home / Business/ Fundamentals of psychological and pedagogical facilitation. Psychological features of the development of teacher facilitation Zhizhina Inna Vladimirovna Pedagogical facilitation

Fundamentals of psychological and pedagogical facilitation. Psychological features of the development of teacher facilitation Zhizhina Inna Vladimirovna Pedagogical facilitation

Features of psychological and pedagogical facilitation. Educational psychologist as facilitator. Subjects of psychological and pedagogical facilitation. Diagnostics of psychological predictors of the development of the phenomenon of inhibition

FEATURES OF PSYCHOLOGICAL AND PEDAGOGICAL FACILITATION

Word " facilitation" comes from the English word facilitate, which means “to facilitate, help, promote.”

According to the Yandex search engine, in 1990 only 4,000 pages with the concept of “facilitation” were registered on the Internet, in 2002 - 6,000, in 2008 - 7,000, and in 2010 - 35,000 pages. The data shows the interest shown by psychologists, teachers, representatives of non-governmental organizations, and the business community in the phenomenon of facilitation. Several doctoral and candidate dissertations on various aspects of facilitation have been defended in Russia. Competitions and scientific and practical conferences among facilitators are held. The study of this phenomenon is carried out within the framework of the activities of the International Association of Facilitators, the International Institute of Facilitation, the World Facilitation Network, etc. Facilitation training has taken a fairly strong place in non-formal education. It is proposed to identify the facilitator as a separate profession, which is predicted to have a very promising future.

The phenomenon called “social facilitation” was first introduced into psychological use by G. Triplett, F. Allport, V. Mede. In 1965, the publication of R. Zajonc “Social facilitation”, a new direction of socio-psychological research, appeared.

Social facilitation is interpreted as an increase in the speed or productivity of an individual’s activity due to the actualization in his mind of the image of another person (or group of people) acting as a rival or observer of the actions of this individual.

Social-psychological facilitation- facilitating interaction within a group, the process of helping a group complete a task, solve a problem, or reach an agreement to the mutual satisfaction of the participants. Facilitation increases the productivity of group work, the involvement and interest of participants, reveals their potential, and allows you to effectively discuss complex problems or controversial situations. Facilitation technology promotes more reflective activity of participants.

Subsequent studies confirmed that increasing a person’s productivity is influenced not only by the simple presence of another, but also by the form of assessment of the activity process. That is why facilitation is necessary in education as a factor contributing to increasing the effectiveness of training and education.

Pedagogical facilitation in this aspect is often considered as a method of teaching in which the mentor takes the position of an assistant (facilitator) and helps the student independently find answers to questions or master any skills.

Pedagogical facilitation is also considered as a function of stimulating, initiating and encouraging self-development and self-education of students in the process of educational activities through the interaction of the teacher and students, their special style of communication and the characteristics of the teacher’s personality (I.Ya. Pundik).

Psychological and pedagogical facilitation. Education as a system has always been addressed to the problems of a growing person, but in different ways. In socially oriented pedagogy, the child’s personality was a means of achieving the goals of society, most often formulated by ideologists, politicians and methodologists. This pedagogy took a functional approach to the younger generation and sought to adapt it to society, assimilate it, often using violence against it.

Personally oriented pedagogy treats a person as an end, and not as a means, and therefore builds relationships of cooperation, co-creation, i.e. nonviolence. She places emphasis on individual freedom and takes care of the formation of his spiritual and moral world. This is a pedagogy of student liberation, which involves building subject-subject relationships in the educational process.

The concept of client-centered learning was first declared by K. Rogers in the work “Freedom to Learn for the 80s” and supported by other proponents of humanistic psychology. They outlined directions for facilitation in various areas of communication, especially in the field of pedagogy.

K. Rogers explored the qualities of facilitative teaching: authenticity, trust, congruence, which give the teacher the opportunity to enter into a relationship with the student as an individual.

Towards facilitating learning conditions include the following:

organizing training as a meeting between teacher and students, which provides experience in mastering the culture of interpersonal communication in meaningful communication and mastering ways of knowing;
psychological and pedagogical comfort as a necessary basis for the emergence and development of trusting relationships between the teacher and students;

dialogue forms of learning - frontal, group and pair discussion of the material being studied;
psychological and pedagogical support for each student to achieve a situation of success that is subjectively possible for him at a given time;
implementation of the control and evaluation function of training as a diagnostic and corrective one, helping to develop self-control, self-esteem, and develop a critical attitude towards oneself and the results of one’s own educational activities.

The result of the implementation of these conditions is personal development, personal growth of each participant in the educational process, the emergence of psychological new formations of the individual, including reflection, trust, goodwill, acceptance of others as valuable, respectful attitude towards everyone, cognitive motivation, self-regulation, freedom of choice and tolerance.

The advantages of facilitating learning conditions prevent the potential alienation of students from the educational process, since humanistic interaction and interactive teaching methods help the student acquire a worthy socio-psychological status, which characterizes his real place among peers, in the family, at school, in society as a whole. . Then there is personal growth, the need for self-improvement; a self-concept is formed, in which the ideal self and the real self are distinguished.

The experience of implementing facilitating conditions in learning shows an increase in the initiative of schoolchildren in setting goals and objectives; greater motivation in studies; strengthening responsibility and independence, intensifying reflexive activity; improving learning performance and school discipline.

An important factor in facilitating learning is freedom: freedom to learn, freedom of choice, freedom as a state inherent in human nature. The teachings of K. Rogers are imbued with a feeling of deep respect for the nature and personality of the child. He argues that often many of children's creative ideas are suppressed in the routine of school life. For these unusual thoughts to develop, a special atmosphere of trust, sympathetic understanding, care, tolerance, and sincerity is necessary, believed K. Rogers.

K. Rogers understood education not so much as the transfer of knowledge and teaching itself, but rather the fact that a person has learned how to learn; learned how to adapt and change; I realized that the basis for confidence is not knowledge, but the process of searching for knowledge. Learning and the transfer of knowledge make sense in an unchanging environment, emphasized K. Rogers. From his point of view, a modern learner is one who has realized that there is no eternal knowledge, who knows how to obtain it independently, and one who knows how to adapt to an ever-changing world.

K. Rogers presents facilitation of learning as a function that can contain a creative, experimental, changing course of development that responds to the deep difficulties that surround humanity today.

K. Rogers saw the main meaning of facilitative learning in creating an atmosphere of freedom, creativity, tolerance, a certain responsibility, and the formation of subject-subject relationships in educational activities.

The teacher-facilitator shares with the students and, possibly, also with parents or public representatives, responsibility for the educational process, educational planning, mode of management and action, and creative policies. Everything is assumed to be the responsibility of a separate group. Thus, a class may be responsible for its own curriculum, and an entire group may be responsible for overall educational policy. In any case, responsibility is shared.

According to C. Rogers, the relationship between the traditional teacher and the facilitator is at opposite poles: the traditional teacher asks himself: “How can I make the mug even more containing, while I am a jug filled with these facts that the curriculum writers and I treat what about valuable ones? The position of the facilitator is to create an atmosphere: “How can I create psychological comfort in which the child will feel the freedom to be inquisitive; will feel freedom to make mistakes, will feel freedom to learn from the environment, from classmates, from me, from experience? How can I help him rediscover the excitement of learning that came naturally in early childhood?” [cit. from: 34].

HE. Shakhmatova highlighted the most significant characteristics of facilitation in training and education:

cooperation: in interaction, all subjects of the pedagogical process are based on understanding and support of each other: the teacher is able to constructively resolve educational and interpersonal conflicts; he is not prone to avoidance, confrontation and accommodation;
own position: each participant has the right to his own opinion and position; the teacher does not impose his opinion and is sincerely interested in the opinions of his students;
individuality and equality: each subject is recognized as a unique person; the teacher is not only focused on smart, active, successful children, but is also attentive to all students;

self-disclosure: the teacher-facilitator behaves sincerely, openly expresses his feelings and experiences; he does not resort to psychological defenses, which helps to establish trusting relationships with students;
facilitation organization of the educational spatial environment: the organization of space should facilitate the establishment of contacts, the completion of group tasks, the exchange of opinions and emotions, strengthening feedback and mutual understanding.

