Abilities are individual psychological characteristics of a person that are manifested in activity and are a condition for the success of its implementation. The speed, depth, ease and strength of the process of mastering knowledge, skills and abilities depend on abilities, but they themselves still cannot be reduced to them. On modern stage development of science, it is possible to identify signs of the presence of abilities for any type of activity, although there are different approaches to determining abilities.

A deep analysis of the problem of abilities was given by B.M. Teplov. According to the concept developed by him and his colleagues, only anatomical, physiological and functional characteristics of a person can be innate, creating certain prerequisites for the development of abilities, called inclinations. In this regard, first consider the relationship between the concepts: abilities, inclinations, genius and talent based on general structure abilities.

Makings of are very ambiguous, they are only prerequisites for the development of abilities. In the development of abilities they enter as a starting point. The abilities that develop on their basis are conditioned, but not predetermined by them. Talent and genius are levels of ability. Talent- this is the highest degree of a person’s abilities in a certain activity, and genius - highest degree of manifestation creativity.

Typically, types of abilities are distinguished by their focus, or specialization. In this regard, we can highlight: general abilities- such individual personality traits that provide relative ease and productivity in acquiring knowledge and carrying out various types of activities; special abilities - a system of personality traits that help achieve high results in any field of activity. Special abilities are organically connected with general ones.

Today, the study of abilities is carried out from different sides: in general psychological terms, their socio-historical essence is revealed; their development in specific types of activities is studied; The general mechanisms of ability formation are studied.

Pedagogical abilities are the totality of individual psychological characteristics of a teacher’s personality that meet the requirements pedagogical activity and determining success in mastering this activity. The difference between pedagogical abilities and pedagogical skills is that pedagogical abilities are personality traits, and pedagogical skills are individual acts of pedagogical activity carried out by a person on high level. Each ability, of course, has its own structure; it distinguishes between leading and auxiliary properties. The leading properties in pedagogical abilities are: pedagogical tact; observation; love for children; need for knowledge transfer.

Pedagogical tact- this is the teacher’s observance of the principle of moderation in communicating with children in a wide variety of areas of activity, the ability to choose the right approach to students. Pedagogical tact presupposes: respect for the student and exactingness towards him; development of student independence in all types of activities and firm pedagogical guidance of their work; attentiveness to the mental state of the student, reasonableness and consistency of requirements for him; trust in students and systematic verification of their academic work; a pedagogically justified combination of the business and emotional nature of relationships with students, etc.

Pedagogical observation- this is the teacher’s ability, manifested in the ability to notice significant, characteristic, even subtle properties of students. In other words, pedagogical observation is a quality of a teacher’s personality, which consists in a high level of development of the ability to concentrate attention on a particular object pedagogical process.

Domestic researchers of pedagogical abilities based on the provisions of S.L. Rubinshteina, B.M. Teplov in the 60s of the last century identified a whole set of pedagogical abilities. Their circle is very large. It covers the entire structure of teaching activity. Psychologists and educators who have studied a teacher’s professional profile identify a variety of teacher abilities. In the studies of N.V. Kuzmina revealed such abilities as pedagogical observation, pedagogical imagination, pedagogical tact, distribution of attention, and organizational skills. F.N. Gonobolin 1 lists the following abilities: the ability to understand the student; ability to present material clearly; ability to develop student interest; organizational skills; pedagogical tact; foreseeing the results of your work, etc.

In general, pedagogical abilities include: pedagogical observation; pedagogical imagination; demandingness as a character trait; pedagogical tact; organizational skills; simplicity, clarity and persuasiveness of speech. The listed pedagogical abilities allow you to successfully carry out all aspects of teaching activity. So, pedagogical imagination It is especially significant for constructive activity - in the “design” of students’ future knowledge, the ability to find suitable methods and techniques in advance. It is expressed in the “designing” of the character and habits of students both in academic and educational work, in the formation of the team as a whole. It is the pedagogical imagination that helps the teacher carry out developmental teaching and education. Pedagogical tact is manifested in the communicative side of pedagogical activity - this is the ability to establish correct relationships with students, teachers, parents, a sense of proportion in relationships (moderately demanding, moderately kind), which allows one to eliminate and prevent conflict situations. Organizational skills necessary for the teacher, since all pedagogical activities are of an organizational nature.

