Facilitation in pedagogical activities - possibilities and prospects. Pedagogical facilitation. experience of application in higher education. Facilitation - what is it?

Effective tools of influence and assistance are needed in different areas of society: at the level of the state, companies, and individual individuals. Facilitation is the tool that helps to cope with various goals and objectives, overcome a crisis and direct a person or group of people to qualitatively new changes.

Facilitation - what is it?

The phenomenon of facilitation covers the sphere of influence of both group dynamics and personal ones. Facilitation is (from the English facilitate - help, guide, facilitate) a non-directive technology of direction and assistance, using in its arsenal effective psychological, strategic tools and techniques that help a person or team find the best solution to achieve results in their goals.

Facilitator - who is it?

The personality of the facilitator is in itself a powerful tool of influence. A facilitator is a trainer specially trained in effective communication technologies and leading the facilitation process. The International Association of Facilitators was formed in 1989 and includes ≈ 1,300 people from 63 countries - all of them are experts of the highest level, facilitating negotiations and cooperation in various fields. Tony Mann, a leading expert on facilitation, imparts the following skills to the facilitator personality:

• knows how to direct and structure a discussion in the right direction;
• distinguishes successful solutions from seemingly successful solutions, but with hidden “pitfalls”;
• takes risks, is not afraid to leave the comfort zone to create new technology and adapt it to the current situation;
• knows how to manage various types of groups;
• navigates all formats of conversations and meetings;
• combines various tools and techniques to find solutions;
• quickly responds to difficulties that arise among participants and starts the process of overcoming;
• has ;
• always open to people and personal changes.

How is facilitation different from moderation?

There are several differing views on the facilitation and moderation processes. Some experts claim that facilitation and moderation are essentially the same process, explaining that moderation is a word of German origin that describes the same functions as facilitation. Other facilitator specialists see these processes as similar to each other, complementary to each other, but with differences:

1. Moderation (German: restrain, curb) is a tougher technology: structuring takes place in a clear conversation format, without the possibility of being distracted by another topic.
2. Facilitation is a flexible technology that uses moderation as one of the tools. In the process, various auxiliary tools are used for clarity (visualization): Lego constructors, collages, drawings. Participants are free to choose topics and can move and interact on different topics in other groups.
3. Moderation can be used as a technology in a meeting format: “discussion of a problem,” a meeting with a manager.
4. Facilitation is suitable for resolving conflict situations, making new complex decisions, and introducing new technologies.

Social facilitation and inhibition

Two opposite social phenomena, facilitation and inhibition, can be observed simultaneously in a group of people who find themselves in the same situation and in seemingly identical conditions. Inhibition involves a deterioration in the activity of a person who comes under the supervision of outsiders, in contrast to facilitation, when the presence of observers causes a surge in activity among group members engaged in some activity. Why this or that effect occurs, D. Myers (American psychologist) identified several reasons:

1. Mood– bad causes an effect, good enhances facilitation.
2. Fear of assessment– the presence of strangers, or those whose opinion is not indifferent, can increase excitement and activity in some participants, but also provoke inhibition of productivity in others.
3. Members of the other gender in the audience– women and men may begin to make mistakes in difficult tasks if there are observers of the opposite sex in the audience. With the phenomenon of facilitation, activity processes, on the contrary, improve.

Social facilitation and laziness

The effect of facilitation in team activities increases if the contribution of each participant to the common cause is recognized and valued. Social loafing is a phenomenon first studied by the French professor of agricultural engineering M. Ringelman. The scientist conducted a series of experiments on tug of war and weight lifting and came to the conclusion: the larger the group of people, the less effort each member of the group makes. There is relaxation and a decrease in responsibility and motivation - the effect of laziness.

Types of facilitation

Facilitation as a helping method is in demand in many areas of human life and is divided into types:

1. Social facilitation– observation and study of people’s activities in the presence of outside observers.
2. Psychological facilitation- a technique that came out of such areas as client-centered psychotherapy by C. Rogers and positive psychology. Facilitation in psychology is transformative processing, in which a person’s relationship with the outside world is of leading importance. Facilitation skills in the work of a psychologist help determine when to begin the process of change for an individual, promote development and change the client’s view of the world to a more useful one.
3. Ecofacilitation– interaction and communication of a person with the environment.
4. Sports facilitation– supporting teams or individual athletes to improve their performance.
5. Pedagogical facilitation– revealing the child’s abilities.