Results of empirical research by O.N. Shakhmatova allowed us to highlight facilitation as an important quality of a teacher’s personality. It is considered by the author in the form of a professional psychological new formation that integrates individual psychological characteristics of the emotional, intellectual and behavioral spheres. This quality manifests itself in interpersonal communication and has a positive effect on the implementation of teaching activities. From the author’s point of view, the most important components of facilitation are attractiveness, tolerance and assertiveness.

Attractiveness- the teacher’s desire to attract attention and form a positive attitude on the part of students. It is associated with positive feelings towards them, empathy, sincerity, openness, congruence.

Tolerance- the ability to be tolerant, without prejudice to the opinions, views, habits of other people.

Assertiveness- positive self-perception, self-confidence, one’s own abilities and capabilities.

Under humanization of the holistic pedagogical process, we understand the orientation of its goals and results towards the child as the highest value; changing the worldview of its participants based on the ideas of humanization; development of their humanitarian culture; restoration on this basis of the culture-forming function of the educator; creating conditions for the culturally and nature-appropriate development of the child, preserving and strengthening his health; humanizing relationships based on a personality-oriented model of interaction, which creates the prerequisites for the development of the personalities of students and educators as subjects of self-awareness, activity and communication, and the manifestation of their creative activity.

The humanization of the pedagogical process, based on a comparative analysis of existing concepts, is represented by a change in its strategic guidelines (humanism, pedocentrism, creativity); personal-role positions of its participants (teacher and child); the ways of their interactions, which determine the nature of pedagogical technologies and pedagogical influences (empathy, free choice, cooperation, empathy) (Table 1).

Comparative characteristics of models of the pedagogical process at school

Traditional (rationalistic) model	Characteristics of the pedagogical process	Humanistic (facilitation) model
Technologism Practicality Conservatism Positivism	Strategies	Humanism Pedocentrism Creativity Denial of traditions
Official Technologist Manager Organizer Controller		Personality Professional Companion Facilitator Researcher Psychologist Psychotherapist
Recipient Molded Trainable brought up		Subject Personality Developing Self-developing Self-learning Self-nurturing
	The nature of pedagogical influences	Democracy Empathy Unconditional acceptance Updating
Information Formation Impact Reinforcement through reward and punishment	Nature of technology	Cooperation Interaction Free choice Development Self-development Personal self-realization
Standard - diagnostics - formulation - implementation - evaluation	Structural diagram of the pedagogical process	Enriched didactic environment - free choice - emotional support - self-realization - self-esteem
Formation of knowledge, skills and abilities	The main didactic problem	Creating conditions for personally meaningful learning, filled with meaning for each child, for personal development
Closed system	Nature of the educational institution	Open system

End of table. 1

The structural diagram of the pedagogical process, its main task, and the criteria for evaluating results are also changing. In general, an educational institution shares responsibility for training and education with other educational and social institutions, since it is an open system.

An analysis of the humanistic direction of teaching and upbringing showed that the activity of a teacher is not a certain method, but a special orientation of the individual, a set of values, worldviews about life and people. The basis of the teacher’s system of attitudes and values is the following beliefs:

in the personal dignity of each person, regardless of age, level of cultural and intellectual development;
in the importance and relevance of the ability to free choice and responsibility for its consequences;
in the joy of learning as co-creation, which arises under the condition of positive, personally colored relationships.

Thus, in order to promote personal development, it is necessary to create a special, favorable, psychologically safe atmosphere for the manifestation of student activity, i.e. promote facilitative pedagogical interaction. It should be noted that facilitative pedagogical influence is exerted on each other by teachers and students.

Some researchers base their understanding of the structure and content of facilitation on the basic principle of humanistic psychology and therapy “understand - forgive - accept”. They connect the main ways of its implementation with the objects of influence of the teacher and the corresponding substructures of his personality (direction, competence, professionally important and significant personal qualities) (Table 2).

table 2

Structure of teacher facilitation according to A.A. Mayer, S.Ya. Romashina

Domestic psychologists define facilitation pedagogical interaction as subject-subject interaction, within the framework of which joint personal growth of the teacher and student occurs.

Pedagogical facilitation as a process is facilitating and enhancing the productivity of education, training and upbringing, the development of subjects of pedagogical interaction due to their communication style and the personality characteristics of the teacher and student.

During the facilitation interaction between the teacher and students, the teacher structures and doses assistance to students. This is how helping relationships arise. In such a relationship, the parties or one of the parties (the teacher) intends to assist the other party (the child) in personal development, communication and activities. The position of a facilitator helps to increase the effectiveness of teaching work, and, consequently, to increase the feeling of satisfaction with it. Therefore, the teacher’s advancement to the best results of his work means mastering the skill of facilitation. This is also a path to the psychological health of the teacher and the students with whom he works.

Thus, pedagogical facilitation is considered by researchers from different angles: as a function, a process, a method of learning and interaction, a professionally important quality, a means, a technique for solving group problems. In our opinion, all these aspects are represented in psychological and pedagogical facilitation.

From our point of view, psychological and pedagogical facilitation- the process of a teacher creating favorable (facilitating) socio-psychological and pedagogical conditions for the learning, education and development of students, their psychological health and personal well-being, based on facilitation as a professionally important quality of a teacher.

It involves facilitating personal communication, subject-subject educational interaction and cooperation, the use of facilitative pedagogical technologies, methods and techniques and is strategically focused on developing students’ permanent cognitive needs, the ability for self-learning, creativity, and adaptation in an ever-changing world.

To become a successful facilitator, a teacher must find himself in a facilitating environment. In this case, if necessary, he becomes the object of facilitation. The subjects in relation to the teacher are the psychologist and the school administration (Fig. 1).

Subjects of teacher facilitation: psychologist, school administration

Rice. 1. The teacher as an object of facilitation

Psychological and pedagogical facilitation is the process of a teacher creating favorable (facilitating) socio-psychological and pedagogical conditions for the learning, education and development of students, their psychological health and personal well-being, based on facilitation as a professionally important quality of a teacher. It involves facilitating personal communication, subject-subject educational interaction and cooperation; the use of facilitative pedagogical technologies, methods and techniques and is strategically focused on the development of students' permanent cognitive needs, the ability to self-learn, creativity, and adaptation in an ever-changing world.

It seems to us that the administration’s efforts will be aimed at creating a psychologically safe, comfortable educational environment; a favorable atmosphere of co-creation and cooperation in the teaching staff, the study of facilitating technologies for teaching the education and development of students and the creation of conditions for the professional development and successful professional activities of teachers.

A school psychologist, in the aspect of preparing a teacher for the facilitation process, needs to promote the harmonization of personality and personal growth of the teacher; develop facilitation, tolerance, empathy as professionally important qualities of a teacher; promptly diagnose and correct professional burnout, deformation and destruction; identify and correct predictors of inhibition, accompany the formation of a professional image of a teacher, which will contribute to the preservation of his psychological health and professional longevity.

The directions and technologies of psychological facilitation for teachers will be discussed in detail in subsequent chapters.

Control questions

1. What is facilitation?
2. What are the types of facilitation and their essence?
3. What is psychological and pedagogical facilitation?
4. How does the model of the pedagogical process differ in facilitating learning?
5. What is the purpose, conditions, functions of facilitating training?
6. What are the main qualities of facilitative learning?
7. What are the significant characteristics of facilitation in the educational process?
8. What is the teacher as an object of facilitation?
9. What does the concept of facilitation as a professionally important quality of a teacher include?

