Pedagogical facilitation. Pedagogical facilitation Theoretical foundations for the study of teacher facilitation

Personally oriented interaction - this is pedagogical communication between subjects of education (teachers and students), which creates best conditions for the development of educational and professional motivation, gives learning a collaborative character, ensures the achievement of the goals and objectives of education, promotes the development of students and allows the teacher to increase his professional and pedagogical potential.

The following functions of pedagogical interaction follow from the above definition: motivational, educational (training and upbringing), developmental, facilitation. Let us dwell in more detail on the facilitation function.

Facilitation(from English fasility- favorable conditions) - strengthening of dominant reactions, actions in the presence of other people - observers and doers.

Pedagogical facilitation - this is an increase in the productivity of education (training, upbringing) and the development of subjects of the professional pedagogical process due to their special style of communication and the personality of the teacher.

K. Rogers identified three conditions for the humanization of any interpersonal relationships providing constructive personal changes: 1) non-judgmental positive acceptance of another person; 2) active empathic listening; 3) congruent (adequate, genuine and sincere) self-expression in communication. Followers of K. Rogers emphasize that learning should become a means of personal growth for students and teachers. In communication, a teacher should be a facilitator - a person who facilitates the manifestation of initiative and personal interaction among students, facilitating the process of their mental development. V.N. Smirnov points out that the phenomenon of facilitation arises only if the teacher is authoritative, referent, and recognized.

As a result of pedagogical interaction, various psychological new formations of a personal and interpersonal nature arise, which are usually called changes or effects. IN Lately these new formations are called phenomena. They can be constructive (developmental) and destructive (destructive) in nature. One of the significant constructive phenomena of pedagogical interaction is the psychological status of the individual, without which the process of active, consistent, progressive development and personal self-development. Status characterizes not only the student’s real place in the system of interpersonal relations, but also his position in study group, family, peer groups, which he attributes to himself.

The need to build oneself as an individual and to improve oneself does not arise spontaneously; it develops in the process of pedagogical interaction. Exactly pedagogical influence allows the student to realize the discrepancy between the “I” - the real and the “I” - the ideal, without which development is impossible. Pedagogical support not only performs the function of protecting the student from uncertainty, fear of failure educational assignments, but also helps in establishing his status.

The phenomenon of teacher authority is of particular importance in the implementation of the strategies of pedagogical interaction used by him. Observations by psychologists and teachers show that a teacher can be an authority figure for students of any age, but the basis of his authority is different.

In the process of pedagogical interaction, psychological phenomena may arise that are often not realized by either students or teachers. These influences can be called undirected and involuntary. Situations often arise when a teacher inhibits the activity of students, causing them to have a negative attitude not only towards themselves, but also towards the activities in which they are involved. These manifestations are known as the phenomenon of negative facilitation. It leads to the emergence of psychological barriers and complexes, and then is realized in the protective functions of the body: repeated actions, rudeness, talkativeness.

V.N. Smirnov emphasizes the need to take into account the following approaches to create an environment in the classroom that is optimal for solving educational problems based on personality-oriented interaction between the teacher and students:

Interactive, based on the freedom of the student solving an educational problem, on feedback in the “teacher-student” system,
continuous communication between teacher and students, taking into account student reactions and optimization educational environment to improve the efficiency of the learning process. Interactive teaching methods include, in particular, guided discussion and
role-playing and simulation games of various forms that simulate situations that arise in the process of problem solving;

Facilitation, which involves creating an environment in the classroom that is optimal for solving an educational problem based on cooperation between the teacher and students, their acceptance and constant support, faith in their abilities, mutual respect and trust. The facilitation approach promotes the development of an active personal position, the most complete satisfaction of cognitive and creative needs, and, consequently, self-realization of students.

In foreign psychology, the connection between the facilitation abilities of teachers and the level of their general physiological development has been studied.

