality problems" (St. Petersburg, 2004); “Fundamental and applied research in the education system” (Tambov, 2005);
All-Russian: “Teaching mathematics at school and university: problems and prospects” (St. Petersburg, 1994), “Innovations in the system of pedagogical education” (Barnaul, 1999), “Integration of methodological (scientific and methodological) work and the system of advanced training of personnel” (Chelyabinsk , 2002, 2003, 2004), “Prospects for the development of interregional educational space on the basis of humanities departments of Russian universities” (Barnaul, 2003), “Psychological and pedagogical research in the education system” (Chelyabinsk, 2003, 2004), “Pedagogy of development” (Krasnoyarsk , 2003, 2004), “Modernization of the vocational education system based on regulated evolution” (Chelyabinsk, 2003), “Methodology and methodology for the formation of scientific concepts among schoolchildren and university students” (Chelyabinsk, 2004), “Innovation as a factor in the modernization of adult education” (St. Petersburg, 2004), Continuing education in modern Russia: realities and prospects (Penza, 2005);
Interregional and regional: “My land: history, modernity, future” (Salekhard, 2000), “Problems of the development of regional education” (Kurgan, 2003), “Implementation of the concept of modernization of education in the conditions of the Yamal-Nenets Autonomous Okrug” (Salekhard, 2004), “Scientific problems development of education in the 21st century: methodology, theory, experiment, practice" (Moscow, 2004), "Psychological support of the educational process" (Novy Urengoy, 2004), "Problems of design in the theory and practice of education" (Kurgan, 2004);
Speeches at meetings of the laboratory of problems of designing content and technologies for adult education of the State Institution "IOV RAO" (St. Petersburg), the Department of Pedagogy and Psychology of the SIFBD (Novosibirsk), the Academic Council of YANOIPKRO (Salekhard), regional seminars and meetings of the PiRRO of the Yamalo-Nenets Autonomous Okrug;
Experimental work on the subject of research.
Structure and scope of the dissertation. The work consists of an introduction, four chapters, a conclusion, and a list of references, including 439 sources. The volume of the main text of the dissertation is 410 pages. The work contains 11 tables, 7 figures, 5 appendices.
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Conclusions on the fourth chapter
1. The concept of the evolutionary development of the teaching profession as a social institution is a system of modern views, united by a single concept, constituting the theoretical basis for the development of the teaching profession. It is based on the general laws and patterns of social development, the methodology of the systems approach and the ideas, principles and socio-pedagogical conditions derived from them necessary for organizing the evolutionary development of the teaching profession as a social institution.
The institutionalization of the teaching profession predetermines the establishment of a system of internal and external connections of the teaching profession with other social institutions - this is probably the main goal of the reorganization of the teaching profession.
We have formulated four main ideas for the development of the teaching profession as a social institution in Russia. These ideas cover the main connections of the teaching profession as a social institution. These are: students as a social institution (the idea of the social functionality of the teaching profession), professions as a social institution (competitiveness), society (democratization) and the institution of the teaching profession itself (continuing teacher education). For each of the four ideas, the principles and conditions for their implementation are substantiated and presented.
2. The basic social conditions for the development of the teaching profession must be established normatively. An analysis of regulations in the field of educational policy in general and the teaching profession gives reason to believe that the state is trying to distance itself from involvement in the current socio-economic situation of the teaching profession. And in the latest edition (2004) of the Law of the Russian Federation “On Education”, a number of fundamental provisions that determine the competitiveness of the teaching profession in the profession market are excluded. A number of provisions of the concept of modernization of Russian education until 2010 (on preferential priority provision of living space; on deferment of conscription into the Armed Forces for teachers; on bonuses for young specialists) give reason to believe that the competitiveness of the teaching profession, its decent socio-economic index are still in question is not seriously pursued and will not be achieved until 2010. In this regard, we have proposed a number of regulations that eliminate these imbalances.
For the effective development of the teaching profession as a social institution that ensures social functionality, competitiveness, democratization of the teaching profession, as well as high-quality continuous pedagogical education, a Law on the teaching profession is needed, which would fully regulate the economic and organizational foundations of national and regional policy in the field of the teaching profession and established the regulatory framework for the interaction of the teaching profession with other professions. This law can be based on our proposed ideas, principles and conditions for the development of the teaching profession.
3. One of the reasons hindering the development of the teaching profession is the imperfection of organizational management structures. In our opinion, the most acceptable form of management of the teaching profession is the public pedagogical council. It may include representatives of education departments; socio-political associations; pedagogical communities existing at this level. These councils are designed to resolve all strategic issues in the development of the teaching profession. They interact with educational authorities, modeled on the legislative and executive authorities of the state structure of society.
4. The main subjects of intra-institutional development of the teaching profession are teaching communities. According to their intended purpose, they can be classified into the following types: those related to the reproduction and improvement of teachers, the satisfaction of the professional and pedagogical needs of the institute, and the satisfaction of the social needs of the institute. In turn, continuous pedagogical education is a system-forming component of professional pedagogical communities.
5. It is proposed to consider continuous teacher education as a four-level system, supplemented by a propaedeutic level, implemented in a comprehensive school within the framework of pre-profile and specialized education. We have proposed an elective course “Introduction to Pedagogical Activities” for students in grades 9 of general education schools, and for students in grades 10-11, depending on the type and profile of the educational institution, class, and individual curriculum of the student, it is possible to introduce: independent, specialized (modular), integrated courses or combinations thereof. It is advisable to create a special professional-pedagogical community, the purpose of which is the professional-pedagogical orientation of schoolchildren.
6. We have proposed a level model of postgraduate teacher education, consisting of five concentrations (federal, regional, municipal, educational institution and personal), the broadest of which is not the federal level (as is commonly believed), but the personal one. After all, it is self-education that is defined as a priority in the postgraduate education system and it is this that can lead to a high level of professional competence of the teacher, and all other levels are only a condition for effective self-education. Sufficiently effective self-education of teachers, within the framework of postgraduate education, without any other level is possible, but not vice versa. After all, real teaching practice is characterized by significant specificity, determined by the conditions of activity, which cannot be resolved in full outside the real activity of the teacher. As we move from the federal to the personal concentration, there is a process of gradual development of ways to solve professional and pedagogical problems and the content of education.