Rules of facilitation

Conducting facilitation in collective and personal work involves the use of principles that are based on the goals and objectives set. General facilitator rules:

• process research as opposed to omniscience;
• openness and sincerity towards people;
• all participants in the process are equal;
• every opinion is important;
• all people are smart and can solve problems effectively.

Facilitation techniques

Facilitation tools are numerous and their use depends on the size of the group and the composition of the participants. Basic facilitation techniques:

1. "Future Search"- the advantage of the method is that it helps to involve the entire company in the work, down to ordinary employees. It is held in the format of a corporate conference.
2. “Going beyond / Work out”- technology provides a quick breakthrough for the company, the development of innovations, and culture. It assumes an open dialogue between managers and employees on goals and objectives. Implementation of the best solutions into practice.
3. "Brainstorming"- all ideas are collected without sorting into “bad” and “good”. The goal is to find “fresh”, non-standard, but effective solutions.
4. “Polarization of opinion”- a method that helps determine pessimistic and optimistic forecasting of a situation. The facilitator divides the participants into “optimists” and “pessimists.” “Optimists” describe what the company will gain from introducing a new technology, “pessimists” predict expected losses.
5. "Open Space"- allows you to collect all available ideas and opinions in a short period of time (1.5 – 2 hours). Employees are asked many questions on topics. A huge advantage of technology is the feeling of involvement of each employee in the processes taking place in the company.

Facilitation in pedagogy

The effect of social facilitation clearly manifests itself in educational institutions. The teacher-facilitator, as an individual, meets all modern requirements and demands of education - this is what K. Rogers believed. The phenomenon of facilitation in the activities of a teacher is expressed in the following points:

• atmosphere of psychological support for the student;
• interest in the needs and demands of students;
• skillfully organized educational process;
• understanding the inner world of children;
• the ability to openly express one's feelings.

Facilitation in business

The phenomenon of social facilitation is actively used by facilitators in holding meetings, conferences, round tables in companies and corporations. Facilitation in business has positive aspects:

• increasing the efficiency of employees;
• increasing staff motivation;
• development of the intellectual potential of employees;
• creating a safe psychological space;
• introduction of new technologies into business.

Facilitation in sports

The principle of facilitation is based on situations in which an athlete or team is under the supervision of a large number of people. The coach's goal is to reinforce and support all positive changes that will lead athletes to their best performance and reduce the risk of inhibition. Facilitation in sports is aimed at:

• learning to play in a team;
• strengthening team spirit;
• increasing motivation and responsibility for results;
• effective interaction between coach and athletes.

Facilitation - literature

Facilitation is a technology in demand in the modern world, containing useful tools for psychologists, teachers, and company managers. Literature on facilitation:

1. “Interpersonal Relationships in Teaching Facilitation” by K.R. Rogers. Who is a facilitator in pedagogy - a useful monograph for teachers to read.
2. "Transformative Dialogues" Fl. Funch. Simple but effective techniques for personal transformation.
3. « General processing modules" Fl. Funch. The book describes methods that help start the process of change in a client.
4. “How to mine gold by working with groups. Facilitation in practice" T. Kaiser. The techniques outlined in the manual will help the business coach take the group to a new effective level.
5. "Social Psychology" D. Myers. A scientific treatise that explains social phenomena and phenomena in an accessible form: facilitation, inhibition and laziness.

PEDAGOGICAL FACILITATION: FEATURES OF FORMATION AND DEVELOPMENT

HE. SHAKHMATOVA

CANDIDATE OF PEDAGOGICAL SCIENCES, HEAD. DEPARTMENT OF PEDAGOGICAL PSYCHOLOGY OF THE RUSSIAN STATE PROFESSIONAL PEDAGOGICAL UNIVERSITY, ASSOCIATE PROFESSOR

The relevance of studying the possibilities of teacher facilitation in teaching and education is due to the need to intensify the activities of teachers and the educational and professional activities of students in the conditions of modern vocational education.

The central element of personal development education is the formation and development of personality. At the same time, what is important is not so much the formation of certain properties, qualities, cognitive processes, knowledge, abilities, skills, but rather the development of the desire and ability for independence, self-development and self-realization of the individual. In the interpersonal interaction of subjects of education, teachers and students, conditions are created for the development of educational and professional motivation, giving learning the nature of cooperation, and on this basis achieving the goals and objectives of education.