PEDAGOGICAL FACILITATION: FEATURES OF FORMATION AND DEVELOPMENT

HE. SHAKHMATOVA

CANDIDATE OF PEDAGOGICAL SCIENCES, HEAD. DEPARTMENT OF PEDAGOGICAL PSYCHOLOGY OF THE RUSSIAN STATE PROFESSIONAL PEDAGOGICAL UNIVERSITY, ASSOCIATE PROFESSOR

The relevance of studying the possibilities of teacher facilitation in teaching and education is due to the need to intensify the activities of teachers and the educational and professional activities of students in the conditions of modern vocational education.

The central element of personal development education is the formation and development of personality. At the same time, what is important is not so much the formation of certain properties, qualities, cognitive processes, knowledge, abilities, skills, but rather the development of the desire and ability for independence, self-development and self-realization of the individual. In the interpersonal interaction of subjects of education, teachers and students, conditions are created for the development of educational and professional motivation, giving learning the nature of cooperation, and on this basis achieving the goals and objectives of education.

The current situation actualizes the need to study the conditions for optimal professional development of the individual and the development of technologies that positively influence this process. Personal development education, in addition to traditional forms and methods that have proven themselves, involves the use of developmental technologies: interactive lectures, modeling of professional situations, business games, game exercises, trainings. An important role in the implementation of these technologies is assigned to the leader - the teacher. When implementing them, it becomes necessary for the teacher to adopt a new position - a teacher-facilitator.

The term facilitation (from the English to facilitate) is used in psychology to denote the process and phenomenon of facilitating, optimizing and increasing the productivity of an individual or group due to the imaginary or real presence of another person or group of people. Facilitation can be accidental, unconscious, or conscious and purposeful if carried out by a facilitator.

In theoretical and practical developments in the field of training and education by K. Rogers and other psychologists of the humanistic direction, the characteristics of the personality, activity, communication and creativity of the teacher-facilitator were studied. K. Rogers sought to overcome the impersonality of education in the educational environment, turning to

interests of the student, to opportunities to stimulate and develop a personal approach.

The central hypothesis of this approach is that a person can find enormous resources within himself for self-knowledge, changing self-concept and behavior. Access to these resources is possible subject to three conditions that contribute to the creation of a certain facilitative psychological atmosphere. These conditions are:

Congruent self-expression in communication, authenticity, sincerity;

Unconditional positive regard and non-judgmental acceptance of others;

Active empathic listening and understanding.

An analysis of theoretical and practical developments in the field of humanistic teaching and upbringing has shown that the activity of a teacher is not a specific method, but, first of all, a special orientation of the individual, a set of values, ideological ideas about life, about people. The basis of the teacher’s system of attitudes and values, according to K. Rogers, is the following beliefs:

In the personal dignity of every person, regardless of age, level of cultural and intellectual development;

The importance and relevance of the ability to make free choice and responsibility for its consequences;

In the joy of learning as co-creation that arises from

condition of positive personally colored

relationships.

Thus, if we apply this hypothesis to the educational process, then in order to enhance personal development, it is necessary to create a special psychological atmosphere conducive to the manifestation of personal activity, or in other words, to carry out facilitation pedagogical

interaction. It should be noted that facilitation

The pedagogical influence is exerted not only by the teacher on the student, but also by the student on the teacher.

Domestic researchers (E.N. Gusinsky, E.F. Zeer, L.N. Kulikova, A.B. Orlov, V.N. Smirnov, etc.), based on the concept of C. Rogers, define facilitation pedagogical interaction as a subject -subjective

interaction within which joint personal growth of both the teacher and the student occurs.

A teacher-facilitator is a teacher who, with his presence and influence, facilitates the manifestation of initiative and independence of students, promotes the process of their mental development and ensures positive interpersonal interaction.

In 2001, teachers, graduate students and students of the Institute of Psychology of the Russian State Pedagogical University began a study of the personality characteristics and activities of a teacher-facilitator. The theoretical basis of the study was the concept of professional development of a teacher’s personality (Zeer E.F., Glukhanyuk N.S.).

At the first stage of the study, the peculiarities of perception of the facilitator’s personality, her perceptual-communicative characteristics, and behavior were studied. Respondents were asked to complete a questionnaire that included 15 semi-open and open-ended questions, as well as an essay on the topic “Teacher-facilitator in my life.” The sample consisted of more than 500 people. The results obtained made it possible to create a socio-psychological portrait of the teacher-facilitator, an image formed in the minds of the respondents. In general, using the statements and characteristics most often found in answers and essays, he can be presented as a teacher with a “pleasant appearance”, “a good sense of humor”, “able to understand the feelings and experiences of students, to choose an individual approach to each”; “treat students with love and respect”, carry out pedagogical interaction “as equals”. This is a professional in his field; knows how to present the material being studied in an accessible form, show its relevance, and interest students in their subject.

The second stage included a search and study of the personality and activities of actually working teacher-facilitators; the research was carried out in professional lyceums in the cities of Yekaterinburg, Chelyabinsk, Kachkanar, Talitsa, and Irbit.

377 teachers and students took part in the study. The experts were heads of educational institutions: directors, deputy directors for educational and industrial, educational, scientific and methodological work and students. To identify the facilitation component of the activities of teachers, teachers and industrial training masters, a set of methods was developed, which included a standardized conversation, an express diagnostic scale, an expert assessment form, the method of unfinished sentences, personal questionnaires, and observation. The result was the identification of three groups of teachers, who were conventionally called: teachers-

facilitators, teachers with situational manifestations of facilitation, teachers who do not have facilitation.

Significant and interesting results reflecting the features of facilitation were obtained by observation. Methodology

observation of facilitation interaction between a teacher and students was developed taking into account the theoretical approaches of foreign (K. Rogers, R. Zayonk, etc.) and domestic psychologists (V.V. Boyko, I.V. Zhizhina, E.F. Zeer, S.D. Smirnov, etc.) The basis was the requirements formulated and presented to the teacher-facilitator by K. Rogers: demonstration of trust

students, assistance in formulating and clarifying the goals and objectives of training, searching for and relying on internal motivation in learning, expressed empathy, emotional openness, activity in group interaction, desire to transfer experience. Formalized observation was carried out according to

a standardized program, the elements of which were recorded in a protocol - an observation form. When developing a form for recording the results of observation of facilitation interaction in the classroom, the method of indirect assessment of interpersonal relationships proposed by F. Cronget, A. Moller (Technique for observing a real situation), the method of observation and expert assessment of the situation (R. Bales Situational Test) were analyzed.

Based on the specific signs of expression of confidence - self-doubt, internal comfort - anxiety, activity - inertia, respect - disrespect for a communication partner, etc., identified by V.V. Boyko, externally observable and subject to recording signs of manifestation of psychological properties were identified. The 5th year students of the Institute of Psychology of the Russian State Pedagogical University, full-time and part-time, who underwent teaching and pre-graduate internships in institutions of primary vocational education, acted as specially trained observer-experts. By the beginning of the study, students and teachers were already familiar with them and the presence of student researchers did not distract their attention from the pedagogical interaction. Observers were positioned in such a way as to see both the teacher’s face and the students’ faces. Observations were recorded: data was entered into

prepared “Observation form for facilitation interaction between teacher and students” using scoring methods, quantitative characteristics of characteristics, and recording specific formulations and facts.

The analysis of individual psychological characteristics of a person recorded during the observation process substantiated the need to form three groups of qualities: attractiveness, tolerance, assertiveness, the most important for the emergence of facilitation. For example, the group of observation units characterizing the attractiveness of a teacher included such polar indicators as “smile, cheerful facial expression” - “downcast, sad expression”, “richness, expressiveness of facial expressions” - “poverty of facial expressions”, “slightly moistened, friendly look " - "strict

dry look”, “speech rate sufficient for understanding” - “too fast or too slow pace”, etc.

The group of observation units that determine the teacher’s tolerance included such characteristics as “patiently listens to students’ answers” - “intolerance of students’ opinions, interrupts, suppresses them”, “keeps on equal terms” - “arrogant, takes a position “from above””, “encourages, encourages" - "does not

encourages, does not encourage”, etc.