7. Based on the principle of the developmental nature of the content of teacher education, a technology for designing the content of advanced training courses for teachers has been proposed, consisting of the step-by-step implementation of the conditions we have proposed for the implementation of this principle. In terms of content, we have proposed invariant topics (the current state and prospects for the development of pedagogy; innovative processes in the education system of the Russian Federation and the constituent entities of the federation; the development of the teaching profession as a social institution; development, socialization and education of the individual; basic approaches to the management of pedagogical systems; technologization of the pedagogical process ; system of work of a teacher) and the variable components of the psychological and pedagogical module of advanced training programs for teaching staff, as well as the stages of students’ independent structuring of an individual module (identification by specialists of a professional problem; formulation of a contradiction (based on the identified problem); resolution of a contradiction by introducing auxiliary abstractions; tracking genesis of the structure of the theory).
8. The main objects for measuring the quality of teacher training are: the project of the educational process; the process of implementing this project; educational results of teachers. The project of the educational process by managers, as a rule, is assessed through the educational program on a dichotomous scale. It is necessary to evaluate it by the teachers themselves, which will allow it to be adjusted based on their real needs and level of competence. Evaluation of an educational program for advanced training of teachers can be carried out at two levels - scientific and practical. As criteria for the scientific examination of an educational program, we can choose the conditions for implementing the principle of the developmental nature of the content of teacher education. For practical evaluation of the program, the following criteria can be used: the nature of the distribution of content across educational modules; volume of teaching load; educational technologies used; personal demand.
9. An important type of pedagogical communities are professional pedagogical competitions, which can be classified into two groups: aimed at identifying the best teacher based on an integrative feature; aimed at identifying the best teacher on a separate (individual) basis. The first group includes such competitions as “Teacher of the Year”, “Leader of Education”, “Psychologist of the Year”. The second group of competitions is represented by the following areas: research activities; methodological activities; educational activities; organizational activities of teachers. The organization and conduct of these competitions should reflect the real situation in the education system and implement the main ideas of the teaching profession. The idea of a reasonable combination of tradition and innovation has not been fully realized lately. To increase the effectiveness of protecting the teacher’s work system (concept) at the “Teacher of the Year” competition and to implement the idea of interpersonal dialogue, a number of new ways to conduct this stage of the competition have been proposed: provoking dialogue; press conference; meaningful conflict.
The quality of evaluation of competitors largely depends on the composition of the jury (their competence and objectivity) and the choice of evaluation criteria. The system of criteria for evaluating participants in the “Teacher of the Year” competition that we have developed complements the traditional approach by introducing a block of integral criteria that assume a single assessment (for each criterion) based on the results of all stages of the competition, which allows us to evaluate the key competencies of a teacher. These criteria are: systemic, conceptual thinking; humanistic orientation of interaction between teacher and children; the ability to design teaching activities according to the laws of beauty and harmony; pronounced communication skills; selection and sequence of activity stages.
10. The effectiveness of the proposed concept of the evolutionary development of the teaching profession as a social institution is confirmed by the results of experimental work, namely the data of a modeling experiment, changes in the professional competence of teaching and management education workers, as well as changes in the attitude of school students to the teaching profession.
CONCLUSION
A study of the teaching profession as a social institution, conducted at the theoretical, methodological and empirical levels of studying a significant body of philosophical, psychological-pedagogical, sociological literature, a systemic-structural, functional, psychological and historical analysis of the teaching profession, development of a conceptual framework for the development of the teaching profession as a social institution allowed us to draw the following conclusions.
1. Currently, in the conditions of social, economic and political changes in Russia, crises of society cause crises of social structures, social groups and specific individuals. The teaching profession, as the most important subsystem of the education system, on the one hand, is directly influenced by these transformations, which determine the degree and depth of its transformation, and on the other hand, with its development it sets the dynamics and spectrum of social development. It can be argued that the problems of the teaching profession not only reflect, but also predetermine the entire range of problems, the resolution of which largely determines the success of the development of both Russian education and society as a whole.
2. The teaching profession should be considered not only as a type of work activity, not only as a professional community, but also in a broad sense - as a social structure that has all the relevant attributes. With this approach, which considers the teaching profession as a social institution, which is a system of internal and external connections, including anthropological, professional, pedagogical and social components, forming a status-role substructure of society and aimed at satisfying social and personal needs for the socialization and humanization of students, it will become an important factor in effectively solving public and personal problems of many people. The interaction between a teacher and the teaching profession as a social institution manifests itself as a mutually conditioned existence, characterized by typification of habitual actions, objectification of external social reality, and translation of the norms of a social institution from the external reality of the teacher into internal reality.
3. Based on our analysis of the external and internal prerequisites for the institutionalization of the teaching profession, we can assert: firstly, that this process has taken place in stages over thousands of years, the tasks of the teacher, his role and place in public life have changed significantly; secondly, that we are dealing with a qualitatively new stage in the development of the teaching profession, characterized by an increase in its dysfunctional manifestations, an increase in requirements for the professional competence of a teacher and a simultaneous increase in the gap in this indicator within the teaching community, a decrease in the level of self-identification of teachers; thirdly, that, as before, preconditions of a social nature have an impact on the process of institutionalization of the teaching profession that is more powerful than preconditions of an intrasystem nature, reflecting its equifinality.
4. One of the decisive conditions for the effective implementation of the ongoing modernization of education is the adoption of emergency measures to increase the prestige of the teaching profession, as one of the most widespread professions of mental work. Today's Russia is not yet capable of a fundamental solution to this problem. However, if the country continues to ignore such problems, if a new function of the teaching profession as a social institution is not really created, Russia may find itself on the sidelines of world progress. The status redistribution of the occupational market cannot be considered solely as a spontaneous process. The most important role in regulating this process is played by the state, which is the main customer and expert of the teaching profession. The downward status mobility of the teaching profession and its inadequate social role are not in the interests of not only the state, but also other professions and society as a whole, since there are objective correlations between them.
5. The basis for the internal development of the teaching profession is the process of developing and improving the professional competence of a teacher and, as a consequence, increasing the level of externalization associated with the psychological stages of institutionalization - objectification and internalization. The social and methodological weakness of pedagogical science negatively affects the process of assimilation and development by (future) teachers of the structures of social and pedagogical reality. Since internalization is associated with the structure and content of the functions of the individual’s psyche, it is this idea that we chose as the basis for modeling the professional competence of a teacher. The competency-based approach in education involves a change in priorities from operational to key competencies, which can include intellectual-pedagogical, communicative and regulatory competencies. Due to the fundamental importance and poor study of the problems associated with the regulatory competence of a teacher, they require large-scale research.
