Ksenia Simashina
Development management model professional competence teacher

Model of managing the development of professional competence of a teacher

K. V. Simashina,

Polysaevo, Kemerovo region

The modern practice of education is characterized by the active inclusion teachers in innovative activities, the introduction of new programs and technologies, methods and techniques interaction with pupils. Thus, special importance is currently given to the level, improvement of their qualifications, experience and pedagogical excellence.

Professional functions of a teacher working with children are especially subject to the task of corrective action aimed at child's personality development. The main thing in the development of the professional competence of the teacher is played by his pedagogical abilities and qualities. Development of professional abilities associated with pedagogical knowledge skills and abilities that everyone should have competent teacher. Greater emphasis is placed on such business qualities, How competence, courage and readiness to take responsibility, purposefulness in achieving the goals set for oneself.

Occupancy professional competence of a teacher is determined by professional characteristics. She represents model, highlighting professional knowledge, skills and abilities.

In accordance with the requirements of the Federal Law of December 29, 2012 No. 273-F3 "On education in Russian Federation» the first level of general education is preschool education. Thus, the problem of the quality of preschool education is very relevant.

In accordance with paragraph 22 of the Rules for the development, approval and application professional standards, approved by the Decree of the Government of the Russian Federation of January 22, 2013 No. 23, qualification teacher can be described, as a set of basic professional competencies:

1. competence in setting goals and solving problems pedagogical activity ;

2. competence for development educational activities;

3. competence in the development and implementation of the program and the adoption pedagogical decisions;

4. competence in the organization of professional activities.

5. competence of personal qualities;

teaching profession, is transformative and at the same time manager. And in order to know manage personality, must be competent.

IN pedagogical science, the concept of professional competence of a teacher is considered, as a multifactorial phenomenon, including a system of theoretical knowledge teacher and ways of their application in specific pedagogical situations, value orientations teacher, as well as integrative indicators of its culture.

main foundation professional competence of teachers, undoubtedly, is the amount of knowledge, skills and abilities acquired by him. Therefore continuous Teacher Education , constant increase professionalism teaching staff , should become priority areas of activity of the educational institution.

Achievement certain level- possible when forming models of managing the development of professional competence of a teacher, in this order, How:

1. Motivational-value attitude towards pedagogical reality has great importance for the next steps; the purpose of this block is to form psychological readiness teacher to work on the basis of experience.

2. Theoretical readiness teacher- body of knowledge about pedagogical principles, patterns, goals, content, technologies and results of human education; the purpose of this block is the formation of preparedness teacher to development practical ways activities based on knowledge in the field of distance learning.

3. Practical readiness - practical experience in the implementation of methods and creative implementation pedagogical activity; forms readiness teacher to the implementation of professional functions.

4. Effective readiness - the ability to determine productivity professional activity; the goal is to form a holistic image professional competence in the aggregate of all blocks and components.

In this models cyclicity is laid (stages) managing the development of teacher training. Based on modern requirements, the main forms are distinguished development of professional competence of a teacher:

Training in advanced training courses at KRIPKiPRO; self-education; creative workshops; thematic teachers' councils; methodical weeks; open classes of experienced, interesting teachers; workshops in preschool educational institutions; consultations; communication with colleagues from other preschool educational institutions, and other cities.

But none of these forms will be effective if teacher himself does not realize the need to improve his own professional competence. He is the one who can reach pedagogical competence in modern conditions, and self-education is a means development of professional competence of a teacher.

As a result of consideration management models for the development of professional competence, one might say What:

Formation professional competence considered as a multi-level and multi-stage process of transforming experience teacher in the course of interaction with the object of labor - the child. Constructed model of professional competence allows you to develop the didactic foundations of its formation in the process teacher training management.

Summing up, we can conclude that the structure professional competence a teacher in an educational institution has a complex character, which depends on the conditions pedagogical activities and from the conditions of education professional competence of a teacher. Currently needs to be updated development of professional competencies of a teacher try to recognize the boundaries of not only one's own competence, but also professional.

Not developing educator, will not educate developed personality. It is the rise professional competence essential condition for quality improvement pedagogical process and the quality of preschool education in general.

Literature

1. Tsvetkova, T. V. Control preschool educational institution[Text] / T.V. Tsvetkova // Scientific and practical journal. - 2007. - No. 1.

2. Mitina L. M. Psychology professional development teachers. – M. : Flint; Moscow Psychological and Social Institute, 1998.

Related publications:

Innovative activity as a condition for the formation of professional competence of preschool teachers Slide 1. At the present stage, in connection with the introduction of the Federal State Educational Standard (FSES, Federal.

I bring to your attention a speech at a methodological association. I hope that the material will be useful for work. 1 slide - the topic of the speech.

Map of an individual educational route for the development of professional competence of an educator Personal card 1. Ryabova Tatyana Alexandrovna 2. October 6, 1986 3. Educator 4. "Teacher primary school with additional training.

Work experience "Formation of professional competence of teachers" Methodological work occupies a special place in the management system preschool, because it contributes to the activation of personality, development.

Increasing the professional competence of teaching staff as a condition for the effectiveness of the implementation of the Federal State Educational Standard Period up to 2018 in the development strategy Russian education is considered as a decisive innovative stage of transition to new content.

Improving the professional competence of the preschool teacher in accordance with the professional standard of the teacher The creative plan of the educator MBDOU " Kindergarten combined type No. 25 "Ryabinushka"" Michurinsk Kotlova E. Yu. to improve the level.