The group of observation units characterizing the assertiveness of the teacher includes such polar indicators as “head position straight, chin raised” - “head down”; “tight, precise movements” - “fussiness, imprecise movements, rubbing hands, “crunching” fingers”; “motivational expressiveness of movements” - “lack of incentive in movements”, “the dress code is rather businesslike” - “the dress code is rather non-businesslike, “relaxing”.

Pedagogical facilitation is a two-way process of mutual influence of the subjects of interaction (teacher and students). Consequently, in the activities of students, it is also possible to identify elements that make up groups of observation units. Elements such as activity, initiative, external expression of interest in the material, activation of thinking, and realization of creative potential were highlighted. For example, indicators of activity, initiative: “going to the board by

own desire”, “desire to take on a task”, “desire to approach the teacher during a break”, etc. External expression of interest in the material was recorded using the following indicators: “eye contact with the teacher”, “change in facial expression in response to the teacher’s words” , “the body and head are directed directly at the teacher,” etc. Indicators of activating students’ thinking: “clarifying questions to the teacher,” “requests for advice, evaluation,” “desire to express their point of view, opinion,” etc. Indicators of activating the creative potential of students : non-standard in the choice of formulations, technical creativity, etc.

The data was subjected to quantitative and qualitative processing. Quantitative processing consisted of calculating the average score of a group of observation units and assigning the appropriate level of manifestation of this indicator (low, below average, average, above average, high). Qualitative processing allowed us to draw conclusions about the most significant characteristics of facilitation in training and education:

Collaboration: interaction between teacher and student, and

Also, students among themselves are based on understanding, support, the teacher-facilitator takes the position of constructive solutions to educational and interpersonal

conflicts, practically did not resort to confrontation, adaptation, or evasion;

Own position: each participant is recognized as having the right to their own opinion, position, the teacher-facilitator is sincerely interested in the opinions of others, but does not impose his own;

Individuality and equality: each subject of communication is recognized as a unique person, the teacher-facilitator is attentive to all students, and not just to the leaders and the most active;

Self-disclosure: the teacher-facilitator pedagogically competently openly expresses his own feelings and emotional experiences, removing psychological defenses and barriers of alienation between the participants in the interaction;

Organization of educational space

environment: facilitation organization

space allows you to freely establish eye contact, perform joint actions, exchange verbal and non-verbal means of communication, emotional states, providing feedback and mutual understanding.

The results of the empirical study made it possible to identify facilitation as a professionally important quality of a teacher’s personality. This is a professional psychological new formation that integrates individual psychological characteristics of the emotional, intellectual and behavioral spheres, which manifests itself in interpersonal interaction and has a positive impact on the performance of teaching activities. From our point of view, the determining factor for the implementation of teacher facilitation is the development of three personality qualities, which include attractiveness, tolerance and assertiveness.

Attractiveness is a person’s desire to form a positive attitude towards himself on the part of other people, which is based on his own positive feeling towards these people, sincerity, openness, congruence. Empathy greatly contributes to a positive perception of a person. Empathy, manifested in sympathy and emotional support, allows one to increase the balance of interpersonal relationships and makes a person’s behavior socially adapted. Tolerance is the ability to treat the opinions, views, habits of other people without irritation and expressed hostility, to be generous and tolerant. Comprehension of the art of conducting dialogue without edification and categorical instructions acts as a powerful facilitation tool. Assertiveness is a complex feeling of self-confidence and self-confidence. Confidence shows

as a stable positive attitude towards one’s own skills and abilities.

Attractiveness, tolerance and assertiveness are formed personality qualities that determine the humanistic nature of interpersonal relationships, manifested primarily in strengthening a person’s faith in himself, the possibility of his professional development and self-improvement. The implementation of a facilitation development approach makes it necessary to adapt, modernize and develop new psychological technologies - an ordered set of actions aimed at personal development, instrumentally ensuring the achievement of a diagnosable and predictable result.

Psychotechnologies, in their tasks, forms and methods, represent diverse types of psychological assistance and support that contribute to the mastery of new

professional knowledge, abilities, skills and personality development in general. As methodological concepts underlying the development of psychotechnologies for the development of teacher facilitation, we can highlight:

1. direction of humanistic psychology, based on the postulate of freedom and endless possibilities for realizing the potential of each individual;

2. the theory of social learning, which considers the importance of using stereotypes of social behavior formed during exercise, imitation and assignment of new behavior patterns in the case of positive reinforcement;

3. neurolinguistic programming, which is an effective system of techniques that ensures understanding and effective interaction in the field of interpersonal communication.

Psychotechnologies include dialogue lectures, diagnostic workshops, reflective seminars, intellectual, communicative, sensitive trainings, etc. The use of these technologies in experimental work made it possible to develop a fundamentally new integrative psychotechnology - a diagnostic training seminar. The basis for the development of teacher facilitation is created by the diagnosis of professionally important personality traits, as well as a reflective training seminar, which opens up opportunities for a teacher to more fully realize his or her merits in the professional space.

The training seminar is aimed at each participant designing individually oriented means of communication (empathic understanding, listening skills, accepting a person as he is, analyzing personal abilities). A significant place in the training is given to verbal means of communication: both the beginnings of classical rhetoric and the latest achievements of neurolinguistic programming. Thanks to

For them, teachers will be able to select language tools that are adequate to the characteristics of students and master the art of constructive communication. The classes provide for the development of techniques for self-regulation of mental states. The training includes methods for changing one’s behavior, techniques for developing new personality traits, and controlling emotions. The exercises are aimed at activating the mechanisms of non-standard social intelligence and new tactics of professional behavior. Diagnostic training seminar refers to methods of psychological interaction designed to actualize personal properties, in particular attraction, tolerance, assertiveness, and teacher facilitation in general.

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The pedagogical essence of facilitation of educational activities.

Personal development education, in addition to traditional forms and methods that have proven themselves, involves the use of developmental technologies: interactive lectures, modeling of professional situations, business games, game exercises, trainings. An important role in the implementation of these technologies is assigned to the leader - the teacher. When implementing them, it becomes necessary for the teacher to adopt a new position – that of a teacher-facilitator.

Facilitation is a positive influence on the student and the class with the goal of creating a favorable atmosphere, increasing students’ self-confidence, stimulating and maintaining their need for independent productive activity.

The active development of a student directly depends on the teacher’s ability to create the appropriate emotional tone of the learning process.

Real education reform should be based on the restructuring of certain personal attitudes of the teacher, which are realized in the processes of his interpersonal interaction with students.

A teacher-facilitator, communicating with his students, knows how, figuratively speaking, to “stand in someone else’s shoes,” to look through the eyes of children at everything around him, including himself. This attitude is an alternative to the “evaluative” approach typical of a traditional teacher.understanding”, understanding through assessment, by assigning fixed evaluative labels to students.

A teacher who understands and accepts the inner world of his students in a non-judgmental manner, behaves naturally and in accordance with his inner experiences and, finally, treats students kindly, thereby creates all the necessary conditions for providing and supporting (facilitating) their meaningful learning and personal development in general. Based on these guidelines, each teacher-facilitator develops his own teaching tools.

Research results indicate that in the lessons of facilitator teachers (compared to traditional lessons), students: talk more with the teacher and among themselves, are more proactive in verbal communication; they ask more questions to the teacher, spend more time solving actual educational problems; show higher levels of cognitive functioning (for example, they spend more time on various mental activities and less time on mnemonic ones).

The results of comparative studies also indicate that facilitator teachers (compared to traditionally working teachers): take a more individualized, differentiated and creative approach to students, pay more attention to students’ experiences, more often enter into dialogues with students, and more often collaborate with them in planning the educational process, more often use students’ thoughts in their work, and smile more often in class.

The average level of development of facilitation abilities among teachers is very low. It was also revealed that the level of development of these abilities does not depend on the work experience, gender, race and nationality of teachers and in fact does not differ from the average level of development of these abilities, characteristic of a random sample of subjects; the number of teacher facilitators does not exceed 10% of the total number of teachers.