N.D. Levitov 1 identified the following as the main pedagogical abilities: the ability to transfer knowledge to children in a concise and interesting form; the ability to understand students based on observation; independent and creative way of thinking; resourcefulness or quick and accurate orientation; organizational skills necessary both to ensure the work of the teacher himself and to create a good student team.

In the most general form, pedagogical abilities were presented by V.A. Krutetsky. He emphasizes didactic (pedagogical) abilities- ability to convey to students educational material, making it accessible to children, presenting the material or problem to them clearly and understandably, arousing interest in the subject, arousing active independent thought in students. In addition, V.A. Krutetsky lists:

• 1) academic abilities - abilities in the relevant field of science (mathematics, physics, biology, literature, etc.);
• 2) perceptual abilities - the ability to penetrate inner world student, pupil, psychological observation associated with a subtle understanding of the student’s personality and his temporary mental states;
• 3) speech abilities - the ability to clearly and clearly express one’s thoughts and feelings through speech, as well as facial expressions and pantomimes;
• 4) organizational skills - this is, firstly, the ability to organize a student team, unite it, inspire it to solve important problems and, secondly, the ability to properly organize one’s own work;
• 5) authoritarian abilities - the ability to directly influence emotionally and volitionally on students and the ability to gain authority from them on this basis;
• 6) communicative abilities - the ability to communicate with children, the ability to find the right approach to students, to establish relationships with them that are appropriate, from a pedagogical point of view, and the presence of pedagogical tact;
• 7) pedagogical imagination (or predictive abilities) is a special ability expressed in foreseeing the consequences of one’s actions, in the educational design of the student’s personality, associated with the idea of ​​​​what the student will turn out to be in the future, in the ability to predict the development of certain qualities of the student;
• 8) the ability to distribute attention simultaneously between several types of activities - is of particular importance for the work of a teacher.

The teacher’s achievement of high skill in teaching and raising children depends on the teacher’s pedagogical abilities and his personal qualities.

According general definition abilities, pedagogical abilities are individual stable personality traits, consisting of specific sensitivity to the object, means, conditions of pedagogical work and the creation of productive models for the formation of the desired qualities in the personality of the student.

This definition of pedagogical abilities can be applied to all teachers, regardless of the pedagogical system in which education is carried out (family, nursery, kindergarten, primary, eight years old, high school, vocational school, university, graduate school, production), on the subject that the teacher teaches, as well as on the type of labor or professional activity that he teaches.

We consider the teacher’s abilities as the most important factor in the development and formation of students’ abilities. Therefore, in the definition we highlight the following characteristics of abilities:

firstly, specific sensitivity to the object, means and conditions of pedagogical work, and secondly, specific sensitivity to the creation of productive models for the formation of the desired qualities in the student’s personality.

In accordance with the above, in pedagogical abilities we have identified two interrelated levels: reflective (perceptual-reflexive abilities are addressed to the object-subject of pedagogical influence and determine the intensity of the formation of the sensory experience of the teacher’s personality); projective (projective pedagogical abilities are addressed to ways of influencing the object-subject-student, his need for development, self-affirmation, civic and professional formation).

Reflection in social psychology is understood as the acting individual’s awareness of how he is perceived by his communication partner. It presupposes not just knowledge or understanding of the other, but knowledge of how the other understands the “reflecting” individual. “Reflection is a kind of double process of individuals mirroring each other, mutual reflection, the content of which is the subjective reproduction of the inner world of the interaction partner, and this inner world, in turn, reflects the inner world of the first researcher.”

