Teachers in Russia rarely share knowledge. And it's not just a lack of time due to the "shaft" of reporting and increased workload. As a result of working “behind closed doors”, rivalry and overcontrol by officials, a “culture of individuality” has developed in schools. Recipes for strengthening the team spirit of teachers and enhancing the exchange of knowledge between them are the subject of an article in the new issue of the journal Educational Issues
The Visibility of the Hive Mind
The exchange of knowledge between employees increases the efficiency of each of them. The organization becomes more productive and therefore more successful. This simple truth can be seen in action anywhere but in Russian schools.
Meanwhile, such a “collective mind” would be of great help to teachers: it would save time searching for information, would allow them to quickly find new approaches to the transfer of knowledge, which, perhaps, would lead to the birth of original ideas. Ultimately, the quality of education would win. Corporate, "managerial" technologies for activating the professional discussion of teachers are considered in the article by a group of scientists from the Graduate School of Management of St. Petersburg State University - Associate Professor of the Department of Organizational Behavior and Personnel Management Tatyana Andreeva, Senior Lecturer, Department of State and municipal government Anastasia Golubeva and graduate students Anastasia Sergeeva and Yaroslav Pavlova(“Knowledge exchange between secondary school teachers: factors influencing its intensity”, Journal of Educational Issues No. 2, 2013).
Schools, in principle, share knowledge and experience poorly, the authors note in the theoretical part of the article. In Russian school groups, tools for exchanging successful methods and skills undoubtedly exist, but they do not always work.
So, methodical associations at the school level, within which teachers of one or related specialties must exchange experiences regularly, often "evolve" into a means of control. Pedagogical seminars (district, city) and open lessons at school, they often turn into "demonstration performances", behind which you can rarely see the daily practice and personality of the teacher. At the same time, teachers are extremely reluctant to invite colleagues to ordinary, routine lessons.
Meetings and online discussions of teachers also provide little benefit in terms of knowledge sharing. Discussions in pedagogical blogs and forums often escalate into "complaints about teachers' lives". One way or another, all this, rather, is just an imitation of the exchange of knowledge, a purely formal “collective mind”. In any case, there is no question of fruitful professional interaction between teachers that would lead the school to a new stage of development.
Barriers and drivers of knowledge sharing
- The cultural norm of work is teaching behind closed classroom doors, without direct interaction with colleagues.
- The lack of time is due to the increase in the teaching workload and the abundance of reporting.
- Conservatism is the unwillingness to accept innovations.
In the conditions of a “typical school organizational culture”, these barriers must first be removed, and then the motivation to share knowledge must be increased, experts say.
Teachers interact best professionally in schools that are characterized by:
- Organizational culture conducive to learning and teamwork.
- Leadership qualities of the director and other managers.
- Atmosphere of trust in the team.
A survey of St. Petersburg teachers in the autumn of 2011 confirmed these theoretical propositions.
Psychological roots of knowledge sharing
Any act, including in professional life, grows out of motivation. Internal motivation is associated with getting pleasure from the process and content of the activity, external - with the expected benefits, incentives and "bonuses" from the outside.
It is quite difficult to strengthen the internal motivation for knowledge sharing, except perhaps to create a favorable social environment. It implies trust, recognition of employee autonomy, openness and freedom from derogatory criticism, the authors of the article explain. External motivation is easier to influence - there are such tools as bonuses, promotions, official recognition, etc.
- Intrinsic motivation has a positive effect on the activity of the individual in the exchange of knowledge, it is "the most significant predictor of behavior."
- Organizational culture that supports professional dialogue influences teacher behavior, this is the second predictor.
- External motivation only indirectly affects the exchange of knowledge among teachers - it increases its activity through the strengthening of internal motivation.
- Successful teacher "master classes" require the skills of self-reflection and "externalization of one's own tacit knowledge".
How to develop willingness to share knowledge?
To increase the autonomy of an employee, the authors of the article answer this question.