The key technological skills that implement the pedagogical position (not educational) are: development of independence in students (content and performance); recognition of student autonomy and individual rights; perception of the student as a partner with his own inner world; appeal to consciousness; open expression of one’s own feelings and emotional experiences; facilitation organization of communication space.

The transition to a facilitation style of activity is associated with a deep and often painful personal restructuring of both subjects of the pedagogical process. At the same time, it is not so much the content and methods of teaching that change, but personal attitudes, which ultimately ensure the professional and personal growth of the teacher-facilitator.

Important techniques and facilitation communication techniques will be:

Respect and positive acceptance of the student as an individual capable of self-change and self-development. This technique is based on the optimistic hypothesis of A.S. Makarenko about the potential capabilities of the ward.

Manifestation of pedagogical tact based on trust without connivance, ease of communication without familiarity, influence without suppressing independence, humor without ridicule.

Creating situations of success, advance praise, addressing the trainee by name, the “mirror of relationships” technique, optimistic forecasts about the capabilities and abilities of the trainees.

Literature

1. Romashina S.Ya., Mayer A.A. Pedagogical facilitation: essence and ways of implementation in education: Textbook. allowance. M.: Vita-Press, 2010. - 63 p.

2. Chueva M.Yu. On the need to introduce new standards in education // 5 All-Russian (with international participation) scientific and practical conference Scientific problems of education of the third millennium. Vol. 5: Sat. scientific works Samara: Insoma - Press, 2011. - 454-459 p.

Teacher-psychologist Pavlova L.V.

Collection output:

PEDAGOGICAL FACILITATION. EXPERIENCE OF APPLICATION IN HIGH SCHOOL

Chueva Marina Yurievna

Ph.D. economical Sciences, Associate Professor of the Department of Psychology and Pedagogy, Moscow State University of Management Technologies. TO. G. Razumovsky G. Moscow

Email:

PEDAGOGIC FACILITATION. EXPERIENCE IN HIGHER SCHOOL

Marina Chueva

candidate of economic sciences, associate professor of Psychology and Pedagogy Department,Moscow State University of Technologies and Management named after K.G. Razumovskiy, Moscow

ANNOTATION

The article gives the essence of the concept of “facilitation” and shows the directions for the implementation of facilitation in education and higher education. Facilitation is considered as a way to manage the development of both teacher and student. A number of facilitation technologies in education are presented, indicators and criteria for assessing its effectiveness are presented.

ABSTRACT

The article reviews the essence of the concept of facilitation and shows the implementation directions of facilitation in education in higher school. Facilitation is reviewed as a method of controlling a teacher’s as well as a learner’s development. There is given a number of facilitation technologies in education; efficiency evaluation indicators and criteria are presented.

Keywords: facilitation; self-development; pedagogy; psychology; coaching; creation; efficiency; culture; personal potential.

Keywords: facilitation; self-development; pedagogy; psychology; coaching; creativity; efficiency; culture; self-potential.

From the very beginning, I must say that I became acquainted with the concept of “pedagogical facilitation” only this year, at our university (MSUTU named after K. G. Razumovsky), during advanced training courses under the program “Competency-oriented educational process (organization of monitoring implementation)". As a result, I learned with great pleasure that the worldview approach to communication and self-development, which I used not only in my personal life, but also in communication with students, organically fits into this concept.

The term “facilitation” itself comes from the Latin “to simplify, facilitate, accelerate, stimulate.” In modern European languages, a single-root verb means to facilitate, help and facilitate, and almost always in a figurative, psychological meaning.

For the first time, the effect of facilitation, as an improvement in individual results, increasing the effectiveness of an individual’s activities in the presence of other people, was recorded and described at the end of the 19th century. Further studied by such scientists as R. Zairetz, N. Triplett, E. Cutrell, L.V. Lange, F. Allport et al.

This concept is also closely related to the works of K. Rogers and other representatives of the humanistic trend in psychology, their promotion of ways of facilitation in various areas of human interpersonal communication, especially in the field of pedagogy. We are talking about the priority of “meaningful teaching.”

In the course of further research, it was found that the increase in the effectiveness of an individual’s activity is influenced not only and not simply by the mechanical presence of someone next to the subject, but also by the form of assessment of the activity. And not the final result, but the process itself. Therefore, in a deep sense, facilitation, and especially facilitation in pedagogy, which is aimed at enhancing the effectiveness of teaching and education, today means the revelation of real human qualities in the present group members, students, students. We are talking about human resources, about his qualitative reserves as an individual. Moreover, this applies not only to students (if we take the educational format of higher education), but, first of all, to the teacher himself. As the Latins once said: “Docendo discimus” (“By teaching, we learn ourselves”).

It's about finding a relationship with the group and yourself.

This level of task requires the teacher to have, to some extent, “reference” personal characteristics. And not in form, but in essence, because the student, like any communication partner, reads all the information from the “body” of the teacher. You can say anything, any “correct words”, but if they are not supported by the “truth of the body, emotions” of the teacher, then it will not be possible to really interest the student in the subject, in himself as a carrier and conductor of knowledge.

The manifestation of such personal characteristics can be: authenticity, sincerity of the teacher (his congruence); acceptance, care or recognition (an unconditional positive attitude towards the student, recognition of the value of his feelings, opinions, and one’s own rightness); the ability for empathic understanding, which contributes to the development of the student’s desire to live fully and the ability to learn.

It is appropriate here to mention one episode from a year ago. I was taking a class in Business Psychology from a student who didn't attend my classes very often. As it turned out, she worked (while studying full-time) to pay for her education. From the tests and subsequent conversation with her, I realized that she really studied the material (albeit from other sources than I sent to the group), and quite competently applies the information received to interpret her own work experience. At the same time, she not only participates in the public life of the university, but also actively defends her life position. So, when I gave her a (well-deserved) test, she suddenly burst into tears, explaining that none of the teachers in all the years of study had ever been interested in her opinion, way of thinking, or plans for applying the acquired skills. This was precisely what was important and decisive for her.

I agree that the image of a teacher emerges as almost idealistic, almost unattainable in practice at the present time. However, you can strive for it if you wish. An example would be the fascinating lecture practice of D.S. Likhachev. and Lotman Yu.M., their classroom and extracurricular conversations and seminars with students. Another example: in the 60s of the last century, when I was a student, my mother had difficulty finding a free seat in the large continuous auditorium of Moscow State University to listen to lectures and performances (now they would say shows) by the famous historian and culturologist, academician B.A. Rybakov. Moreover, students even from other faculties came to listen to them (mathematics and physics, and not just historians and “lyricists”).

When, in my teaching or consulting practice, I manage to get closer to such examples of encyclopedic knowledge and internal culture, fortitude and charisma, I am indescribably happy. I am happy both for myself and for the guys who managed to ignite the spark of searching within themselves for eternal questions: Who am I? What I want? How to achieve this?

In the same row are questions, or rather their reformulation: not “Who is to blame?” (a message to the past), and “What to do?” (message to the future); My pleasure?" (a message to the past), and “For what?” (message to the future). Open questions, encouraging a dialogue mode or individual student statements, if possible, clarifying the positions of the parties in a conflict in a group, working in the “mirroring” and “I-statements” mode, discussing the situation and positions of the participants after an exercise or business game, also work for this. Distribution after class of additional materials (information) for home analysis, followed by discussion in class (if necessary) or via Internet communication with me as a teacher.

All this is aimed at the positive, i.e., at the constructive use of acquired knowledge and experience, both by students and by teachers.

This, in fact, makes the art of facilitation similar to the art of coaching, for example. A facilitator-teacher, like a coach, is a guide to the world of self-awareness, creativity, efficiency, active life position, and success. This is ideal, of course, however, no one is forbidden to strive for this ideal. If desired. Moreover, on the part of the teacher, this desire is mandatory. This is a necessary condition for the start of the “journey”.

In other words, it all comes down to the development of basic human abilities: to be “here and now”, to speak, to listen (the “active listening” mode), to understand and to act (of course, based on everything previous).