The current situation actualizes the need to study the conditions for optimal professional development of the individual and the development of technologies that positively influence this process. Personal development education, in addition to traditional forms and methods that have proven themselves, involves the use of developmental technologies: interactive lectures, modeling of professional situations, business games, game exercises, trainings. An important role in the implementation of these technologies is assigned to the leader - the teacher. When implementing them, it becomes necessary for the teacher to adopt a new position - a teacher-facilitator.

The term facilitation (from the English to facilitate) is used in psychology to denote the process and phenomenon of facilitating, optimizing and increasing the productivity of an individual or group due to the imaginary or real presence of another person or group of people. Facilitation can be accidental, unconscious, or conscious and purposeful if carried out by a facilitator.

In theoretical and practical developments in the field of training and education by K. Rogers and other psychologists of the humanistic direction, the characteristics of the personality, activity, communication and creativity of the teacher-facilitator were studied. K. Rogers sought to overcome the impersonality of education in the educational environment, turning to

interests of the student, to opportunities to stimulate and develop a personal approach.

The central hypothesis of this approach is that a person can find enormous resources within himself for self-knowledge, changing self-concept and behavior. Access to these resources is possible subject to three conditions that contribute to the creation of a certain facilitative psychological atmosphere. These conditions are:

Congruent self-expression in communication, authenticity, sincerity;

Unconditional positive regard and non-judgmental acceptance of others;

Active empathic listening and understanding.

An analysis of theoretical and practical developments in the field of humanistic teaching and upbringing has shown that the activity of a teacher is not a specific method, but, first of all, a special orientation of the individual, a set of values, ideological ideas about life and people. The basis of the teacher’s system of attitudes and values, according to K. Rogers, is the following beliefs:

In the personal dignity of every person, regardless of age, level of cultural and intellectual development;

The importance and relevance of the ability to make free choice and responsibility for its consequences;

In the joy of learning as co-creation that arises from

condition of positive personally colored

relationships.

Thus, if we apply this hypothesis to the educational process, then in order to enhance personal development, it is necessary to create a special psychological atmosphere conducive to the manifestation of personal activity, or in other words, to carry out facilitation pedagogical

interaction. It should be noted that facilitation

The pedagogical influence is exerted not only by the teacher on the student, but also by the student on the teacher.

Domestic researchers (E.N. Gusinsky, E.F. Zeer, L.N. Kulikova, A.B. Orlov, V.N. Smirnov, etc.), based on the concept of C. Rogers, define facilitation pedagogical interaction as a subject -subjective

interaction within which joint personal growth of both the teacher and the student occurs.

Pedagogical facilitation as a process is facilitating and enhancing the productivity of education, training and upbringing, the development of subjects of pedagogical interaction due to their communication style and the personality characteristics of the teacher and student.

A teacher-facilitator is a teacher who, with his presence and influence, facilitates the manifestation of initiative and independence of students, promotes the process of their mental development and ensures positive interpersonal interaction.

In 2001, teachers, graduate students and students of the Institute of Psychology of the Russian State Pedagogical University began a study of the personality characteristics and activities of a teacher-facilitator. The theoretical basis of the study was the concept of professional development of a teacher’s personality (Zeer E.F., Glukhanyuk N.S.).

At the first stage of the study, the peculiarities of perception of the facilitator’s personality, her perceptual-communicative characteristics, and behavior were studied. Respondents were asked to complete a questionnaire that included 15 semi-open and open-ended questions, as well as an essay on the topic “Teacher-facilitator in my life.” The sample consisted of more than 500 people. The results obtained made it possible to create a socio-psychological portrait of the teacher-facilitator, an image formed in the minds of the respondents. In general, using the statements and characteristics most often found in answers and essays, he can be presented as a teacher with a “pleasant appearance”, “a good sense of humor”, “able to understand the feelings and experiences of students, to choose an individual approach to each”; “treat students with love and respect”, carry out pedagogical interaction “as equals”. This is a professional in his field; knows how to present the material being studied in an accessible form, show its relevance, and interest students in their subject.

