PRACTICEOLOGICAL ASPECTS OF TEACHER'S PROFESSIONAL ACTIVITY

Abstract

The relevance of the study is due to the need to increase the effectiveness of pedagogical activities, quality performance of labor functions of the teacher, offered in accordance with the professional standard of the teacher. The purpose of the article is to clarify the essence of praxeological pedagogical activity of teachers. The experience of leading scientists on professional training of teachers on the basis of praxeological approach is analyzed. The results of empirical research of praxeological components in the professional activity of teachers of Vinnytsia schools are shown. The semantic praxeological aspects that characterize the content of the teacher's professional activity are concretized: the concepts that reveal the ideal way of activity (quality, success, productivity, efficiency, effectiveness); instrumental concepts (self-assessment, pedagogical reflection, pedagogical analysis); properties of success of actions (expediency, purposefulness, projectivity, constructiveness, manufacturability, methodicalness, instrumentality, practicality, meaningfulness); ways of rationing and regulation of pedagogical activity (laws, principles, approaches, programs, plan); completeness and perfection of the structure of pedagogical activity (goals and objectives, methods, means, forms, results); organizational and procedural side of pedagogical behavior (strategy of pedagogical activity; logic of pedagogical activity, pedagogical tactics; professional actions; methodology; technological procedures; pedagogical technique); specifics of pedagogical interaction, professional and pedagogical position. Emphasis is placed on the need to substantiate innovative ways of implementing praxeological training of teachers, exchange of experience of teachers and scientists. Scope of application of results: the sphere of basic general education, higher pedagogical education, improvement of professional skills and qualification.