Pedagogical activity as a phenomenon of culture

Context and relevance. Pedagogical activity is considered as a cultural and semantic structure, and not just as a social reproducing system. The relevance of the study is due to the need to rethink pedagogical professionalism in the context of a cultural and semantic approach and the search for a new logic of genesis and the transformation of the teacher's activity so that education contributes to the development of the student's personality. Purpose. Definition and substantiation of the dialogue type of pedagogical activity, development of the psychological technology of its implementation and verification of the effectiveness of the innovative model of training teachers to work in the systems of developing education. Hypothesis. Pedagogical activity is determined by its belonging to the dialogue space "between," which has the energy of generating a new one. Pedagogical activity should function similarly to the archetype of culture - the word, uniting logical, activity, communicative and personal functions in unity. The unity of the cultural functions of activity is achieved through the organization of the interaction between the teacher and the student as a dialogue correlated with the generation of the student's own knowledge. There is an internal unity between the semantic aspects of dialogue activity and the self-determination of the teacher in it. Methods and materials. Genetic modeling experiment at school lasting five years. Sample: two groups of teachers in schools of developmental education (control group - 19 people, experimental group - 22 people). An innovative model of the psychologist's work with teachers, based on the principles of practical relevance, the "ring" (mastering four sociocultural positions: researcher theorist, practical psychologist, manager and actor) and the "team." Methods for diagnosing a personal resource: Rosenzweig's drawing frustration test, the methodology of the ultimate meanings of D.A. Leontyev, the methodology of rapid diagnostics of the pedagogical orientation of Yu.A. Korelyakov, the SAMOAL questionnaire (adapted Personal Oriental Inventory test by E. Shostrem). Analysis of dynamics of qualitative and quantitative characteristics of psychological technology of activity-dialogue and their connection with personal resource. Results. The teachers of the experimental group showed a higher efficiency of the transition between qualitative levels of mastering psychological dialogue technology compared to the control group. In the experimental group, 45% of teachers fully mastered the psychological technology of activity-dialogue as a holistic sequence of stages, while in the control group a significant part of teachers remained at baseline. It was established that in the experimental group the greatest positive dynamics of changes was observed in teachers with initially unfavorable and heterogeneous indicators of personal resource. In the control group, teachers with favorable and contradictory characteristics of the personal resource were in the "risk group," demonstrating low or negative dynamics of changes in the absence of training work. It was revealed that the dynamics of the personal resource outstrips the dynamics of technology in the presence of systemic training in new socio-cultural positions, while in its absence the technological side dominates. Conclusion. Pedagogical activity in the logic of the genetic approach is a cultural and semantic reality, the effectiveness of which depends on the type of communication chosen. For the successful implementation of developmental education programs, it is necessary to change the type of teacher's professionalism and his position of professional vision, translating activities from monological to dialogic.