Description
ABSTRACT
Pedagogical abilities are traditionally interpreted as a set of individual psychological features and professional qualities that ensure the achievement of high results in teaching. Defining indicators that capture these professionally significant qualities of the teacher’s personality and ensure the successful performance of their professional functions is one of the key tasks of modern pedagogical psychology. In the article, pedagogical abilities are considered not as a set of separate traits, but as a system of them that – when actualized and performed in certain pedagogical situations – is fixed in the personality structure and provides successful performance of pedagogical activity.This system includes communicative – expressive, organizational – managerial, metacognitive – reflexive, creative – cognitive and spiritual-moral qualities of personality.
Today it is important to support the development of pedagogical abilities of young teachers, because, on the one hand, employment in the field of education among young people is relatively unpopular, and on the other hand, modern education needs a creative teacher that is capable of self – learning, self – improvement and self – development.
The article presents the results of correlation analysis of the structure of pedagogical abilities of young teachers (up to 35 years and work experience up to 10 years) in terms of external and internal success criteria. External success criteria for pedagogical activities are cognitive achievements of students and their emotional attitude towards learning activities. On this ground, there are 4 types of teachers: those who form good knowledge in students and who are positively perceived by the latter (perfect teacher); who give poor quality knowledge, but students like
them; who provide good knowledge, but students do not like them; who form poor knowledge, and students have a negative attitude towards them. Internal success criteria for pedagogical activity are job satisfaction and resistance to the emotional burnout syndrome. Different combinations of these features also made it possible to distinguish 4 types of teachers: career (job satisfaction + emotional burnout), forced (job dissatisfaction + emotional burnout), rigid (job dissatisfaction + resistance to emotional burnout syndrome) and perfect (job satisfaction + resistance to emotional burnout syndrome).
The obtained results should be taken into account to optimize the process of the development of pedagogical abilities of young teachers and the construction of appropriate effective programs.
Keywords: pedagogical abilities, structure of pedagogical abilities, pedagogical reflexivity, success of pedagogical activity, emotional burnout, job satisfaction, cognitive achievements.