The second stage included a search and study of the personality and activities of actually working teacher-facilitators; the research was carried out in professional lyceums in the cities of Yekaterinburg, Chelyabinsk, Kachkanar, Talitsa, and Irbit.

377 teachers and students took part in the study. The experts were heads of educational institutions: directors, deputy directors for educational and industrial, educational, scientific and methodological work and students. To identify the facilitation component of the activities of teachers, teachers and industrial training masters, a set of methods was developed, which included a standardized conversation, an express diagnostic scale, an expert assessment form, the method of unfinished sentences, personal questionnaires, and observation. The result was the identification of three groups of teachers, who were conventionally called: teachers-

facilitators, teachers with situational manifestations of facilitation, teachers who do not have facilitation.

Significant and interesting results reflecting the features of facilitation were obtained by observation. Methodology

observation of facilitation interaction between a teacher and students was developed taking into account the theoretical approaches of foreign (K. Rogers, R. Zayonk, etc.) and domestic psychologists (V.V. Boyko, I.V. Zhizhina, E.F. Zeer, S.D. . Smirnov, etc.) The basis was the requirements formulated and presented to the teacher-facilitator by K. Rogers: demonstration of trust.

students, assistance in formulating and clarifying the goals and objectives of training, searching for and relying on internal motivation in learning, expressed empathy, emotional openness, activity in group interaction, desire to transfer experience. Formalized observation was carried out according to

a standardized program, the elements of which were recorded in a protocol - an observation form. When developing a form for recording the results of observation of facilitation interaction in the classroom, the method of indirect assessment of interpersonal relationships proposed by F. Cronget, A. Moller (Technique for observing a real situation), the method of observation and expert assessment of the situation (R. Bales Situational Test) were analyzed.

Based on the specific signs of expression of confidence - self-doubt, internal comfort - anxiety, activity - inertia, respect - disrespect for a communication partner, etc., identified by V.V. Boyko, externally observable and subject to recording signs of manifestation of psychological properties were identified. The 5th year students of the Institute of Psychology of the Russian State Pedagogical University, full-time and part-time, who underwent teaching and pre-graduate internships in institutions of primary vocational education, acted as specially trained observer-experts. By the beginning of the study, students and teachers were already familiar with them and the presence of student researchers did not distract their attention from the pedagogical interaction. Observers were positioned in such a way as to see both the teacher’s face and the students’ faces. Observations were recorded: data was entered into

prepared “Form for observing facilitation interaction between teacher and students” using scoring methods, quantitative characteristics of characteristics, and recording specific formulations and facts.

The analysis of individual psychological characteristics of a person recorded during the observation process substantiated the need to form three groups of qualities: attractiveness, tolerance, assertiveness, the most important for the emergence of facilitation. For example, the group of observation units characterizing the attractiveness of a teacher included such polar indicators as “smile, cheerful facial expression” - “downcast, sad expression”, “richness, expressiveness of facial expressions” - “poverty of facial expressions”, “slightly moistened, friendly look " - "strict

dry look”, “speech rate sufficient for understanding” - “too fast or too slow pace”, etc.

The group of observation units that determine the teacher’s tolerance included such characteristics as “patiently listens to students’ answers” ​​- “intolerance of students’ opinions, interrupts, suppresses them”, “keeps on equal terms” - “arrogant, takes a position “from above””, “encourages, encourages" - "does not

encourages, does not encourage”, etc.

The group of observation units characterizing the assertiveness of the teacher includes such polar indicators as “head position straight, chin raised” - “head down”; “tight, precise movements” - “fussiness, imprecise movements, rubbing hands, “crunching” fingers”; “motivational expressiveness of movements” - “lack of incentive in movements”, “the dress code is rather businesslike” - “the dress code is rather non-businesslike, “relaxing”.

Pedagogical facilitation is a two-way process of mutual influence of the subjects of interaction (teacher and students). Consequently, in the activities of students, it is also possible to identify elements that make up groups of observation units. Elements such as activity, initiative, external expression of interest in the material, activation of thinking, and realization of creative potential were highlighted. For example, indicators of activity, initiative: “going to the board by

own desire”, “desire to take on a task”, “desire to approach the teacher during a break”, etc. External expression of interest in the material was recorded using the following indicators: “eye contact with the teacher”, “change in facial expression in response to the teacher’s words” , “the body and head are directed directly at the teacher,” etc. Indicators of activating students’ thinking: “clarifying questions to the teacher,” “requests for advice, evaluation,” “desire to express their point of view, opinion,” etc. Indicators of activating the creative potential of students : non-standard in the choice of formulations, technical creativity, etc.

