Pedagogical Culture, Professional Culture and Professional-pedagogical Culture

I. V. Bujan, I. I. Model regard professional culture as an attributive property of the professional group of people, growing out of labour division. In the literature the concept “professional culture” is defined as a level and quality of vocational training of the expert, the reflection of the society’s requirements to the cultural level of the people engaged in some professional activities. The high level of professional culture, according to I. F. Isaev, is characterized by the well-developed professional thinking and consciousness revealed in the ability to solve professional problems. He defines professional culture as a certain degree of mastering the ways of special professional problems solved by a member of the professional group. Special knowledge and the experience of its realization in professional activities make professional culture.

V. L. Benin maintains the necessity of the professional type of thinking formation which leaves a specific mark on the mentality and behaviour of the person. His ideas are conformable to E. F. Zeer's statement who underlines that in the course of the profession cognition there are qualitative changes, both in the person, and in the structure of his activity. The research of “professional culture” led to the emergence of the term “pedagogical culture.” Pedagogy encompasses the performance of teaching together with the theories, beliefs, policies and controversies that inform and shape it. Pedagogy connects the apparently self-contained act of teaching with culture, structure and mechanisms of social control.

For the first time the concept under consideration was used in V. A. Suhomlinski's works who considers pedagogical culture as a personal characteristic of teachers, parents and heads of educational bodies. Pedagogical culture in V. A. Slastenin's research stands out as a result of pedagogical creativity. According to S. A. Dneprov, the concept “pedagogical culture” contains in itself the culture of behaviour (etiquette), moral education, the culture of life including personal needs and interests, the organization of personal time, aesthetic tastes in the choice of consumer goods (the ability to dress, decorate the dwelling), aesthetic properties of mimicry and pantomime, grace, a standard of speech inherent in the person.

Culture also embodies the standard of work, the ability to correctly organize the workplace, to find ways for achieving the maximum possible scientific results, qualities of knowledge and good breeding of pupils. It is possible to say that many researchers consider pedagogical culture an important part of general culture of the person, revealed in the system of professional qualities and specificity of pedagogical activity. And the synthesis of general and pedagogical culture is an integral part of successful professional-pedagogical activity. There are different points of view on the parity of professional and pedagogical culture. Some researchers regard the concept “pedagogical culture” broader rather than “professional culture” as it characterizes qualitatively not only the work of the teacher, but also the type of the pedagogical influence of a certain community.

In I. F. Isaev's research professional culture and the mechanism of its functioning are considered at four levels in which pedagogical culture acts as a substructure of professional culture. However the author notices that the people who are engaged in educational practice, both at professional, and at nonprofessional level can be “bearers” of pedagogical culture. Accordingly, pedagogical culture has a wider spectrum unlike professional culture.

In studying the phenomenon of culture I. F. Isaev marks the tendency which is expressed in the aspiration to integrate various aspects of culture, representing it as a whole. It unites the concepts “professional” and “pedagogical” culture and enters the term “professional- pedagogical culture.” It gives an understanding of it as a certain level of professional-pedagogical activity. Thus, the term “professional-pedagogical culture” most fully reflects the activity of the teacher and can be considered with the reference to teachers of different subjects. Historically the area of pedagogical activity is connected with various professional spheres (linguistics, history, mathematics, physics, biology, sports etc.) which have the specificity and make certain demands to subject matter preparation of the teacher. Together with natural science and humanitarian disciplines in educational sphere there was a special area of pedagogical activity based on various kinds of arts (literature, music, fine arts, choreography, etc.).

The structure of pedagogical culture contains the following components: professional consciousness and pedagogical activity.

F. Hoyle (1995) presents a helpful analysis of teaching based on five criteria used to define a “profession.” These are: social function, knowledge, practitioner autonomy, collective autonomy and professional values.

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