Program

"School of the novice teacher"

Analytical rationale for the program

Any person starting his professional path experiences difficulties, problems due to the lack of the necessary experience. Becoming a teacher is more difficult, more difficult than for representatives of another profession, because Teacher Education does not guarantee success for a novice teacher. A teacher is not a profession, it is a way of life. The modern rhythm of life requires a teacher of continuous professional growth, a creative attitude to work, dedication. Of course, a real teacher has professional pedagogical skills and abilities, owns innovative technologies of teaching and upbringing. The personal qualities of the teacher play a very important role: pedagogical position, attitude to life, colleagues, children and people in general. All these professional skills and character traits are primarily inherent, of course, to a teacher with many years of experience. But what about a novice teacher who has just graduated from university, or does not have a pedagogical education at all?

At the beginning of his professional career, a young teacher faces certain difficulties. The inability to accurately calculate the time in the lesson, to logically build the sequence of the stages of the lesson, difficulties in explaining the material, lack of mutual understanding with children and colleagues, difficulties in recruiting children into associations - this is not a complete list of adversities that await a novice teacher. Often, beginners in pedagogy experience a feeling of insecurity in their actions, as a result of which problems arise. According to psychologists, 87% of novice teachers prioritize the lack of teaching skills and communication with children.

A beginner teacher should get used to a new team, establish correct relationships with children, be able to speak competently and emotionally in class, try to interest children in their subject. That is, in short, learn to teach. He needs to develop his own individual style of communication with children, colleagues and the administration of the institution. For a teacher, this is a new personal situation - responsibility for the quality of their work, the result that teachers, students, and parents expect. A novice specialist needs constant friendly help. It would be easier for beginner teachers to start their pedagogical activity if the older generation of teachers tried to pass on their experience to them, and at the same time they would be ready to accept it.

Purpose of the program: scientific and methodological support of the activities of novice teachers, increasing their professional skills, disclosing individual pedagogical abilities, shaping the need for constant self-development and self-improvement

Tasks:

- differentially and purposefully plan methodological work based on the identified potential capabilities of a novice teacher;

- to improve the professional level of the teacher, taking into account his needs, difficulties, achievements;

- develop the creative potential of novice teachers, motivate their participation in innovation activities; to trace the dynamics of the development of the professional activity of each teacher;

- to increase the productivity of the teacher's work and the effectiveness of the educational process in an educational institution;

- to create conditions for satisfying the requests for self-education of novice teachers.

Program implementation mechanism

"School for a beginner teacher" is a permanent form of improving the methodological literacy of a beginner teacher: propaedeutic adaptation work, monitoring studies, accompaniment of a novice teacher ; organization of professional communication, orientation of teachers who do not have secondary specialized education for higher education. The implementation of the program will be carried out by organizing various forms of methodological work: seminars, trainings, consultations, questionnaires, self-education, etc. The construction of effective interaction of all subjects of the educational process must be carried out in four directions:

First direction: monitoring "Theoretical knowledge and professional skills of a teacher" - tracking 3 times during the year (at the beginning, middle and end) of the results of the teacher's activities in the following areas: knowledge of their subject, ability to analyze, knowledge of teaching methods, knowledge of children's developmental psychology, knowledge of the psychology of child communication, the psychology of creativity, the ability to use a variety of different shapes organization cognitive activities students, updating the methodological equipment of the lesson. The results of the questionnaire help to reveal what problems arose in the process of work, what successes the teacher achieved, what methodological assistance he needs to prove. Based on these results, a plan for self-education is drawn up, for the study of the main directions of its activities.

Second direction: adaptation- acquaintance of the teacher with teaching materials in the field of activity, the library, classrooms, the specifics of recruiting children into associations, plans for educational, methodical, educational work, documentation, the main requirements for its maintenance, the basics of scheduling classes. The main thing at this stage is to help the teacher understand all the intricacies of communication between members of the teaching staff and students, work with documentation.

Third area: mentoring- accompanying a novice teacher: starting from the director and deputies, ending with a colleague teacher; a well-planned mentoring system, developing self-confidence, the ability to organize a group and keep children in association. It's not enough to be talented and educated. If there are no wise mentors nearby, then a novice teacher will never turn out to be a valuable specialist. The main thing at this stage is to help the teacher understand all the intricacies of the teaching profession. We consider the work of teachers-mentors as one of the most responsible public assignments. They are experienced and creative teachers. They draw up an individual work plan with a novice teacher.