The project "Improving the professional competence of teachers of preschool educational institutions on health saving through self-education"

Program for improving the professional competence of preschool teachers in cooperation with parents Author-developer: Senior teacher Zhdanova Anzhela Mikhailovna The relevance of the issue of increasing the professional competence of teachers.

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The role of a psychologist in improving the professional competence of preschool teachers in modern conditions“Psychological support for the introduction of the Federal State Educational Standard for Preschool Education” “The role of a psychologist in improving the professional competence of preschool teachers in modern.

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Municipal budgetary educational institution "Dym-Tamakskaya basic comprehensive school" Yutazinsky municipal district Republic of Tatarstan

Report on the topic:

"Development of teacher's professional competence as a factor in improving the quality of education in the context of the transition to new educational standards"

Gumerova I.I.

mathematic teacher

first qualifying

In modern conditions, the main principle of building the educational process at school is a focus on the development of the student's personality, arming him with ways of action that allow him to study productively, realize his educational needs, cognitive interests and future professional needs. Therefore, the task of organizing an educational environment conducive to the development of the student's personal essence is put forward as the main task of the school.

The solution of this problem directly depends on the professional competence of teaching staff. As stated in the "Professional standard of the teacher": "The teacher is a key figure in the reform of education. In a rapidly changing open world, the main professional quality that a teacher must constantly demonstrate to his students is the ability to learn.

Therefore, an important condition for the introduction of the Federal State Educational Standard into general education school is the preparation of the teacher, the formation of his philosophical and pedagogical position, methodological, didactic, communicative, methodological and other competencies. Working according to the standards of the second generation, the teacher must make the transition from traditional technologies to technologies of developing, student-centered learning, use the technologies of level differentiation, learning based on a competency-based approach, "learning situations", project and research activities, information and communication technologies, interactive methods and active forms of learning.

An integral part of the professionalism and pedagogical skill of a teacher is considered to be hisprofessional competence.

Under professional competenceis understood as a set of professional and personal qualities necessary for successful pedagogical activity.

Therefore, the concept professional competence of a teacherexpresses the unity of his theoretical and practical readiness for the implementation of pedagogical activity and characterizes his professionalism.

Structure teacher's professional competencecan be revealed through his pedagogical skills. The model of a teacher's professional competence acts as a unity of his theoretical and practical readiness. Pedagogical skills here are grouped into four groups.

1. The ability to "translate" the content of the objective process of education into specific pedagogical tasks: the study of the individual and the team to determine the level of their preparedness for the active mastery of new knowledge and designing on this basis the development of the team and individual students; allocation of a complex of educational, upbringing and developing tasks, their concretization and determination of the dominant task.

2. Ability to build and set in motion a logically completed pedagogical system: integrated planning of educational and educational tasks; reasonable selection of the content of the educational process; optimal choice of forms, methods and means of its organization.

3. The ability to identify and establish relationships between the components and factors of education, to put them into action:

Creation necessary conditions(material, moral-psychological, organizational, hygienic, etc.); activation of the student's personality, the development of his activity, which turns him from an object into a subject of education; organization and development of joint activities; ensuring the connection of the school with the environment, regulation of external non-programmed influences.

4. Skills for accounting and evaluating the results of pedagogical activity: introspection and analysis of the educational process and the results of the teacher's activity; definition of a new complex of dominant and subordinate pedagogical tasks.

professionally competentone can name a teacher who, at a sufficiently high level, carries out pedagogical activities, pedagogical communication, achieves consistently high results in teaching and educating students.

- this is the development of a creative individuality, the formation of susceptibility to pedagogical innovations, the ability to adapt to a changing pedagogical environment. The socio-economic and spiritual development society. The changes taking place in the modern education system make it necessary to improve the qualifications and professionalism of the teacher, i.e., his professional competence. primary goal modern education– compliance with the current and future needs of the individual, society and the state, training in a versatile developed personality a citizen of his country, capable of social adaptation in society, the beginning of labor activity, self-education and self-improvement. And a free-thinking, predicting the results of his activities and modeling the educational process, the teacher is the guarantor of achieving the goals. That is why at the present time the demand for a qualified, creatively thinking, competitive personality of a teacher, capable of educating a personality in a modern, dynamically changing world, has sharply increased.

Based on the modern requirements for a teacher, the school determines the main ways of developing his professional competence:

• Advanced training system.
• Certification teaching staff on compliance with the position and qualification category.
• Self-education of teachers.
• Active participation in the work of methodological associations, teachers' councils, seminars, conferences, master classes. Demanded forms methodical work are theoretical and scientific and practical conferences, rallies, congresses of teachers.
• Possession of modern educational technologies, teaching methods, pedagogical tools and their continuous improvement.
• Mastering information and communication technologies.
• Participation in various competitions, research works.
• Generalization and distribution of own pedagogical experience, creation of publications.

Let's dwell on some points in more detail.

Actively trains teachers at refresher courses every five years and professional retraining in topical issues education of teachers and priority areas determined by the educational institution and the municipal education system. The most important form of advanced training, providing professional growth teachers in the context of the introduction of GEF LLC, remains a seminar. Expected Resultadvanced training- professional readiness of educators for the implementation of the Federal State Educational Standard:

• ensuring optimal entry of educators into the value system of modern education;
• adoption of the ideology of the Federal State Educational Standard of General Education;
• development new system requirements for the structure of the main educational program, the results of its development and the conditions for implementation, as well as the system for evaluating the results educational activities students;
• mastering the educational and methodological and information and methodological resources necessary for the successful solution of the tasks of the Federal State Educational Standard.