This means giving the teacher the freedom to choose methods of work and the absence of strict control over his decisions and ways of performing tasks.
However, today, the researchers emphasize, the reverse process is taking place in the Russian school. The autonomy of the teacher is increasingly limited by increasing control from the inspection bodies and the headmaster. This hinders work in general and knowledge sharing in particular.
The second algorithm for "revitalizing" a professional dialogue is the creation of feedback that acts through the basic psychological need of a person - the "need for involvement". Feedback“reinforces the desired behavior” of a person, since the immediate social environment recognizes it as important. In other words, by regularly demonstrating to teachers that the exchange of knowledge with colleagues is considered valuable at school, one can indirectly strengthen the internal motivation of teachers to interact, the authors of the work believe.
The third recipe for enhancing intrinsic motivation has to do with what is known as transformational leadership. It involves an emphasis on employee development, "creativity" - an attitude to use imagination and independent thinking, creating a clear and optimistic picture of the future, as well as influencing employees by trying to be a role model for them. In fact, the element of corporate team building is strong here - a common vision of the future, creative interaction, etc.
Finally, there are personnel decisions that will favor knowledge sharing. So, for example, when hiring new employees, it makes sense to take into account the readiness for the transfer and perception of knowledge. However, the authors clarify, in the conditions of Russian schools with their shortage of personnel, this is rather a good wish. The choice is made by the teacher rather than the institution.
The "cunning" of extrinsic motivation
It would seem a paradox, but under certain conditions, direct external incentives can weaken intrinsic motivation: “Internal motivated person feels that the locus of control of his actions shifts from internal pleasure to external conditions. In other words, there is a transition from I do it because I like it" to " I do it because I get paid for it».
Given this potential conflict between extrinsic stimuli and intrinsic motivation, one should act "flexibly". In order for extrinsic motivation to have a positive effect on intrinsic motivation, it is necessary that the benefits offered be not controlling (not directing behavior), but informing. The employee should have the feeling that certain actions are valued, and not imposed by the organization. In this case, intrinsic and extrinsic motivations are in harmony.
The principal may encourage teacher dialogue, for example by paying bonuses after the fact. At the same time, the researchers clarify, such incentives should promote the group exchange of knowledge, and not highlight the individual initiative of a particular teacher. For example, when implementing successful joint projects, the entire group should receive the award.
However, moral encouragement - "the director's ability to highlight and emphasize the benefits of joint work" - can play a role. important role.
Help the teacher voice his know-how
To share knowledge, it is important for a teacher to have personal experience and acquired teaching skills. Each teacher has his own tactics of how to keep the attention of the class, how to present a particular topic and interest students. However, the problem is, the researchers believe, that such knowledge is “implicit”, and without professional self-reflection, without their comprehension, it is sometimes difficult for a teacher to identify and formulate his know-how.
It is one thing to transfer knowledge to schoolchildren, and quite another to colleagues. Approaches to the translation of their experience are clearly different. Andragogy comes to the rescue - methods of teaching adults. However, in mentoring, sharp contrasts should be avoided, the authors of the article advise. If a newcomer is taught by the most qualified employee, it can be difficult for them to find a common language. "Super pro" is always busy, and not always able to explain the intricacies of the work in a language accessible to the neophyte.
One way or another, in order to nurture a culture of exchange of experience in schools, the efforts of managers are needed. Including - and on the development of skills not only for the transfer, but also for the perception of knowledge. The authors of the article recommend school principals to conduct active listening trainings for the team.
The publication was prepared as part of a joint project of the journal “Educational Issues » and OPEC.ru
About time spent in kindergarten, everyone remembers with warmth and nostalgia, remembering the opportunity to sleep sweetly in warm beds at lunchtime, enjoy delicious casserole and dried fruit compote. And only a few know how difficult it is to maintain perfect calmness, discipline and comfort. The most difficult thing in is by no means attempts to put "violent youth" to rest at a quiet hour and not complaints about semolina with lumps.