The reflective level of pedagogical abilities includes three types of sensitivity:

• 1) “sense of an object” - special sensitivity to what kind of response objects of reality find in students and to what extent the interests and needs of students, identified in this case, “coincide” with the requirements of the PS and with what is presented to them in the educational environment process the teacher himself. In turn, this sensitivity is associated with sympathy, which manifests itself in a quick, relatively easy and deep penetration into the student’s psychology and emotional identification, which presupposes active, purposeful joint activity between the teacher and students;
• 2) “feeling, measure or tact” - sensitivity to the extent of changes occurring in the student’s personality and activity under the influence of various means of pedagogical influence and especially the system of influences of the teacher himself, the measure of their contribution to the desired result;
• 3) “sense of belonging” - sensitivity to the advantages and disadvantages of an individual’s own activities, manifested in relationships;

The level of formation of reflexive pedagogical abilities ensures the formation of pedagogical intuition, which, in turn, can be either “good”, that is, helping to productively solve pedagogical problems, or “bad”, that is, “suggesting” incorrect decisions. It is known that intuition is a heuristic process consisting of finding a solution to a problem based on search guidelines that are not logically connected or insufficient to obtain a logical conclusion. Intuition is characterized by the speed (sometimes instantaneousness) of formulating hypotheses and decision-making, as well as insufficient awareness of its logical basis . “Good” intuition manifests itself in making decisions that move the teacher towards the desired result, and “bad” intuition manifests itself in making decisions that lead away from it.

It is also known that intuition manifests itself in conditions of subjectively or objectively incomplete information and is organically included in the inherent ability of human thinking to extrapolate (replenishment of existing and anticipation of yet unknown information). “Good” intuition is manifested in the fact that the teacher extrapolates information about the strongest, positive personality traits of the student, based on which he can be promoted to the desired result. “Bad” intuition manifests itself in the extrapolation of weaknesses and negative qualities of students, the emphasis of which, as a rule, leads away from the desired results or even “pushes” them to the opposite.

Reflective, pedagogical abilities are closely related to projective ones, manifested in a special sensitivity to the creation, productive models of the formation of gnostic (cognitive), design, constructive, communicative and organizational abilities in students, allowing them to relatively easily enter new pedagogical systems or social production.

Naturally, a teacher can only form in students what he himself possesses. Therefore, the formation of the required abilities in students presupposes a sufficiently high level of their development among teachers, ensuring the development of appropriate pedagogical impact strategies. These abilities are the following:

• 1. Gnostic abilities to study the object, processes and results of one’s own activity and ways of restructuring it on the basis of this knowledge.
• 2. Design abilities for design methods, selection and distribution of tasks in anticipation of the formation of the desired qualities in the student’s personality, knowledge, skills, abilities” necessary in his future activities.
• 3. Constructive abilities for methods of compositional construction of lessons that would evoke an intellectual, emotional and practical response in students.
• 4. Communicative abilities to establish and develop pedagogically appropriate relationships with students based on gaining their authority and trust.
• 5. Organizational abilities - the ability to include students in different kinds activities, transforming the team into an instrument of educational influence on each individual, encouraging self-education, self-education. self-development.

Projective pedagogical abilities, in turn, are “provided” by the ability to identify, that is, identifying oneself with students and sensitivity to the individual characteristics of students (their interests, inclinations, abilities), good intuition, which is an important characteristic, creative thinking, manifested in anticipation the desired pedagogical result already when choosing influence strategies, as well as the characteristics of the individual, his ability to make beneficial suggestion.

It is known that suggestion includes various ways verbal and non-verbal emotionally charged influence on a person in order to create a certain state in him or encourage him to take certain actions. Through suggestion, sensations, ideas, emotional states, and volitional impulses can be evoked; through suggestion it is possible to influence somatovegetative functions.