The data was subjected to quantitative and qualitative processing. Quantitative processing consisted of calculating the average score of a group of observation units and assigning the appropriate level of manifestation of this indicator (low, below average, average, above average, high). Qualitative processing allowed us to draw conclusions about the most significant characteristics of facilitation in training and education:

Collaboration: interaction between teacher and student, and

Also, students among themselves are based on understanding, support, the teacher-facilitator takes the position of constructive solutions to educational and interpersonal

conflicts, practically did not resort to confrontation, adaptation, or evasion;

Own position: each participant is recognized as having the right to their own opinion, position, the teacher-facilitator is sincerely interested in the opinions of others, but does not impose his own;

Individuality and equality: each subject of communication is recognized as a unique person, the teacher-facilitator is attentive to all students, and not just to the leaders and the most active;

Self-disclosure: the teacher-facilitator pedagogically competently openly expresses his own feelings and emotional experiences, removing psychological defenses and barriers of alienation between the participants in the interaction;

Organization of educational space

environment: facilitation organization

space allows you to freely establish eye contact, perform joint actions, exchange verbal and non-verbal means of communication, emotional states, providing feedback and mutual understanding.

The results of the empirical study made it possible to identify facilitation as a professionally important quality of a teacher’s personality. This is a professional psychological new formation that integrates individual psychological characteristics of the emotional, intellectual and behavioral spheres, which manifests itself in interpersonal interaction and has a positive impact on the performance of teaching activities. From our point of view, the determining factor for the implementation of teacher facilitation is the development of three personality qualities, which include attractiveness, tolerance and assertiveness.

Attractiveness is a person’s desire to form a positive attitude towards himself on the part of other people, which is based on his own positive feeling towards these people, sincerity, openness, congruence. Empathy greatly contributes to a positive perception of a person. Empathy, manifested in sympathy and emotional support, allows one to increase the balance of interpersonal relationships and makes a person’s behavior socially adapted. Tolerance is the ability to treat the opinions, views, habits of other people without irritation and expressed hostility, to be generous and tolerant. Comprehension of the art of conducting dialogue without edification and categorical instructions acts as a powerful facilitation tool. Assertiveness is a complex feeling of self-confidence and self-confidence. Confidence shows

as a stable positive attitude towards one’s own skills and abilities.

Attractiveness, tolerance and assertiveness are formed personality qualities that determine the humanistic nature of interpersonal relationships, manifested primarily in strengthening a person’s faith in himself, the possibility of his professional development and self-improvement. The implementation of a facilitation development approach makes it necessary to adapt, modernize and develop new psychological technologies - an ordered set of actions aimed at personal development, instrumentally ensuring the achievement of a diagnosable and predictable result.

Psychotechnologies, in their tasks, forms and methods, represent diverse types of psychological assistance and support that contribute to the mastery of new

professional knowledge, abilities, skills and personality development in general. As methodological concepts underlying the development of psychotechnologies for the development of teacher facilitation, we can highlight:

1. direction of humanistic psychology, based on the postulate of freedom and endless possibilities for realizing the potential of each individual;

2. the theory of social learning, which considers the importance of using stereotypes of social behavior formed during exercise, imitation and adoption of new behavior patterns in the case of positive reinforcement;

3. neurolinguistic programming, which is an effective system of techniques that ensures understanding and effective interaction in the field of interpersonal communication.

Psychotechnologies include dialogue lectures, diagnostic workshops, reflective seminars, intellectual, communicative, sensitive trainings, etc. The use of these technologies in experimental work made it possible to develop a fundamentally new integrative psychotechnology - a diagnostic training seminar. The basis for the development of teacher facilitation is created by the diagnosis of professionally important personality traits, as well as a reflective training seminar that opens up opportunities for a teacher to more fully realize his/her strengths in the professional space.