It has been established that general physical development is an important condition interpersonal communication since facilitation of learning requires a high level of mental and psychophysiological functioning of the teacher. In this regard, it can be assumed that the majority of teachers, characterized by a low level of general physical development (suffering, for example, from excess weight, high blood pressure, heart failure, and other somatic abnormalities), for purely adaptive reasons, unconsciously avoid working in the intense mode of teaching facilitation. Analysis of domestic and foreign psychological and pedagogical literature on the problem of facilitation made it possible to determine the main conceptual provisions for the development of pedagogical facilitation.

Teachers working in line with the personality-oriented paradigm allow for the independence and responsible freedom of students when compiling curriculum, setting educational goals, assessing the results of educational work. At the same time, the teacher acts not only as a leader, but also as a facilitator of learning, i.e. a person who creates favorable conditions for independent and meaningful learning, activates and stimulates the curiosity and cognitive motives of students, group educational work, supporting the manifestation of cooperative tendencies in it, providing students with a variety of educational material.

The transition of a traditionally working teacher to such a new style of activity occurs gradually, since it is associated with deep and, therefore, rather slow personal restructuring both teacher and students. At the same time, the leading ones are not so much changes in the content and methods of teaching, but rather the formation and strengthening of basic personal attitudes, the constant personal professional growth of the teacher-facilitator.

An analysis of student behavior in the classes of teacher-facilitators shows that (compared to behavior in traditional classes) they are more proactive in verbal communication, ask more questions, spend more time solving actual learning problems, show a higher level of cognitive functioning, for example, spend more time on various mental activities and less time on mnemonic ones). They are also less likely to miss classes and demonstrate high academic achievements in all academic disciplines, create less problems for the teacher in the classroom. It has been established that the severity of all these differences is directly proportional to the duration of the teacher-facilitator’s work with students.

In the study by I.V. Zhizhina, the following main indicators of facilitation abilities of teachers were established: empathy, introversion - extraversion, leadership, communication, reflection, sincerity.

Experimental research work at Nizhny Tagil Pedagogical College No. 2 allowed her to determine the level of development of facilitation among teachers. Research has shown that 14% of teachers have a high level of pedagogical facilitation. This is expressed in the fact that they are very critical of themselves, always try to identify the cause-and-effect relationships of phenomena, work well in a team and for a team, easily establish and maintain contacts, perceive students as significant, are open in communication, cheerful, and goal-oriented. to the outside world people and events around them, have pronounced leadership qualities and fairly developed business skills. These teachers are sensitive to the needs and problems of others, generous, have a genuine interest in people, are emotionally responsive, strive to maintain good relationships with people, and are always ready to help others.

Average level pedagogical facilitation was noted by 59% of teachers. This is expressed in the fact that teachers do not always control their actions and actions and do not evaluate them critically enough. The behavior of such teachers is stable, and they do not consider it necessary to change it depending on the situation. Trying to identify the causes of the problem, they blame others and do not see that they themselves are its main source. These teachers are less open in communication; the need for new contacts sometimes throws them off balance. Their leadership qualities are underdeveloped, they are prone to suppressing others and conflicts. Teachers with an average level of facilitation are not particularly sensitive people; in interpersonal relationships, they are more inclined to judge others by their actions than to trust their personal impressions; they are not alien to emotional manifestations, but there is no looseness of feelings, and this interferes with full perception of people.

Low level pedagogical facilitation was identified in 27% of teachers. This is expressed in the fact that teachers hear only themselves and do not react in any way to others, show emotional coldness towards them, do not control their actions and actions, are uncritical of themselves, careless in relationships with people, and unpredictable due to their closed personality.

A summary of the results of the study of pedagogical facilitation showed the following:

1. It is necessary to strengthen the psychologization of content and teaching technologies, bringing them into line with the data of modern psychological
spiders.

2. The most favorable conditions for the implementation of the facilitation approach are created when oriented learning.

It is necessary to change the idea of ​​teaching skills as a set of professional knowledge, skills and abilities developed in the process of performing teaching activities and largely determined by length of service as a measure of teaching experience. Pedagogical excellence is the result of a teacher’s personal growth in his profession, the improvement of holistic creative and personal potential, inextricably linked with the specifics of the teacher’s personal position in the socio-psychological context of the teaching and educational process.