And this, in my deep conviction, does not depend on the subject of teaching or the specific discipline. More important is the living philosophy of the teacher as a person, his worldview approach to his life. More important be, but not seem a real assistant/guide for the student and the group as a whole, using all available professional experience and human, personal potential.

I often tell my students a phrase that seems mysterious to them at first glance: “Sometimes it’s not WHAT that’s more important, but HOW!” This also applies to the subject of discussion, the techniques and technologies used in the teaching of each subject. Although, naturally, both form and content are important. More precisely, their harmony in a given place and at a given time. Again - philosophy!

Often, for example, I manage to convey this through my passion for the subject of research and the live reporting of my personal experiences, through the opportunity to use the results obtained in practice, through my own hard-won ideological position that “any result is an experience” (and “This is good!” ), that “What doesn’t kill us makes us stronger,” etc.

Facilitation in my teaching practice is implemented by minimizing lecture sessions (methodological and educational literature, as well as basic lecture texts, I send by mail to the study group in advance), maximizing the dialogue mode of communication at seminars, conducting full-fledged trainings or introducing training fragments into seminars classes, watching and discussing video fragments, joint visits to thematic exhibitions and museums with writing reflections and essays based on the results of the visit. It is mandatory for me that I, as a teacher and psychologist, be available to students online. Moreover, the answer to the student’s question is not “advice” as such, but my thoughts, seeing the situation from different points of view, a parable, a video fragment, a cartoon or a song, i.e., a certain associative series that does not impose my “authoritarian point of view” , but a proposal to look at the situation from the outside. Moreover, it’s better not “from the side”, but “from above”!

I have made it a rule for myself, at the beginning of a course on any subject I am teaching, to carry out some kind of monitoring of expectations and readiness for the subject. I interview students interactively - who knows what about this subject, what they expect for themselves, in what form, volume, etc.

At the end of the course, I definitely conduct a survey in the form of a free essay or questionnaire to determine the effectiveness of my classes. Students evaluate their (subjective scaling) change in physical and emotional state, the practical value of the course and its novelty, the practical value of the acquired knowledge\information\skills, evaluate the professionalism of the teacher, the quality of handouts, express their wishes for the organization and conduct of the course in the future. I do this, naturally, after a test or exam, in order to obtain the most objective snapshot of reality.

On this issue, I completely agree with the approach of K. Rogers, according to whom, teaching means provoking changes in students. This, in fact, is how I see the meaning of facilitation in higher education: to teach how to learn. And do it sincerely and “deliciously”!

The eastern wisdom-call is quite applicable here: “Student - kill the teacher!” This, of course, is not about the physical destruction of the teacher, but about a call to surpass him in his knowledge and skills, thereby turning from a student into a colleague, into a co-researcher.

Constantly learning and self-improvement is all the more important the faster the objective process of updating knowledge occurs. If 30 years ago the latest knowledge became outdated within 5-7 years (i.e. by the time the student graduated from university!), now the rate of updating information has reached 3 years or less.

Thus, as a teacher, I consider it important not to dictate to students the axioms of today on any subject, but to offer them a tool for their systematic self-education in the future, and also, no less important, to convey to them your enthusiasm, desire to learn and improve yourself throughout their future life. Which, in fact, is where I see the difference between “existence” and “life”. The difference is in the presence of creativity, curiosity, the desire to be surprised and change, i.e. in the dynamic rather than static component of life.

As an example-parable, I sometimes quote R. Bach’s short story “The Seagull Called Jonathan Livingston.” I am glad that in recent years an increasing number of students have already heard about this author, read this parable story and agree with this dynamic concept of life. Another question is whether they will be able to translate this idea into their lives. This does not require hefty strength, courage, bravery, the position of “reasonable egoism,” determination and self-confidence.

Bibliography:

1. Nummy Pepe. Facilitator's Handbook, or the Story of how facilitator Grigory Losik led the company to impressive results. M.: Institute of Consulting and System Solutions, 2012. - 144 p.

2. Rogers K. Client-centered / person-centered approach to psychotherapy - [Electronic resource] - (access date 10/11/2013).

3. Romashina S.Ya., Mayer A.A. Pedagogical facilitation: essence and ways of implementation in education: Textbook. allowance. M.: Vita-Press, 2010. - 63 p.

4. Chueva M.Yu. On the need to introduce new standards in education // 5 All-Russian (with international participation) scientific and practical conference Scientific problems of education of the third millennium. Vol. 5: Sat. scientific works Samara: Insoma-Press, 2011. - 454-459 p.

480 rub. | 150 UAH | $7.5 ", MOUSEOFF, FGCOLOR, "#FFFFCC",BGCOLOR, "#393939");" onMouseOut="return nd();"> Dissertation - 480 RUR, delivery 10 minutes, around the clock, seven days a week and holidays

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Zhizhina Inna Vladimirovna. Psychological features of the development of teacher facilitation: Dis. ...cand. psychol. Sciences: 19.00.07: Ekaterinburg, 2000 153 p. RSL OD, 61:01-19/80-1

Introduction

CHAPTER 1. THEORETICAL FRAMEWORK FOR FACILITATION RESEARCH

TEACHER 10

1.1 Historical aspect of the study of the problem of facilitation 10

1.2. Research on pedagogical facilitation in foreign and domestic psychology 18

1.3 Factors determining the development of pedagogical facilitation 33

Conclusions on the first chapter 41

CHAPTER 2 ORGANIZATION AND RESEARCH METHODS 42

2.1 Experimental research methodology 42

2.2. Methods for processing experimental data 48

Conclusions on the second chapter 51

CHAPTER 3. ANALYSIS OF RESEARCH RESULTS 52

3.1. Results of studying the features of pedagogical facilitation 52

3.2. Levels of expression of development of pedagogical facilitation 74

3.3. Psychotechnologies for increasing the level of pedagogical facilitation 76

Conclusions on the third chapter 120

CONCLUSION 121

REFERENCES 123

APPLICATIONS 138

Introduction to the work

The relevance of research. Today, the attention of researchers is occupied by problems related to the humanization of education, work and the personality of a teacher. The school has the opportunity to implement the content of education from the position of humanism. However, today the school as a social institution is experiencing serious problems related to the quality of teaching staff.

Issues related to the psychological characteristics of teacher development have attracted the attention of researchers at various stages of the development of philosophical, psychological, and pedagogical thought. In the education of students, great importance is attached to such a factor as the personality of the teacher, so let us explain the increased interest in the psychological component of teaching work. A change in the pedagogical paradigm creates conditions for reorienting the teacher’s professional consciousness to recognize the ability to respect the student’s personality and his right to value self-determination as a priority basis for his activity.

While declaring a commitment to the humanistic paradigm, most teachers remain in technocratic positions, the hallmark of which is a manipulative approach to children. This fact is pointed out by V.P. Zinchenko, K.A. Shvartsman.

In the pedagogical environment, there are not enough teachers who are capable of solving the most difficult issues from a humanistic standpoint in the conditions of a complex modern situation - a situation of freedom, and therefore responsibility, generated by democracy.

The social need for professional teachers has increased the interest of scientists in studying the structure and patterns of development of a teacher’s professional consciousness (E.M. Bobrov, S.V. Vasilkovskaya, V.N. Koziev, L.M. Mitina, V.P. Savrasov, etc.) , professionally significant qualities of a teacher’s personality (F.N. Gonobolin, E.A. Grishin, N.V. Kuzmina, A.A. Rean, L.A. Regush, V.A. Slastenin, A.I. Shcherbakov, etc. .). According to these researchers, a teacher must have a whole set of qualities, without which the implementation of the goals set above will become practically impossible. In addition, for professional growth, teachers need to focus on self-education and self-development.

In order to solve these issues, the problems of teacher professionalism in the field of philosophy, sociology of education are studied (V.I. Zagvyazinsky, V.D. Semenov, Ya.S. Turbovsky, etc.), theories of professional competence are developed (O.S. Anisimov , A.A. Vorotnikov, N.V. Kuzmina, Yu.N. Kulyutkin, etc.), research is being conducted on the psychological aspects of a teacher’s activity, his personal qualities that determine the development of professional abilities (A.A. Bodalev, E.F. Zeer , Ya. L. Ponomarev, I. S. Semenov, B. T. Teplov, etc.).