The training seminar is aimed at each participant designing individually oriented means of communication (empathic understanding, listening skills, accepting a person as he is, analyzing personal abilities). A significant place in the training is given to verbal means of communication: both the beginnings of classical rhetoric and the latest achievements of neurolinguistic programming. Thanks to

For them, teachers will be able to select language tools that are adequate to the characteristics of students and master the art of constructive communication. The classes provide for the development of techniques for self-regulation of mental states. The training includes methods for changing one’s behavior, techniques for developing new personality traits, and controlling emotions. The exercises are aimed at activating the mechanisms of non-standard social intelligence and new tactics of professional behavior. Diagnostic training seminar refers to methods of psychological interaction designed to actualize personal properties, in particular attraction, tolerance, assertiveness, and teacher facilitation in general.

Bibliography

1. Boyko V.V. Energy of emotions in communication: a look at yourself and others. - M., 1996.

2. Zhizhina I.V., Zeer E.F. Psychological features of pedagogical facilitation // Education and Science. 1999. - No. 2(2).

3. Zeer E.F. psychology of personality-oriented education.

Ekaterinburg, 2000.

4. Zeer E.F., Shakhmatova O.N. Personally oriented technologies for professional development of specialists. Ekaterinburg, 1999.

6. Orlov A. B. Prospects for the humanization of education // Issues of psychology, 1998.-No. 6.

7. Rogers K. Questions that I would ask myself if I were a teacher // Family and school. 1987.-№11.

8. Rudensky E. V. Fundamentals of psychotechnology of manager communication. - Moscow - Novosibirsk, 1997.

9. Smirnov V.N. Pedagogical theories, systems and technologies. - M., 1997.

Postgraduate student Munarbaeva B.G.

Chelyabinsk State Pedagogical University

them. IN AND. Lenin, Chelyabinsk

FACILITATION – PEDAGOGICAL CULTURE OF THE FUTURE TEACHER

C Today it is generally accepted that pedagogical science is going through a transitional stage associated with the renewal of both the content and forms of the educational process. Famous psychologist A.G. Asmolov called this stage “the path not taken: from a culture of usefulness to a culture of dignity.” Consequently, a cultured person is not only an educated person, but also worthy of respect from others and self-respect. Therefore, the problem of realizing one’s own relationship with others, the ability to build relationships and interaction with the world, people and oneself is one of the most important tasks of our time.

In a rapidly changing world and increasing flows of information, fundamental subject knowledge is a mandatory, but not sufficient, goal of education. Students must not only master the sum of knowledge, skills and abilities; it is much more important and difficult to instill in students the ability to independently obtain, analyze, structure and effectively use information for maximum self-realization and useful participation in society.

Education is the process of educating and training a person, aimed at achieving the educational levels established by the state (educational standards, qualifications). ) .

Education is one of the most important subsystems of the social sphere of the state, ensuring the process of obtaining systematized knowledge, skills and abilities by a person for the purpose of their effective use in professional activities.

Kazakhstani society puts forward for education the task of preparing young people for life in conditions of reorientation of the professional consciousness of the teacher to recognize the ability to respect the personality of the student and his right to value self-determination as a priority basis for activity. The pedagogical sphere is a combination of all types of purposeful personality formation, and its essence is the activity of transmitting and mastering social experience.

Therefore, in the conditions of an information-rich space and new educational technologies, a personally oriented learning paradigm, teachers are faced with a situation where the goal of education becomes the facilitation of change and teaching of the teacher.

The leading role of a teacher-facilitator is the ability to influence the development of certain trends in society, to prepare the younger generation to solve global or local problems of our time, to teach them to predict and, if necessary, prevent their consequences. For each individual person, education has a more or less pronounced personal value. The process of obtaining an education, which in developed countries occupies a quarter of the life path of a modern person, makes his life meaningful and spiritual, colors it with a variety of emotions, satisfies the needs for knowledge, communication, and self-affirmation. During education, the potential abilities of the individual are identified and developed, self-realization is achieved, and the human image is formed. With the help of education, a person adapts to life in society and acquires the necessary knowledge and skills. A teacher, guided by the principle of facilitation, becomes an intermediary between pedagogical science and the practice of education, the student and the content of education. Thus, an analysis of theoretical research and educational practice shows that the new, democratic style in building the educational process is characterized by the following features: education based on facilitation orients students towards the long-term effects of learning and personal self-realization; the initiator and leader in the educational process is the student himself; the nature of the relationship between the participants is alternating dominance or equality between teacher and student. The new norm is life in constantly changing conditions, which requires the ability to solve constantly emerging new non-standard problems, life in a multicultural society, which puts forward increased demands for interaction and cooperation.