The pedagogical essence of facilitation of educational activities.

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, as well as 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.

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 generally. 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; discover more high levels cognitive functioning (for example, more time is spent on various mental actions 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 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-practical conference Scientific problems education of the third millennium. Vol. 5: Sat. scientific works Samara: Insoma - Press, 2011. - 454-459 p.

Teacher-psychologist Pavlova L.V.

Postgraduate student Munarbaeva B.G.

Chelyabinsk State Pedagogical University

them. IN AND. Lenin, Chelyabinsk

FACILITATION – PEDAGOGICAL CULTURE OF THE FUTURE TEACHER

C Today it is generally accepted that pedagogical science is going through a transitional stage associated with the renewal of both the content and forms of the educational process. Famous psychologist A.G. Asmolov called this stage “the path not taken: from a culture of usefulness to a culture of dignity.” Consequently, a cultured person is not only an educated person, but also worthy of respect from others and self-respect. Therefore, the problem of realizing one’s own relationship with others, the ability to build relationships and interaction with the world, people and oneself is one of the most important tasks of our time.

In a rapidly changing world and increasing flows of information, fundamental subject knowledge is a mandatory, but not sufficient, goal of education. Students must not only master the sum of knowledge, skills and abilities; it is much more important and difficult to instill in students the ability to independently obtain, analyze, structure and effectively use information for maximum self-realization and useful participation in society.

Education is the process of educating and training a person, aimed at achieving the educational levels established by the state (educational standards, qualifications). ) .

Education is one of the most important subsystems of the social sphere of the state, ensuring the process of obtaining systematized knowledge, skills and abilities by a person for the purpose of their effective use in professional activities.

Kazakhstani society puts forward for education the task of preparing young people for life in conditions of reorientation of the professional consciousness of the teacher to recognize the ability to respect the personality of the student and his right to value self-determination as a priority basis for activity. The pedagogical sphere is a combination of all types of purposeful personality formation, and its essence is the activity of transmitting and mastering social experience.

Therefore, in the conditions of an information-rich space and new educational technologies, a personally oriented learning paradigm, teachers are faced with a situation where the goal of education becomes the facilitation of change and teaching of the teacher.

The leading role of a teacher-facilitator is the ability to influence the development of certain trends in society, to prepare the younger generation to solve global or local problems of our time, to teach them to predict and, if necessary, prevent their consequences. For each individual person, education has a more or less pronounced personal value. The process of obtaining an education, which in developed countries occupies a quarter of the life path of a modern person, makes his life meaningful and spiritual, colors it with a variety of emotions, satisfies the needs for knowledge, communication, and self-affirmation. During education, the potential abilities of the individual are identified and developed, self-realization is achieved, and the human image is formed. With the help of education, a person adapts to life in society and acquires the necessary knowledge and skills. A teacher, guided by the principle of facilitation, becomes a mediator between pedagogical science and the practice of education, students and the content of education. Thus, an analysis of theoretical research and educational practice shows that the new, democratic style in building the educational process is characterized by the following features: education based on facilitation orients students towards the long-term effects of learning and personal self-realization; the initiator and leader in the educational process is the student himself; the nature of the relationship between the participants is alternating dominance or equality between teacher and student. The new norm is life in constantly changing conditions, which requires the ability to solve constantly emerging new non-standard problems, life in a multicultural society, which puts forward increased demands for interaction and cooperation.

The role of a teacher may not necessarily be a teacher-facilitator, but any carrier of valuable information. The final educational product: on the one hand, the student, his (level of professional training), on the other hand, what has been developed as a result of the activity (the educational product itself).