One of the means of implementing new directions iscertification of teaching staff, whose task is to stimulate the growth of professionalism and productivity of pedagogical work. Certification is only the tip of the iceberg, the underwater part of which is the inter-certification period. This is where the field of activity for improving the level of pedagogical competence.

The process of self-education of teachersbecame especially relevant at the stage of the introduction of the Federal State Educational Standard due to the fact that the main idea of ​​the standards is the formation of universal learning activities. Only the teacher who himself improves all his life can teach to learn.

Self-education is carried out through the following activities:

• systematic professional development;
• study of modern psychological and pedagogical methods;
• participation in seminars, master classes, conferences, attending lessons of colleagues;
• watching TV, reading the press.
• acquaintance with pedagogical and methodical literature.
• use of Internet resources;
• demonstration of own pedagogical experience;
• attention to your own health.

A special role in the process of professional self-improvement of the teacher is played by hisinnovative activity.In this regard, the formation of the teacher's readiness for it is the most important condition for his professional development.

If it is enough for a teacher working in the traditional system to master the pedagogical technique, i.e. a system of teaching skills that allow him to carry out educational activities on professional level and achieve more or less successful learning, then the teacher's readiness for innovation is decisive for the transition to an innovative mode.

The innovative activity of teachers at school is represented by the following areas: approbation of new generation textbooks, introduction of GEF NOO, development of modern pedagogical technologies, social design, creation of individual pedagogical projects.

One of the ways to develop the professional competence of a teacher is his participation incompetitions professional excellence :

It is believed that the activity of participation of teachers in competitions is not high due to the lack of internal motivation, workload of teachers.

One of the leading forms of increasing the level of professional skills is the study of the experience of colleagues, the transmission of one's own experience.

School teachers actively participate in various conferences, seminars, congresses, etc., they not only extend their teaching experience to different levels, but also participate in the creation of an innovative space that unites teachers on similar pedagogical problems to accumulate ideas and combine opportunities.

But none of the listed methods will be effective if the teacher himself does not realize the need to improve his own professional competence. Hence the need for motivation and the creation of favorable conditions for pedagogical growth. It is necessary to create the conditions in which the teacher independently realizes the need to improve the level of their own professional qualities. The analysis of one's own pedagogical experience activates the teacher's professional self-development, as a result of which research skills are developed, which are then integrated into pedagogical activity.

Development of professional competenceis a dynamic process of assimilation and modernization of professional experience, leading to the development of individual professional qualities, the accumulation of professional experience, involving continuous development and self-improvement.

Formation of professional competence- the process is cyclic, because in the process of pedagogical activity, it is necessary to constantly improve professionalism, and each time the listed stages are repeated, but in a new capacity. In general, the process of self-development is biologically determined and is associated with the socialization and individualization of the personality, which consciously organizes own life and hence their own development. The process of formation of professional competence also strongly depends on the environment, so it is the environment that should stimulate professional self-development.

Thus, we see that the goal of methodological work at school in the context of the introduction of the Federal State Educational Standard is to ensure professional readiness teachers to the implementation of the Federal State Educational Standard through the creation of a system of continuous professional development of each teacher.

It is clear that the solution of the main tasks of general education primarily depends on the professional competence of teachers - the main executors of the requirements of the Federal State Educational Standard. One thing is clear, that to educate a person with modern thinking, capable of successfully self-realization in life, can only be teachers with high professionalism. At the same time, the concept of "professionalism" includes not only the professional, communicative, informational and legal components of the competence of educators, but also the personal potential of the teacher, the system of his professional values, his beliefs, attitudes, in integrity, giving high-quality educational results.

In modern conditions, the requirements for the professional competence of a teacher are imposed not only by the new educational standard, but also by the TIME in which we live. And each teacher is faced with a difficult, but solvable task - "to be in time." For this to happen, everyone who has chosen the profession of a teacher must periodically remember very important and Right words Russian teacher, the founder of scientific pedagogy in Russia, Konstantin Dmitrievich Ushinsky, on which I will end my speech: “In the matter of education and upbringing, in the whole school business, nothing can be improved without the head of a teacher. The teacher lives as long as he learns. As soon as he stops learning, the teacher in him dies.”

Review of the main approaches to understanding professional competence, its content and structure.

M.2. UE-2

Lecture "Professional competence of a teacher"

The teaching profession is both transformative and managerial. And in order to manage the development of personality, you need to be competent.

The main principles of educational policy in Russia, defined in the Law of the Russian Federation "On Education" and the Federal Law "On Higher and Postgraduate Professional Education", are disclosed in the National Doctrine of Education in the Russian Federation until 2025 and the Federal Program for the Development of Education for 2000-2005. They are developed by the Concept of modernization of Russian education for the period up to 2010.

In accordance with the Concept of modernization of Russian education, the main goals vocational education are: training of a qualified employee of the appropriate level and profile, competitive in the labor market, competent, responsible, fluent in his profession and oriented in related fields of activity, capable of effective work in the specialty at the level of world standards, ready for constant professional growth, social and professional mobility.