Problem number 1 is to find a common language with the parents of babies.
The most common complaints from the older generation and how to deal with them
"You are still too young..."
Do not allow frivolity in communication. Most young people give in to the hidden or overt aggression of their parents. You are a specialist, even with little experience or, but you know how to do your job right. Do not react to the unreasonable attacks of moms and dads, but work calmly and efficiently. Working with parents in kindergarten is one of the most difficult moments. But ignoring and impeccable performance of duties in such cases is ideal for solving the problem.
"You don't have yours? How can you educate mine!
This argument is not in your favor, moreover, it is quite weighty. It is most often used under the guise of "heavy artillery" by an annoyed parent who has something not going well in the service. The best answer to such a claim is a satisfied baby, which will help confirm your abilities in education. But, if reproaches continue regularly, then it's better. Kindergartens are often understaffed. If you have a pedagogical education, then find new job won't be difficult. Trust that your peace of mind is worth the small hassle of leaving your old job.
Secrets of a good teacher
Resolving disagreements with parents is only half the battle. All other problems can be easily solved if you always keep these basic points in mind:
Attention to children is the law! Listen to the kids, but do not indulge them.
Always smile. It is better not to put on a “duty smile”, but sincerely radiate goodness.
Do not take dirty linen out of the hut. Squabbles, gossip - this is not for you. Your goal is to work with toddlers and constructively collaborate with colleagues. The rest of the data should be perceived only as unnecessary information noise. In no case should you discuss someone behind your back or give negative assessments to children.
Praise. Even the most "difficult" child always has something to praise.
Scold and punish in private, and praise in public.
You can enjoy the work process only when you sincerely love your pupils. However, many employees of kindergartens assure that only those who have little contact with them do not like children. Feel free to go to your main goal at work, then the difficulties will be easily eliminated on their own!
The senior educator organizes the system of methodical work in accordance with the specifics of the preschool educational institution in which he works. However, despite the differences in preschool institutions, the organization is based on assistance to educators, their support in the organization of pedagogical processes.
Methodical work of the senior educator with teachers of the preschool educational institution
In this regard, one of the important topics in the work of a senior educator is the methodology for studying the difficulties of teachers. Many senior educators organize consultations, workshops and other forms of training, which together form a system for the year in accordance with the annual objectives. However, this approach, when organizing methodological work in a preschool educational institution, does not take into account their experience and work experience and priorities. Each teacher experiences certain, characteristic difficulties for him. The task of the senior educator involves finding out the difficulties of an individual educator.
It is possible to identify the problems faced by teachers in preschool educational institutions using a questionnaire. The questionnaire contains three main questions.
The second question is "What is good about working with children?" When answering, the teacher can specify individual methods and programs. The answers of teachers to the second question will help in the methodological work of the senior teacher in the preschool educational institution to analyze and find for themselves the field of that innovation that is not used in kindergarten. For example, to introduce one of the techniques read in a magazine, etc., in this way, innovative activity will be carried out.
And finally, the third question - "What are you having trouble with?" In answering this question, the teacher can indicate the methodology, form of organization, equipment, and so on. His answers will become the basis for organizing the methodological work of the senior teacher of the preschool educational institution. You can solve the problem either through a consultation, or through a teachers' council, or through a workshop.
Pedagogical assistance can be provided in the form of mentoring, mutual visiting, cross-visiting, pair work, counseling, workshops. The teaching staff is of interest to wide practice precisely by the experience that was created in a single teaching staff. The task of the senior educator is to create this experience together with their educators. It is also necessary to determine on what problem a creative group will be created, which will help to realize the difficulties that have been identified. The organization of methodological work in a preschool educational institution can take both group and individual forms. The senior educator can choose the form of conducting methodological work at his own discretion, focusing on the needs of educators. You can group educators according to the problem they raised, you can focus on the area of their interests, on the age of the group with which they work.