The subject of activity is identified; the object on which the activity is directed; means used in the process of activity; environment, all kinds of connections between them). This kind of non-traditional, democratic model of the educational process can be successfully used in the process of teaching adults who have a conscious motivation for education and want to creatively master the subjects they study. This group may include high school students, students, specialists studying in the advanced training system, etc. As for primary and high school, then this activity successfully combines elements of democratic and authoritarian management styles educational process. In order for a teacher to become a true subject of pedagogical activity, it is necessary to form pedagogical attitudes aimed at developing the student, which presupposes a respectful attitude towards the student, combined with the desire to help him and empathize with him. Facilitation of learning is a process that allows you to learn to know, learn to do, learn to live together, learn to live through the organization of special psychological interaction and interpersonal relationships between teachers and students that arise in cognitive activity. We come to an understanding of pedagogical facilitation as a process, namely the process of facilitating, enhancing the productivity of education, learning, as a joint activity of the teacher and the student, education, development of subjects of pedagogical interaction due to their special communication style and the characteristics of the teacher’s personality.

In addition, facilitation of teaching is often perceived as the most important professional quality teacher's personality. First of all, it is necessary to define the criteria for teaching facilitation. One of the most important criteria for teaching facilitation in modern pedagogy is the effectiveness of the teacher’s work and may be expressed in the words of I. Kant: “It is not thoughts that need to be taught, but thinking,” which in the 21st century have acquired special significance, because “models of activity are acquired by students through models of education” (M.T. Gromkova). Hence, interest arises in the personality of the teacher - facilitator, a person who promotes the manifestation of initiative and ensures personal interaction among students, which, in turn, promotes the mental development of students. The prerequisites for facilitation interaction on the part of students are: personal qualities, level of learning, emotional state, abilities of students. At the same time, the professional position of the teacher-facilitator and its influence on the student’s independence have not been the subject of pedagogical research. The problem of training a teacher not as a subject specialist, but as an organizer of the educational environment, a facilitator, remains open. There are already educational institutions that train teachers for alternative schools, but, as a rule, people who go there are people who themselves graduated from the corresponding schools. There are no authoritative higher schools, which would have accumulated experience in training facilitators capable of teaching in schools of any type. It seems that this problem is destined to remain a burning issue for a long time.

Today, facilitation competence is being established in pedagogy and psychology (G.S. Savolainen), which is considered as possession of a system of knowledge in the field of pedagogical facilitation; awareness of the importance of the teacher’s facilitation activities in the educational process; mastery of methods and techniques for facilitating learning and the presence of positive experience in such activities, the relationship and interdependence of the structural components of competence: cognitive, motivational, operational-activity and reflexive.

And finally, we have the right to call learning facilitation as a manifestation of new thinking, as a true diversification of education. It is not only the technological effectiveness of the process that is important, but also the nature of the teaching-training (teacher) work: freedom in developing points of view, the absence of immutable truths, the search for new information, numerous attempts to consciously solve problems, creating the preconditions for self-organization and self-development of the individual.

However, whatever the content and methods of teacher training, it is useful for anyone entering the teaching field to remember: your children are actually not your children at all. They are the sons and daughters of life striving to overcome life. They come into the world through you, but not thanks to you, and although they are with you for now, they do not belong to you. Their bodies live with you, but not their souls, because their souls live in the house of tomorrow, where you cannot follow them even in your dreams. You can strive to be like them, but don’t try to make them like you, because life doesn’t go backwards and it’s impossible to live in “yesterday.” The socio-economic changes taking place in the country and the resulting modernization of general secondary education require a new approach to the professional competence of teachers. The professionalism of a teacher becomes a decisive factor in ensuring the quality of education, and the concept of “professional competence” becomes key.

Today what is needed is not a teacher - an “adapter” who knows how to adapt to the requirements of society, but a teacher - a “consultant”, a “therapist”, as Fleming Funch notes. From a philosophical point of view, personality is sustainable system socially significant traits that characterize an individual as a member of a particular society. The main load of this definition lies on the phrase “socially significant traits”, therefore, in order to develop a model of the personality of a teacher in an adaptive school, it is necessary first of all to determine what these socially significant traits are.