Fourth direction: professional development a methodologist or curator should act as a tutor for teachers-mentors, who will always tell you how to properly plan work with a teacher, choose the forms of work. The teaching profession is complex, it requires a vocation, to which the experienced teaching staff of the institution helps to open up. IN professional development a novice teacher has pedagogical abilities. They consist of the following components:

Didactic - the art of transferring knowledge in an accessible form;

Constructive - when the teacher does not use ready-made recipes, but creates them for each specific situation;

Expressive - the ability to include appropriate humor, benevolent irony, a joke in your explanation;

Communicative - the correct approach to students in the process of teaching and upbringing;

The ability to distribute attention - a broad overview of attention, the ability to easily switch from one object to another as needed;

Acting - the ability, depending on the situation and educational tasks, to be kind, then strict, then calm, but always objective, fair;

Ability to control all your words, deeds, actions, mood.

It should be noted that all components of pedagogical abilities are closely related to each other, complement and presuppose each other. The absence of one or more can be compensated for by the active development of other components. Considerable attention is paid to such a form of individual methodical work as consultation. Novice teachers will receive specific advice on difficult issues, samples of development of different types of classes, recommendations. An inexperienced teacher receives help not only from a mentor, but also from the head of the methodological association, deputy director, psychologist, experienced teachers.

Implementation of the program

First stage. Preparatory (September-October)

Purpose: Creation of a methodological base for the implementation of the program: recommendations, training and diagnostic materials.

- formation of a list of novice teachers (Appendix 1)

- development of a work plan for the "School of the novice teacher" (Appendix 2)

- input diagnostics, s self-diagnosis (Appendix 6)

- appointing mentors, drawing up an individual work plan with a novice teacher.

- organizational matters. Familiarization with the institution, traditions, internal labor regulations creation of regulatory documents for the implementation of the program; position, order;

Development of monitoring the implementation of the program: entrance diagnostics, diagnostics of the teacher's professional readiness: activities, skills, knowledge, correction; evaluation of success educational work teacher

Development of software, methodological, information support: programs, recommendations, reminders for a novice teacher, mentor;

- methodological assistance in the development of an educational program

- methodological assistance in the preparation of calendar-thematic planning.

Providing methodological assistance in the development of lesson plans.

Expected Result:

- Determination of methodological difficulties for novice teachers.

- Creation of a methodological base for project implementation

- Development of software, methodological, information support

Second stage: practical (November-February)

Purpose: Implementation of the program into practice

Information and methodological support for novice teachers: consultations, recommendations, studies;

Monitoring tracking of the dynamics of changes;

Requirements for a modern occupation;

Open classes of experienced teachers, where you can specifically see, learn how to use such directions Diary of mutual visits (Appendix 3)

- the main stages of the lesson

Classification of methods, techniques used in the educational process;

Didactic, psychological, hygienic, educational requirements;

Determination of the educational goal;

Implementation of didactic teaching principles;

The choice of rational methods, techniques, methods;

Interactive forms and methods of teaching;

Non-traditional, integrated lessons using computer technology;

Intermediate diagnostics (attending classes)

- an individual approach to teaching gifted children;

This will help the teacher rationally choose the type of lesson, its structure, correctly determine tasks, goals (educational, educational, developmental), rational teaching methods, combine different forms of collective and individual work, get acquainted with modern educational technologies, interactive methods.

Expected results:

1. Increasing the professional competence of teachers:

2. Increasing the effectiveness of training, maintaining and increasing the contingent of students;

3. Expanding opportunities for creative development the personality of the child, the realization of his potentialities;

4. Inclusion of every novice teacher in creative search through participation in the work of the SNP

Third stage: Analytical (March-May)

Purpose: Analysis, assessment, development perspective of the teacher.

Monitoring the mutual impact of the growth of the level of professional competence of beginning teachers and changes in the effectiveness of the educational process in their associations;

Introspection of the lesson.

- organization of individual work with students.

