Меthodological culture of a teacher: systematization of concepts

In the time of modernization of educational system the problem of formationof methodological culture of the teacher who is independently capable to design the space of pedagogical activity takes the firstplace. It is known there is no single opinion concerning the essence of the concept of methodological culture. It allows making a conclusionthat still there is no synonymous understanding of the named phenomenon. Modern researchers consider methodological culture tobe a philosophical culture of thinking; its significance consists in maintenance of the persons world outlook foundation and personalphilosophical self-knowledge (I.S. Ladenko, V.S. Lukashov, etc.). In psychological science the importance of teachers methodologicalculture is defined by a necessity of knowledge of regularity of psychological development of the student, motives of his/her actions forthe purpose of definition of an expedient method of influence (K.A. Abulhanova, A.V. Brushlinsky, A.G. Kovalev, etc.) In pedagogymethodological culture of the teacher is considered as the premise of formation of his/her professionalism that is the highest indicator ofprofessional readiness (V.V. Kraevsky), as a component of pedagogical culture and professional skill of the teacher (V.A. Slastenii,V.E. Tamarin, I.F. Isaev, E.N. Shianov, P.G. Kabanov); the complete multilevel education including pedagogical philosophy, a methodologicalreflection, consciousness of the teacher (A.N. Hodusov), as a compulsory component of the teachers professional skill(S.V. Kulnevich). Various interpretations and points of view accentuate the importance of definite aspects of the teachers methodologicalculture depending on the priority problems confronting the science and practice in the formed social situation. However, it is possibleto mark out the general item, which unites some points of view of various scientists. It is in the maintenance of this concept all authorssee creative application of certain concepts, forms and cognitive methods, and also aspiration for self-education of teachers. All theabove-mentioned points of view and discourses allow making substantial generalization of the concept methodological culture of theteacher. We can take the following definition as the working one: the teachers methodological culture is the highest level of professionalism,the modern characteristic of the professional competence with such main components as methodological knowledge of principlesand ways of organization of theoretical and practical activities, methodological abilities directed to enrichment of innovative empiricalexperience, the steady-positive personal attitude for methodological culture as for both a new object of professional perfectionand a new professional value. Formation of methodological culture of the teacher-researcher is described in researches of G.H. Valeev,V.I. Zagvjazinsky, V.M. Polonsky, M.N. Skatkina, etc. In a number of works the emphasis is made on questions of development ofmethodological culture of the practical teacher (E.V. Berezhnova, V. Kulnevich, E.V. Bondarevskaja, O.Z. Kuznetsova, O.V. Tupilko,etc.). Researches of the mentioned authors have allowed expanding considerably the understanding of the essence and the maintenanceof methodological culture, its role in the development of the teachers professionalism. At the same time it is necessary to notice thattoday problems of formation of the pedagogical phenomenon of the practical teacher are not paid enough attention to. Position on thenecessity of formation of the teachers methodological culture is based on requirements of an innovative vector of the development ofRussian education.

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