From the point of view of science, the main elements that make up a teacher’s personality are professionalism, competence, productivity, and socially oriented personal qualities. But science is one thing, but in practice we must have a very good idea of ​​what students expect from us, because they are the main indicators of our activities. In our theoretical scheme, special attention is paid to the presentation of innovative culture as the highest manifestation of general cultural, professional and personal qualities. This is due to the fact that culture, the specifics of the profession and personality are the three main sources of information, ideas and inspiration, which provide the opportunity and determine the need to invent, experiment, and apply something new, useful, and effective.

First of all, innovative culture should be presented as a professional phenomenon, since it is professionals, no matter what industry they operate in, who bring new things into the world. various areas public life– spheres of work, life, recreation, knowledge and communication. However, we begin with the fact that the initial basis for the innovative culture of a teacher (and perhaps representatives of many other professions) are general cultural (sociocultural) personality qualities: 1) spirituality, 2) citizenship and 3) erudition, since they all permeate the content of the educational process, constitute its atmosphere and should gradually become properties of students. Professional qualities that contribute to educational process Innovations of a high level of efficiency are undoubtedly: 1) knowledge of the subject, 2) technological culture and 3) psychological culture. Special mention must be made about psychological culture. The teacher-facilitator is in direct contact with people, moreover, with teachers. Is it worth proving how necessary it is to have psychological competence for someone who, face to face, every day, in sometimes difficult situations, must create a humanly acceptable, comfortable environment, prevent conflicts, arouse sincere interest in what is happening, and establish cooperation and community in the team. It is clear that psychological culture is needed not only by teachers, it is objectively necessary by representatives of many professions. Without it, no innovations can arise, if only because it is most difficult for the facilitator himself. It is very important to be able to psychologically competently maintain not only the tone of those around you, but also regulate your own well-being.

However, most often, researchers emphasize that in those areas of socially significant activity where the manifestation of personal qualities is an indispensable condition - in art, science, and, of course, in the field of education, the most important factor innovative development of the sphere are certain personal qualities. One cannot but agree with this obvious fact. But at the same time, it is necessary to highlight exactly what qualities are, first of all, necessary for the formation of an innovative culture of a teacher-facilitator. It is necessary to note the following personality traits: 1) attitude towards children as developing subjects; 2) culture of human interaction; 3) attitude towards oneself as a developing subject. If the first two properties are often spoken and written about, then the teacher’s understanding of himself as an individual capable of development is spoken only in professional terms. However, viewing yourself as a person developing for the better, meaningfully and purposefully acquiring positive changes, new abilities and character traits, is very important. Renewing the surrounding life without updating oneself is apparently impossible. These are interconnected processes.

Summing up all that has been said, I would like to say that the work of a future teacher is not always immediately noticeable. Most often, it manifests itself in the personal qualities of students some time later. According to the definition of A.V. Lunacharsky, - a teacher is a person who shapes the future, he is to a huge extent a factor in this future. Only personality can educate personality. From here it is clear that the development of the teacher himself, his intellectual, moral and professional qualities should be ahead of the level of the social environment. This is possible provided the teacher is aware of his public importance, high responsibility, cognitive activity, constant objective self-analysis and systematic work on self-improvement. The sooner the process of developing readiness to cooperate begins, the sooner the individual becomes aware of his capabilities, role, and possible assistance in situations of interaction. Therefore, a person, almost from birth, can and should be oriented toward awareness and establishment of humane interactions with the outside world and people. From this point of view, the importance of one’s own pedagogical position and pedagogical style difficult to overestimate.

Literature

1. On the State Program for the Development of Education in the Republic of Kazakhstan for 2005–2010. Decree of the President of the Republic of Kazakhstan dated October 11, 2004 No. 1459 // "Kazakhstanskaya Pravda" dated October 16, 2004 No. 237.

2. Labor and social development: Dictionary. – M.: INFRA – M, 2001.– VI, With . 266.

3. Dimukhametov, R.S. Facilitation in the system of advanced training for teachers: dissertation. ... Dr. ped. Sciences / R.S. Dimukhametov. – Magnitogorsk, 2006.

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 upbringing 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.

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 traits of the teacher and student.

