Changing the image of the teaching profession in the context of modern education transformation

Abstract

The article analyses the situation concerning the transformation of the teacher's status under modern conditions. Changes associated with reconsidering the value of education as a whole place the status of the teacher in a contradictory position. On the one hand, the long-term conditions of the pandemic have demonstrated the need to create a new methodological system for all forms of education, thereby providing new requirements to the personality and professional level of the teacher. On the other hand, the personnel shortage of teaching staff limits the process of adopting the system of a new personality meeting modern educational challenges and demands. At the same time, scientifi discussions remain valid about what exactly a modern teacher should be like so that his image, students and parents' trust begin growing. Today, image is becoming the main attribute of social and professional relations. In pedagogical activity, the processes of creating a professional image, which consists of individual's assimilation and reproduction of social experience, are becoming increasingly relevant. Connected with the rethinking of the processes of professional self-determination and formation, there is a need to analyze professional competencies in the context of training a future teacher. In many ways, the professional activity of a teacher involves constructive interaction with the subjects of the educational process: with colleagues, students and their parents. The way interactions are built and contacts are established let us make conclusions about the professional qualities of a teacher. Ushinsky: «The teacher is a key fi in the reform of education, in the matter of teaching and upbringing, nothing can be improved in the entire school business without bypassing the head of the teacher» [Egorychev, 1993. P.79]. At the same time, along with classical criteria, the image of a modern teacher is also determined by compliance with new requirements, namely, the presence of emotional intelligence and its correct projection onto students, taking into account their requests and social needs. It is advisable to lay the vector at the stage of mastering higher pedagogical education, systematically changing educational programs of training future teachers. The paper reveals issues related to the image characteristics of the status of a modern teacher, based on empirical assessments of the main subjects of the educational process. The promise of scientifi understanding of the issue is noted, along with growing interest in the search for optimal mechanisms aimed at increasing the role and signifi of the teaching profession under modern conditions.