Research is being carried out in various directions: the formation of the competence of the future teacher (V.N. Vvedensky), the study of the content of the professional and pedagogical activity of a teacher in our country (L.M. Abdulina, E.Sh. Abdyushev, V.A. Antipova, E.V. Berezhnova, Z. F. Esareva, N.V. Kuzmina, Yu.K. Yankovsky) and abroad (E.D. Voznesenskaya, B.L. Vulfson, N.I. Kostina, L.V. Kuznetsova, M.S. Suntsova, Y.E. Shteinsapir), assessment of the teacher's professional and pedagogical skills highest qualification(N. Aseev, N. Dudkina, L. Kupriyanova, A. Fedorov).

IN Russian science the problem under study is usually considered in terms of the formation of professional requirements for a specialist ( A.G. Bermus, N.F. Efremova, I.A. Winter, D.S. Tsodikova), as well as a new approach to designing educational standards (A.V. Khutorskoy).

All researchers who have studied the nature of competence pay attention to its multifaceted, diverse and systemic nature.

Until recently, Russian psychological and pedagogical research has been dominated by activity approach to the definition of the nature of competence.

However, in last years A number of works appeared in which an attempt was made to approach this complex phenomenon, simultaneously using the possibilities of several sciences. N.F. Efremova, adhering to synergistic approach, defines this concept as follows: “Competences are generalized and deep formed qualities of a person, her ability to most universally use and apply the acquired knowledge and skills”; "a set of knowledge, skills and abilities that allow the subject to adapt to changing conditions, ... the ability to act and survive in these conditions."

To this list A.V. Khutorskoy based on positions learner-centered learning, adds a set of semantic orientations necessary for productive activity.

According to V.A. Bolotova, V.V. Serikov, the nature of competence is such that, being a product of learning, it does not directly follow from it, but is a consequence of the self-development of the individual, his not so much technological as personal growth, a consequence of self-organization and generalization of activity and personal experience.

Competence is a way of existence of knowledge, skills, education, which contributes to personal self-realization, finding the student's place in the world, as a result of which education appears as highly motivated and in a true sense, personally oriented, ensuring the demand for personal potential, recognition of the personality by others and awareness of its own significance.

J. Raven Competence was understood as a special ability of a person necessary to perform a specific action in a specific subject area, including highly specialized knowledge, skills, ways of thinking and willingness to take responsibility for their actions.

According to A.G. Bermusa: "Competence is a system unity, integrating personal, subject and instrumental features and components.

M.A. Choshanov believes that competence is not just the possession of knowledge, but a constant the desire to update them and use them in specific conditions, that is, possession operational and mobile knowledge; it is flexibility and critical thinking, which implies the ability to choose the most optimal and effective solutions and reject false ones.

Competence- (characterizes the subject of activity) the possession of appropriate knowledge and abilities that allow a person to reasonably judge a certain area and act effectively in it. (A. V. Khutorskoy)

Competence-a range of issues in which a person is well informed, has knowledge and experience.

Let's look at a few definitions professional competence teachers:

The ability to think analytically and implement an integrated approach to the performance of one's duties (V. Yu. Krichevsky)

The totality of professional and pedagogical competencies (E. N. Solovova)

Complex education, which includes a complex of knowledge, skills and abilities that provide variability, optimality and efficiency in building the educational process (V. A. Adolf)

Concept author	Definition of the concept of "professional competence"	Components of professional competence
N.V. Kuzmina	The ability of the teacher to turn the specialty, the bearer of which he is, into a means of shaping the personality of the student, taking into account the restrictions and requirements imposed on the educational process by the requirements of the pedagogical norm in which it is carried out	1. Special and professional competence in the field of the taught discipline. 2. Methodological competence in the field of ways of forming knowledge, skills of students. 3. Socio-psychological competence in the field of communication processes. 4. Differential-psychological competence in the field of motives, abilities of students. 5. Autopsychological competence in the field of merits and demerits of one's own activity and personality.
L.M. Mitina	The concept of "pedagogical competence" includes knowledge, skills, as well as methods and techniques for their implementation in activities, communication, development (self-development) of the individual	Activity Communicative Social
V.N. Vvedensky	The professional competence of a teacher ... is not limited to a set of knowledge and skills, but determines the need and effectiveness of their application in real educational practice.	1.Communicative competence teacher - a professionally significant, integrative quality, the main components of which are: emotional stability (associated with adaptability); extraversion (correlates with status and effective leadership); the ability to design direct and feedback; speech skills; listening skills; ability to reward delicacy, the ability to make communication "smooth". 2. Information competence includes the amount of information (knowledge) about oneself, about students and their parents, about the work experience of other teachers. 3. Regulatory competence of the teacher implies that he has the ability to manage his own behavior. It includes: goal setting, planning, mobilization and sustainable activity, performance evaluation, reflection. The main determining factors of activity are moral values. 4. Intellectual and pedagogical competence can be considered as a set of skills for analysis, synthesis, comparison, abstraction, generalization, concretization, as qualities of intelligence: analogy, fantasy, flexibility and critical thinking. 5. Operational competence is determined by a set of skills necessary for a teacher to carry out professional activities: prognostic, projective, subject-methodical, organizational, pedagogical improvisation, expert.
T.G. Brazhe	Professional competence is defined as a multifactorial phenomenon that includes a system of knowledge and skills of a teacher, his value orientations, motives of activity, integrated indicators of culture (speech, style, communication, attitude towards himself and his activity, to related fields of knowledge).