The mechanisms of suggestion have not been sufficiently studied. It is assumed that the basis of the process of suggestion is the weakening of the action of conscious control of perceived information.

Suggestion is one of the methods of pedagogical influence, which can be beneficial (if it is aimed at arousing fantasy, strength, self-confidence, the ability to overcome obstacles that have arisen, self-affirmation through work and overcoming) and destructive (if it is aimed at humiliation, relaxation, supports disbelief in one’s strengths and abilities or unreasonable narcissism).

Pedagogical abilities ensure the accumulation of fruitful information about students, allowing the use of “creative” suggestion, stimulating the formation of self-control and self-regulation, thereby ensuring the student’s need for self-development and self-affirmation.

Pedagogical inability is manifested in the fact that the teacher is insensitive to the needs and capabilities of the student, to his strongest aspects of personality, activity, system of relationships, and abilities. During the teaching process, such a teacher does not accumulate fruitful information that provides “creative” suggestion.

It is precisely because of the specific sensitivity to the object, means, conditions of activity and the finding of productive models for achieving the desired results that a person’s abilities act as the most important prerequisite for the success of pedagogical work.

The level of performance can be used to judge the level of abilities.

Introduction

Relevance. The twenty-first century is characterized by a change in the type of cultural and historical heritage. In a matter of decades, humanity has made a turn from a type of socio-cultural heritage that has evolved over centuries and millennia, based on the transfer of a set of past patterns, a system of knowledge and rules, to a new type of socio-cultural heritage, within which the main thing was not so much the assimilation of previous recipes, but the preparation to mastering the methods and content of knowledge and practice, creative comprehension and transformation of reality.

An analysis of pedagogical, psychological and other literature shows that the problem of abilities was studied by B. Teplov, V. I. Krutetsky, E. Ignatiev, P. Yakobson, F. Gonobolin, N. Kuzmina, L. Umansky.

Today's approach requires differentiation. Based on the scientific research of N. Kuzmina, M. Prokhorova, A. Petunin, it should be noted that the main condition for the development of professional skills of teachers, including physical education teachers, is the level of development of an individual’s pedagogical abilities. In general, the concept of “ability” from the position of philosophy is the mental properties of an individual that regulate his behavior and serve as a condition for his life. Abilities in a special sense are understood as a complex of mental properties of a person that makes him suitable for a certain, historically established type of professional activity. The qualitative level of development of abilities is expressed in terms of talent (a set of abilities that allows one to obtain an original, perfect and socially significant product of activity).

Purpose This work is to study the pedagogy of abilities.

In this regard, the following tasks were set in the work:

Study the essence of teaching abilities;

Familiarize yourself with the concept of abilities in psychology;

Consider the essence of teaching abilities;

Familiarize yourself with the structure of teaching abilities.

1.1 The concept of abilities in psychology

Abilities are individual psychological characteristics of a person that are manifested in activity and are a condition for the success of its implementation. The speed, depth, ease and strength of the process of mastering knowledge, skills and abilities depend on abilities, but they themselves are not limited to them. Based on an analysis of the psychological literature on the problem of abilities, we can identify the following signs of the presence of abilities for any type of activity (Fig. 1).

Today, there are different approaches to determining abilities (Fig. 2).

A deep analysis of the problem of abilities was given by B.M. Teplov (Teplov B.M., 1985). According to the concept developed by him and his colleagues, only anatomical, physiological and functional characteristics of a person can be innate, creating certain prerequisites for the development of abilities, called inclinations.

In this regard, we will first consider the relationship between the concepts: abilities, inclinations, genius and talent based on the general structure of abilities (Fig. 3).

The inclinations are very ambiguous; they are only prerequisites for the development of abilities (Fig. 4).

In the development of abilities they enter only as a starting point. The abilities that develop on their basis are conditioned, but not predetermined by them (Druzhinin V.N., 2002; see abstract).