6. One of the directions for the development of Russian education and the condition for its recovery from the crisis state can be our proposed concept of the evolutionary development of the teaching profession as a social institution, the main idea of which is the progressive and interconnected development of external and internal connections of the teaching profession. If the vectors of external development are determined by the relationships of the teaching profession with students, other professions and society as a whole, then internal development directly depends on continuous pedagogical education, which we consider as a system-forming component of pedagogical communities. The model of activity of pedagogical communities is not only not fundamentally new for Russian education, but is also very close to it in spirit, culturally, historically, and philosophically. Another thing is that at present the role of pedagogical communities and the socio-pedagogical movement in general is insufficient.
7. The analysis of regulations in the field of educational policy gives reason to believe that the state is trying to distance itself from involvement in the current socio-economic situation of the teaching profession, and the question of the competitiveness of the teaching profession has not yet been seriously raised. In this regard, we have proposed a number of regulations that eliminate these imbalances. For the effective development of the teaching profession as a social institution that ensures social functionality, competitiveness, democratization of the teaching profession, as well as high-quality continuous pedagogical education, a Law on the teaching profession is needed, which would fully regulate the economic and organizational foundations of national and regional policy in the field of the teaching profession and would establish a regulatory framework for the interaction of the teaching profession with other professions. This law can be based on our proposed ideas, principles and conditions for the evolutionary development of the teaching profession.
8. Recently, the importance of postgraduate pedagogical education in the development of the teaching profession has sharply increased, since it is at the stage of actual professional activity that the teacher realizes the severity of social and pedagogical problems. Solving them alone is almost impossible. Therefore, one of the main tasks of postgraduate pedagogical education is the formation of teachers’ desire to participate in the public life of society, in pedagogical communities.
9. Currently, there are few problems in the education system that are more important than those associated with finding ways to institutionalize the teaching profession. They cannot be found from extreme positions. At the same time, attempts to solve this problem only by psychological and pedagogical means are just as ineffective as attempts to solve it only by socio-economic means are not very productive. Today there is an opportunity to determine this path based on a combination of efforts of representatives of the teaching profession, society and the state.
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Nikolai Evgenievich Vvedensky was born on April 16, 1852 in the village of Kochkovo, Vologda province. His father, a village priest, taught him to read and write and gave him basic information on general education. In 1862, Nikolai Vvedensky entered the Vologda Theological School, where he studied for 6 years. In 1868, he entered the Vologda Theological Seminary, where, along with religious disciplines, he also studied philosophy, psychology and logic. In 1872 N.E. Vvedensky entered the Faculty of Law at St. Petersburg University, but already in October of the same year he transferred to the natural sciences department of the Faculty of Physics and Mathematics. In addition to studying, N.E. Vvedensky actively participated in the socio-political life of the country, was a participant in the populist movement. In 1874, he was arrested on charges of revolutionary propaganda among peasants and spent the next three years, while the investigation was underway, in solitary confinement. During the trial N.E. Vvedensky was acquitted and reinstated at the university in 1878. Shortly before this, the department of physiology at St. Petersburg University was headed by I.M. Sechenov. NOT. Vvedensky became interested in his lectures and began working in a physiological laboratory. He began studying the internal essence of inhibition and its relationship with excitation. He began to develop a theory of the response of various excitable formations to the action of environmental stimuli. In 1979, N.E. Vvedensky graduated from St. Petersburg University and for 2 years worked as a laboratory assistant in the zootomy office of the university, while at the same time continuing research in Sechenov’s laboratory. At this time, he traveled abroad several times, where he studied the peculiarities of the work of physiological laboratories. In 1881, he received a place in the laboratory, where he began researching rhythmic oscillations in the nervous system. Immediately N.E. Vvedensky encountered problems with the exact method applicable to developments. After searching, he chose the telephone as a device that could capture very rapid fluctuations in the nervous process. Despite the fact that similar attempts by other researchers had previously failed, N.E. Vvedensky managed to improve this technique and achieve significant results. These experiments became the prototype for the use of modern electrical devices in physiology, making it possible to detect minimal fluctuations in the body's biocurrents. The scientist taught at the university, taught various courses, and since 1883 he headed the department of physiology at higher women's courses. In 1884 N.E. Vvedensky defended his master's thesis on the topic "Telephonic research in the muscular and nervous apparatus." In this work he provided the first experimental evidence of rhythmic processes obtained using the telephone. He determined that the nerve, muscle and nerve center each have their own rhythm, different from the others. In addition, he established that, unlike other parts of a living organism, the nerve is practically tireless; it can perform its functions for several hours in a row - become irritated and conduct excitation to the organ. In 1887, N.E. Vvedensky defended his dissertation for the degree of doctor of zoology, comparative anatomy and physiology. This dissertation was devoted to the development of such a phenomenon as inhibition and the associated tetanus. If a nerve transmits a stream of frequently successive excitations to a muscle, it responds with a continuous, long contraction called tetanus. As long as excitation is transmitted along the nerve or until the muscle gets tired, this state continues. N E Vvedensky showed that with sufficiently strong and frequent rhythmic stimulation of the nerve, the muscle first responds with the usual tetanic contraction, which is soon replaced by relaxation. The reason for this is inhibition that occurs in the nerve endings from too strong excitations. With a decrease in the strength and frequency of irritation, the previous picture is instantly restored, which indicates the absence of fatigue. In addition, N.E. Vvedensky showed that long-term contraction does not occur due to the fact that excitation impulses are mechanically superimposed on each other, but follows from their interaction and mutual influence. By this, he refuted the Helmholtz theory accepted at that time. In 1888, Sechenov moved to Moscow and recommended N.E. Vvedensky to his place. A year later, N.E. Vvedensky was elected an extraordinary professor and head of the physiological laboratory. When studying the patterns of rhythmic activity of various excitable formations (nerves, muscles, nerve centers), N.E. Vvedensky found that they reproduce the rhythms of stimulation in different ways. As a result of this, he formulated the concept of functional mobility as the most important property excitable formations. According to N.E. Vvedensky, this property determines the ability of a given excitable formation, within certain limits, to flexibly respond to changes in the frequency of stimulation. It follows that each excitable formation is characterized by a maximum rhythm of excitation and a maximum duration of excitation waves. N.E. Vvedensky established that this property varies from influence of various external and internal factors. Based on this, he derived the law of relative functional mobility. The meaning of this law is that the value of functional mobility can only be relative, expressing the state of the excitable formation at the moment. A huge amount of experimental material obtained in the laboratory allowed N.E. Vvedensky to establish that the action of various physical and chemical stimuli always ends in a kind of inhibitory condition. In this case, the excited tissue seems to stop responding to the action of the stimulus. He called this state of inhibition parabiosis.
