Psychological characteristics of professional pedagogical consciousness and its possible deficiencies

Kravtsov L.G.

Moscow City Pedagogical University
Russia, Moscow
E-mail: KravcovLG@mgpu.ru

 

The effective preparation of professional teachers depends directly on existing understandings of the nature and character of their skills. However, there is a considerable diversity of opinions on this issue, a significant portion of which are formulated today in the language of general and professional "competencies" and "skills" [1; 2; 6; 8; 16; 17; 18]. One of the main difficulties of this discourse is that these concepts do not necessarily imply a reliance on the development of an individual as a professional, but rather relate to the forms of their actual and potential "experience." As a result, a specialist is usually seen as an individual armed with special tools, rather than as a being who has qualitatively transformed in the course of their professional development [7; 11; 13].

The "competency-based approach" that has become entrenched in modern education, despite its progressiveness, which many now recognize, apparently has its flaws. This is most evident in various regulatory documents, the primary purpose of which is to establish appropriate standards and general indicators of educational quality. However, when we move on to understanding the mechanisms of human activity and studying the patterns of their cultural development, all discussions of "skills and competencies" reveal their vulnerability and obvious theoretical inadequacy.

Firstly, among the weaknesses of these concepts is their "empty functionalism," which means that any "competence" describes something a person "can do," while remaining silent about "how" they achieve this. This is precisely why today, "skill" or "competence" can be used to refer to everything from "the ability to learn" and "act responsibly" to "the ability to solve quadratic equations," without any embarrassment at the fact that fundamentally different psychological dispositions underlie each of these concepts.

Secondly, a significant drawback of these concepts is their "agenetism," which consists of the detachment of the commonly discussed "competencies and skills" from the processes of age-related, cultural, and professional development. There is no doubt that any "competency" has its own age-related and "activity-related" prerequisites, its own "sensitive period," its own stages of development. Without considering these, the deceptive illusion arises that the same "competency" is identical at different stages of human development, and that its acquisition is not associated with a change in consciousness.

Finally, thirdly, a significant flaw in the approach under discussion is its "naive cumulativism" in conceptualizing professional training. From this perspective, the growth of professional skill appears as a quantitative process, as if we were talking about a "bag" filled with "required content" at random. The hope that any teacher, at any stage of their training, can be "taught" the "skills" they lack merely proves that, within this approach, the logical development of professional consciousness is considered immaterial.

The problematic situation outlined can be understood within the framework of a cultural-historical approach as a familiar problem of ways of understanding a complex whole. If we accept that a teacher's professional mastery represents a holistic phenomenon, embodied in the very structure of pedagogical consciousness, then any specific "competencies" of a teacher will inevitably turn out to be "elements of analysis," in L.S. Vygotsky's terminology. This is because one can never be sure that some new type of professional task will not require a specific "competency" for its resolution, and therefore the completeness of the list of "necessary skills" will always remain in question. Furthermore, any pedagogical "competencies" under discussion may be part of various training profiles, and therefore, from any "skill" or "competency" as such, it is impossible to guess what kind of professional utilizes them.

As a general method for solving this problem, L.S. Vygotsky famously proposed the concept of a "unit of analysis." A unit of analysis, unlike an "element," is proportionate to the original whole and, in a transformed form, contains the key features of the object being studied. Consequently, the structure of the isolated "unit of analysis" enables the reconstruction of the structural and functional patterns of the original whole. This methodological approach to constructing research is most fully realized by L.S. Vygotsky in his work "Thinking and Speech" [3].

Continuing with this classic's thought, we will venture to add another important emphasis to the idea of a "unit of analysis," one that is consistent with the fundamental principles of the cultural-historical approach. The unit of analysis may not so much be a structural component of the whole, as is commonly believed, as the developed cultural form of that whole, the limit of its cultural development. It was precisely in this regard that Karl Marx formulated his famous "human anatomy is the key to the anatomy of the ape"—that is, the subject under study becomes understandable in relation to what it develops into in the process of its development. Therefore, the structure of pedagogical consciousness can be revealed through the analysis of the developed cultural form of the embodiment of educational activity, which the teacher's work only approaches to varying degrees as the "apex" of its development.