encyclopedic Dictionary	From lat. competo - achieve, comply, fit: 1) "the terms of reference provided by law, charter or other act to a specific body or official"; 2) "knowledge and experience in a particular area"	- terms of reference - knowledge; - experience.
Dictionary of the Russian language S.I. Ozhegov	"a range of subjects in which someone is well-informed"	- knowledge in a well-known area
E.I. Horns	Professionalism (connects the concepts of professionalism and competence) is a set of psychophysiological, psychological and personal changes that occur in the teacher in the process of mastering and long-term performance of activities, providing a qualitatively new, more effective level of solving complex professional problems in special conditions. Formation of professionalism goes in three main directions: 1) changing the entire system of activity, its functions and hierarchical structure. In the course of developing appropriate labor skills, a person moves according to the degree of professional skill, a specific system of ways to perform activities develops - a personal style of activity is formed; 2) a change in the personality of the subject, manifested as appearance(motor skills, speech, emotionality, forms of communication), and in the corresponding elements of professional consciousness (professional attention, perception, memory, thinking, emotional-volitional sphere), which in a broader sense can be considered as the formation of a professional worldview; 3) a change in the relevant components of the subject's attitude towards the object of activity, which is manifested in: - the cognitive sphere - in the level of awareness about the object, in the propensity to interact and satisfaction from this interaction, despite the difficulties; - in the emotional sphere - in interest in the object, in the propensity to interact and satisfaction from this interaction, despite the difficulties; - in the practical sphere - in the awareness of their real possibilities of influencing the object.	- cognitive; - emotionally valuable; - practical (activity).
Dobudko T.V. (based on the analysis of the works of B.S. Gershunsky, V.A. Izvozchikov, A.K. Markova, L.M. Mitina, N.N. Lobanova)	The professional competence of a teacher is the unity of his theoretical and practical readiness for the implementation of pedagogical activity. Of particular interest to our study is the author's substantiated statement that the teacher's activity model correlates with professional competence as "existing" and "due".	- scientific and theoretical; - psychological: - operational-technological.
Markova A.K.	Professionally competent is ... such work of a teacher, in which pedagogical activity, pedagogical communication is carried out at a sufficiently high level, the personality of the teacher is realized, in which good results are achieved in the education and upbringing of schoolchildren. Especially A.K. Markova singles out the dominant block of the teacher's professional competence - the personality of the teacher, in the structure of which she singles out: 1) motivation of the personality (orientation of the personality and its types); 2) properties (pedagogical abilities, character and traits, psychological processes and the state of the individual); 3) integral characteristics of the personality (pedagogical self-awareness, individual style, creativity as a creative potential).	- professional (objectively necessary) pedagogical knowledge ( gnostic component); - professional pedagogical positions, teacher attitudes required in his profession ( value-semantic component);- professional (objectively necessary) pedagogical skills ( activity component);- personal characteristics that ensure the teacher's mastery of professional knowledge and skills ( personality component).
Lobanova N.N.	Professional competence is a key concept for characterizing pedagogical activity, which determines the level of pedagogical readiness for activity, is a factor in maintaining the direction of activity. The system-forming component of professional competence is a personal component, in which qualities that ensure the solution of pedagogical problems at the level of social and moral responsibility are brought to the fore, and the psychological, pedagogical, sociocultural knowledge of the teacher is a priority in the structure of the basic component.	- professional content; - professional activity; - professional-personal (value-semantic) components.

An analysis of the scientific literature shows that scientists studying the problem of teacher competence use the term "professional competence" (B.S. Gershunsky, T.V. Dobudko, A.K. Markova), then the term "Pedagogical competence" (L.M. Mitina), then both terms (N.N. Lobanova), and sometimes combine these terms by analogy with professional and pedagogical activities: "professional and pedagogical competence » (Yu.N. Kulyutkin, G.S. Sukhobskaya).

Thus, the main features of the competence-based approach to training specialists are:

- general social and personal significance of the formed knowledge, skills, qualities and ways of productive activity;

- a clear definition of the goals of professional and personal improvement, expressed in behavioral and evaluative terms;

- identification of certain competencies, which are also the goals of personality development;

- formation of competencies as a set of semantic orientations based on the comprehension of national and universal culture;

- the presence of a clear system of measurement criteria that can be processed statistical methods;

- providing pedagogical support to an emerging personality and creating a “zone of success” for it;

- individualization of the strategy selection program to achieve the goal;

- creating situations for a comprehensive test of skills in the practical use of knowledge and the acquisition of valuable life experience;

- an integrative characteristic of personality manifestations associated with its ability to improve existing knowledge, skills and methods of activity as socialization and accumulation of life experience.

The basic criterion for assessing the quality of education is professional competence as “an integral characteristic of a specialist that determines his ability to solve professional problems and typical professional tasks that arise in real situations of professional activity using knowledge and life experience, values ​​and inclinations” (O.E. Lebedev, A.P. Tryapitsyna). Ability in this case is understood not as a predisposition, but as a skill.

Competence is formed in activity and always manifests itself in organic unity with human values, since only under the condition of a value attitude to activity, personal interest, a high professional result is achieved.

Professional competence integrates three aspects:

- cognitive(scientific, subject knowledge);

- operational and technological(methods of activity, ability to make decisions)

- axiological(experience of emotional and personal attitude to nature, society, man);

Additional components of professional competence at the present stage:

Correlation of its activities with developments at the global level pedagogical culture, national pedagogy;

The ability to productively interact with the innovative experience of colleagues, to generalize their experience;

Creativity as a way of being in the profession.