Having examined this condition in detail, N.E. Vvedensky defined the essence of parabiosis. In his opinion, if the stimulus acts for a long time and constantly increases the rhythm, then a state of excitation will arise in the nervous tissue, which will be long-lasting and increasing. In its development, this state goes through three stages: equalizing, paradoxical and inhibitory, the dimensions of which depend on the nature of the stimulus. Thus, according to Vvedensky, parabiotic inhibition is an excitation that is distinguished by persistence and instability. As an example of inhibition of the parabiotic type, the scientist cited anesthesia - a state of complete insensitivity that occurs in an area of living tissue or in the entire organism under the influence of narcotic substances. Before Vvedensky published his theories, it was believed that excitation, inhibition and anesthesia are completely different, unrelated processes. He was the first to create a unified theory of the nervous process. the theory of parabiosis. All subsequent activities of the scientist were devoted to a more detailed development of this issue. In 1908, V.M. Bekhterev founded the Psychoneurological Institute, and N.E. Vvedensky became one of its first professors. At this time, his work, as well as the work of the entire laboratory, was devoted to the study of the central nervous system. In April 1917, the first congress of Russian physiologists was convened in Petrograd, the initiator and organizer of which was N.E. Vvedensky. After 1920, he again returned to studying the nerve, but died in 1922. The research of N E Vvedensky had a huge influence on psychologists and physiologists both in Russia and abroad. He consistently destroyed established ideas about the structure and functioning of the nervous system, offering his own version, supported by a huge number of experiments. Many repeated his experiments, obtaining similar results further, and developed some of his theories in more detail. N. E. Vvedensky made a significant contribution to the research of a new method of psychophysiology.
VYGOTSKY LEV SEMENOVICH
Lev Semenovich Vygotsky is called the “Mozart of psychology,” and yet we can say that this man came to psychology “from the outside.” Lev Semenovich did not have a special psychological education, and it is quite possible that it was this fact that allowed him to take a fresh look, from a different point of view, at the problems facing psychological science. His innovative approach is largely due to the fact that he was not burdened by the traditions of empirical “academic” psychology. Lev Semenovich Vygotsky was born on November 5, 1896 in the city of Orsha. A year later, the Vygotsky family traveled to Gomel. It was in this city that Lev graduated from school and took his first steps in science. Even in his gymnasium years, Vygotsky read the book by A.A. Potebny's "Thought and Language", which aroused his interest in psychology - a field in which he was to become an outstanding researcher. After graduating from school in 1913, he went to Moscow and entered two educational institutions at once - the People's University, Faculty of History and Philosophy, at his own request, and the Moscow Imperial Institute, Faculty of Law, at the insistence of his parents. Vygotsky was a passionate admirer of the theater and did not miss a single theater premiere. In his youth, he wrote literary-critical sketches and articles for various literary magazines about the novels of A. Bely and D. Merezhkovsky. After the revolution of 1917, which he accepted, Lev Semenovich left the capital back to his native Gomel, where he worked as a literature teacher at school. Later he was invited to teach philosophy and logic at the Pedagogical College. Soon, within the walls of this technical school, Vygotsky created an experimental psychology office, on the basis of which he was actively engaged in scientific research work. In 1924, at the II All-Russian Congress on Psychoneurology, which was held in Leningrad, a young, unknown educator from a provincial town presented his first scientific work. His report contained sharp criticism of reflexology. This report was called "Methodology of reflexological and psychological research." It pointed out the striking discrepancy between the classical method of training a conditioned reflex and the task of a scientifically determined explanation of human behavior as a whole. Contemporaries noted that the content of Vygotsky’s report was innovative, and it was presented simply brilliantly, which, in fact, attracted the attention of the most famous psychologists of that time, A.N. Leontyev and A.R. Luria. A. Luria invited Vygotsky to the Moscow Institute of Experimental Psychology. From that moment on, Lev Semenovich became the leader and ideological inspirer of the legendary troika of psychologists: Vygotsky, Leontiev, Luria. The greatest fame was brought to Vygotsky by the psychological theory he created, which became widely known under the name “Cultural-historical concept of the development of higher mental functions,” the theoretical and empirical potential of which has not yet been exhausted. The essence of this concept is the synthesis of the doctrine of nature and the doctrine of culture. This theory represents an alternative to existing behavioral theories, and above all behaviorism. According to the author himself, the study of the basic patterns of cultural development can give an idea of the laws of personality formation. Lev Semenovich considered this problem in the light of child psychology. According to Vygotsky, all mental functions given by nature (“natural”) are transformed over time into functions of a higher level of development (“cultural”): mechanical memory becomes logical, the associative flow of ideas becomes goal-directed thinking or creative imagination, impulsive action becomes voluntary, etc. .d. All these internal processes originate in the child’s direct social contacts with adults, and then become fixed in his consciousness. Vygotsky wrote: “... Every function in the cultural development of a child appears on the stage twice, on two levels, first social, as an interpsychic category, then inside the child, as an intrapsychic category.” The importance of this formula for research in the field of child psychology was that the spiritual development of the child was made somewhat dependent on the organized influence of adults on him. Vygotsky attempted to explain how an organism’s relationship with the outside world shapes its internal mental environment. He became convinced that the formation of a child’s personality and his full development are almost equally influenced by both hereditary inclinations (heredity) and social factors. Lev Semenovich’s many works are devoted to the study of mental development and patterns of personality formation in childhood, problems of learning and teaching children at school. And not only for normally developing children, but also for children with various developmental anomalies. It was Vygotsky who played the most outstanding role in the development of the science of defectology. He created a laboratory for the psychology of abnormal childhood in Moscow, which later became an integral part of the Experimental Defectology Institute. He was one of the first among Russian psychologists to not only theoretically substantiate, but also confirm in practice that any deficiency in both psychological and physical development can be corrected, i.e. it can be compensated for by retaining functions and by working for a long time. When studying the psychological characteristics of abnormal children, Vygotsky placed the main emphasis on the mentally retarded and deaf-blind. He could not, like many of his other colleagues in the shop, pretend that such a problem did not exist. Since defective children live among us, every effort must be made to ensure that they become full members of society. Vygotsky considered it his duty to help such deprived children to the best of his ability. Another fundamental work of Vygotsky is “The Psychology of Art.” In it, he put forward the position of a special “psychology of form”, that in art form “disembodies the material.” At the same time, the author rejected the