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ISSN 2227-6017 (ONLINE), ISSN 2303-9868 (PRINT), DOI: 10.18454/IRJ.2227-6017
ЭЛ № ФС 77 - 80772, 16+

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Володина О. В. ЛЮБОВЬ К ДЕТЯМ КАК ОСНОВА ПРОФЕССИОНАЛИЗМА УЧИТЕЛЯ / О. В. Володина // Международный научно-исследовательский журнал. — 2021. — № 12 (19) Часть 3. — С. 11. — URL: https://research-journal.org/pedagogy/love-for-children-as-the-basis-of-teacher-professionalism/ (дата обращения: 20.04.2021. ).
Володина О. В. ЛЮБОВЬ К ДЕТЯМ КАК ОСНОВА ПРОФЕССИОНАЛИЗМА УЧИТЕЛЯ / О. В. Володина // Международный научно-исследовательский журнал. — 2021. — № 12 (19) Часть 3. — С. 11.

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ЛЮБОВЬ К ДЕТЯМ КАК ОСНОВА ПРОФЕССИОНАЛИЗМА УЧИТЕЛЯ

Володина О.В.

К.п.н., доцент, Петрозаводский государственный университет

ЛЮБОВЬ К ДЕТЯМ КАК ОСНОВА ПРОФЕССИОНАЛИЗМА УЧИТЕЛЯ

Аннотация

В статье рассматриваются основные характеристики гуманистической педагогики. Любовь к детям выступает основой профессионально-педагогической направленности учителя; предполагает готовность оберегать ученика, выявлять и развивать его способности и таланты, учитывать его интересы и потребности; быть не столько преподавателем, сколько наставником и другом.

Ключевые слова: гуманистическая педагогика, педагогическая любовь, профессионализм учителя.

Volodina O.V.

PhD, Associate Professor, Petrozavodsk State University

LOVE FOR CHILDREN AS THE BASIS OF TEACHER PROFESSIONALISM

Abstract

The article considers the main characteristics of humanistic pedagogy. Love for children is the basis of professional and pedagogical orientation of the teacher. It requires a willingness to protect the student, to identify and to develop his abilities and talents, consider his interests and motive; to be not only the instructor but the tutor and the friend.

Keywords: humanistic pedagogy, pedagogical love, professionalism of the teacher.

The basis of professional and pedagogical orientation of the teacher is the love for children. Pedagogical love is intelligent and wise. It implies the teacher’s confidence in the potential abilities, talents and prospectivity of pupils. One of the main tasks of the teacher is to identify, to expose and to develop the unique individual talents of the student. Such comprehension of the concept of “pedagogical love” expresses that the teacher is ready not only to recognize and to promote these abilities but also to protect and to preserve them.

Exchange of ideas, teamwork and co-creation display the essential humanistic interaction of the participants of the educational process. If the teacher likes only training, it is only a good instructor. If the teacher has love for students like a father or a mother it is better than the teacher who has read many books but does not have any love neither for teaching nor for the students. If the teacher combines the love for training and the students, this teacher is perfect.

The principle characteristics of humanistic pedagogy are the following:

  • The capability to understand and appreciate students. The teacher must be able to accept interests, motives, needs of the students.
  • Sympathy and warmth to the student. It is necessary to waive the requirements of only one standard and one program for all the students.
  • Mutual respect. All the participants of the educational process have equal constitutional rights and liberties. It is unacceptable and intolerable to humiliate anyone and to lower self-esteem. Any forms of physical and psychological punishment are prohibited.
  • Recognition of freedom and independence of the student. It means giving freedom of choice and freedom of activity, opportunity to resolve conflicts gradually and to make your own rules and regulations of behaviour and self-expression. That in turns creates the conditions for self-actualization and personal fulfillment.
  • Focus on the student’s uniqueness, individuality and age characteristics. Recognition of the individual means that the educator takes all the positive and negative traits of the student. This particular unity of positive and negative traits is an outstanding and exceptional personality as well as a condition of appearing and developing the abilities of the learner.
  • Philanthropy and kindness are the fundamental principles of interaction and cooperation of the members of the educational process.
  • Friendship. The role of the adult is not a chief and a ruler but a comrade and a friend, an adviser and an assistant. The teacher and the student have equal rights to educate and to bring up each other.
  • Active education. The student is not a passive object but an active subject of the education process. Activities are aimed at developing critical and analytical thinking.   
  • Freedom of the teacher. The educator is not obliged to follow the programs and methods blindly as it may lead to degradation of the teachers as a human being and a skilled specialist, a real professional. The teacher must be respected and appreciated, free and independent to create.
  • The autonomy of the pedagogical process. The educational establishment should be free from the government and politics. It must be self-governing and sovereign from any authoritative administration pressure. It is not a means of achieving any political goals. Otherwise, it will degrade as a social institution.

Love for children is a fundamental characteristic of the teacher’s profession. It is a precondition of training the future teacher and a further professional growth and self-improvement. It is necessary to develop purposefully and persistently such efficiently important qualities of the teacher as pedagogical diplomacy and mediation, peacekeeping and justice. Dedication and enthusiasm, responsibility and readiness to self-development are the most important motivating and value forming aspects of the teacher’s work.

Литература

  1. Загвязинский В.И., Амонашвили Ш.А. Идеал, гармония и реальность гуманистического воспитания // Педагогика. – 2002. – № 9. – С. 3-10.
  2. Шиянов Е.Н., Романова Н.Б. Гуманистическая педагогика России: становление и развитие.- М.: Народное образование, Илекса. – 366 с.

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