Fig. 4. Boundaries of our inclinations according to Langmeyer

Talent and genius are levels of ability. Talent is the highest degree of a person’s abilities in a certain activity, and genius is the highest degree of manifestation of creative abilities.

Typically, types of abilities are distinguished by their focus, or specialization (Shadrikov V.D., 1996).

In this regard, we can highlight (Fig. 5):

Fig.5. Classification of abilities

General abilities are those individual personality properties that provide relative ease and productivity in acquiring knowledge and carrying out various types of activities;

Today, the study of abilities is carried out from different angles:

In general psychological terms, their socio-historical essence is revealed;

Their development in specific types of activities is studied;

The general mechanisms of ability formation are studied.

Let's move on to the analysis of pedagogical abilities.

1.2 The essence of teaching abilities

Pedagogical abilities are the totality of individual psychological characteristics of a teacher’s personality that meet the requirements of pedagogical activity and determine success in mastering this activity. The difference between pedagogical abilities and pedagogical skills is that pedagogical abilities are personality traits, and pedagogical skills are individual acts of pedagogical activity carried out by a person at a high level.

Each ability has its own structure; it distinguishes between leading and auxiliary properties.

The leading properties in teaching abilities are:

Pedagogical tact;

Observation;

Love for children;

The need for knowledge transfer.

Pedagogical tact is the teacher’s observance of the principle of moderation in communicating with children in a wide variety of areas of activity, the ability to choose the right approach to students. (Russian..., 1999. P. 411;).

Pedagogical tact presupposes:

Respect for the student and exactingness towards him;

Development of student independence in all types of activities and firm pedagogical guidance of their work;

Attention to the mental state of the student and reasonableness and consistency of requirements for him;

Trust in students and systematic verification of their educational work;

A pedagogically justified combination of the business and emotional nature of relationships with students, etc.

Pedagogical observation is the ability of a teacher, manifested in the ability to notice significant, characteristic, even subtle properties of students. In other words, we can say that pedagogical observation is a quality of a teacher’s personality, which consists in a high level of development of the ability to concentrate attention on a particular object of the pedagogical process.

1.3 Basic teaching abilities

Domestic researchers of pedagogical abilities based on the provisions of S.L. Rubinstein (Rubinstein S.L., 1999;), B.M. Teplov in the 60s. of the last century, they identified a whole set of pedagogical abilities (Teplov B.M., 1985). The range of teaching abilities is very large. It covers the entire structure of teaching activity. Psychologists and educators who have studied a teacher’s professional profile identify various teacher abilities. In the studies of N.V. Kuzmina revealed such abilities as pedagogical observation, pedagogical imagination, pedagogical tact, distribution of attention, and organizational abilities (Kuzmina N.V., 1967).

F.N. Gonobolin (Gonobolin F.N., 1964) lists and reveals the following abilities necessary for a teacher:

Ability to understand the student;

Ability to apply material in an accessible manner;

Ability to develop student engagement;

Pedagogical tact;

Anticipating the results of your work, etc.

In general, the group of pedagogical abilities primarily includes:

Pedagogical observation;

Pedagogical imagination;

Demandingness as a character trait;

Pedagogical tact;

Organizational skills;

Simplicity, clarity and persuasiveness of speech.

The listed pedagogical abilities allow you to successfully carry out all aspects of teaching activity.

Thus, pedagogical imagination is especially significant for constructive activity - it is expressed in the “design” of students’ future knowledge, the ability to find suitable methods and techniques in advance. It is also expressed in the “designing” of the character and habits of students, both in educational and educational work, and in the formation of the team as a whole. It is the pedagogical imagination that helps the teacher carry out developmental teaching and education.

Pedagogical tact is manifested in the communicative side of pedagogical activity. As we noted above, this is the ability to establish correct relationships with students, teachers, parents, a sense of proportion in relationships (moderately demanding, moderately kind), which makes it possible to eliminate and prevent conflict situations (Levites D.G., 2001;).

