Толерантність як умова професійної самореалізації майбутнього педагога
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Дата
2015
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Анотація
У статті розглянуто основні підходи до розуміння професійної самореалізації вихователя дошкільного закладу як педагогічної категорії. Показано зв’язок даного феномену з особливостями професії вихователя дітей дошкільного віку як фахівця, як особистості та головного суб’єкта діяльності. Встановлено, що гуманістична спрямованість процесу самореалізації особистості визначається відношенням людини до самої себе, оточуючих, до суспільства. Це відношення ґрунтується на дотриманні принципів толерантності і співчуття, сприяє гармонійному розвиткові особистості. Висвітлюється припущення, що толерантність є необхідною умовою творчої самореалізації педагогів у професійній діяльності.
The article describes the main approaches to the phenomenon of realization of a teacher in philosophical, psychological and pedagogical aspects. Understanding of professional self-realization of a preschool teacher as a pedagogical category is associated with the peculiarities of his professional activity. In a pedagogical point of view, the realization is characterized as the individual’s development of his or her personal and professional abilities, talents and opportunities in all the spheres of activity. Professional self-realization is a dynamic process of active, motivated and conscious self-expression of one’s essential powers and possibilities in the professional field. “Professional self-realization of future specialists of preschool educational institutions” is understood as a set of individual professional and personal qualities of a future teacher. The teacher reproduces oneself in teaching activities in the course of interacting with preschool children. The humanistic orientation of the process of self-realization is determined by the person’s relation to oneself, to others, to the society. This relationship is based on compliance with the principles of tolerance, recognition of other people’s rights to free choice, attitude to a human as some value. It promotes the harmonious development of the personality. Different views on the structure of pedagogical tolerance are analyzed in the article. Its components are determined. Many authors excrete as indicators of tolerance the adoption and recognition of themselves, their positions and views; as well as knowledge, acceptance and recognition of the other, respect for his or her identity; the ability to be aware of stereotypes in themselves and allow someone else to have them; the ability to see an equally decent personality in others. The definition of the structural components of tolerance provides the possibility of building a pedagogical process in accordance with various spheres of the child’s personal development. Appropriate choice of methods contributes to the realization of a growing up personality. It is proved that tolerance is a necessary condition for one’s own pedagogical self. It also fosters pupils’ self-realization.
The article describes the main approaches to the phenomenon of realization of a teacher in philosophical, psychological and pedagogical aspects. Understanding of professional self-realization of a preschool teacher as a pedagogical category is associated with the peculiarities of his professional activity. In a pedagogical point of view, the realization is characterized as the individual’s development of his or her personal and professional abilities, talents and opportunities in all the spheres of activity. Professional self-realization is a dynamic process of active, motivated and conscious self-expression of one’s essential powers and possibilities in the professional field. “Professional self-realization of future specialists of preschool educational institutions” is understood as a set of individual professional and personal qualities of a future teacher. The teacher reproduces oneself in teaching activities in the course of interacting with preschool children. The humanistic orientation of the process of self-realization is determined by the person’s relation to oneself, to others, to the society. This relationship is based on compliance with the principles of tolerance, recognition of other people’s rights to free choice, attitude to a human as some value. It promotes the harmonious development of the personality. Different views on the structure of pedagogical tolerance are analyzed in the article. Its components are determined. Many authors excrete as indicators of tolerance the adoption and recognition of themselves, their positions and views; as well as knowledge, acceptance and recognition of the other, respect for his or her identity; the ability to be aware of stereotypes in themselves and allow someone else to have them; the ability to see an equally decent personality in others. The definition of the structural components of tolerance provides the possibility of building a pedagogical process in accordance with various spheres of the child’s personal development. Appropriate choice of methods contributes to the realization of a growing up personality. It is proved that tolerance is a necessary condition for one’s own pedagogical self. It also fosters pupils’ self-realization.
Опис
Ключові слова
самореалізація, толерантність, особистість, взаємодія, співробітництво, професійна самореалізація, професійне становлення, self-realization, tolerance, personality, interaction, cooperation, professional self-realization, professional development
Бібліографічний опис
Ляпунова, В. А. Толерантність як умова професійної самореалізації майбутнього педагога [Текст] / В. А. Ляпунова // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, О. Є. Антонова, Дж. Бішоп та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2015. – № 9 (53). – С. 319–329.