Formation of unified approaches to assessing students' knowledge;

Non-traditional, integrated classes using computer technologies interactive forms and methods of teaching

Design "Portfolio of a beginner teacher"

Final diagnostics. Self-diagnosis (Appendix 8)

Each novice teacher from the first days of his pedagogical activity with his mentor prepares a “Portfolio of a novice teacher” (4). This folder is a "reference book" in which the most necessary advice, recommendations and materials needed in the development of a teacher.

The Portfolio is collected as it accumulates:

Section 1. General information about the teacher "

- Surname, name, patronymic of the teacher,

- home address,

- Place of Birth,

- Date of Birth,

- information about education,

- professional activity,

- training

Section 2.Regulations

Professional education diploma;

Employment history;

Attestation sheet or order for assigning a category;

Certificates of refresher courses.

Section 3. Results of pedagogical activity "

Achievements of children

- Achievements of the teacher (Diplomas, certificates, Thanksgiving letters, certificates of participants, etc.)

Section 4 Scientific and methodological activity:

Messages and reports at conferences, seminars, MO

Participation in the innovative and research work of students (an individual plan for working with children, materials for working with gifted children)

References on self-education

Publications and articles in scientific and methodological journals, on websites

Lesson development

Master classes.

Section 6. "Reviews"

- Feedback from children and parents.

Section 2. "Self-analysis of pedagogical activity"

Examination materials of programs

Monitoring the progress and quality of education (graphs, diagrams)

Monitoring student achievement (creative growth map)

Analysis of pedagogical activity, diagnostics of the teacher's work

Questionnaires and tests of students, parents

The portfolio is constantly updated with the necessary materials. Gradually, it becomes the "center of self-education" of the teacher.

Expected Result: obtaining an objective assessment of the activities of novice teachers, determining effective forms of methodological assistance.

Methodological support of the program

- The "School for the Beginner Teacher" program

- Work plan for mentors with novice teachers

- Memo for a novice teacher (Appendix 5)

- Memo for a mentor of a novice teacher (Appendix 7)

Expected results of the program implementation

The implementation of the program will contribute to :

Adaptation of novice teachers in the institution;

Enhancing practical, individual, independent teaching skills;

Improving the professional competence of teachers in pedagogy and psychology;

Ensuring continuous improvement of teaching quality;

Improvement of working methods for the development of creative and independent activity of students;

The use of new pedagogical technologies in the work of novice teachers;

Literature:

1. Reference book of the head of an educational institution - the topic of the article is "Adaptation of a novice teacher" (No. 5,2010, p. 54);

2. Methodist - the topic "Adaptation of young specialists in institutions of additional education (No. 5,2010, p. 41);

3. Methodist - the topic "Case technology in working with young specialists" (No. 5,2010, p. 51);

4. National project "Education" - the topic "On the implementation of the program" School for a beginner teacher as a way to optimize the process of entering the profession "(No. 3.2010, p. 17);

5. Innovations in education - the topic "Features of the development of integrative trends in Russian special education (Integrative, inclusive education)" (No. 8,2010, p. 4);

6. Pedagogy - the topic "Ethical and pedagogical approach to the formation of value orientations of the future teacher and the principles of its implementation" (No. 6, 2010, p. 15);

7. Public education - the topic "Does a young specialist have a legal status?" (No. 2.2010, p. 132);

8. Director of the school - the topic "He flew away and did not promise to return ..." (No. 8, 2010, p. 4);

9. Primary school + before and after - "On the preparation of the future teacher for the spiritual and moral education of the individual" (No. 9,2010, p. 10

10. Social Psychology. - M .: Andreeva G. M. Aspect Press, 1999 .-- 375 p.

11. Body language. - M .: Pease BUT. Eksmo, 2005 .-- 272 p.

12. School for a novice teacher: Methodical recommendations. Vorobieva N.I., Tsyntsar A.L.

Appendix 2

Work plan of the "School for the beginner teacher"