formal method because of its inability to “reveal and explain the historically changing socio-psychological content of art.” Striving to stay on the basis of psychology, on the “position of a reader experiencing the influence of art,” Vygotsky argued that the latter is a means of transforming the personality, a tool that evokes in it “huge and suppressed and constrained forces.” According to Vygotsky, art radically changes the affective sphere, which plays a very important role in the organization of behavior, and socializes it. At the last stage of his scientific activity, he took up the problems of thinking and speech and wrote the scientific work “Thinking and Speech.” In this fundamental scientific work, the main idea is the inextricable connection that exists between thinking and speech. Vygotsky first made the assumption, which he himself soon confirmed, that the level of development of thinking depends on the formation and development of speech. He revealed the interdependence of these two processes. For Vygotsky, his scientific background prepared one alternative. Instead of the “consciousness-behavior” dyad, around which the thoughts of other psychologists revolved, the triad “consciousness-culture-behavior” becomes the focus of his searches. Unfortunately, the long-term and quite fruitful work of L.S. Vygotsky, his numerous scientific works and developments, as often happens with talented people, especially in our country, were not appreciated. During Lev Semenovich's lifetime, his works were not allowed for publication in the USSR. Since the early 1930s. Real persecution began against him, the authorities accused him of ideological perversions. On June 11, 1934, after a long illness, at the age of 37, Lev Semenovich Vygotsky died. Legacy of L.S. Vygotsky has about 200 scientific works, including Collected Works in 6 volumes, the scientific work “Psychology of Art”, works on the problems of psychological development of a person from birth (experiences, crises) and the patterns of personality formation, its basic properties and functions. He made a great contribution to uncovering the question of the influence of the collective and society on the individual. Undoubtedly, Lev Vygotsky had a significant influence on domestic and world psychology, as well as on related sciences - pedagogy, defectology, linguistics, art history, philosophy. Lev Semenovich Vygotsky’s closest friend and student A. R. Luria called him a genius and a great humanist of the 20th century.
GALPERIN PETER YAKOVLEVICH
Pyotr Yakovlevich Galperin was born on October 2, 1902 in Tambov. His father, Yakov Abramovich, was a district doctor at that time, and later became a famous professor, neurosurgeon and otolaryngologist. It was he who instilled in his son a love of knowledge and an interest in psychology. Pyotr Yakovlevich's mother died in a car accident in 1917. Together with his future wife, Tamara Merzon, Pyotr Galperin studied at the medical faculty of the Medical Institute in Kharkov. After graduating from the institute, he worked at the Central Ukrainian Psychoneurological Institute, first as a psychoneurologist and then as a psychologist. In 1936, P.Ya. Halperin defended his Ph.D. thesis “On the psychological difference between human tools and animal auxiliaries.” This work was already a full-fledged scientific work, reflecting the prevailing views of the scientist. In it, Galperin expressed the idea of the uneven development of various forms of thinking, and also expressed a position about the qualitative difference in the relationship between thinking and practical activity at different stages of ontogenesis (individual development).
Citing as an example the differences between human and animal behavior, P.Ya. Halperin showed in this work his views on the subject and main task of psychology. In his opinion, in the life of a person, unlike an animal, situations that are changeable and urgent prevail, activities in which cannot be carried out through stereotypical forms of behavior. Under these conditions, the main life task becomes adequate orientation of significant elements of the field of action and their essential interrelations. Based on this, Halperin concluded that mental activity is essentially an orienting activity. Then the main task of psychology is the need to study the laws, structure and conditions of orienting activity, the features of its formation and changes at various stages of human development. This understanding of the subject of general psychology changes the idea of mental processes - perception, thinking, memory, which are considered as special forms of orientation activity. Halperin identifies 2 main planes, which are the field for the deployment of mental, “ideal” actions: the plane of the external and internal state of the subject. Thus, the understanding of not only external, but also internal processes is subject to change. Thus, emotions are considered by P. Ya Galperin as orientation in situations that are personally or vitally significant for a person and require non-intellectual solutions. Will is also considered from the standpoint of indicative activity. According to Galperin, this is orientation in specific problem situations when, on the one hand, a rational and emotional assessment of the situation collides, and on the other, public assessment and socially approved forms of behavior derived from it. In 1943, Pyotr Yakovlevich, at the invitation of the famous psychologist Rubinstein, moved to Moscow, where he began working as an assistant professor at the department of Moscow State University. At this time, he began to develop his own theory, which finally took shape by the early 1950s. It arose as an attempt to theoretically solve practical problems that arise for all teachers. They are to teach students how to solve logical, mathematical and other tasks faster and easier. A significant event in this regard was the meeting on psychology held in Moscow in 1953, at which Halperin made a report on the formation of mental actions. In his speech, he expressed the idea that mental actions are the result of the transformation of external material things into internal ones. the result of the transfer of external action into the plane of perceptions, ideas and concepts. Over time, Galperin's ideas about the mechanisms of formation of mental actions and concepts and their main characteristics changed, and the theory developed. The first period - the period of formation of basic concepts - lasted until the 70s. XX century. At this time, Galperin identified 4 primary parameters of action: the level of execution, the measure of generalization, the completeness of actually performed operations and the measure of mastery. The level of execution of an action implies the features of its formation. It begins in external material form, and through the external speech level and the level of “speech to oneself” it passes into the internal plane. Generalization of an action is the selection from the diverse properties of its object exactly those that are needed to perform the action. The completeness of the operations performed consists of expanding or reducing the action. To expand an action means to show all its operations in their interrelation. As the action progresses, operations are curtailed either deliberately or spontaneously. With spontaneous reduction, the student does not understand why one or another operation can be skipped, and conscious reduction is used for the purpose of simplification. The level of mastery of an action is a very important and significant parameter; without sufficient mastery of an earlier form of action, one cannot move on to the next one; on the other hand, stopping too long at an earlier form makes it much more difficult to comprehend the next form. All of the above properties of a mental action determine its quality, which is higher, the higher the level of generalization, reduction and mastery of each action. On the basis of the main, primary parameters, secondary ones are formed as a result of their combination: rationality and consciousness. The reasonableness of mental action in Halperin’s theory presupposes the orientation of the action towards essential properties, implies its deployment and