Pedagogical culture of the teacher in the context of the new paradigm of education
Abstract
The article examines the essence of pedagogical culture as an important component of the professional profile of a teacher. Based on the analysis of scientific literature, as well as the use of methods of empirical and theoretical level of scientific knowledge, a definition of the pedagogical culture of the teacher is proposed. It was noted that pedagogical culture is an integrative system, the process and result of self-organization and evolution of the educational space, which are internalized into the competence experience of the teacher. It is emphasized that the proposed definition of pedagogical culture requires further research through the prism of systemic and synergistic approaches to the analysis of educational space.
It was established that pedagogical culture is a systemic formation that is in dialectical relationships with all types of personal culture of the teacher. The basis of the pedagogical culture of the teacher is the system of pedagogical values and personal qualities that the teacher uses during professional activity. It was found that the types of teacher's personal culture include: methodological, ethical, speech and others. Thus, pedagogical culture is an important tool that provides regulation of the educational process in the direction of improving the quality of subject-subject interaction between the teacher and the student body.
In the process of analyzing the pedagogical culture as a phenomenon of pedagogical practice, it was established that the functional basis of the pedagogical culture of the teacher, its core is pedagogical mastery.
Pedagogical mastery of the teacher implies the presence of pedagogical abilities, general culture, competence, broad education, psychological stability and literacy, as well as methodological training.
The main criteria for determining the level of development of pedagogical culture on the example of the training of specialists in physical education are proposed. These criteria include: possession of subject competence, knowledge of principles and laws, methods and means of sports training, inclination to pedagogical creativity, and others.
