Depending on the number and type of these values ​​- 2-5 points.


Depending on the number and type of these values ​​- 2-5 points.

What works well today is insufficient or even unnecessary tomorrow. Therefore, the profession of a teacher is a creative activity, and a teacher is a reflective professional who is constantly analyzing his work.

The teacher’s research activity gives him the opportunity to synthesize knowledge through experiment and gain new experience (negative or positive). Reflected experience gives birth to new knowledge, through corrective activity the teacher builds a strategy of his self-development, returning again to the creative search, rising to a new level of his professional self-improvement. The higher the level of reflection of the teacher, the higher is his willingness and ability to change the subjective system of attitudes. Thus, the teacher can achieve pedagogical competence in the changing conditions of today, and self-education will be a means of developing his professional competence.

Under the professional competence of the teacher we understand the teacher’s ability to effectively carry out their professional activities, the teacher has the necessary amount of knowledge, skills and abilities that determine the formation of his pedagogical activities, pedagogical communication and teacher’s personality as a carrier of certain values, ideals and pedagogical consciousness. An important component of a teacher’s professional competence in the formation of a culture of thinking in school-age children is the understanding of the direct correlation between the development of intellectual culture of a teacher and the level of his activity. The research conducted by E. Zhucheva showed that in comparison with the masters of their craft, teachers of low level of intellectual activity showed low ability to intensify the educational and cognitive activities of students based on their individual psychological characteristics. A similar relationship was observed between the level of activity of the teacher and his ability to analyze their own results. Let’s define a component structure of intellectual and pedagogical competence and criteria of its formation at the teacher.

Methods for determining the criterion of originality and productivity of pedagogical thinking (author Andrzej Goralski)

The criterion contains two parts:

part A, which is called "Your features"; part B, which is called "Your skills".

Each part consists of a number of questions and recommendations.

Some of them are "solution" questions – the answers to them should be written next to the question number, choosing one of three: 123helpme.me yes, no or a question mark. The answer to the rest of the questions is formulated in statements. Similarly in the case of recommendations.

Each statement is given 3 minutes, and the question-solution – as much as needed to record the answer. On a sheet of paper you should write your name, date and title "A. Lynx".

1. Are you a person of independent judgment? (Must answer yes or no in 1 minute.)

2. Give an example of an action that justifies the answer. (3 min)

3. Do you almost always tell the truth straight to the eye? (1 min)

4. Indicate the fundamental flaw of most schools. (3 min)

5. What is spontaneity? (1 min)

6. Give examples of spontaneous behavior (3 min.)

7. Design the content of the message about the "school of your dreams" that you would like to start and want to convince others that it is worth attending. (3 min)

8. Give an example of a contradiction. (1 min)

9. Do you trust your intuition? (1 min)

10. Give an example of a case that justifies your answer? (3 min)

11. What is the "core" of your dream school?

12. Give an example of the original judgment. (1 min)

13. List five important values ​​for you and your generation. (1 min)

14. What is the originality of thinking? (1 min)

15. Are you a fan of "apparent disorder"? (1 min)

Part A is over.

On the second sheet of paper you need to write "B. Skill".

1. Eraser is known to be used for abrasion. Give as many examples of other uses as possible. (5 min)

2. What, in your opinion, may be the consequences of stopping the publication of literature? (3 min)

3a. Choose and write down your favorite proverb. (3 min)

3b. Indicate the origin of this proverb. (1 min)

3c. Check if your proverb is still relevant, justify your answer (1 min.)

4. Find (5 min.) As many similarities as possible between the listed items of a given set: lantern, kangaroo, television, brick, postal service, heel, pajamas, branch, textbook sample:

THE FEATHER IS ALIVE

lantern

kangaroo +

branch

5. Give three connections (relationships), similar to the father-son relationship (1 min.)

5a. Justify these analogies.

5b. Indicate the application of the found analogies in the pedagogy of creativity. (3 minutes)

Processing of results

Part A.

Tasks: 1, 3, 9, 15: for the answer "yes" -1 point, for "no" or "I do not know" – 0 points.

Task 13. Depending on the number and type of these values ​​- 2-5 points.

Part B.