 

We will consider the activities of an educational institution as a developed cultural form of embodying the pedagogical process. The requirements for the structure of a teacher's professional consciousness become more explicit through its work. In other words, all the key processes that unfold explicitly in the work of an educational institution also occur, in one form or another, in the professional consciousness of a teacher, often occurring latently. Consequently, the structure of an educational institution's activities can serve as a unit of analysis for pedagogical consciousness, as it allows us to understand, through this context, the key internal requirements for a teacher's professional activity.

Another methodological clarification is necessary, shedding light on the planned method of comparing the structural features of an educational organization's work with the key requirements for the structure of pedagogical consciousness. The fact is that any requirements for the structure of human activity do not allow themselves to be revealed if they are fully "observed." As we know, in a properly functioning mechanism, the patterns of its functioning are usually not at all obvious. Only interruptions and shortcomings in its operation allow us to discern the nature of the internal requirements upon which its activities are based.

Thus, we intend to identify the constructive internal requirements for the organization of professional pedagogical consciousness through a taxonomy of "psychological-pedagogical deficiencies" encountered in a teacher's work. Consequently, by analyzing a teacher's "functional deficiencies," it will be possible to reconstruct the structure and process of developing professional pedagogical consciousness.

All key sources of essential requirements for pedagogical activity can be conditionally divided into three groups, by analogy with the three types of processes that take place in any educational organization from the point of view of organizational psychology [14; 15].

Firstly, any educational organization carries out «basic process»", which corresponds to its fundamental goals. As is well known, within the framework of organizational psychology, the activities of any organization can be understood as "expanded production," directly determined by its goals. Such a "basic process" in the activities of an educational organization is obviously the educational process, which represents the unity of training, education, and development. Accordingly, the first group of internal requirements for pedagogical activity, arising from the structure of its developed form, relates to the interrelations between these three universal components of the educational process. We will consider these requirements and the corresponding "psychological and pedagogical deficiencies" below.

Secondly, to put into practice the «basic process» of any organization, a whole series of «related processes», related to organizational structure Primary production. It can be said that the organizational aspect of core activity ensures its connection to the actual spatiotemporal conditions of production and serves the tasks of monitoring and regulating its implementation. Among the many tasks of this kind within the framework of an educational organization's activities, one can name scheduling and distributing classroom space, planning and conducting educational events and assessments, maintaining an electronic journal, and organizing pedagogical councils, etc. Of course, the organizational aspect is present in any human activity, so these "organizational processes" in the work of an educational institution should not be understood as an independent and autonomous phenomenon. At the same time, it is well known that organizing the conditions for implementing the primary "production process" is associated with the formulation and solution of a number of rather unique tasks, so within an educational organization, separate substructures are often responsible for them. Accordingly, it is precisely this range of tasks that is associated with the second group of internal requirements for the organization of pedagogical activity, which in turn leads to a number of possible "psychological and pedagogical deficiencies" of the second kind.

Finally, thirdly, along with the «basic» and «organizational» process in any educational institution there is a group of «end-to-end processes»", ensuring the internal integrity of the organization, the unity of its various structural levels and serving its "corporate identity." The phenomenon of "corporate culture," widely discussed in organizational psychology, is most directly related to the construction and regulation of precisely this group of "cross-cutting processes." Within the framework of the work of an educational organization, such "corporate" processes primarily include communication and joint activities, "on the basis" of which alone both the core educational process and its organizational support can be built [12]. On the one hand, communication and joint activities are universal components of any human interaction and permeate both everyday and industrial situations. On the other hand, becoming part of the activities of an educational organization, these processes acquire new properties, due to which all key aspects of communication and joint activities acquire educational potential. It is precisely with this «didactic» aspect of communication and joint activity that the third group of requirements for the structure of professional pedagogical consciousness that we have identified is connected, which in turn gives rise to a number of possible psychological and pedagogical deficiencies of the third kind.

Let us consider in order all three identified groups of essential requirements for the construction of pedagogical activity and the associated types of possible psychological and pedagogical deficiencies in the work of professional teachers.

1. The first group of psychological and pedagogical deficiencies associated with the essential requirements of the «basic process» in the activities of a professional teacher.