flexibility. Consciousness presupposes the student’s ability to give full and correct verbal expression to actions in the process of their implementation. The student's vocalization of the action is a very important characteristic, because serves as a sign of arbitrariness of action. By the end of the 1960s. The scheme for the formation of mental actions, presented in the 1953 report, turned into a detailed theory of the origin of specific mental processes and phenomena. It was confirmed in numerous experiments performed under the leadership of Pyotr Yakovlevich. In 1965, he defended his doctoral dissertation “The main results of research on the problem of “Formation of mental actions and concepts,” in which the most general provisions of the theory were presented. Such a detailed consideration of problems that are essentially the main problems of the psychology of learning could not but affect the career of Pyotr Yakovlevich Galperin. In 1971, he became the head of the department of developmental psychology, and in 1983, he became a consulting professor for this department. In the 1970-1980s. there is a more detailed consideration of this theory. At this time, new parameters of mental actions appear: generalization and criticality. The degree of generalization characterizes the range of options for conditions in which an action can be successfully implemented. Criticality is an assessment of the compliance of the prerequisites for action with objective reality. During the same period, a number of works appeared demonstrating the application of the theory of the origin of mental processes to the solution of some problems of modern psychology. In 1976, Galperin’s article “On the Question of Human Instincts” was published. In it, he revealed the specifics of the mental activity of animals in comparison with humans, its fundamental features. He paid special attention to the essential division of the categories “biological” and “organic”. P.Ya. Halperin showed that the most important characteristic of man as a biological species is the absence of biological predetermination in the ways and forms of satisfying his needs. The greater the evolutionary weakening of the instinctive attitude towards the world, the greater the demands placed on the content and nature of orientation activity. The main work - "Introduction to Psychology", which became the result of his scientific activity, was published in 1976. It is known that he was preparing the next edition of this book, but did not have time to finish it. He died on March 25, 1988. The name of Pyotr Yakovlevich Galperin is known primarily in connection with with the theory he created of the gradual formation of mental actions and concepts. But his creativity is not limited only to the framework of this theory. He also worked on the development of the theory of attention and the doctrine of linguistic consciousness, studied the problems of instincts in humans, the problems of the relationship between the psyche and the brain. The scientist applied a completely new approach to the classical problem of the relationship between learning and mental development and to the question of the formation of creative thinking.
GANNUSHKIN PETER BORISOVICH
On March 8, 1875, in the village of Novoselki, Pronsky district, Ryazan province, a boy was born into the large family of rural doctor Boris Gannushkin, who was named Peter. My father was a very busy man, because... He often went to see the sick, but he tried to be attentive and caring in his relationships with children, delved into all their needs and tried to understand. Mother was from a family of impoverished nobles. She received a good education at home, knew German and French, was interested in philosophy and loved music, painting, and poetry. She gave her children a primary education. In 1884, the family moved to Ryazan, where the father got a job at a men's gymnasium. Pyotr Gannushkin also goes there to study. His studies are proceeding very successfully, but the boy avoids participating in various circles. Being very sociable, he did not like strict discipline. From about the age of 13, the future psychiatrist already began to show interest in the character and psyche of a person. At the same age, he read the work of I.M. Sechenov “Reflexes of the Brain”, in which the author tried to draw a relationship between a person’s mental state and his physical actions. Perhaps it was this book that made P.B. Gannushkina even then began to think about the nature of the human psyche. During his studies P.B. Gannushkina in a gymnasium in the Ryazan province a significant event occurred. Zemsky psychiatrist N.N. Bazhenov reorganized psychiatric care in his department. He abandoned straitjackets, introduced an "open door" system and psychiatric patronage, and significantly improved the conditions for the mentally ill in his clinic. From the rank of crazy people, he elevated them to the level of simply sick people, and successfully used “occupational therapy.” The activities of this remarkable person could not escape the attention of high school student P.B. Gannushkina. These events undoubtedly left their mark on his emerging consciousness. In 1893 P.B. Gannushkin graduates from high school with a gold medal and enters Moscow University at the Faculty of Medicine. Here he enthusiastically immerses himself in the study of medical sciences. At that time, such famous scientists as I.M. gave lectures at this university. Sechenov ("father of Russian physiology"), M.P. Cherinov (Professor of the Department of General Therapy and Diagnostics), A.Ya. Kozhevnikov (made a significant contribution to the development of domestic neurology and psychiatry), as well as S.S. Korsakov (his doctoral dissertation “On Alcoholic Paralysis” gained worldwide fame). After the 3rd year P.B. Gannushkin finally chose psychiatry as a medical specialty. He studies at the Department of Nervous Diseases under the direction of A.Ya. Kozhevnikov, and in the 5th year he studies psychiatry with S.S. Korsakov. While studying at the university P.B. Gannushkin simultaneously works in a clinic for the mentally ill, performing the duties of junior and paramedical staff. Here he has the opportunity to familiarize himself with various medical systems. In 1898 P.B. Gannushkin is graduating from university. He is offered to take the place of a full-time resident, but he refuses. After working for 4 years, Pyotr Borisovich in 1902 took the position of freelance assistant in the psychiatric clinic of V.P. Serbian. At this time, he is developing materials for an outpatient clinic and, based on them, writes a number of scientific papers. Particular influence on P.B. Gannushkina is assisted by assistant S.S. Korsakova S.A. Sukhanov. They jointly published 6 scientific papers in which they analyzed not mixed, but homogeneous forms of diseases. They identified the special constitution of obsessions and showed how in some cases they can develop into a mild form of schizophrenia. The authors noted that sexual deviations inherent in a person with obsessive ideas are only a concomitant phenomenon, and not the cause of the disease (unlike the theory of 3. Freud). In 1904 P.B. Gannushkin defends his doctoral dissertation “Acute paranoia,” written under the guidance of V.P. Serbian. After this, he begins to work as a private assistant professor at the Department of Mental Illness at Moscow University, teaching the course “The Doctrine of Pathological Characters.” At this time, Pyotr Borisovich is studying the problems of borderline and social psychiatry. He develops the doctrine of borderline states of mental health, beginning to create the so-called minor psychiatry. Applying the dynamic principle, P.B. Gannushkin expanded the concept of psychopathy, defining it as a personal formation that changes under the influence of the environment, and not a frozen anomaly of one of the character traits. The dynamics of age and social conditions underlie the development of psychopathy. Any disadvantage in a person’s existence necessarily affects his mental health. P.B. Gannushkin noted that most often outbreaks of psychopathy appear in adolescence. And here the most important thing for the further beneficial influence of cash is proper