		Forms, methods of carrying out		responsible
Organization of education at the School	Legal and regulatory framework: the law on education, the regulation on the institution of additional education for children, the concept of the institution's development; Inner order rules.		September	Administration
	Initiation into teachers	Solemn event		head of the school for the novice teacher, cult mass department
Organization of the educational process	The structure of educational programs of additional education; Calendar-thematic planning; Criteria for assessing the educational, educational achievements of children; Records management	Practical lesson	September	Administration, head of the school for a novice teacher, mentors
Learning process	Principles and rules of teaching; Forms of organization of the educational process;	Theoretical seminar
Cognitive activity of students	Psychological features of the cognitive activity of students; Methods for the formation of cognitive interests; Learning motives;	Workshop-training		head of the school for a novice teacher, experienced teachers
Teaching methods	Lesson 1. The essence and function of teaching methods; Classification of teaching methods;	workshops		teachers-mentors, heads of the Ministry of Defense
	Lesson 2. Different ways of teaching; Practical teaching methods;
	Lesson 3. Logical teaching methods. Methods of control of students' knowledge.
	Lesson 4. Game teaching methods. Methods of self-management of the educational process.
Forms of education	Lesson 1. Lesson is the main form of organizing the educational process of the lesson function. Lesson objectives. Types of activities. Requirements for a modern occupation.	Theoretical seminar, practical lesson		teachers-mentors, head of the school of the novice teacher
	Lesson 2. Designing a lesson according to goals, didactic tasks, according to the content of the program material; Choice of teaching methods.	Open classes for novice teachers, discussion
	Lesson 3. Open lesson - features of preparation and conduct; Analysis and introspection of the lesson.	Practical lesson		head of the school of the novice teacher administration, heads. MO,
	Lesson 4. Various forms of study: excursions, seminars, electives, elective courses ... Analysis of their implementation; Goals and objectives of the forms of education	Workshop
Educational process	Forms and types of educational activities; Methods of educating schoolchildren; -national character of education; Personality education criteria; Features of oriented education and upbringing of children.	Problem workshop
The role of the teacher in the educational process	The personality of the teacher-creator; Requirements for a teacher; Self-education and self-education of the teacher; The role of the teacher's personality in the modern educational process.	The conference		head of the school for a novice teacher, teachers
Summarizing	A kaleidoscope of pedagogical findings of novice teachers "Let's get to know each other, young colleague!"	Kaleidoscope of finds		head of the school for a novice teacher, mentors cult-mass department
	Competition and entertainment program for novice teachers "Our Hope".	competition

Appendix No. 3

Seven golden rules for a teacher

1. You have to love what you are doing and go forward step by step (I. Pavlov)

2. You can't pretend to be an intellectual (D. Likhachev)

3. Politeness is brought up only by politeness (W. James)

4. "Magic Ten": Count to ten before letting go of your anger. And he will seem disgusting to you. (W. James)

5. A wise man seeks everything in himself, and a fool - in another person (Confucius).

6. No big victory is possible without a small victory over oneself (L. Leonov)

7. The first steps are always the most difficult (R. Tagore)

Commandments for a novice teacher

1. Plunge into your work and then nothing will prevent you from working fruitfully.

2. Be friendly and you will be brave.

3. Don't be overconfident and you can become a leader.

4. Be able to demand and forgive.

5. Believe in the unique abilities of each child.

6. Be competent and be confident.

7. Believe that every child can be taught, only it takes time.

8. Make learning a joy.

9. Be not a leader for a child, but a rival, then he will be able to surpass you.

Memo for a novice teacher

1. Prepare carefully for classes. Be sure to use the lesson plan and adhere to all of its points. Make it a rule: having a lesson plan is your admission to class.

2. Going to the lesson, you must thoroughly know where you came, why, what you will do, whether it will be effective.

3. Come to the office before the start of the class to prepare everything you need for the class.

4. Try to show the beauty and attractiveness of the organized start of the lesson, strive to ensure that it takes less and less time each time.

5. Lead the lesson so that every child is constantly busy with business. Remember: pauses, slowness, inactivity are the enemies of discipline.

6. Engage children with interesting content, creating problem situations, brainstorming. Control the pace of the lesson, help the weak to believe in themselves. Keep the entire group in sight. Especially watch those with erratic attention. Prevent attempts to disrupt work order.

7. More often address with requests, questions to those students who are distracted in the classroom, are engaged in extraneous matters.

8. At the end of the lesson, give a general assessment of the work of the group and individual children. Let the children feel satisfied with the results of their work. Try to notice the positive in the work of undisciplined students, but do not do it often and undeservedly, for little effort.