Also, the senior educator can organize methodological work, focusing on the level of training of preschool educators. It is advisable to work with low-level educators in order to increase a positive attitude towards pedagogical activity. Intermediate-level educators during methodological work need to form an orientation towards communication, mastering their own pedagogical technique. Working with educators high level focus on stimulation value orientation on creativity, on the creation of an individual system of methodological work in a preschool educational institution.
quality methodical work the senior educator will contribute to raising the level of both the educational and educational process in the preschool educational institution, and the pedagogical skills of educators, as well as the cohesion of the teaching staff.
We all come from childhood. And, on what it will be, the future of a person depends. Will he be able to become a personality, realize himself in life, receive joy and give it to other people ... It is important that in these short but defining years there are wise, loving adults nearby. One of them are kindergarten teachers.
In my professional development and becoming big role played by the teaching staff of the MBDOU BGO Kindergarten No. 1 of a combined type under the guidance of T.P. Pervushina, where, in an atmosphere of creativity and professional duty, the growth of my pedagogical skills continues.
Today, society needs a teacher - a competent, comprehensively trained, who is an example of philanthropy, decency; an educator with teaching skills. At the present stage of social development, the formation of a physically healthy, socially active, harmoniously developed personality is of paramount importance.
The kindergarten in which I work is a stable functioning, developing, working in a search mode. I singled out for myself the actual problem of the social maturity of preschoolers: children's preschool should become a school of social action, in which curiosity, imagination, and communication skills are developed in the daily joint work of children and adults. In my opinion, the main task of raising and educating children is the physical and intellectual development of children, and the content of education should maximally provide for the physical, moral, aesthetic, emotional and labor education of preschoolers. But all this can be achieved only when the children are healthy.
My every working day begins with morning exercises with children. Regularly at each lesson I spend physical education, breathing exercises, gymnastics for the eyes, games of different mobility, I pay attention to the correct posture of children. Various sports competitions, relay races, outdoor games, daily walks, excursions are directions for health promotion, development physical qualities. It is not for nothing that people say: “A healthy mind in a healthy body”, and a child with a “healthy spirit” will have high cognitive abilities, knowledge, and skills.
I consider the main goal in my pedagogical activity to be the creation of favorable conditions for a full-fledged life of a child in preschool childhood, the formation of the foundations of a basic personality culture, the comprehensive development of physical and mental qualities, preparation for life in modern society, for schooling, ensuring the safety of life of a preschooler. These goals are realized in the process of various types of activities: gaming, communicative, labor, cognitive research, productive, musical and artistic, reading. I give preference to the game, since the game is the leading activity in the preschool period. I am solving this problem on the basis of innovative pedagogical programs and technologies introduced into practice: “We learn to speak by playing” R. K. Shaekhovai, “A manual for teachers of preschool educational institutions G. S. Shvaiko. In the classroom, I help children to fully demonstrate their abilities, develop initiative, independence through play. In each of my classes, the spirit of “discovery” dominates (I do not tell the children anything in ready-made) ; when preparing and conducting classes, I provide for the variability of the answers of children; I do not accept children's answers without justification. At the same time, I do not disregard a single answer, I teach children to correct their mistakes and establish their cause. When organizing the mode of stay of children in kindergarten, direct educational activity is not the predominant form of organizing education. During the day, I provide a balanced alternation specially organized classes, unregulated activities, free time and recreation for children. I use non-standard forms of organization of classes in my work and innovative technologies: classes - travel, theatrical, plot, integrated classes, which are built taking into account a differentiated and individual approach to children. I pay much attention to moral problems, the education in children of such universal human values as kindness, decency, responsiveness, mercy.