However, with all the diversity of aspects of studying the professionalism of a teacher, one of the key elements remains insufficiently studied, which is a necessary condition for becoming a professional - the development of pedagogical facilitation.

Analyzing theoretical sources and works devoted to the problems of professional development of teachers, we discovered the following contradiction: the importance of the quality of pedagogical facilitation in professional activities is emphasized in research on pedagogy and psychology, but its study requires specification, first of all, a theoretical justification for the role of pedagogical facilitation in the activities of a teacher, definitions psychotechnologies of teacher professional development, based on the actualization of certain mechanisms of professional activity. Taking into account this contradiction, the topic of the dissertation research was chosen, revealing the problem of the development of pedagogical facilitation.

A changing society needs a new teacher who can quickly respond to ongoing social changes and modify his own professional activities. This can be accomplished by a teacher who is able to identify the problems of his own professional activity in connection with modern social orders and look for ways to overcome professional difficulties by activating his internal resources. One of the sources of teacher professional growth is pedagogical facilitation.

The theoretical and methodological basis of the study was the theory of personality-oriented professional education (D.A. Belukhin, E.F. Zeer, I.A. Zimnyaya, A.A. Rean, L.A. Regush, V.D. Semenov, V.V. Serikov, M.N. Skatkin, I.E. Yakimanskaya); personal and activity approaches (A.G. Asmolov, A.N. Leontyev, A.V. Petrovsky, S.L. Rubinshtein); diagnostic activity of the teacher (N.S. Glukhanyuk, K.M. Gurevich, E.F. Zeer, G.A. Karpova, A.N. Leontyev, V.D. Shadrikov, etc.).

The object of the study is pedagogical facilitation.

The subject of the study is the psychological characteristics and patterns of development of pedagogical facilitation.

The purpose of the study is to establish the features and identify psychotechnologies for the development of pedagogical facilitation.

Research objectives:

1) analyze theoretical sources on the problem of development of pedagogical facilitation;

2) determine the factors influencing the development of pedagogical facilitation;

3) explore the dynamics of changes in pedagogical facilitation in professional activities;

4) identify effective technologies that ensure the development of pedagogical facilitation.

Based on the analysis of the problem under study, the following research hypothesis was put forward: pedagogical facilitation is not a constant quality, it has the ability to develop, especially when the teacher is included in specially organized innovative activities;

the level of development of pedagogical facilitation depends on the individual typological characteristics of the subject of professional activity (gender, age) and the social factors of the teacher’s life (teaching experience).

Research methods:

1) analysis of psychological and pedagogical literature;

2) empirical methods (ascertaining, formative, control experiments, observation, psychodiagnostics, study of documentation, questioning);

3) methods of statistical processing of experimental data (correlation analysis, t - Student's test).

Research base. The main experimental base was Nizhny Tagil Pedagogical College No. 2. The study at different stages of the experiment involved 641 people: 68 teachers and 197 full-time and part-time students of Pedagogical College No. 2, as well as 376 students of advanced training courses at the Institute for the Development of Regional Education (N Tagil).

Stages of research. The study of the features of the development of teacher facilitation was carried out during 1996 - 2000. and included three stages.

The first stage (1996 -1997) was devoted to the primary analysis of psychological and pedagogical literature on issues of pedagogical facilitation. At this stage, the components of pedagogical facilitation were identified and methods were selected.

At the second stage (1997 -1998), the subject of research - pedagogical facilitation - was substantiated, criteria were identified, diagnostic methods were developed and adapted, the level of facilitation of practicing teachers and students of Nizhny Tagil Pedagogical College No. 2 was studied, information was collected on the results of the activities of practicing teachers (student questionnaires , teachers), a confirmatory experiment was conducted.

At the third stage (1998 - 2000), formative and control experiments were carried out, the results of the experimental work were analyzed and generalized; psychological characteristics influencing the development of pedagogical facilitation have been identified; psychotechnologies that contribute to the development of facilitation were identified and introduced into the educational process of Nizhny Tagil Pedagogical College No. 2; the results of the study are summarized; dissertation materials were prepared.

The scientific novelty and theoretical significance of the study are as follows:

The psychological foundations for studying pedagogical facilitation as a professionally significant component of a specialist’s personality are determined;

The essence of pedagogical facilitation and the factors influencing its development are substantiated;

The levels of pedagogical facilitation have been determined and the conditions necessary for its development among teachers and students studying in pedagogical colleges have been identified.

The practical significance of the study is determined by the fact that, based on analysis, generalization and development of theoretical principles, it identifies diagnostics, methods for studying pedagogical facilitation, and psychotechnologies for its development. Theoretical provisions and practical recommendations can be used in developing the course “Educational Psychology” for students of pedagogical colleges, as well as for students of advanced training courses, when conducting scientific and practical seminars and trainings.

Scientific validity and reliability of the research results. The conceptuality and evidence of the study are determined by the development of the theory of the issue, confirmed by the conclusions of the experimental part of the study, as well as the reproducibility of its results. The reliability of the results obtained was also ensured by the design of the experimental work, which made it possible to achieve maximum reliability and validity. Statistical data processing was carried out using the MS Excel 98 computer program.

Testing and implementation of the research results were carried out in the process of educational activities with full-time and part-time students of Nizhny Tagil Pedagogical College No. 2.

The results of the study were discussed at meetings of the psychology departments of the Nizhny Tagil State Pedagogical Institute, the Institute for the Development of Regional Education (N. Tagil), and the scientific and methodological council of the Nizhny Tagil Pedagogical College No. 2.

The main provisions of the study are presented in the author’s reports at the conferences: “Innovative technologies in pedagogy and production” (Ekaterinburg, 1997, 1998, 1999, 2000), “Improving the academic level of educational institutions based on new educational technologies” (Ekaterinburg, 1997), “ The formation of a pedagogical college: problems and prospects for development" (Ekaterinburg, 1998), "Education for people: to the future from the past" (N. Tagil, 1998), "Innovations in professional and vocational pedagogical education" (Ekaterinburg, 1999), " Psychological and pedagogical problems of personality development in modern conditions" (St. Petersburg, 1999), "Theory and practice of professional self-determination of students in a pedagogical college" (N. Tagil, 1999), "Modern problems of physical education in educational institutions" (Ekaterinburg, 2000).

The following provisions are submitted for defense:

1. Pedagogical facilitation is a professionally significant quality of a teacher’s personality, on which the success of mastering teaching activities, increasing the productivity of education, developing the subjects of the pedagogical process and forming a special style of interaction between the teacher and students depends.

2. Pedagogical facilitation has different dynamics of development in the process of mastering professional activities, depending on the individual typological characteristics of teachers.

3. The level of development of pedagogical facilitation increases significantly due to the inclusion of the teacher in specially organized innovative activities.

class1 THEORETICAL FRAMEWORK FOR FACILITATION RESEARCH

TEACHER class1

Historical aspect of studying the problem of facilitation

For the first time, the effect of facilitation - improving an individual result due to the presence of another person - was discovered in the research of N. Triplet. In 1897, N. Triplett noticed that cyclists performed much better in a race with an opponent than in a time trial. He decided to conduct an experiment and tested riders over 25 miles in both types of races, then compared the results. Competitors in the competitive race performed an average of 5 seconds per mile better than time trial participants. The work of N. Triplett (1898) was the first experimental research in the field of social psychology. He called this phenomenon the dynamogenic factor in leading races. Today we call this phenomenon facilitation.

