Морально-духовна складова діяльності вчителя початкових класів

Abstract

У статті розкрито педагогічну доцільність реалізації морально-духовної складової у діяльності вчителя початкових класів. На підставі аналізу змісту морально-духовної складової виявлено підґрунття - гуманістично орієнтоване мислення, здатність до самоусвідомлення, готовність до саморозвитку, бажання професійного вдосконалення. Визначено механізми формування внутрішньої регуляції вчителя початкових класів засобами доховно-морального інструментарію.

The article deals with the pedagogical expediency of the implementation o f the moral and spiritual component in the activity of primary school teacher. In view of the fact that the upbringing of the junior pupil, in accordance with the moral and ethical norms of society, takes place through the interpersonal interaction between the teacher and the student, it is focused on the spiritualization of the content of education and the creation of a spiritual educational environment. The expediency of involving the junior students in the development of the values of spiritual culture through the images, experiences, attitudes that arise in the process of education is determined. The mechanism of moral and spiritual formation of a student under the influence of a teacher was observed. Based on the analysis of the content of the moral and spiritual component, the main foundations - humanistic oriented thinking, an ability to self-awareness, readiness for self-development and desire of the professional improvement were discovered. The mechanisms of the formation of internal regulation of the teacher of primary classes by the means of spiritual and moral tools are determined. The moral and spiritual development is reflected in the solution of the main tasks: the achievement of a high culture of thinking and mental work; development of moral, aesthetic, spiritual, creative needs and interests; upbringing of moral consciousness and culture offeelings; development of the need for self-improvement through involvement into the self-education and self-training. The universal means of forming the moral and spiritual component is the cognitive component. It is expedient that in the development of the moral and spiritual sphere of the teacher’s personality is one's involvement into self-education and self-organization of own spiritual life. Teacher's participation in various forms of active civic stance, taking care of rights and freedoms of the child, behaving in accordance with the ethical code of the teacher, educating patriotism, inciting love for the Motherland and respect for other people are defined as the main criteria of moral and spiritual maturity. In addition, the teacher of elementaiy school is a bearer of a high culture — a source from which children inherit the cultural heritage that has accumulated humanity for many centuries. The formation of the moral and spiritual teacher in the process of professionalization is foreseen —in preparation for pedagogical work, in pedagogical activity and development throughout life. The possibilities of pedagogical institutions in the formation of teacher's moral and pedagogical potential are determined.