Organizational skills are also necessary for a teacher’s activities, since all pedagogical activities are of an organizational nature.

N.D. Levitov (Levitov N.D., 1960. P. 411) identifies the following as the main pedagogical abilities:

The ability to convey knowledge to children in a concise and interesting form;

The ability to understand students based on observation;

Independent and creative way of thinking;

Resourcefulness or quick and accurate orientation;

Organizational skills necessary both to ensure the work systems of the teacher himself and to create a good student team.

In the most general form, pedagogical abilities were presented by V.A. Krutetsky, (Krutetsky V.A., 1976. pp. 294-299), who gave them the corresponding general definitions (Fig. 6).

Fig. 6. Structure of general teaching abilities (according to Krutetsky)

Didactic abilities - the ability to convey educational material to students, making it accessible to children, to present the material or problem to them clearly and understandably, to arouse interest in the subject, to arouse active independent thought in students Academic abilities - abilities in the relevant field of science (mathematics, physics, biology , literature, etc.).

Perceptive abilities - the ability to penetrate into the inner world of a student, pupil, psychological observation associated with a subtle understanding of the student’s personality and his temporary mental states.

Speech abilities - the ability to clearly and clearly express your thoughts and feelings through speech, as well as facial expressions and pantomimes.

Organizational abilities are, firstly, the ability to organize a student team, unite it, inspire it to solve important problems and, secondly, the ability to properly organize one’s own work.

Communicative abilities - the ability to communicate with children, the ability to find the right approach to students, to establish relationships with them that are appropriate, from a pedagogical point of view, and the presence of pedagogical tact.

Pedagogical imagination (or predictive abilities) is a special ability, expressed in foreseeing the consequences of one’s actions, in the educational design of the student’s personality, associated with the idea of ​​​​what the student will turn out to be in the future, in the ability to predict the development of certain qualities of the student.

The ability to distribute attention simultaneously between several types of activities; is of particular importance for the work of a teacher.

Based on the theory of general pedagogical abilities, a number of scientists have identified the special pedagogical abilities of teachers of different subjects. For example, A.V. Andrienko studied the special pedagogical abilities of a mathematics teacher (Fig. 7), L.N. Lavrova - history teachers (Fig. 8).

Fig.7. Special pedagogical abilities of a mathematics teacher (according to A.V. Andrienko)

The teacher’s achievement of high skill in teaching and raising children depends on the teacher’s pedagogical abilities and his personal qualities.

Fig.8. Special pedagogical abilities of a history teacher (according to L.N. Lavrova)

2 Structure of teaching abilities

2.1 Structure of the pedagogical system

Currently, the concept of pedagogical abilities, developed by N.V. Kuzmina (Kuzmina N.V., 1990;), represents the most complete systemic interpretation. In this concept, all pedagogical abilities are correlated with the main aspects (sides) of the pedagogical system.

First, we will briefly consider some aspects of the pedagogical system developed by N.V. Kuzmina (Fig. 9).

Fig.9. Pedagogical system

The system is presented as a set of interconnected elements that form a stable unity and integrity, possessing integral properties and patterns.

Structural components are the main basic characteristics of pedagogical systems, the totality of which forms the fact of their existence and distinguishes them from all other (non-pedagogical) systems. In the interpretation of N.V. Kuzmina’s pedagogical system includes five structural elements: goals, content of education (educational information), means of pedagogical communication, students and teachers. In addition, the scientist also considers the functional components.

Functional components are stable basic connections of the main structural components that arise in the process of activity of managers, teachers, students and thereby determine the movement, development, improvement of the pedagogical system and, as a result, their stability, vitality, survival. There are five main functional components: gnostic, design, constructive, communicative and organizational. These same elements are elements of individual pedagogical activity (Fig. 10).