upbringing. Living conditions, general social attitudes and properly organized work are the main factors influencing the course of psychopathy. In 1905, Gannushkin went to Munich for advanced training courses in psychiatry at the clinic of E. Kraepelin, who contributed to the development of nosological trends in psychiatry. After this, Gannushkin became a supporter of his teachings. In 1908 and 1911 he took these courses a second time. In 1907, Pyotr Borisovich visited the Paris Psychiatric Hospital of St. Anne, where he became familiar with the methods of Professor V. Magnan, who attached great importance to the syndromological direction in psychiatry. E Kraepelin opposed this trend, considering mental illness as a natural biological process. In nosology, he attached particular importance to the outcome of the disease, while paying little attention to the symptoms. Many, including V. P. Serbsky, opposed the teachings of E. Kraepelin. When V.P. Serbsky refused to introduce a collegial board at the clinic, the contradictions between him and the other doctors intensified, and this began precisely with his ignoring the teachings of E. Kraepelin. In 1906, the arbitration court ruled on the need for collective management of affairs in the clinic. Professor V.P. Serbsky did not agree with this decision and began to actively fire doctors who did not support him. As a sign of protest, 20 employees voluntarily left the clinic, among whom were 7 doctors, including P.B. Gannushkin. The next stage of his professional activity is associated with the Moscow Alekseevskaya Psychiatric Hospital. P.B. Gannushkin worked there as a resident doctor until 1914. Practical psychiatry was very important to him. Soon after this, he organized the publication of the journal Modern Psychiatry, and also became a very influential member of the Russian Union of Psychiatrists and Neuropathologists. In 1914 he was drafted into the army, and in 1917 Gannushkin was demobilized due to illness. He returned to the Alekseevskaya hospital, and since 1918 he worked as a professor in the department of psychiatry at Moscow University and director of the university psychiatric clinic. P.B. Gannushkin continues to develop the doctrine of psychopathy, attaching particular importance to the relationship of psychiatry with all social and political events occurring in society. He classified war and revolution as a “traumatic epidemic” of the entire population, noting the connection and mutual influence of the psyche of people in general and their social life. P B. Gannushkin was keenly interested in psychoanalytic ideas and applied them in practice as an experiment. In his work “On Psychotherapy and Psychoanalysis,” he expressed the opinion that, under certain conditions, psychotherapy can be used in medical practice. Gannushkin’s work “Clinic of Psychopathy, Their Statics, Dynamics, Systematics” can be called a classic. It examines the problem of psychopathy in great detail and gives their clear definition. definition, including: 1) innateness of pathological features; 2) their reflection on the entire mental life and personality development; 3) these features are such that their carriers are on the verge of mental health and illness. The main theme of this book can be called the dynamic nature of psychopathy. Therefore, in the clinical treatment and study of psychopathy P.B. Gannushkin also recommends studying the patient’s environment. He calls the borderline between a healthy and sick mental state minor psychiatry, but notes that this area requires more experience, knowledge and skills than major psychiatry, since the circle of people who fall under this definition is much wider. Pyotr Borisovich Gannushkin died quite early - at 57 years old. With all his scientific and professional activities, he seemed to affirm the significant relationship between a psychiatrist and public life, since the basis of social actions is the state of the human psyche, and in this regard, the work of psychiatrists becomes responsible and significant.
GROT NIKOLAI YAKOVLEVICH
Key competencies of a teacher in the system of advanced training Addressing the problem of constructing and implementing a model of a competency-based approach in updating education, to searching for key competencies formed in students, determines one of the most important tasks of the teacher education system - determining the key competencies of a teacher.
The set of competencies of a teacher and the set of competencies formed by a student have a common basis. At the same time, these two sets of competencies are not only not identical, but also have significant differences. This is, first of all, determined by the difference between the functions of the teacher and the child.
The existing diversity and diversity of definitions of the essence of the concept “professional competence of a teacher” is due to the choice of various scientific approaches (personal activity, system-structural, knowledge, cultural) as a basis in the context of scientific problems solved by researchers. It is safe to say that the essence of the concept of “competence” should be considered in the context of goal-setting issues.
The goals of higher and additional pedagogical education are different.
S.G. Molchanov rightly notes that “pedagogical universities and institutes for advanced training cannot be combined... Pedagogical universities are responsible for the development of historically established, established professional competencies, and institutes for advanced training for the development of current and innovative professional competencies.”
If we consider the competence developed by a future teacher within the framework of the university education system, then we can talk about knowledge, skills, abilities, that is, the readiness of a specialist (as rightly noted by V.A.
Slastenin).
The main task of the advanced training system is to create conditions for self-actualization of teaching staff, improving self-education techniques based on existing professional experience. If we characterize the concept of “competence” in this context, then it is necessary to consider not the set of knowledge, skills and abilities that have already been mastered, but when mastering new ones (depending on individual needs), the phenomenon of “self...” becomes of paramount importance.
It should be about the characteristics:
the individual characteristics of the teacher, expressed in the uniqueness of his “pedagogical handwriting”;
aimed at ease and speed of mastering new popular methods of activity;
determining the success of professional activities. The concept of “ability” (according to B.M. Teplov) fully meets the above criteria and therefore will be chosen by us as the basis for constructing a definition of the professional competence of a teacher with a higher education. As D.B. Bogoyavlenskaya notes, “Special abilities are general abilities that have acquired efficiency (subtle adaptation of personality traits to the requirements of activity) under the influence of activity.” This confirms the fact that the characteristics that determine the professional competence of a teacher with experience and a graduate of a pedagogical university are different.
If only the minimum acceptable level of pedagogical activity can be required from a graduate of a pedagogical university, then for a teacher studying in the advanced training system and having a certain professional experience, this is clearly not enough. In this case, it is necessary to carry out pedagogical activities at a higher effective level.
Thus, the professional competence of a teacher within the framework of the advanced training system (PKPSPK) is the teacher’s ability to effectively carry out professional activities.
The structure of abilities proposed by S.L. Rubinstein includes two main components: “core” and “operational” - a set of methods of action through which activities are carried out. Therefore, PKPSPK is not reduced to a set of knowledge and skills, but determines the need and effectiveness of their possession and their application in real educational practice. Moreover, this set has an individual focus and is improved to a greater extent independently with the indirect control of this process by the andragog.
