Work is an expedient human activity aimed at creating material or spiritual goods necessary to meet the needs of each individual and society as a whole.
The work of the teacher has a number of features that are determined by the specifics of the teaching and educational process. In the course of this process, the transfer of knowledge (i. e., systematized information) to students and the education of students are carried out.
The implementation of the teaching and educational process is possible when the teacher has a system of knowledge and has the ability to transfer this knowledge to students. Therefore, the most important requirement for the personal and business qualities of the teacher is professional competence, which means knowledge of the discipline taught and erudition. An incompetent teacher who does not know the discipline he teaches can hardly transfer knowledge to the students and cause them interest in this discipline.
A characteristic feature of the
educational process is the multifactorial nature of upbringing. This means that the family, the school, out-of-school institutions, the media, formal and informal contacts with other people have a significant influence on the upbringing of the person. However, the teacher should not passively observe the impact of these factors on students. A good teacher acts as a coordinator, commentator and even an opponent in relation to the factors affecting students, so the educator must be a versatile educated, erudite person. At the same time, the teacher’s knowledge should be systematically improved, and professional competence implies the will to develop and improve.
The necessary condition for the teacher’s success is the availability of educational abilities. The educational abilities of the teacher are determined by the totality of his knowledge and skills in the field of upbringing. In particular, the educator should know what education is in a broad social sense and in a narrow pedagogical sense; the relation between the concepts of “personality formation”, “socialization” and
“upbringing”; the essence and structure of education as a pedagogical phenomenon, its developmental logic; the role of the main institutions of education in the process of formation and socialization of the individual; The place of education in the aggregate of the factors of the formation and development of the personality.
The teacher should be able to determine the limits of the possibilities of upbringing and pedagogical activity in the development of the personality of the learner; coordinate the targeted shaping influences of all social institutions of upbringing, ensuring the maximum realization of the potential of each of them; to ensure the realization of the functions of upbringing in their logical sequence in the continuous educational and pedagogical process.
An important feature of the educational process is its duration. In the course of this process, the teacher has to meet repeatedly with his students. Moreover, the students “grow up” and the teacher has to not only repeat and fix the knowledge and skills obtained by the students, but also give them new knowledge based on the foundation already laid.
To effectively implement the teaching and educational process, the teacher needs a high level of moral and ethical maturity, because, communicating with the teacher, students perceive him not only as a vehicle of knowledge, but also as a person. And the educational role of the teacher can be reduced to zero if he does not have moral and ethical maturity.
Moral and ethical maturity of the teacher includes honesty, decency, observance of moral and ethical norms accepted in society, fidelity to a given word, etc.
There are different points of view on the work of the teacher. Some believe that the success of pedagogical activity depends only on the personal qualities of the teacher, and the methods used by him are of no special significance. Others, on the contrary, emphasize the teaching methodology and believe that the teacher is only the conductor of certain ideas, and his personal qualities are not of decisive importance.
In our opinion, this opposition is unjustified and pedagogical work gives the best results when a symbiosis of modern methods of teaching and the talented activity of the teacher is provided.