Teacher's ideal: comparison of educational ideas of the soviet period and the modernity

Abstract

The article attempts comparative analysis of the teacher's ideal and educational ideas of the Soviet period and modernity. In particular, the pedagogical concept of the educational ideal of the postwar years is highlighted, as well as the main components and requirements for the professional skills of a specialist at the present stage of development of education in Ukraine are characterized. The idea of ​​self-education as a necessary prerequisite for the acquisition and preservation of teacher professionalism is revealed; the main characteristics of a novice teacher and a master teacher are considered; as a future teacher from the object of educational influence («I am a student, let me be taught») should become a subject of organization of their own lives («I am a future teacher, I prepare myself for teaching every day»).

Using the pedagogical experience of famous teachers, the essence of the professional individuality of the teacher, pedagogical culture as a crucial element in the formation of his pedagogical skills is revealed. It is proved that the individual pedagogical culture is manifested in the professional behavior of the teacher. In the context of solving the problem, a teacher with a high and low level of pedagogical culture is reflected. The concept of «pedagogical lack of culture» as ignorance and limitations of the teacher is substantiated. The focus is on the humanistic attitude of the teacher, which determines the strategy and tactics of the educational process; on the spiritual and moral component as the basis of pedagogical activity of the future specialist; on the partner subject-subject interaction as the organization of educational process (in particular, it is noted that an important quality of a teacher is the ability to move away from the authoritarian format and be equal to children); on the study and implementation of advanced pedagogical experience. The opinion is revealed that in order to achieve the desired pedagogical ideal (both for the Soviet teacher and the modern one) experience is important – the basis on which the pedagogical skill of the teacher grows.