The readiness of a teacher for professional activity in modern conditions implies the possession of subject, pedagogical and social competencies.

The competence model of a modern teacher is shown in fig. 1

Rice. 1 Competence model of a modern teacher

(G. L. Abdulgalimov)

1 - subject competence of the teacher

2 - pedagogical competence of the teacher

3 - social competence of the teacher

Base models- social teacher competence, which serves as the basis for subject and pedagogical competence (G. L. Abdulgalimov)

The upper limit of the subject competence of a modern teacher is determined by the legal documents on this subject.

In the process of searching non-standard tasks there is a professional growth of the teacher and the formation research competencies. A creative level appears in the model.

One of the factors that determine the quality of education is the content of the subject competences of the teacher. Consider what each of the components includes.

Cognitive component:

knowledge of the subject;

Knowledge of related sciences;

Knowledge and ensuring the implementation of the content and structure of the federal basic curriculum;

Knowledge curricula and programs on the subject;

Knowledge of the requirements of the GIA in this subject.

Operational and technological:

The ability to extract information and select it according to the discipline taught;

Independent work on the accumulation of scientific materials, problems, solutions;

Constant work with periodicals;

Ability to adapt scientific knowledge to achieve learning goals.

Axiological component:

Deep understanding and ability to use in practice the basic values, concepts, norms, virtues, decisions;

Willingness and desire to learn and learn.

Analytical Skills

Prognostic

Projective

reflexive

Mobilization Skills

Informational

Educational

Orientation

Perceptual

Pedagogical communication

The system of minimum requirements for knowledge, skills, abilities and personal qualities of a teacher (his competence) is reflected in the draft standard of professional activity, which was developed from the standpoint of a competency-based approach, edited by L. V. Kuzminov and V. L. Matrosov in 2006 in accordance with with the federal target program for the development of education for 2006-2010. This is the first experience of creating a standard of professional activity.

To determine the level of the state of competencies in a given time period, there are certain criteria that allow the teacher to conduct self-analysis professional competence, identify problem areas, draw conclusions about the level of formation of professional competencies.

We will consider the criteria for assessing the professional competencies of a teacher using the example of subject competence.

Characteristics that determine the success of a teacher	Optimal level 8-10 points	Sufficient level 6-7 points	Critical level 5 points and below
Subject competence: - knowledge in the field of the taught subject, - teaching methodology	The teacher - knows the content of the subject very well - is well versed in the normative documentation and modern publications on the methodology of the subject being taught - uses it in the content of classroom and extracurricular activities. students productive experience.	The teacher - knows the content of the pr-ta well - is well oriented in the norm. documents and modern publications - uses. In the content of the process productive experience and innovation. introduces tricks sporadically	The teacher -knows the content of the subject -practically does not follow the achievements in the development of new approaches to teaching it, -does not use periodicals. IN educational process the results of the latest research in the basic sciences are practically not manifested.

The main approach to identifying criteria, indicators and tools for measuring the professional competence of teachers is active

Parameter	Criteria	Indicators	Tools
Professional Competence	value-semantic	- value attitude to the profession; - value attitude: to events, to people, to oneself - the image "I am a teacher-researcher"; 3. Willingness to show personal initiative and further professional growth.	-testing; - survey (questionnaire; conversation); -experiment.
Epistemological	- knowledge of theoretical and methodological foundations subject area of ​​education; -knowledge of the psychological and pedagogical foundations of modern education (including normative documents); - knowledge of the requirements for a modern teacher; - breadth and depth of additional knowledge.	- testing; - questioning; - study and generalization of experience; - observation.
activity		-study of the products of teachers' activities; - trainings; - research work teachers; - design work teachers; - Questioning, conversation.

Under professional competence teacher is understood as a set of professional and personal qualities necessary for successful pedagogical activity.

professionally competent one can name a teacher who, at a sufficiently high level, carries out pedagogical activities, pedagogical communication, achieves consistently high results in teaching and educating students.

Development of professional competence - this is the development of a creative individuality, the formation of susceptibility to pedagogical innovations, the ability to adapt to a changing pedagogical environment. The socio-economic and spiritual development of society directly depends on the professional level of the teacher.

The main goal of modern education is to meet the current and future needs of the individual, society and the state, to prepare a diversified personality of a citizen of his country, capable of social adaptation in society, starting work, self-education and self-improvement.

The main ways of developing the professional competence of a teacher:

1. Work in methodical associations, creative groups;

2. Research activities;

3. Innovative activity, development of new pedagogical technologies;

4. Various forms of pedagogical support;

5. Active participation in pedagogical competitions and festivals;

6. Translation of own pedagogical experience;

7. Use of ICT, etc.

But none of the listed methods will be effective if the teacher himself does not realize the need to improve his own professional competence. Hence the need for motivation and the creation of favorable conditions for pedagogical growth.

The teacher should be involved in the process of managing the development of the school, which contributes to the development of his professionalism.

The development of professional competence is a dynamic process of assimilation and modernization of professional experience, leading to the development of individual professional qualities, the accumulation of professional experience, which involves continuous development and self-improvement.

Can be distinguished stages of formation of professional competence :

introspection and awareness of the need;

planning of self-development (goals, objectives, solutions);

self-manifestation, analysis, self-correction.

The formation of professional competence is a cyclical process, because in the process of pedagogical activity, it is necessary to constantly improve professionalism, and each time the listed stages are repeated, but in a new capacity.