Naturally, the success of an activity is determined by both motivation and personal characteristics. Motivation for a teacher's achievements is the object of management and self-government. The personal characteristics necessary for a teacher are formed from childhood. Admissions committees of pedagogical universities establish the correspondence of the personal qualities of applicants to their future profession.
Further development of personal qualities occurs in a pedagogical university and is expressed in the graduate’s readiness to carry out professional activities. The core formation of personality is self-esteem. Abilities for self-government and self-esteem are components of PKPSPK.
Based on this definition of PKPSPK, we can talk, for example, about the teacher’s competence in developing the creative abilities of students, in the formation of universal values, in nurturing a healthy lifestyle, in the self-development of an educator, teacher, methodologist, or the teaching staff of the school as a whole.
In pedagogical science, the concept of “pedagogical abilities” is sometimes used, which is related to the PKPSPK we defined. So, F.N. Gonobolin, N.V. Kuzmina, A.I. Shcherbakov, A.K. Markova, V.A. Krutetsky, when developing a model of a teacher, identifies pedagogical abilities as its basis. N.V. Kuzmina defines teaching abilities as individual psychological prerequisites for the success of teaching activities.
Against the background of the commonality of the concepts of pedagogical abilities and PKPSPK (defined on the basis of the category “ability”), they have differences. Thus, PKPSPK is not a prerequisite, but a condition for the effectiveness of teaching activities. As a prerequisite for the effectiveness of teaching activities, one can highlight the teacher’s readiness to carry out this activity (formed in a pedagogical university). In turn, such readiness will be a condition of the PCSPSP.
Competencies depend on the context and are related to the specific goals of the educational institution, the specifics of the activity and the current experience of the teacher. As D.B. Bogoyavlenskaya rightly notes, “In the course of professionalization, the component composition of the abilities that determine the success of activities changes, the closeness of connections between the abilities included in the structure increases, and their total number increases.” At the same time, there is a set of common competencies for all teaching staff.
When modeling PKPSPK, at least three levels can be distinguished - general (defined for all teachers and developed by pedagogical science), private (defined for all teachers of an educational institution and developed by the methodological service, taking into account existing conditions and specifics) and specific (defined and accepted by the teacher himself). ). The specific level of PKPSPK, being a real condition for the effectiveness of teaching activities, determines the purpose of modeling PKPSPK and acts as its highest level. Each higher level of this model is determined on the basis of the previous level.
The PKPSPK model includes:
general level of key competencies, that is, the basis for other competencies and operational competencies;
private level of competence of a certain level of an educational institution and the competence of a job group within an educational institution;
specific competence of a particular teacher within the institution.
What are key competencies? The authors of the strategy for modernizing the content of general education characterize key competencies as a set of competencies that have the following characteristics:
multifunctionality, cross-subjectivity and interdisciplinarity, multidimensionality, require significant intellectual development.
To identify the key competencies of a teacher within the framework of the advanced training system (KKPSPC), the classification of general abilities proposed by B.F. Lomov based on mental functions is valuable. Thus, we can talk about the communicative, informational and regulatory competencies of a teacher as key. KKSPK have a dual focus - on students and on oneself.
The peculiar inconsistency of the goals of the professional development system lies in the fact that, on the one hand, it is aimed at revealing the internal personal resources of the teacher (person-oriented approach), and on the other, at adapting to the needs and requirements imposed on him by the school and the state (professionally-oriented approach).
The problem-oriented approach is designed to balance personal and social needs and requirements, highlighting the task of improving the intellectual abilities of the teacher in the process of continuously solving the diverse problems of school life. In the problem-oriented model, the emphasis is not on the internalization of goals or values external to the teacher and not on the disclosure of spontaneous impulses and emotions, but on the active interaction of the teacher with a real social situation that requires its solution.
The teacher faces the need to set and solve problems in all areas of professional activity, at all its stages. It is difficult to talk about the sufficient level of each of the KKSPK given the lack of formation of procedures for setting and solving professional problems. As V.N. Druzhinin notes, intelligence (as a general ability) underlies other abilities and determines the success of any activity. In this regard, it is advisable to introduce the concept of “intellectual and pedagogical competence” as the basic CCSPK.
We will define intellectual-pedagogical competence as the teacher’s ability to perform mental operations, the subject of which are pedagogical objects (concepts, phenomena and processes).
Intellectual pedagogical competence, as an integral characteristic, presupposes mastery of the necessary pedagogical objects, and also requires a sufficient level of intelligence.
Intellectual and pedagogical competence is expressed in the application of existing knowledge for the regulation of students and self-regulation, for the establishment of pedagogically appropriate relationships, for the acquisition and transformation of knowledge by students and the teacher himself, as well as in the development of methods of innovative activity.
Based on an analysis of studies of the structural elements of a teacher’s professional competence (S.G. Vershlovsky, Yu.V. Vardanyan, V.I. Zagvyazinsky, V.A. KanKalik, T.A. Kaplunovich, K.M. Levitan, V.A. Slastenin, R.M. Sherayzina) within the proposed model of the KKSPK we will highlight the components of key competencies (competencies).
Communicative competencies: orientation in social situations, determining the personal characteristics and emotional state of other people, choosing adequate ways to treat them and implementing these methods in the process of interaction, distributing and concentrating attention, acting in a public situation, attracting attention to oneself, establishing psychological contact, a culture of speech.
Information competencies: the amount of knowledge and the ability to acquire it in the following areas: about oneself, about students and their parents, about the work experience of other teachers, in the scientific and methodological plane, as well as general worldviews.
Regulatory competencies: goal setting, planning, mobilization and sustainable activity in achieving results, performance evaluation, reflection.
Intellectual-pedagogical competence can be considered as a complex of intellectual-logical and intellectual-heuristic pedagogical competence (based on the terms of V.I. Andreev). Let us highlight the following intellectual and pedagogical competencies: analysis and synthesis, comparison, abstraction, generalization and concretization (intellectual);
generating ideas, analogy, fantasy, overcoming inertia of thinking, critical thinking (intellectual heuristic).
Operational competence, as an integral part of the general level of the PCPSPC model, is determined by the set of actions necessary for a teacher to carry out professional activities. Let us highlight the following minimum set of operational competencies of a teacher: predictive, projective, methodological, organizational, pedagogical improvisation, expert.