The role of a teacher may not necessarily be a teacher-facilitator, but any carrier of valuable information. The final educational product: on the one hand, the student, his (level of professional training), on the other hand, what has been developed as a result of the activity (the educational product itself).

The subject of activity is identified; the object on which the activity is directed; means used in the process of activity; environment, all kinds of connections between them). This kind of non-traditional, democratic model of the educational process can be successfully used in the process of teaching adults who have a conscious motivation for education and want to creatively master the subjects they study. This group may include high school students, students, specialists studying in the advanced training system, etc. As for primary and secondary schools, this activity successfully combines elements of democratic and authoritarian styles of managing the educational process. In order for a teacher to become a true subject of pedagogical activity, it is necessary to form pedagogical attitudes aimed at developing the student, which presupposes a respectful attitude towards the student, combined with the desire to help him and empathize with him. Facilitation of learning is a process that allows you to learn to know, learn to do, learn to live together, learn to live through the organization of special psychological interaction and interpersonal relationships between teachers and students that arise in cognitive activity. We come to an understanding of pedagogical facilitation as a process, namely the process of facilitating, enhancing the productivity of education, learning, as a joint activity of teacher and student, education, development of subjects of pedagogical interaction due to their special style of communication and the characteristics of the teacher’s personality.

In addition, teaching facilitation is often perceived as the most important professional quality of a teacher’s personality. First of all, it is necessary to define the criteria for teaching facilitation. One of the most important criteria for teaching facilitation in modern pedagogy is the effectiveness of the teacher’s work and may be expressed in the words of I. Kant: “It is not thoughts that need to be taught, but thinking,” which in the 21st century have acquired special significance, because “models of activity are acquired by students through models of education” (M.T. Gromkova). Hence, interest arises in the personality of the teacher - facilitator, a person who promotes the manifestation of initiative and ensures personal interaction among students, which, in turn, promotes the mental development of students. The prerequisites for facilitation interaction on the part of students are: personal qualities, level of learning, emotional state, abilities of students. At the same time, the professional position of the teacher-facilitator and its influence on the student’s independence have not been the subject of pedagogical research. The problem of training a teacher not as a subject specialist, but as an organizer of the educational environment, a facilitator, remains open. There are already educational institutions that train teachers for alternative schools, but, as a rule, people who go there are people who themselves graduated from the corresponding schools. There are no reputable higher schools in the world yet that have accumulated experience in training facilitators capable of teaching in schools of any type. It seems that this problem is destined to remain a burning issue for a long time.

Today, facilitation competence is being established in pedagogy and psychology (G.S. Savolainen), which is considered as possession of a system of knowledge in the field of pedagogical facilitation; awareness of the importance of the teacher’s facilitation activities in the educational process; mastery of methods and techniques for facilitating learning and the presence of positive experience in such activities, the relationship and interdependence of the structural components of competence: cognitive, motivational, operational-activity and reflexive.

And finally, we have the right to call learning facilitation as a manifestation of new thinking, as a true diversification of education. It is not only the technological effectiveness of the process that is important, but also the nature of the teaching-learning (teacher) work: freedom in developing points of view, the absence of immutable truths, the search for new information, numerous attempts to consciously solve problems, creating the preconditions for self-organization and self-development of the individual.

However, whatever the content and methods of teacher training, it is useful for anyone entering the teaching field to remember: your children are actually not your children at all. They are the sons and daughters of life striving to overcome life. They come into the world through you, but not thanks to you, and although they are with you for now, they do not belong to you. Their bodies live with you, but not their souls, because their souls live in the house of tomorrow, where you cannot follow them even in your dreams. You can strive to be like them, but don’t try to make them like you, because life doesn’t go backwards and it’s impossible to live in “yesterday.” The socio-economic changes taking place in the country and the resulting modernization of general secondary education require a new approach to the professional competence of teachers. The professionalism of a teacher becomes a decisive factor in ensuring the quality of education, and the concept of “professional competence” becomes a key one.

Today what is needed is not a teacher - an “adapter” who knows how to adapt to the requirements of society, but a teacher - a “consultant”, a “therapist”, as Fleming Funch notes. From a philosophical point of view, personality is a stable system of socially significant traits that characterize an individual as a member of a particular society. The main load of this definition lies on the phrase “socially significant traits”, therefore, in order to develop a model of the personality of a teacher in an adaptive school, it is necessary first of all to determine what these socially significant traits are.