The portfolio is a reflection of professional activity, in the process of formation of which self-assessment takes place and the need for self-development is realized. With the help of a portfolio, the problem of certification of a teacher is solved, because. here the results of professional activity are collected and summarized. Creating a portfolio is a good motivational basis for the activities of a teacher and the development of his professional competence.

Summarizing what has been said, it should be noted:

The use of a competency-based approach in education involves changes in the professional consciousness of the teacher, his activities;

Competence in the context of pedagogical activity is a complex professional and personal resource that provides the possibility of effective interaction in the educational space;

The level of formation of the teacher's professional competencies should be sufficient to create such an educational developmental environment in which the formation of key competencies of students is possible.

So, the concept of professional competence of a teacher expresses the unity of his theoretical and practical readiness to carry out pedagogical activities and characterizes his professionalism.

Qualification characteristic - this is, in essence, a set of generalized requirements for the teacher at the level of his theoretical and practical experience.

A. S. Makarenko: He rejected the statement about the predetermination of pedagogical skill by innate characteristics, inclinations, he showed its conditionality by the level of professional competence. He believed that pedagogical skill, based on skill, on qualifications, is knowledge of the educational process, the ability to build it, set it in motion.

Literature

1.I. A. Winter. Key competencies - a new paradigm of the result of modern education.// Internet magazine "Eidos" -2006.5 May.

2.I. A. Winter. Proceedings of the methodological seminar "Russia in the Bologna process: problems, tasks, prospects." Moscow: Research Center for the Problems of Training Specialists, 2004.

3. V. A. Adolf Formation of professional competence of the future teacher.

//Pedagogy.- №1.1998

4.G.L. Abdulgalimov. A model of a modern teacher's readiness for professional activity. //Standards and monitoring in education. №5.2009

5.O. A. Kozyreva Phenomenology of teacher's professional competence.

//Educational technologies and society 11(2)2008

6.F. T. Shishkin. Competence and Competence as Key Concepts of the Competence-Based Approach in Education // Science and School No. 4.2008

6.I. I. Barakhovich. Communicative competence of the teacher (Requirements of the professional standard of pedagogical activity. // Internet resource

7.M. V. Argunova Key educational competencies about the assessment of their formation. // Chemistry at school. No. 6. 2009

The development of professional competencies is a continuous process that helps to maintain a high level of professionalism of the staff. Find out which methods and models are considered the most effective and efficient.

From the article you will learn:

The basis of development is the improvement of the personal abilities of the employee. Under the competence are considered professional qualities that help to solve a certain range of tasks assigned to the staff. The totality of knowledge and experience underlies competence.

The level of development of professional competencies depends on the semantic scope of the concept:

models of professional behavior, skills without a certain level covers the whole range of work with simple standards. The list of behavior indicators for all types of professional qualities includes the main functional roles of all employees without exception;

What methods of personnel assessment should be used to determine the required level of development of professional competencies

To be successful when working in a particular organization, an employee has a number of competency models. A systematic assessment of methods for developing professional competencies is carried out taking into account the main indicators. Corporate competencies are essential for all working personnel. Managerial will be required by the leaders of the company. Specific competencies are based on the performance of a highly specialized function.

Marina Veselovskaya,
succession planning and personnel development manager at Efes Rus in Russia

Why is the development of professional competencies of personnel an urgent need for a company? How to develop professional competencies in employees after 45?

With the rapid development of technology and the volatility of the market, businesses need to quickly and effectively respond to what is happening. The high level of professional competence of employees comes to the fore in this situation, so the development of competencies in Efes Rus is one of the company's strategic goals.

Taking into account the developed model, the most effective method assessment center. Competency-based interviews are often used in practice. When evaluating candidates for a position, a recruiter often takes into account only the ability zone and practically does not pay attention to needs.

As a result, an applicant who is professionally trained, has the necessary level of knowledge, skills and experience is accepted for a vacant position. But already at the initial stage of adaptation, it becomes obvious that the employee is not satisfied with the position received, works sluggishly and shows signs of apathy. What is the reason? The fact that personal needs and expectations were not taken into account. Psychologically, the employee is not ready for the assigned duties.

When evaluating a candidate, it is worth considering his needs

Methodology for the development of professional competence

It must be taken into account that at the initial stage it is important to correctly select personnel. And only at the subsequent stages of management to consider which methods will become the most effective. If some employees only need training or a seminar, for others it is rational to use classical methods based on the study of theory and practice.

What is the model for the development of professional competencies based on?

The model is based on the creation of a set of relevant competencies, knowledge, skills and abilities necessary for the successful performance of the professional activities of the staff. In the main methodologies, such factors are described as indicators of behavior.

The development of methods for the development of professional competence is carried out in several stages:

on preparatory stage plan a project, set goals, objectives, create a team for the collection and subsequent analysis of information;

at the next one, they work out a model of the necessary skills and abilities, choose performance criteria, make a criteria-based selection, analysis technique, collect information, check the validity of the project itself;

The next step is to put the model into operation.

Development methods include:

• obtaining behavioral examples through interviews, employees are asked to focus on critical situations, talk about how they coped with the tasks, what skills were required in the process of doing work under stress;
• while working with a group of experts, they discuss the personal characteristics of each working employee;
• information is entered into the competency library statistical analysis, develop and launch the competencies required in the conditions of the modern production process;
• the method of repertory grids determines the level of competence of highly professional specialists working in the company;
• using the analysis of work tasks, they determine the specification of the tasks set, establish the level of cognitive skills;
• at the final stage, direct observation is carried out with a written fixation of the main indicators of behavior.