I am sure that every person, even the smallest one, is a creator. The development of children's creativity plays an important role in the formation of a full-fledged personality, in identifying the child's abilities, satisfying his needs for self-expression. And therefore, in my multifaceted work with children, I pay great attention to productive activities. My pupils are very fond of drawing, making applications, designing. I try to teach children not to mechanically copy objects, but I try to let them feel the joy of creativity, the opportunity to express their impressions, their attitude to this or that object or phenomenon in drawings, crafts. For the interest of children, I use different plots and musical images, colorful drawings, diagrams, cards with figures of game characters, ICT.
In my opinion, our goal is not only to give knowledge and skills, but to teach children to better understand the process of life, be able to navigate it and be able to find their individual place. I see my main human task in helping the child become a free, intellectual, creative and responsible person who knows how to find his place in the modern world, because we, the educators, lay the first inclinations for this. The more a child develops through creativity, the more he absorbs and begins to feel all the richness and diversity of our culture, the more spiritual questions he has, the more he thinks about the meaning of life.
My pedagogical credo is that most children are talented, everyone is endowed with creative abilities. Creativity in everything, like any activity, can be learned and developed. To do this, you need to study each child, determine his talent and level of development in a particular area of the educational process. This helps me with diagnostic work, which is prognostic in nature, that is, it helps to identify promising lines of development of a preschooler, as well as a preventive one, since it allows you to notice risk factors in the development of a child. The obtained monitoring data create an information base for the individualization of the educational process, based on the individual, educational needs of each pupil of the group.
In my group, close cooperation is carried out with parents, relations with which are built on the principle of trusting partnership, moral support and mutual assistance. Positively recommended such forms of work as "Days open doors", web consultations, joint research creative projects, sports, environmental and folklore holidays with the participation of parents. Parents take part in excursions, hiking trips. Together with children they visit exhibitions in the local history museum. They assist in the design of corners of nature, the interior of groups, in tailoring costumes for festivals, in the improvement and landscaping of the territory of the kindergarten.
I pay a special role to the visual and information direction, which includes: parental corners, folders, sliders, a library, exhibitions: "From the life of the group", "A bouquet for my mother", "Skillful hands of mother", "My dad is the most, most .", "Means of transport", "Pets", "Autumn bouquets competition", "Competition New Year's toys". The active participation of parents suggests that these forms of work are in demand and provide an opportunity to convey any information to parents in an accessible form.
I constantly improve the level of knowledge by studying the literature, through refresher courses, seminars, self-education. I work productively as part of creative groups in the development of didactic and methodological materials. Developed my own work program. I have certificates for publishing articles in international electronic journal Subject", "Pedagogical excellence", "Academy preschool education". Establishment certificate in social network education workers their personal blog, a certificate of creation of their own e-portfolio on the website of educators. She was awarded a certificate of honor for significant success in improving the educational process, fruitful work in the education system of the Borisoglebsk urban district.
When organizing interaction with children, I strive to manifest methodical skill in their activities. My students win prizes in various competitions.
In conclusion, I want to say that one of the most important professions is the profession of an educator who loves children, knows his job perfectly and clearly understands that any loss in the development of a child preschool age irreplaceable.
Questionnaires for educators
Questionnaire No. 1
Dear __________________________________________________
We ask you to answer the questions that will help determine the direction of work for the coming year.
1. What difficulties do you experience in organizing the educational process? ___________________________________________
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2. In which city trade unions of teachers would you like to improve your
qualification?________________________________________________________________
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4. In which creative groups of teachers would you like to participate in our preschool educational institution?
5. What kind of consultations and seminars would you like to attend next year?________________________________________________________________________________________________________________________________________________________________________________________________
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6. What questions would you like to discuss at the teachers' councils next year? _________________________________________________________________________________________________________________________________
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7. What activities, in your opinion, should be planned for the next year?_________________________________________________________________
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8. What activities would you be responsible for?_____________________________
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9. How do you evaluate the work of the team for the current year? _________________________________________________________________
Thank you for your cooperation!
Introspection card professional activity teacher
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1. How do you implement a person-centered approach to working with children?