In experiments that followed N. Triplett's research, a facilitation effect was also discovered. Thus, A. Mewman (1904) noticed that whenever he entered the laboratory, his students significantly improved their performance on a finger ergograph compared to their performance alone. Similar results were found when performing verbal or simple motor tasks (P. Dashiel, 1930; D. Trevis, 1925; A. Allport, 1920). A. Allport was the first to use the term facilitation in a new context in 1920 and used the following interpretation: facilitation is a change in human behavior as a result of the presence of other people doing the same work at the same time, but independently of each other. A golf practice in which everyone practices a specific shot is an example of cooperative action. This situation differs from the interaction situation, which requires consistency in the actions of participants solving a common problem. A narrow definition of facilitation, however, explains only one aspect of the influence of other people on tasks. A number of early studies also found a performance impairment or inhibitory effect. For example, the presence of several people disturbed the subjects and interfered with the learning of nonsense syllables and passage through the finger maze (B. Pessin and O. Husband, 1931; O. Husband, 1933). Other researchers found no difference at all between the performance of subjects working alone and in the presence of other people.

Further experiments showed that in the presence of other people, the speed with which a person completes simple multiplication examples and crosses out given letters in a text increases. In addition, the accuracy of performing simple motor skills tasks, such as hitting a circle the size of a ten-cent coin with a metal rod, which is placed on a moving gramophone disk, increases.

Further study of the effect of facilitation can be found in the studies of R. Zajonc (1965), who made additions to the concept of facilitation, characterizing it as strengthening dominant reactions, intensifying actions, and activities in the presence of other people.

R. Zajonc became interested in how to reconcile seemingly contradictory results. As often happens in scientific achievements, R. Zajonc (1965) applied results from another field of science. In this case, the well-known principle of experimental psychology was used that arousal always enhances the dominant response.

Increased arousal improves performance on simple tasks for which the most likely (“dominant”) response is the correct solution. People solve simple anagrams such as "lebh" faster when they are excited. In complex problems where the correct answer does not come naturally, arousal leads to an incorrect response. Anxious people tend to be worse at solving difficult anagrams.

If social arousal enhances the dominant response, it should improve performance on simple food-related tasks—all easy tasks for which the response is well learned or innately dominant. And it is quite natural that the presence of other people in performing such tasks improves markedly.

On the other hand, learning new material, going through a maze, and solving complex math problems are more difficult tasks for which the correct answer is initially less likely. In the presence of other people, the number of incorrect answers in such tasks increases. The same general rule - arousal favors the dominant response - applies in both cases. Thus, results that seemed contradictory appear to be consistent.

Experimental research methodology

Processing of experimental data was carried out in several stages. At the first stage, primary data processing was carried out, a database was formed, and preparations were made for machine processing.

At the second stage, the selection of tools for statistical processing and mathematical analysis of the available data was carried out. At the third stage, formalized indicators were studied.

To evaluate the experimental data obtained, we used traditional procedures of statistical processing and mathematical analysis. When selecting them, we were guided by the applicability of certain mathematical tools for the analysis and interpretation of psychological phenomena from the standpoint of ensuring the tasks of forecasting and systematization. For these purposes, the method of correlation analysis turned out to be optimal.

Correlation analysis allows us to establish the degree of dependence - independence of the studied characteristics, thereby solving the problem of systematizing the resulting empirical array.

The choice of the listed methods was also determined by the fact that they were developed and presented in application software packages for mathematical data processing.

Mathematical and statistical data processing was carried out using the Excel computer program with an accuracy of 0.001. At the stage of quantitative processing and interpretation of the data obtained, the questionnaire to determine the level of pedagogical facilitation was tested for validity, as well as for reliability-consistency (one-time reliability). This type of reliability is independent of stability and has a special substantive and operational nature. The simplest way to measure it is to correlate parallel forms of the questionnaire (even and odd half of the questionnaire). For this purpose, rank correlation was used. The overall reliability of the questionnaire was determined using the Spearman-Brown formula.

The assessment of constructive validity was carried out through psychological analysis of the presence of the phenomenon of facilitation in judgments and by rank correlation with the tests “Leader”, “Teacher’s Ability to Empathize”, “Social-Communicative Competence” (social-communicative clumsiness scale), test-questionnaire of the level of subjective control ( scales of general internality, internality in interpersonal relationships).

Construct validity is measured when a new test is compared with an old, validated test with known validity. In this case, predictive hypotheses were formulated that the adapted test would correlate with other tests measuring related characteristics of the subjects.

To determine the effectiveness of the teacher’s activities and the style of relationships between the teacher and students in the classroom and in extracurricular activities, which is important for personality-oriented learning, a survey was conducted using the methodology of V.P. Simonova. The main parameters of interest to us were the microclimate in the classroom, conducive to creative activity, discussions, the ability to arouse and maintain interest in the educational field, the ability to relieve stress and fatigue, the ability to establish contact with the group and each child, the ability to fairly resolve disputes, conflicts, goodwill, tact, objectivity in assessing students’ activities, interest in children’s success, attentive attitude towards children when completing educational tasks. To determine the personality-oriented potential of the lesson, we used an expert assessment map, the experts of which were the students.

Results of studying the features of pedagogical facilitation

The next center-forming link was a positive perception of oneself, in other words, a positive “I-Image”. We noted above that this image takes on a professional connotation and becomes the image of “I am a teacher.” We have determined the relationship between this quality and the assessment of one’s capabilities. As a rule, a positive “I-image” entails either adequate self-esteem or inflated self-esteem. In our case we are talking about exactly this state of affairs. There is also a relationship between this quality and the tendency to self-development. Knowing himself, the teacher is able to independently determine the strategy and tactics of his advancement, his professional growth, the actualization of internal strengths and opportunities for his Self occurs, and the self-actualization of professional personal potential is observed. Also, as at student age, there is a relationship between “I-Image” and the ability to empathically connect. Most likely, the ability to understand oneself leads to the ability to understand and empathize with others, accept the experiences of others as one’s own and try to help, correct, modify their dependence on the own orientation and desires of these people. This dependence takes on a progressive character, i.e. the significance of this connection with professional growth increases. As at student age, facilitation becomes the internal mechanism that implements these abilities.

During the correlation analysis of factors, we noted another cluster of relationships in quality - “developed self-control”. It also has a professional focus. To successfully implement professional activities, a teacher must be able to control himself, and not at the level of desires, drives, momentary impulsiveness, which is an indicator of low development of self-control, but conscious actions, in fact, internal observation, introspection of the actions and deeds being performed.

It is very important in pedagogical activity to organize a system of interaction with children in which there should be both emotionality and impulsiveness, but it should also have a more conscious, purposeful nature. Also, self-control turned out to be interconnected with adequate self-esteem, extraversion-introversion. This connection can be explained in such a way that a correct assessment of one’s capabilities, merits and results (in our case in professional activities) leads to the fact that the teacher begins to see and recognize the reasons for his own behavior that are hidden in him.

In essence, this is a reflection procedure aimed at the individual experience of the individual, which can be classified as pedagogical facilitation. It should also be noted that this correlation dependence increases with increasing experience in teaching activity (0.48 - 0.71), which proves the importance of the studied feature when considering the problem of pedagogical facilitation. Also, self-control actions turned out to be interconnected with communication, which allows the teacher to take a more rational approach to solving professional difficulties. Apparently, this relationship turned out to be the reason for the dependence of developed self-control on the ability to empathize.

Very characteristic of the development of pedagogical activity is the emergence of connections with the highlighting of subjectivity in the behavior of practicing teachers, which was not observed among students. The most important characteristic feature of this factor is a certain degree of responsibility for one’s activities. We have already noted the professional orientation of the quality being studied. It is pedagogical activity that requires the maximum manifestation of subjectivity, and it can extend both to the internal (individual) level and to the external (interindividual) in the case when it bears responsibility for what is happening around it.

Fundamentals of psychological and pedagogical facilitation. Psychological features of the development of teacher facilitation Zhizhina Inna Vladimirovna Pedagogical facilitation

FEATURES OF PSYCHOLOGICAL AND PEDAGOGICAL FACILITATION

Historical aspect of studying the problem of facilitation

Experimental research methodology

Results of studying the features of pedagogical facilitation

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