As already stated, the "basic process" in an educational organization represents the unity and mutual complementarity of three universal components of education—training, education, and development. Therefore, considering the requirements associated with the nature of the educational process presupposes: 1) a focus on the essential principles of each of its components; 2) consideration of the essential connections between them. If a teacher fails to maintain this "trinity" of the educational process in their professional work, this circumstance will inevitably result in one or another form of psychological and pedagogical deficit from this group. For example, if a teacher believes that they are "merely" conveying information that the student must memorize and reproduce in a test, then this attitude ignores the process of academic development, thereby demonstrating an obvious psychological and pedagogical deficit from the first group we identified.

A) Psychological and pedagogical deficiencies associated with a lack of understanding of the processes of educational development

A failure to understand the patterns of educational development is, surprisingly, a fairly common professional deficiency among teachers. We will limit ourselves to just a few characteristic examples illustrating the typical forms of this subgroup of deficits. For example, some teachers sometimes fail to fully understand that the assimilation of any subject content presupposes a certain current level of cognitive development, without which the educational content can be assimilated only formally and mechanically. Therefore, any forms of educational cooperation should be built on the basis of the student's current level of cultural development. Furthermore, as is known from works on the cultural-historical approach, teaching should slightly "run ahead of development," but not go beyond the outer boundary of the student's zone of proximal development [5]. Thus, the inability to adapt the pedagogical process to the actual ZPD of students is another example of the psychological and pedagogical deficiencies of this subgroup.

b) Psychological and pedagogical deficiencies associated with the inability to focus on the essential features of learning

While the learning process itself might seem to be the bread and butter of any teacher, there are instances where, for one reason or another, teachers lose sight of the fundamental requirements for constructing learning. For example, one of the fundamental requirements of this process is that it can only unfold as a dialogic, interactive interaction, in which the learner's independent activity plays a primary role. However, teachers often feel comfortable in a "monologue position," from which they conveniently convey normative knowledge about their subject. This represents a characteristic psychological and pedagogical deficiency belonging to the category under discussion. Furthermore, this category of deficiencies also includes instances where teachers fail to consider other formats for constructing learning besides direct and reactive ones, thereby losing the internal polyphony and structural complexity of learning as a multidimensional process [4; 5].

V) Psychological and pedagogical deficiencies associated with the failure to take into account the systematic and comprehensive nature of education

A very characteristic and fairly common subgroup of psychological and pedagogical deficiencies in teacher activity are flaws in the structure of educational work. Perhaps the most typical are two extremes toward which deficient forms of implementing the educational process tend. First, it should be noted that quite often teachers avoid understanding educational issues, deliberately ignoring the educational aspects of education. Teachers, especially those working in high schools, often believe that their primary professional task is to impart knowledge on their subject, while moral, value, and other educational issues are irrelevant. However, ignoring educational issues is a rather naive position, as they are implicitly present in any pedagogical interaction and manifest themselves in communication methods, informal assessments, emotional reactions, etc. A lack of reflection on the educational aspect of the pedagogical process leads to educational work becoming spontaneous, thoughtless, and internally contradictory. However, the other extreme approach to education is no better and, in many ways, is a logical extension of the position just described. Secondly, it is impossible not to notice that teachers often tend to convey ideas about social norms and generally accepted rules of conduct in a direct, prescriptive manner, thereby demonstrating an opposite approach to educational work. It is well known that any attempt to directly convey social norms always results in "obsessive moralizing," the effectiveness of which is more than questionable. But since the construction of indirect forms of education is a whole art and requires a deep understanding of the systematic nature of this aspect of the educational process, then both of the indicated extremes of the discussed subgroup of psychological and pedagogical deficiencies are most likely encountered «out of desperation», due to the teacher’s insufficiently deep understanding of the psychological nature of education.

2. The second group of psychological and pedagogical deficiencies associated with the essential requirements of the «organizational process» in the activities of a professional teacher.

