Keyword: «positive attitude»

The relevance of this study lies in the changing role of the teacher in modern conditions, in the fact that his/her functions and responsibilities as a teacher must constantly be adapted to the changing requirements of digitalization and globalization. In this regard, teachers need to reassess values and reconsider their attitude towards professional pedagogical activities. In accordance with the modern paradigm of education, a teacher must be mobile, creative, have high creative potential, analytical and communication abilities, he/she must be ready for self-education, self-improvement, must be able to formulate paths for his/her continuous professional development, self-development and self-education. The aim of this study is to analyze and consider the content of the basic concepts of work and professional pedagogical activity of a teacher in the aspect of positive pedagogy. To achieve the goal of the study, we are faced with the task of clarifying and defining the essential characteristics of the professional pedagogical activity of a modern teacher, identifying its component structure in the aspect of positive pedagogy. The study used the method of analyzing psychological and pedagogical literature, aimed at clarifying the essential concepts of “positive pedagogy”, “positive attitude”, “positive personality”, “professional pedagogical activity”. The methods of survey, testing, theoretical and empirical analysis were used. To determine the dynamics of the development of the professional and pedagogical activity of teachers, we used the “feedback” method, as well as the method of statistical data processing on a 5-point scale to determine the motivational, personal, cognitive components, which includes formative and the final stages of assessment. The scientific novelty of this study is the presentation of the analytical concept of “formation of professional pedagogical activity of a teacher” in the research of positive pedagogy, determination of its level and components. The theoretical significance of the study lies in clarifying the components of the formation of positive professional pedagogical activity and the levels of their formation. The practical significance of the study is in the analysis and review of the problem of forming the professional pedagogical activity of a teacher in the aspect of positive pedagogy. These conclusions can become the basis for conducting research on this topic. The main results of the study allow us to conclude that considering the problem of forming a teacher’s professional and pedagogical activity from the point of view of positive pedagogy is relevant in modern conditions