________________________________________________________________
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2. How do you ensure the education of high-quality knowledge, skills and abilities in children in different areas of the program?______________________________
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3. Due to what the effectiveness in working with children is ensured:
Attitude towards working with children
Ability to plan work
Knowledge of the psychological and pedagogical foundations of education
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4. What new pedagogical technologies do you use in educational work with children? _______________________________________________________________
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5. What knowledge and skills do you have in organizing the pedagogical process?
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6. What is the level of formation of the PRS in your group? ____________________________
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7. How do you organize interaction with the parents of children? _____________________________
8. When planning your activities, can you single out the main, paramount?
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9. How do you feel about the assigned case? _____________________________________________
10. How do you combine the obligatory and the creative in your activities? ______________________
11. How do you evaluate your work on self-education?_________________________________
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12. What issues are you most prepared for? _________________________________
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13. What help can you provide to colleagues? ___________________________________________
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14. What help can you provide to parents? __________________________________________
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15. Do you use new literature in practice? __________________________________
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16. Do you plan research activities aimed at improving work experience and increasing its effectiveness? ______________________________________
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17. What do you plan to work on in the near future? ___________________________________________
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18. Mark the motives that encourage you to improve your skills:
The desire to raise real people from children
Habit of working hard
Desire to contribute to society
Desire to keep up with life
Desire to develop cognitive interests in children
Desire to earn recognition
Interest in creativity, novelty
Desire to more successfully overcome difficulties in working with children
The need for a benevolent attitude towards success and success on the part of the administration and colleagues
The need to meet the requirements, earn the trust of colleagues
The need to meet the requirements of the team
Desire to be among the best
material interest
Opportunity to implement experience in the team
The prospect of receiving gratitude from the administration, to be presented with an honorary title, for an award.
Questionnaire №2
Dear ____________________________________________________
5 points - You have it in the highest degree
4 points - you tend to
3 points - You tend to do this, but not always
2 points - You tend to this to a small extent
1 point - you don't like it
QUALITIES / EVALUATION
receptivity to new
1. Constantly monitors the best practices in his field of activity, strives to implement it, taking into account the changing educational needs of the population, society
2. Constantly, a lot and persistently educate myself
3. Commitment to certain ideas, their development in the process of pedagogical activity
4. Constant analysis their activities, involving parents, colleagues, scientific consultants, etc.
5. Has a sense of perspective, predicts his activities
Preparedness for innovation
1. You are informed about innovations in preschool educational theory and practice
2. You feel the need to change and update the pedagogical process
3. You are motivated to develop and innovate
4. You have a knowledge system for the successful implementation of professional teaching activities
5. You have the knowledge and skills for research activities
The degree of innovation of the teacher
1. The teacher is an innovator
2. Teacher - leader
3. The teacher is the "golden mean"
4. Teacher of traditional views
5. The teacher is a conservative
Questionnaire No. 3
Self-assessment of the social and pedagogical activity of the teacher _____________________________________________________________________________
CRITERIA - POINTS
1. Demonstration of methodological skills inside the kindergarten
2. Demonstration of methodological skills in the city
3. Circle work
4. Leadership of a creative group of teachers
5. Participation and prizes in kindergarten competitions
6. Participation and prizes in city competitions
7. Participation in seminars - workshops of preschool educational institutions
8. Participation in city seminars - workshops
9. Participation in sports events
10. Participation in conferences
11. Playing roles at children's parties
0 points - criterion not implemented
1 point - partially implemented
2 points - fully implemented
Questionnaire No. 4
Self-assessment of the success of the teacher
Criteria:
1. Work planning
2. Implementation of a student-centered approach in the pedagogical process
3. Combination in practice of work of various educational technologies
4. Possession of the content of the program "From Childhood to Adolescence"
5. Creation of a PRS in accordance with the requirements educational programs DOW
6. Involvement of parents in the pedagogical process