Appendix No. 4

Visiting class diary

		direction			visiting	Lesson topic	Purpose, tasks	Conclusions of the proposal

You're very close person for your learner. Try to keep it always open to you. Become his friend and mentor.

Do not be afraid to admit your ignorance of any issue. Be with them in search.

Try to instill in the child confidence in himself, in his success. Then many peaks will become surmountable for him.

Do not demand "perfect discipline" in class. Don't be authoritarian. Remember, an activity is a part of a child's life. He should not be constrained and pinched. Form in him an open, enthusiastic, relaxed personality, capable of creating, comprehensively developed.

Strive to ensure that your lessons do not become stereotyped, conducted "on a stencil". Let discoveries be made in the classroom, truths are born, peaks conquered, searches continue.

Each meeting with a teacher for parents should be useful and effective. Each meeting is to equip them with new knowledge from the field of pedagogy, psychology, and the learning process.

Enter the office with a smile. When you meet, look everyone in the eyes, find out his mood and support him if he is sad.

Bring the children good energy and always remember that "a child is not a vessel that needs to be filled, but a torch that needs to be lit".

Be on the lookout for an opportunity to find a way to overcome the setback.

Remember, each of your activities should be, albeit small, but a step forward, towards learning the new, unknown.

The child must always overcome difficulties in learning. For it is only in difficulties that the abilities necessary to overcome them develop. Be able to determine the "bar" of difficulty. It should not be overstated or understated.

Teach your students to work. Don't look for an easy way to learn. But remember how important it is to support, cheer, and be there in a difficult situation. Feel where your shoulder is needed, your knowledge, your experience.

If you think about which one to choose out of two points, do not hesitate, put the highest. Trust in the child. Give him wings. Give him hope.

Do not hide your good feelings from children, but remember: there should never be special place for "favorites". Try to see in every child what is destined for him, open it to himself and dispel that hidden in him that he does not even suspect.

Remember that the child should be interested in the lesson. Only when it is interesting does the child become attentive.

When communicating with the parents of your students, remember that their children are the most precious thing in life. Be smart and tactful. Find the right words. Try not to offend or humiliate their dignity.

Don't be afraid to apologize if you're wrong. Your credibility in the eyes of students will only increase. Be patient with their mistakes.

Live life to the fullest with your children. Rejoice and be sad with them. Get carried away and be amazed. Joke and instruct. Learn to be impatient with lies and violence. Teach justice, perseverance, truthfulness.

Do not bring up those who are too arrogant - they will be avoided; too modest - they will not be respected; too talkative - they will not be paid attention to; too silent - they will not be reckoned with; too harsh - they will be dismissed; too kind - they will be trampled.

Appendix No. 6

Memo for mentor of a novice teacher

1. Together with a novice teacher, develop and deeply analyze educational programs and explanatory notes to them.

2. Help draw up a thematic plan, paying special attention to the selection of material for systematic repetition, practical and laboratory work, excursions.

3. Provide assistance in preparing for classes, especially for the first, for the first meeting with students. The most difficult topics are best worked out together. In your group, try to study the material ahead of 2-3 lessons, so that the beginning teacher has the opportunity to disclose the most difficult topics.

4. Try together to prepare and select didactic material, visual aids.

5. Attend classes for a novice teacher, followed by a thorough analysis, invite him to your classes, discuss them together.

6. Help in the selection of methodological literature for self-education and in its organization.

7. Share experiences without edification, but through a benevolent display of work samples.

8. Help promptly, patiently, persistently. Never forget to celebrate the positive in your work.

9. Teach not to copy, not to rely on ready-made developments, but to develop your own pedagogical style.

Appendix 7.

Incoming monitoring.

QUESTIONNAIRE

professional readiness of the teacher

1. Understanding of children's states and the ability to motivate children.

2. The speed of pedagogical reaction and the ability to impromptu.

3. Positive charge, wit, humor.

4. Ability to find contact with children, colleagues, parents.

5. Skill before entrance to the institution throw off the burden of problems.

6. Tolerance is an acquired and developed ability of a sincere good attitude to everything on the planet, the ability to forgive, see and maintain the beauty in a person.