Rice. 10. Functional components of the pedagogical system

2.2 Levels of teaching ability

N.V. Kuzmina considers the totality of a teacher’s abilities as the most important factor in the development and formation of students’ abilities. In this regard, in the structure of pedagogical abilities, she identifies two rows of characteristics:

The specific sensitivity of the teacher as a subject of activity to the object, process and results of his own pedagogical activity, in which the student acts as a subject-object of pedagogical influence.

The specific sensitivity of the teacher to the student as a subject of communication, cognition and work, since the main means of education are the types of activities of the emerging personality (i.e. the student himself) and the methods of their organization in order to obtain the desired final result.

The first level consists of perceptual-reflexive abilities addressed to the object-subject of pedagogical influence, i.e. to the student, in connection with himself (the teacher). They determine the intensity of the formation of the sensory fund of the teacher’s personality.

The second level consists of design pedagogical abilities, addressed to ways of influencing the student’s object-subject, in order to form his need for self-development, self-affirmation, civic and professional development.

Perceptual-reflexive pedagogical abilities, in turn, according to N.V. Kuzmina, include three types of sensitivity:

Feeling of the object.

A sense of proportion or tact.

Feeling of belonging.

The level of formation of perceptual-reflexive pedagogical abilities ensures the formation of pedagogical intuition, which, in turn, can be either “good”, i.e. helping to productively solve pedagogical problems, and “bad” ones, i.e. suggesting wrong decisions.

Thus, perceptive-reflexive pedagogical abilities “specialize” in the analysis of the interaction between the subject of professional pedagogical creativity and the student for whom he is responsible (Kumeker L., Shane J.S., 1994).

Design pedagogical abilities consist of a special sensitivity to ways of creating productive technologies for teaching and educational influence on students in order to develop the desired qualities in them, i.e. achieving the desired end results (Pityukov V.Yu., 2001;)

2.3 General teaching abilities

Numerous psychological and pedagogical studies conducted by N.V. Kuzmina, showed that the self-development of teachers is ensured by a fairly high level of development of such general abilities as:

Gnostic;

Design;

Constructive;

Communication;

Organizational (Fig. 10) (Reader 13.1).

Fig. 10. Functional components of the pedagogical system

Gnostic abilities consist in the specific sensitivity of the teacher to the ways of studying students in connection with the goals of forming each person’s moral, labor, and intellectual foundation of personality, ensuring self-development even if he finds himself in an unfavorable environment (Ksenzova G.Yu., 1999;).

Design pedagogical abilities consist in the special sensitivity of teachers to the construction of a “pedagogical labyrinth”, i.e. that pedagogical route along which it is necessary to lead the student from ignorance to knowledge, so that it is not just interesting for him, but also useful, economical and deep, difficult and easy, intense and “creative”.

Constructive pedagogical abilities consist of special sensitivity to how to structure an upcoming lesson, meeting, lesson in time and space in order to move towards the desired end result: where to start, what system of tasks to propose, how to organize their implementation, how to carry out assessment.

Communicative pedagogical abilities are manifested in the specific sensitivity of the teacher to ways of establishing and developing pedagogically appropriate relationships with students based on gaining their authority and trust and are ensured by:

The ability to identify, i.e. identifying with students;

Sensitivity to the individual characteristics of students (their interests, inclinations, abilities);

Good intuition, which is an important characteristic of creative thinking, manifested in anticipation, i.e. in anticipation of the desired pedagogical result, already when choosing impact strategies;

Suggestive personality traits or the ability to suggest (Mitina L.M., 1994).

Organizational pedagogical abilities consist in the special sensitivity of the teacher:

Towards productive and non-productive ways of organizing the interaction of students with objects of activity and cognition during school and extracurricular time;

Productive and non-productive ways of organizing student interaction in groups and teams;

Productive and unproductive ways of teaching students self-organization;

Productive and unproductive ways of organizing your own interaction with students;

Productive and unproductive ways of self-organizing one’s own activities and behavior.