The professional work of any teacher, as well as the work of an educational institution, has its own organizational aspect, the proper development and regulation of which is no less important than the teaching of subject matter knowledge. Although organizational processes do not exist separately from the primary activity, they are nevertheless located "on a different plane" relative to it. Therefore, issues of organizing the educational process are an important source of specific requirements for the teacher's work, requiring special consideration. Perhaps the most significant feature of the organizational aspect of the educational process is that the teacher should not "take it upon themselves" entirely, but should be able to, at least partially, "share" the formulation and resolution of organizational educational issues with the student. Otherwise, we are forced to recognize a corresponding form of psychological and pedagogical deficiency, often encountered when, throughout the entire training, the teacher issues students with "technical assignments" that completely regulate the composition and procedure of their actions. Obviously, in this case one should not be surprised by the absence of a «subjective position» in the student in relation to the educational process.

A) Psychological and pedagogical deficiencies associated with underestimating the role of "feedback" in organizing the educational process

Feedback is a crucial aspect of the organizational aspect of the educational process. It is necessary for students to adequately understand their learning gaps and difficulties, as well as to see their own progress. Students are not always able to consciously and independently express a request for such feedback from their teachers, but this does not mean that the teacher should not anticipate and assist them in this regard. Furthermore, it is well known that requests for feedback on a student's progress can come from their parents, other teachers, and the school administration. If, for whatever reason, a teacher finds it difficult to provide feedback in a timely, measured, and accessible manner, this situation should be classified as a psychological and pedagogical deficit, which falls under this subgroup.

b) Psychological and pedagogical deficiencies associated with the lack of "pedagogical support" processes in the organization of the educational process

Recently, psychological and pedagogical literature has increasingly emphasized the need to organize "pedagogical support" for the educational process [19]. This may involve not only the development of a specialized service, such as a tutoring or mentoring agency, but also an important component of the work of the average teacher. The idea of "pedagogical support" is linked to the growing relevance of "individualization" in education and involves designing individual educational pathways. It would be a mistake to assume that the primary objectives of "pedagogical support" can only be set and implemented by a specially trained tutor. The key elements of "support" have always been part of the organizational processes of a teacher's work, and at their core, they are linked to the practical training of students in the fundamentals of self-organization. The central point of "pedagogical support" is assistance in organizing a situation of conscious self-determination, during which the student becomes a true subject of their own education. If, for one reason or another, a teacher in his or her work does not set tasks that resonate with the idea of «pedagogical support,» we are forced to acknowledge a psychological and pedagogical deficiency, which pertains to the second group of our classification.

V) Psychological and pedagogical deficiencies associated with a lack of labor resources for «self-organization training» within the educational process

It often happens that teachers are overwhelmed by their workload and simply lack the energy and time to organize elements of "pedagogical support" or "feedback" amidst the myriad of routine tasks that need to be addressed immediately. This can occur if the teacher is juggling multiple activities, working multiple positions, working with a very weak class with serious academic gaps, or trying to cope with escalating social conflicts within the institution, etc. All of these factors inevitably lead to the development of psychological and pedagogical deficiencies in the second group of this classification.

3. The third group of psychological and pedagogical deficiencies associated with the essential requirements of «end-to-end processes» in the activities of a professional teacher. As already mentioned, communication and collaborative work are the "cross-cutting processes" in a teacher's work, the material upon which their entire professional experience is built. The uniqueness of these processes stems from the fact that, on the one hand, they permeate all "work" and "non-work" social situations, integrating the teacher's personal and professional position. On the other hand, within their professional sphere, they acquire unique properties, serving as a source of characteristic demands deserving special consideration. Let us consider some of the most typical examples illustrating the specific nature of these demands.

A) Psychological and pedagogical deficits associated with insufficient voluntariness of emotional regulation