7. Empathy is the ability to empathize, sympathy, the willingness of the soul to help a person, to support him.

8. Enthusiasm for every business that he took up.

9. Ability to keep children's secrets.

10. Ability to live in the interests of children.

11. Initiative, energy.

13. Having interests that are attractive to children.

14. Ability and desire to compose, invent, bring to the end.

15. The ability to patiently move towards the intended goal.

16. Ability to initiate, organize and help children's amateur organizations.

17. Ability to come to the rescue on time.

18. Ability to search, creativity.

19. The ability and desire to follow the path of self-education, self-development.

20. Emotional liberation, a wide range of positive sensory perception of the world. The ability to infect others with your energy.

21. A stable ethical position, a moral law in the soul.

22. External attractiveness, the ability to figuratively, beautifully, expressively and clearly express your thoughts.

23. The ability to self-irony.

24. Reflexive ability.

25. Constant care of their health and the health of students.

26. Ability to bring what has been started to the end.

27. Daily constant deep psychological and pedagogical, subject, methodological preparation for classes.

28. Ability to admit your mistakes.

29. The ability for individual productive work with students

Appendix 8.

Final monitoring

1. What difficulties did you face? List them.

2. How do you overcome them?

3. Who helps you in your work? How?

4. I'm going to class to ...

5. What is the most difficult part of your activity?

6. What personality traits are most difficult for children to achieve?

7. How do you explain the difficulties in your activities?

8. What should a modern teacher be like?

9. How to develop in the educational process individual abilities child?

10. What and how can you learn from an experienced teacher?

11. Have there been any difficulties in educational work in your activity?

12. What books on pedagogy, psychology, methodology have you read over the past academic year?

13. What pedagogical discoveries did you have?

14. Lessons on what topics were you most effective, interesting this year? What was your creative success?

Diagnostic test card for assessing the professional growth of a teacher

Theoretical knowledge and professional skills of the teacher	The beginning of the year	Middle of the year	The end of the year
1. Knowledge of your subject
2. Ability to analyze
3. Knowledge of teaching methods
4. Knowledge of child developmental psychology and the ability to use psychological methods, techniques, procedures, norms in their professional activities.
5. Knowledge of the psychology of children's communication, the psychology of creativity. Ability to stimulate children's activity.
6. Search for various forms of organizing the cognitive activity of students.
7. Possession and use of various forms of occupation, traditional and non-traditional.
8. Ability to captivate children, organize their individual and collective successful activities.
9. Knowledge and use of modern educational technologies in their work.
10. Rational use of visibility in their work.

Have you noticed that teachers working in higher education educational institutions, are offended if they hear the word "teacher" in their address? A person who is far from the educational system often does not understand what is the difference between a teacher and a teacher? But we hasten to assure you that these concepts, although similar, are not identical. What is the difference between a teacher and a teacher and what are the differences in their professional duties, we will describe below.

Who is a teacher?

For many, these are synonymous words, as they are used to define workers in the educational sphere. But if you look deeper into their essence, the difference becomes obvious. Teacher and lecturer - different positions in educational institutions of different levels. These specialists have various professional requirements, including a different level of training. But first, let's find out the meaning of the most general concept - "teacher".

The word "teacher" came into our language from ancient Greek and literally translates as "leading boy". The fact is that in Ancient Hellas, a slave was called a teacher who “led”, taught and accompanied boys through life from the age of 6.

Modern pedagogy is the science of education and training of a person.

Accordingly, a teacher today is a person who has an appropriate pedagogical education and has the skills necessary to carry out professional activities in the upbringing, training and education of other people.

Also, a teacher, according to the encyclopedic dictionary, is a person who is engaged in the scientific study of the problems of pedagogical theory and practice.

As you can see, "teacher" is a collective meaning applied to all employees in the educational sphere.

Now let's figure out how the teacher differs from the teacher.

Definition of the concept of "teacher"

A teacher is a specialist who graduated from a pedagogical university and began to perform professional duties in educational institutions of primary, basic general and secondary general education.

The teacher is engaged in the education and training of the younger generation. This is a responsible profession, to whose representatives the society imposes enormous demands. This is due to the fact that the teacher is a role model, a person who significantly influences the process of socialization and formation of the child's personality. V.A., Sukhomlinsky put it this way about this profession:

The teacher is the sculptor of human souls.

