Korshunova I.G.
Senior teacher the Department of Foreign Languages, Russian State University of Justice, Crimean Branch
THE TERM «PROFESSIONALISM OF THE PEDAGOGUE» IN MODERN DISCOURSE
Abstract
The article considers the aspect of terminology concerning the different interpretations of the term “professionalism” in the context of professional and pedagogical education in the light of psychological, pedagogical and acmeological problems. The article also highlights the consideration of the professionalism of the personality of the pedagogue in the domestic and foreign literature. The pedagogical professionalism is one of the leading directions in modern psychological and pedagogical research. Professionalism was investigated in various directions. But the basis of such research is the principle of correlation between personality and activity.
Keywords: professionalism, pedagogical professionalism, professional competence of the pedagogue, conceptual implications, mastery, self-actualization of personality.
A significant amount of pedagogical researches is dedicated to the professionalism of the pedagogue, which is considered as a system of theoretical and practical ability to carry out educational activities and characterizes the professionalism of the pedagogue. Teaching and learning are regarded as a combination of science and art by many pedagogues [6,7]. However, the urgency of the problem of pedagogical professionalism has not yet been adequately reflected in scientific psychological and pedagogical reference books. So, the term “professionalism” is not considered in the pedagogical dictionary edited by G.M. Kodjaspirova, in a large psychological dictionary edited by B.G. Mescheryakova, V.I. Zinchenko.
Before discussing the essence of the phenomenon of “professionalism of pedagogue’s personality”, it is necessary to make analysis of this concept on the basis of linguistic analysis found in the corresponding literature.
We understand “professionalism” as the special ability systematically, effectively and reliably perform complex activities in a variety of conditions. The concept “professionalism” reflects the personal degree the individual acquires psychological structure of professional activity which corresponds to the existing social standards and objective requirements. It is necessary to acquire appropriate skills, desire, character and willingness to learn constantly [11] and improve skills to become a professional. The concept of professionalism is not confined by the characteristics of highly skilled labour, but it also deals with a particular world outlook.
Let’s have a look at the definitions of “professionalism” in different dictionaries. Large encyclopedic dictionary interprets “professionalism” as a professional skill [10]. In interdisciplinary dictionary of the terminology “Adult education” –“professionalism is the ability of a person to the competent performance of the paid functional duties; mastery level and skills in a particular activity corresponding to the level of complexity of the task” [9,111]. Psychological dictionary by M. I. Dyachenko and L. A. Kandybovich [4, 192] defines professionalism as a high preparation level to perform tasks of professional activities.
E.A. Klimov suggests that it is necessary to consider professionalism not just as a certain high level of knowledge, skills and results of a person in a given field of activity, but as a certain systemic organization of consciousness, the human psyche [5]. Professionalism, being a property of a particular professional person and fully reflecting his individuality, is simultaneously realized as a “supra-individual” quality, since it is formed in consideration of the professional requirements of a specific social production system and ensures its reproduction, preservation and development.
S.A. Druzhilov highlights the following conceptual implications for the consideration of the psychological phenomenon of professionalism [3]. A professional is a person who is an individual, a personality and as an individuality. Therefore, the phenomenon of human professionalism must be considered in all aspects: personality, subjectivity and individuality. This applies to the study of the formation of professionalism, its development, as well as manifestations of professional deformations. Analysis of professionalism involves the study of all dimensions of this complex phenomenon. S.A. Druzhilov considers professionalism as a property, as a process, as the state of a professional person.
Within the psychology of professionalism, developed by A. K. Markova, the phenomenon of “professionalism” is understood as a set of personal characteristics of the person necessary for successful execution of work and introduces the concept of “normative professionalism”. In addition, she understands the term “real professionalism” as a fact of the possession of the person required set of psychological qualities, when professionalism becomes an internal characteristic of the individual.
For development issues of teacher professionalism connected with higher education, the basic categories are “readiness” and “direction”. Readiness, which is considered as active-effective state of the individual, arrangement for certain behavior, mobilization of forces to perform the job, has always been analyzed in structural components. Direction was regarded as one of the most important qualities of the personality, which is reflected in the aims and motives, the needs, interests, ideals, beliefs and attitudes. Today you can explore the positive factors of teacher professionalism due to the development of all the theoretical prerequisites. Thus, I. A. Winter, L. M. Mitina identified the fundamental provisions for the personal and professional development of teachers and the personal-activity approach in education. A. Maslow, K. Rogers, D. A. Leontiev described the phenomenon of self-actualization of personality within the humanistic psychology as a mechanism of self-development, motive, result and process. A. K. Markova has developed a psychological concept of professionalism. V.A. Slastenin has studied training for pedagogical activity in higher education system. N. V. Kuzmina, A. A. Derkach, A. A. Bodalev held acmeological research in the field of modern education. In the framework of acmeology the problem of achievements and the positive factors of professional formation are researched.
In the view of the above said it was possible to analyze the phenomenon of the professional maturity of the pedagogue in two aspects and relate the results of the analysis. It was possible to highlight mandatory areas of professional development, leading to the formation of maturity, and determining appropriate training, to identify the need to explore professional identity as a basic framework and the main component of professional maturity. Besides, the higher pedagogical education is considered as the primary, initial stage of the formation of professional maturity of the pedagogue.
The term “professionalism” is the most general concept, in which different aspects presented in pedagogy, psychology, acmeology are “competence”, “skills”, “professional qualification”, “professional competence”, “professional activities”, “the professionalism of the personality”. Pedagogical level of study of the phenomenon “professionalism of pedagogue’s personality” is associated with theoretical-methodological and applied studies to validate only the various components of the characteristics of the personality of the teacher.
In the view of afore said, it must be concluded that the phenomenon of the professionalism of the pedagogue in real teaching practice is used as an indicator of efficiency of his professional activity. It actualizes the problem of revealing its structural characteristics, criteria, indicators and levels of functioning, questions of development of optimum scientific and practical approaches for achieving, preservation and development of professionalism of pedagogue’s personality.
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