From the point of view of science, the main elements that make up a teacher’s personality are professionalism, competence, productivity, and socially oriented personal qualities. But science is one thing, but in practice we must have a very good idea of ​​what students expect from us, because they are the main indicators of our activities. In our theoretical scheme, special attention is paid to the presentation of innovative culture as the highest manifestation of general cultural, professional and personal qualities. This is due to the fact that culture, the specifics of the profession and personality are the three main sources of information, ideas and inspiration, which provide the opportunity and determine the need to invent, experiment, and apply something new, useful, and effective.

First of all, innovative culture should be presented as a professional phenomenon, since it is professionals, no matter what industry they operate in, who bring new things into various spheres of social life - the spheres of work, life, recreation, knowledge and communication. However, we begin with the fact that the initial basis for the innovative culture of a teacher (and perhaps representatives of many other professions) are general cultural (sociocultural) personality qualities: 1) spirituality, 2) citizenship and 3) erudition, since they all permeate the content of the educational process, constitute its atmosphere and should gradually become properties of students. Professional qualities that contribute to the introduction of high-level innovations into the educational process are undoubtedly: 1) knowledge of the subject, 2) technological culture and 3) psychological culture. Special mention must be made about psychological culture. The teacher-facilitator is in direct contact with people, moreover, with teachers. Is it worth proving how necessary it is to have psychological competence for someone who, face to face, every day, in sometimes difficult situations, must create a humanly acceptable, comfortable environment, prevent conflicts, arouse sincere interest in what is happening, and establish cooperation and community in the team. It is clear that psychological culture is needed not only by teachers, it is objectively necessary by representatives of many professions. Without it, no innovations can arise, if only because it is most difficult for the facilitator himself. It is very important to be able to psychologically competently maintain not only the tone of those around you, but also regulate your own well-being.

However, most often, researchers emphasize that in those areas of socially significant activity where the manifestation of personal qualities is an indispensable condition - in art, science, and, of course, in the field of education, the most important factor in the innovative development of the sphere are certain personality qualities. One cannot but agree with this obvious fact. But at the same time, it is necessary to highlight exactly what qualities are, first of all, necessary for the formation of an innovative culture of a teacher-facilitator. It is necessary to note the following personality traits: 1) attitude towards children as developing subjects; 2) culture of human interaction; 3) attitude towards oneself as a developing subject. If the first two properties are often spoken and written about, then the teacher’s understanding of himself as an individual capable of development is spoken only in professional terms. However, viewing yourself as a person developing for the better, meaningfully and purposefully acquiring positive changes, new abilities and character traits, is very important. Renewing the surrounding life without updating oneself is apparently impossible. These are interconnected processes.

Summing up all that has been said, I would like to say that the work of a future teacher is not always immediately noticeable. Most often, it manifests itself in the personal qualities of students some time later. According to the definition of A.V. Lunacharsky, - a teacher is a person who shapes the future, he is to a huge extent a factor in this future. Only personality can educate personality. From here it is clear that the development of the teacher himself, his intellectual, moral and professional qualities should be ahead of the level of the social environment. This is possible provided that the teacher is aware of his social significance, high responsibility, cognitive activity, constant objective self-analysis and systematic work on self-improvement. The earlier the process of developing readiness to cooperate begins, the sooner the individual becomes aware of his capabilities, role, and possible assistance in situations of interaction. Therefore, a person, almost from birth, can and should be oriented toward awareness and establishment of humane interactions with the outside world and people. From this point of view, the importance of one’s own pedagogical position and pedagogical style is difficult to overestimate.

Literature

1. On the State Program for the Development of Education in the Republic of Kazakhstan for 2005–2010. Decree of the President of the Republic of Kazakhstan dated October 11, 2004 No. 1459 // "Kazakhstanskaya Pravda" dated October 16, 2004 No. 237.

2. Labor and social development: Dictionary. – M.: INFRA – M, 2001.– VI, With . 266.

3. Dimukhametov, R.S. Facilitation in the system of advanced training for teachers: dissertation. ... Dr. ped. Sciences / R.S. Dimukhametov. – Magnitogorsk, 2006.