Many people think that teaching is not a profession, but a vocation. After all, not every graduate of a pedagogical university is able to sleep as a truly "Teacher" with a capital letter.

Job responsibilities

The main functional responsibilities of a teacher are the following:

• In his work, he reports directly to the director of the educational institution and his deputies.
• Pedagogical activity is carried out in accordance with the basic laws of the state.
• The teacher teaches and brings up children in accordance with state educational standards.
• The duties also include promoting the socialization of pupils, a positive impact on the formation of their personality, the formation in children general culture and universal values.
• The teacher must create conditions to ensure the safety of life of students during EPP.

Definition of the concept of "teacher"

A teacher is a person who has a higher pedagogical education, often a scientific degree, and teaches subjects in secondary specialized or higher educational institutions.

The essence of the teacher's work

In their professional activities, teachers deal with an older contingent of students. Therefore, the duties of such a specialist do not include teaching the subject as such. His job is teaching, presenting material to students. According to developmental psychology, a feature of adolescence is the prefix "self-" to the verbs - self-study, self-development, self-education. Therefore, most of the knowledge that such a specialist teaches in his classes, students must learn on their own.

In addition to teaching, the duties of a teacher, according to the Federal Law "On Higher and Postgraduate Professional Education", include the mandatory implementation of scientific activities and the introduction of students to it. This is another feature that distinguishes a teacher from a teacher. Scientific activities include:

• conducting lectures, practical and seminars;
• development of curricula;
• compilation of teaching aids and guidelines;
• scientific research;
• participation in scientific and scientific-practical conferences, seminars, etc.

For the sake of fairness, it should be noted that teachers are often involved in scientific activity. Especially today, when new educational standards have come into force, requiring children to be introduced to independence and partial search activity from a very early age.

It is not uncommon to meet a university teacher at school. Due to low wages, teachers often combine work in different educational institutions. But it is worth remembering that when coming to school, a teacher must take into account the methods, techniques and technologies of teaching and upbringing that are characteristic of school teachers. Since the specificity of general education schools and their students differs significantly from secondary specialized and higher educational institutions.

Output

So what is the difference between a teacher and a teacher? A teacher and a teacher are teachers working in educational institutions of different levels. However, there is a significant difference between them. The peculiarity of the teacher is that he teaches, "hammers in", educates. Teacher - teaches his subject, shares knowledge with students, while doing scientific work. It's pretty simple.

We hope you have received an answer to the question "What is the difference between a teacher and a teacher."

Details

The ability to teach and teach also needs to be learned. Is it possible to obtain a teacher's diploma remotely, where to study and get a teacher education? Let's find out!

Choosing the path of obtaining a teacher's diploma is not an easy task and requires maximum concentration of attention.

But if some can, so can others. Especially today, when there are many more options for training as a teacher - there is a budget, a contract.

How to get a teacher education?

There is a classical model of study - entering a higher educational institution and receiving a diploma from a university, academy or institute. This is the path taken by the majority of those who want to unlearn to become a teacher in absentia or full-time and get admission into the world of teaching.

The second option is to study at a secondary school - college, technical school, school. This option is less popular, but is still available for teacher training.

The third option is to study at a college or university in almost any profession that can be useful in the education system, followed by passing pedagogical courses for advanced training and retraining of teachers. This path gives you a chance to learn from anyone, and then get a teacher's diploma. The path is long, but it becomes the only true one for someone.

Modern technologies give a chance to get higher education without leaving home. You can get almost any specialty remotely, including the profession of a teacher. No trips to study, the opportunity to work and study at the same time, live in any city and even outside the country. Why not.

It has become possible to get a distance education of a teacher relatively recently. But with all the obvious advantages of the method, educational institutions are in no hurry to transfer the educational process to the vastness of the global network.

There were, and still are, concerns that human factor will be stronger and students will not be able to master the required program in full. But under the influence of time, doubts are increasingly being discarded, and today some colleges, universities and training centers have developed and are ready to offer applicants a program distance learning teachers. It is ideal for adult students who already have an education behind their backs.

How to get a teaching diploma remotely?

First, you need to study the list of educational institutions that provide the opportunity to study online. Once the choice is made, you can safely submit documents.

Submission of documents also takes place via the Internet, in the form of sending a scanned package of documents. After enrollment, the student is given access to Personal Area, where the functionality for viewing lectures and passing exams and tests is presented.