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 professional development personality of the teacher (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 the managers 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, personality questionnaires, 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 teacher and students was developed taking into account theoretical approaches 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 requirements for a teacher-facilitator by K. Rogers: a 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 acted as specially trained observers and experts. correspondence forms students who underwent teaching and pre-diploma internships in institutions of primary vocational education. 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 of facilitation interaction between teacher and students” using the scoring method, quantitative characteristics signs, records specific wording 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, implementation creative potential. For example, indicators of activity, initiative: “going to the board by

at will”, “desire to take on an assignment”, “desire to approach the teacher during a break”, etc. The 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”, “ 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 students’ creative potential: non-standard when choosing 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 shows his own feelings and emotional experiences, removing psychological defenses and barriers of alienation between participants in 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 psychological assistance and support to facilitate the acquisition 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. social learning theory, which considers the importance of applying stereotypes formed during exercise social behavior, imitation and adoption 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 update personal properties, in particular, attraction, tolerance, assertiveness, and teacher facilitation in general.

Bibliography

1. Boyko V.V. Energy of emotions in communication: a look at yourself and others. - M., 1996.

2. Zhizhina I.V., Zeer E.F. Psychological features of pedagogical facilitation // Education and science. 1999. - No. 2(2).

3. Zeer E.F. psychology of personality-oriented education.

Ekaterinburg, 2000.

4. Zeer E.F., Shakhmatova O.N. Personally oriented technologies for professional development of specialists. Ekaterinburg, 1999.

6. Orlov A. B. Prospects for the humanization of education // Issues of psychology, 1998.-No. 6.

7. Rogers K. Questions that I would ask myself if I were a teacher // Family and School. 1987.-№11.

8. Rudensky E. V. Fundamentals of psychotechnology of manager communication. - Moscow - Novosibirsk, 1997.

9. Smirnov V.N. Pedagogical theories, systems and technologies. - M., 1997.

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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 school is like 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 in various stages development of philosophical, psychological, pedagogical thought. In the education of students is given great importance Such a factor as the personality of the teacher, therefore, we explain the increased interest in the psychological component of pedagogical 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 pedagogical environment There are not enough teachers who are capable of solving the most difficult issues from the standpoint of humanism 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 teacher professionalism, one of the key elements remains insufficiently studied, which is a necessary condition formation of a professional, - 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 new teacher capable of quickly responding to ongoing social changes and modifying their 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(stating, 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 Development Institute 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, developed and adapted diagnostic techniques, 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 (questionnaires of students, teachers), and 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 course development " Pedagogical 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 computer program MS Excel 98.

Testing and implementation of the research results were carried out in the process 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 departments of psychology of Nizhny Tagil State pedagogical institute, Institute for the Development of Regional Education (N. Tagil), Scientific and Methodological Council of Nizhny Tagil Pedagogical College No. 2.

The main provisions of the study are presented in the author’s reports at conferences: “ Innovative technologies in pedagogy and production" (Ekaterinburg, 1997, 1998, 1999, 2000), "Increasing the academic level of educational institutions based on new educational technologies" (Ekaterinburg, 1997), "Formation of a pedagogical college: problems and prospects for development" (Ekaterinburg, 1998 ), “Education for Man: Toward 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 professional self-determination students in a pedagogical college" (N. Tagil, 1999), " Contemporary issues physical education in educational institutions"(Ekaterinburg, 2000).

The following provisions are submitted for defense:

1. Pedagogical facilitation is professional significant quality the personality of the teacher, on whom depends the success of mastering teaching activities, increasing the productivity of education, the development of subjects of the pedagogical process and the formation of a special style of interaction between the teacher and students.

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. N. Triplett's work (1898) was the first experimental study in area 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, mastering new material, going through a labyrinth and solving complex mathematical problems- these 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. Same general rule- arousal favors the dominant reaction - applied 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 its measurement consists of correlating 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, actualization occurs internal forces and opportunities for one’s self, 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. Self-control was also associated with adequate self-esteem, extroversion-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. Exactly pedagogical activity 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.