Human emotional reactions, being an integral part of all communication processes, when drawn into the range of pedagogical situations, acquire properties that are fundamentally important for the educational context. A model example illustrating this aspect of human emotional life is the parent-child relationship. In this regard, it is well known that any child, on the one hand, needs the emotional involvement of a close adult in their life, and on the other, can be psychologically traumatized by a parent's immediate and poorly controlled affective reaction. Therefore, any adult, inevitably finding themselves in a pedagogical position in relation to their own children, is forced to deliberately control their own affective expression, sometimes "smoothing" it, sometimes deliberately "articulate" and "addressing" it to the child. And just as written speech is not spontaneous, but deliberately constructed and, as it were, an "artificial," secondary form of speech, so too the emotional aspect of pedagogical communication is a voluntarily controlled cultural function. This is precisely why masterfully executed teaching is compared to acting. For example, it's no secret that teachers often encounter emotional provocations, when individuals—usually not the best members of the class—deliberately try to "push them" or catch them "off guard" with an unexpected "stunt." These kinds of situations clearly test a teacher's emotional control. On the one hand, they must resist the provocation, must "control themselves," and not let themselves "lose their temper." On the other hand, they must not let such an incident go unanswered, as if they were a correctional officer who doesn't care what the "prisoners" do. Their response must be emotional and deliberately controlled, expressing righteous indignation and disappointment in a polite manner—in short, the entire reaction must be "convincingly acted." Situations where children are in conflict with each other or insult each other present no less of a challenge in shaping a teacher's emotional response. To summarize, it should be noted that any lack of arbitrariness in emotional behavior, the ability to control it and convincingly «act out» it will always result in psychological and pedagogical deficiencies from the third group of our classification.

b) Psychological and pedagogical deficits associated with insufficient arbitrariness of «role positions» in communication

The ability to voluntarily control one's own activity, expressed in the conscious and indirect regulation of one's behavior, is a universal characteristic of cultural development processes. Human communication, serving as the source of development and the cradle of all cultural activities, becomes the primary working tool in the teaching profession, requiring skillful handling. For example, an experienced teacher may intentionally at times adopt the position of a "naive simpleton," from which they can conveniently ask a multitude of simple and "foolish" questions that force students to develop, clarify, and justify their own position, rather than repeating memorized "correct" formulations. This technique is often used, for example, by proponents of developmental learning in the tradition of D.B. Elkonin and V.V. Davydov [10]. Sometimes it is important to support the position of a weaker student, and then the teacher intentionally takes their side in a dispute and demonstrates how to develop and justify their point of view. Furthermore, it should be noted that the ability to voluntarily assume and maintain a specific role position in communication is a fundamentally important tool in building relationships with students' parents. Therefore, any lack of flexibility and voluntariness in communication on the part of a teacher can be classified as a psychological and pedagogical deficit, falling under this third group in our classification.

The classification of psychological and pedagogical deficits proposed in this text can form the basis of an empirical study aimed at identifying the actual difficulties and problems in teachers' work. However, in this entire discussion, we were interested in this taxonomy of deficits not in itself, but as a method for studying the structure of professional pedagogical consciousness.

Following this path, we discovered that three key and interconnected structural components can be identified within the structure of a teacher's consciousness. The first component manifests itself in the set of "substantive requirements" related to ensuring the "basic educational process." The second component is found in the multitude of "organizational requirements" associated with practical training in the fundamentals of self-organization of educational activities. Finally, the third component becomes visible in the diversity of "cross-cutting requirements" of the educational process for the level of development of higher cultural forms of behavior in the teacher.

At the end of the path we have traveled, it remains to formulate the following conclusions.

1. Among the many existing concepts regarding the nature of professional teaching excellence, two diametrically opposed approaches can be identified. The first approach, which appears to be more widespread today, is based on the assumption that any professional training is a cumulative process, associated with the gradual accumulation of relevant experience. Sherlock Holmes metaphorically expressed this idea when he said that any specialist "fills his attic" with the tools he needs. Meanwhile, the individual and their entire consciousness apparently remain unchanged and can therefore be "bracketed out" as a constant. The second approach, which forms the basis of this article, is based on the assumption that professional excellence lies not in the possession of specific tools and techniques, but is embodied in the professional's very consciousness. In this case, professional training is a process of "transforming the whole person," with all their values, motives, worldview, and other personal dispositions.
2. The three components of pedagogical consciousness proposed in this article vaguely resemble the structural levels of consciousness proposed by A.N. Leontiev [9]. Following this tradition, it can be said that professional pedagogical consciousness represents the unity of three components: substantive-subjective, organizational, and communicative-personal. Clarifying the functional and genetic relationships between these components is the subject of further research.
3. From a practical perspective, any "deficits" in human activity are, rather, a negative phenomenon. If a teacher perceives a certain "deficiency" in their professional training, their effectiveness and productivity suffer. However, from a research perspective, it is precisely these "functional deficiencies" in teaching that reveal the internal requirements for the structure of the educational process, which determine the formation and development of professional pedagogical consciousness.

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