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2015 | 2(46) | 235-242

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Studing the components of the teachers’ activity as the background for its model

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The need for creating the model of teachers activity in the modern society in order to select the content of modern higher education, forms and methods of students educational and extracurricular activities aimed at the development of intending teachers creative activity and professional competence is grounded in the article. Approaches to studying the educational activities are outlined. Structural, functional, dynamic and systematic ones belong there. The main functional components of pedagogical activity such as gnostic, project, structural, organizational and communicative are defined. The total integrated skills of teachers work such as the ability to teach students, the ability to solve educational problems, organizational and information skills are determined. The need to study the teachers’ professional abilities; his/her inclination to teaching profession are paid attention to. It is noted that to reach a success the teacher should have a number of pedagogical abilities such as teaching, academic, perceptual, language, organizational, authoritarian, communicative, pedagogical imagination, ability to distribute attention. It is emphasized that distinguishing the components and structural elements as well as the pedagogical abilities characteristics enables comprehensive exploring teachers’ activity. Despite the presence of the distinguishing features of professional competence, that unite all professionals operating with professional knowledge about the purposes, content, object and means of labour, the ability to perform the activities at all stages (preparatory, executive, final), possession of such personality traits that optimize the organization of the process of pedagogical activity and help to get the desired result. The author concludes that pedagogical activity in its ideal requires understanding of the integrativity and harmonious development of personality traits that can manifest in different faces in different conditions and situations. The structure of the teacher's activity is invariant for teachers of all disciplines, the differences are meaningful only in the aspect that depends on the specifics of the subject that is taught, and personal relationship to the educational process



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