The great news is that distance education for teachers is equated to part-time education. The diploma will not indicate that the student studied online!

The technical requirements are minimal: you need to have a stable Internet with high speed, a communication program, a web-camera and an audio headset. The student is virtually present at all planned lectures, takes part in practical seminars and is in constant contact with his teachers.

When training as a teacher remotely, the examination session also takes place online in the form of test tasks.

Some subjects are taken in the form of detailed answers to the questions posed, some exams must be passed directly to the teachers, but most of them are tests.

Where to get education of a teacher remotely?

For training, applicants can choose to study under the programs of higher, secondary vocational and additional education.

From scratch, after grades 9 and 11, you can get a diploma of a primary school teacher, correctional teacher and specialty preschool education, for example, at the Moscow City Open College.

After 11, you can go to study at Synergy University, where there is a teaching profile of Pedagogy. The capital's university teaches students not only from Moscow and the regions of Russia, but also from the CIS countries. Tuition is paid, but completely remote, final exams and diploma defense are carried out online.

For example, at the Federal Institute for Advanced Studies and Retraining there are courses for distance learning for a teacher-defectologist, and at MISAO (Federal Center vocational education) there are many options for obtaining a teaching diploma in a wide variety of fields.

Benefits of Distance Learning for Educators

The development of modern IT technologies does not stand still. The possibilities of the virtual space are becoming wider every day. There is no longer such a place on earth where there is no Internet (in Russia for sure), which means that you can get a higher education from any region of the Russian Federation without leaving your settlement.

The cost of obtaining a teacher's education remotely, as a rule, is 2 times lower than that of part-time and full-time education.

This is due to the fact that the cost of the educational process is reduced by three times: the operation of teaching aids and classrooms, catering, salaries of the teaching staff. At the same time, distance learning allows you not to be tied to one place and always remain in the educational process.

In recent years, distance learning is increasingly being combined with distance learning. This is learning through the Internet. Therefore, the need for frequent setup sessions is gradually disappearing. Lectures can be listened to online.

Among Russian universities offering students by correspondence course:

• Moscow City Pedagogical University;
• Zaraisk Pedagogical College of the State Special-Humanitarian University;
• Orenburg State Pedagogical University;
• St. Petersburg Humanitarian University of Trade Unions;
• Tomsk State Pedagogical University.

The only document that cannot be obtained in absentia is a teacher's diploma foreign languages... This is due to the fact that it is very difficult to learn to speak a foreign language on your own, coming to sessions a couple of times a year. You need constant speaking practice, pronunciation, clarification of grammar rules and much more. Few people manage to do all this at home.

In this case, an alternative to distance learning is evening, in the afternoon. In specialized subjects, students study material in the same volume as full-time students. The program of secondary disciplines that can be mastered without the help of a mentor is being reduced, and there is no physical education. Those who study in the afternoon usually have 2 or 3 pairs. Such studies can, if desired, be combined with work in the morning.

College of Distance Education for Future Educators

It is better to study in teacher training colleges full-time, although part-time or part-time is also possible. In secondary schools, as a rule, more time is devoted to practice, which is very important. It is not carried out for show, as in some universities, but fully, under the close supervision of educational supervisors.

There are some colleges whose graduates become excellent primary school teachers, even without a higher education. This is possible thanks to a sufficient amount of practice and a responsible attitude towards learning. What is the practice of "the first days of a child in school", when college students watch for a whole week how an experienced teacher starts working with first-graders from their first day of school.

Teacher career

Working as a teacher is not an easy job that involves constant growth. Like any other profession, it has its drawbacks:

• relatively low salary;
• the need to prepare for each working day;
• a lot of writing and reporting.

But those who do what they love will find many advantages:

• the joy of the success of their students, because working with children and youth charges with energy and optimism;
• the opportunity to work in the first half of the day, and devote the second to the family;
• long vacation in summer;
• the opportunity to earn extra money as a tutor.

A teacher who has chosen a school or university can go up the career ladder: become a head teacher, head of department, deputy dean, or director.

Those who choose to teach privately can eventually open their own courses in their subject and teach everyone. Courses are in great demand now of English language for children and adults, preparation courses for school or university entrance.