The conclusion of researchers from the school of N.V. is significant. Kuzmina that pedagogical abilities presuppose a high level of development of general abilities (observation, thinking, imagination) and that other abilities are included in the sphere of pedagogical activity only if there is a pedagogical orientation and pedagogical abilities in the conditions of their further development. In addition, three types of combinations of pedagogical and other special abilities are identified: pedagogical abilities that either help, are neutral, or interfere with pedagogical activity.

Conclusion

Abilities are individual psychological characteristics of a person that are manifested in activity and are a condition for the success of its implementation.

Today, there are different approaches to determining abilities. A deep analysis of the problem of abilities was given by B.M. Teplov. According to the concept developed by him and his colleagues, only anatomical, physiological and functional characteristics of a person can be innate, creating certain prerequisites for the development of abilities, called inclinations.

General abilities are such individual personality properties that provide relative ease and productivity in mastering knowledge and carrying out various types of activities.

Special abilities are a system of personality traits that help achieve high results in any field of activity. Special abilities are organically connected with general ones.

Pedagogical abilities are the totality of individual psychological characteristics of a teacher’s personality that meet the requirements of pedagogical activity and determine success in mastering this activity. The difference between pedagogical abilities and pedagogical skills is that pedagogical abilities are personality traits, and pedagogical skills are individual acts of pedagogical activity carried out by a person at a high level.

The group of pedagogical abilities primarily includes: pedagogical observation; pedagogical imagination; demandingness as a character trait; pedagogical tact; organizational skills; simplicity, clarity and persuasiveness of speech. Pedagogical observation is the ability of a teacher, manifested in the ability to notice significant, characteristic, even subtle properties of students.

Pedagogical tact is the teacher’s observance of the principle of moderation in communicating with children in a wide variety of areas of activity, the ability to choose the right approach to students.

Currently, the concept of pedagogical abilities, developed by N.V. Kuzmina, represents the most complete systematic interpretation. In this concept, all pedagogical abilities are correlated with the main aspects (sides) of the pedagogical system.

The pedagogical system is defined as a set of interconnected structural and functional components subordinated to the goals of upbringing, education and training of the younger generation and adults.

Numerous psychological and pedagogical studies conducted by N.V. Kuzmina, showed that the self-development of teachers is ensured by a sufficiently high level of formation of such general abilities as: gnostic; design; constructive; communicative; organizational.

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Kharlamov I.F. Pedagogy: Textbook. Mn.: Universitetskoe, 2000.

1.2 The essence of teaching abilities

Pedagogical abilities are the totality of individual psychological characteristics of a teacher’s personality that meet the requirements of pedagogical activity and determine success in mastering this activity. The difference between pedagogical abilities and pedagogical skills is that pedagogical abilities are personality traits, and pedagogical skills are individual acts of pedagogical activity carried out by a person at a high level.

Each ability has its own structure; it distinguishes between leading and auxiliary properties.

The leading properties in teaching abilities are:

Pedagogical tact;

Observation;

Love for children;

The need for knowledge transfer.

Pedagogical tact is the teacher’s observance of the principle of moderation in communicating with children in a wide variety of areas of activity, the ability to choose the right approach to students. (Russian..., 1999. P. 411;).

Pedagogical tact presupposes:

Respect for the student and exactingness towards him;

Development of student independence in all types of activities and firm pedagogical guidance of their work;

Attention to the mental state of the student and reasonableness and consistency of requirements for him;

Trust in students and systematic verification of their educational work;

A pedagogically justified combination of the business and emotional nature of relationships with students, etc.

Pedagogical observation is the ability of a teacher, manifested in the ability to notice significant, characteristic, even subtle properties of students. In other words, we can say that pedagogical observation is a quality of a teacher’s personality, which consists in a high level of development of the ability to concentrate attention on a particular object of the pedagogical process.

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