Task 1. Calculate the number of correct sentences, and then translate into points:

offers: 4-6 1-9 10-13 14-21 over 22

points: 1 2 3 4 5

Task 2. To calculate appropriately the number of the specified consequences, to translate into points:

consequences: 4-5 6-7 8-10 11-15 over 16

points: 1 2 3 4 5

Task 3.For a successful choice of proverb – 1 point; for the quality of the description of origin – up to 2 points; for the quality of confirmation – as much as possible.

Task 4. Identify the features common to all elements, count the remaining features, and then translate into points:

number of figures: 3-4 5-6 7-8 9-10 more than 11

points: 1 2 3 4 5

Task 5: for a successfully specified ratio – 1 point; for good quality of substantiation – 2 points; for the quality of the description of the consequences – as much as possible.

The total result can be converted into qualitative assessments on the following "scale":

38 points and more – very good, from 35 to 38 points – good, from 24 to 34 points – satisfactory, from 18 to 24 points – bad, less than 18 – very bad.

Test "Do you have a good memory?"

Evaluate the following statements as follows:

completely agree (s) – 3 points, rather yes – 2 points, rather no – 1 point, strongly disagree (s) – 0 points.

1. You do not remember the name of your first teacher.

2. It is difficult for you to concentrate on one task, you are constantly distracted.

3. It’s hard for you to remember the name of the last movie you watched in the cinema.

4. You always use a notebook, sheets of paper, a notebook when writing something, so as not to forget.

5. It is difficult for you to remember the faces and names of new acquaintances.

6. You often forget your things in the guests, transport, shop, cafe.

7. You do not remember the birthdays of close relatives and friends.

8. When making calculations, you almost always use a calculator to avoid mistakes.

9. You often have "gaps" in memory: you can not remember the name of a famous actor, the name of the movie, the street.

10. You can get lost, even if you are in this area for the first time.

11. At school you always had problems memorizing poems.

12. You can not remember the plan and placement of furniture in the apartment where you lived as a child.

13. Memory loss, complete or partial – a small loss.

14. You will not recognize the voice of an acquaintance on the phone if he does not call himself.

15. Even if you know a person well, it is very difficult for you to make a verbal portrait of him.

12 points or less. "Napoleonic memory". You have a very good memory. You remember the faces and names of people you have ever met, and even if you look at a group photo of your first graders, you can easily remember the names of all the students. Such as you call "encyclopedists". You know everything about everything – you can remember not only the capitals of all states, but also the name of the UN Secretary General in 1980. Perhaps the only downside is that you "clutter" your wonderful memory with unnecessary or insignificant facts.

13-24 points. Normal memory. You have a good result, it can be estimated at 10 school points. But sometimes the memory fails you. There are offensive "gaps": at the most inopportune moment you can forget the name of the river, the name of the author of the work, some well-known fact. This drives you crazy. Be calm about such things: memory cannot quickly "get" something from the top shelf of its "archive". To speed up this process, do not forget that memory as well as muscles need constant training.

25-36 points. Selective memory. Your memory is not very good. You may remember something from the distant past, but forget what happened recently and is important to you. You forget the name of the author of the poem, but you do not forget the student you once saw from another class. You are not allowed to rely on your memory. But it’s not too scary, the modern world is slowly coming back to you. Today, phone numbers are stored in the memory of the mobile phone, which can still remind you of important things in time, but you still need to train your memory, because any electronics tends to fail at the most inopportune moment.

37 points or more. "Girl’s memory". You live like a hedgehog in a fog – you need to go somewhere and do something, but something constantly distracts you from your goal. As a result, at the end of the day, you often can’t remember what you did. All the time you lose something, you forget things everywhere, you are in the world of your own dreams. Therefore, it is very easy to deceive you.

Test "Are you a dialogical person" (author L. Khoruzha)

1. For me as a person the most important thing:

a) be like everyone else;

b) to know what I mean to other people, how they perceive me, how they treat me;

c) to know what changes are taking place in my inner world, what progress there is in personal growth.

2. In my professional activity I focus on:

a) the assessment given to me by colleagues;

b) the assessment given by students;

c) own assessment.

3. In my interaction with a person, I often pay attention to:

a) can it be useful to me;

b) whether we have common affairs, interests, friendly relations;

c) that, in fact, I can give her.

4. In communication with people it is important for me:

a) to be in a mask – to play social roles that could guarantee me a favorable position;

b) be the way the interlocutor wants to see me;

c) be honest and direct, not afraid of mistakes.

5. If a person at the first meeting is unpleasant to me, I:

a) I try to demonstrate it or to distance myself from it;