Keyword: «pedagogical activity»

In this article, the main value orientations of pedagogical activity are considered. The author investigates the problem of axiological component of pedagogical activity. The paper describes the main value orientations such as: orientation to a harmoniously developed personality, team and co-operation, the value of knowledge, the value of communication, creativity.

Innovative transformations of the system and educational practice of modern secondary vocational education (SVE) are associated with the need of the developing Russian economy for mid-level specialists with basic universal and unique competencies. Pedagogical design and project management, as basic competencies that determine a new quality of professional and pedagogical activity of a teacher of secondary vocational education in the context of systemic changes, are becoming the most relevant. The effectiveness of the project activity of a SVE teacher is ensured by his readiness for it, understanding the essence of design, the formation of an appropriate system of knowledge, skills and professional and personal qualities. An analysis of pedagogical research on the state of the problem under consideration in the practice of vocational education indicates a clearly insufficient level of proficiency in project competencies among teachers of vocational education, a prevailing low level of their readiness for project activities.

The article discusses the features of the concept of «motivation», the problems of professional motivation, current methods of formation and maintenance of sustainable motivation of teachers of higher military school.

An integrated power grid plays a huge role in the country's economy. The efficiency of its work depends on many factors. One of them is the degree of the company employees’ readiness to settle the complicated production problems. For these purposes, the formation and development of an in-house training system and training internal staff to carry out the pedagogical activities are of great importance. Presenting the experience of the electric grid enterprise in Tatarstan Republic – (JSC "Grid Company") on organizing the training of employees on methods and tools in the lean production, the authors of the article try to generalize this experience in order to determine the theoretical basis for the development of in-house production. The issue of research is connected with the search for answers to the question on the methods for selecting the candidates, on the means and methods of preparing the key personnel of the company to organize the educational process within the company for the most mobile solution of the issues on the on-job improving the qualifications of its employees. The purpose of research: based on the analysis of experience of the leading electric grid enterprise in Tatarstan Republic – (JSC "Grid Company"), and on the theoretical analysis of scientific literature on the issues of the in-house training, to identify and describe the conditions of preparing the company's key personnel for pedagogical agency. As a trial hypothesis, an assumption was made, that the effective organization of in-house training for the company employees on the tools and methods in the lean production can be ensured if the targeted selection and preparation of the company's leading specialists for organizing the educational process is carried out, taking into account the development of their communication abilities and skills; their targeted immersion into the pedagogical theory, into the problematic field of the educational task to be solved for the development of production is organized; they have realized the essence and significance of the function assigned to them, and they are ready to implement it. The methodological basis of the research is the acmeological approach; based on which, the specific features of the personnel training for the pedagogical activity to solve the internal problems of the company are substantiated. The presented experience of its implementation can be useful for all manufacturing institutions seeking to speed up the process of integrating the new knowledge and skills into the work of their employees.

The relevance of the article is basically determined by the need to create a flexible and continuous system of vocational pedagogical education, the overdue changes in the professional work of pre-school and primary education teachers and the importance of developing their creative potential and transforming training, taking into account the requirements of time and individual personal characteristics. The purpose of the study is to substantiate the key priorities for the development of personal and creative potential as an important component of professional and pedagogical culture among modern teachers of preschool institutions and primary schools. To achieve this goal, pedagogical experience, modern normative legal documents and scientific achievements, as well as research results on the creative potential and professional and personal qualities of modern teachers working in the system of pre-school and primary education, were studied from the position of competence, cultural, axiological and other approaches. The authors present the historiography of this issue study, describe the main priority goals, principles, conditions for the formation of professionally conditioned and demanded components of personal and creative potential among modern teachers of pre-school institutions and primary schools. The theoretical significance consists in generalizing the experience and scientific and pedagogical knowledge, in determining the main components of personal and creative potential as criteria for the successful activity of teachers in pre-school institutions and primary schools. Special attention is paid to substantiating the importance of an active pedagogical position, information and media culture and readiness for self-development and self-education as a fundamental basis for successful professionalization and personal and creative formation of teachers. Axiological, motivational, operational activity-oriented, evaluative-reflective, emotional-volitional and other components are described as professionally conditioned elements of the personal-creative component. An individual component is based on the individual typological characteristics of each teacher. The practical significance lies in the possibility of developing effective educational and methodological support for the process of improving one of the significant components of professional and pedagogical culture, taking into account the identified axiological aspects.