The quality of the education system cannot be higher

the quality of its teachers.

M. Barber

Every child sooner or later begins to think about what profession he will choose and where will he go study after graduation. I knew from early childhood that I would be a teacher, focusing on those teachers who taught me. After graduating from Novosibirsk College of Education, and later Pedagogical University I did not think about what pedagogical standards each teacher should be guided by. The guide was the teachers who taught us.

During work, gaining experience, an understanding came of how to work more efficiently, mentors and more experienced teachers helped in this. But nevertheless, while getting an education, we were taught to work with healthy and Russian-speaking children. Currently, the teacher needs to be not only in the trend of gadgets needed for the educational process, but also be able to work with different categories of children:

- with gifted students;

- in the context of the implementation of inclusive education programs;

- teaching the Russian language to students for whom it is not native;

– with students with developmental problems;

- with deviant, dependent, socially neglected and socially vulnerable students who have serious deviations in behavior.

So what is he modern teacher? How would you answer this question? A TEACHER is a friend, mentor, assistant, instructor, curator, researcher, methodologist, creator, manager, consultant…

For this reason, a document has appeared that will help the pedagogical community find a middle ground and understand what requirements are currently being put forward for a teacher and what competencies he should have.

Professional standard of a teacher- a document that includes a list of professional and personal requirements for a teacher, valid throughout the Russian Federation.

The professional standard for teachers, in my opinion, should be considered as framework document, which defines the basic requirements for his qualifications. As a guideline that will help the teacher build his own trajectory of self-development and self-improvement. Each teacher can consider the standard through the prism of their competencies and understand in which areas of their professional activity they need to improve. Thus, in my opinion, the professional standard of a teacher is an assistant that will determine the individual trajectory of professional development and motivate the teacher for self-development, ensure a coordinated increase in the freedom and responsibility of the teacher for the results of his work.

Part one: education.

The teacher must:

1. Have higher education. Teachers with secondary special education and those currently working in preschool organizations and elementary school, conditions must be created for obtaining it without interrupting their professional activities.

2. Demonstrate knowledge of the subject and the curriculum.

3. Be able to plan, conduct lessons, analyze their effectiveness (introspection of the lesson).

4. Own the forms and methods of teaching that go beyond the scope of the lessons: laboratory experiments, field practice, etc.

5. Use special learning approaches to include all students in the educational process: those with special educational needs; gifted students; students for whom Russian is not their native language; students from handicapped etc.

6. To be able to objectively assess the knowledge of students, using different forms and methods of control.

7. Possess ICT competencies (Appendix 1 to the Standard).

Part two: educational work.

The teacher must:

1. To master the forms and methods of educational work, using them both in the classroom and in extracurricular activities.

2. Own methods of organizing excursions, trips and expeditions.

3. To master the methods of museum pedagogy, using them to broaden the horizons of students.

4. Effectively manage student behavior to ensure a safe learning environment.

5. Effectively manage classes in order to involve students in the process of education and upbringing, motivating their educational and cognitive activities. Set educational goals that contribute to the development of students, regardless of their origin, abilities and character, constantly look for pedagogical ways to achieve them.

6. Establish clear rules of conduct in the classroom in accordance with the school charter and the rules of conduct in the educational organization.

7. Provide comprehensive assistance and support in the organization of student self-government bodies.

8. Be able to communicate with children, recognizing their dignity, understanding and accepting them.

9. Be able to find (discover) the value aspect educational knowledge and information and ensure that students understand and experience it.

10. Be able to design and create situations and events that develop the emotional and value sphere of the child (the culture of experiences and value orientations of the child).

11. Be able to detect and implement (implement) educational opportunities various kinds child's activities (educational, playful, labor, sports, artistic, etc.).

12. Be able to build educational activities, taking into account the cultural differences of children, gender, age and individual characteristics.

13. To be able to create in study groups (class, club, section, etc.) child-adult communities of students, their parents and teachers.

14. To be able to support the constructive educational efforts of parents (persons replacing them) of students, to involve the family in solving issues of raising a child.

15. To be able to cooperate (interact constructively) with other teachers and specialists in solving educational problems (tasks of the spiritual and moral development of the child).

16. Be able to analyze the real state of affairs in the classroom, maintain a business friendly atmosphere in the children's team.

17. Be able to protect the dignity and interests of students, help children who find themselves in conflict situation and/or adverse conditions.

18. Maintain the way, atmosphere and traditions of school life, making a positive contribution to them.

Part three: development (personal qualities and professional competencies necessary for the implementation of developing activities).

1. Willingness to accept different children, regardless of their real learning opportunities, behavioral characteristics, mental and physical health. A professional setting to help any child.

2. The ability during observation to identify a variety of problems in children associated with the characteristics of their development.

3. The ability to provide targeted assistance to the child with their pedagogical techniques.

4. Willingness to interact with other specialists within the framework of the psychological, medical and pedagogical council.

6. Ability to draw up a program together with other specialists individual development child.

7. Possession of special techniques that allow for correctional and developmental work.

8. The ability to track the dynamics of the child's development.

9. The ability to protect those who are not accepted in the children's team.

10. Knowledge of the general patterns of personality development and the manifestation of personal properties, psychological laws of periodization and developmental crises, age characteristics of students.

11. The ability to use psychological approaches in the practice of their work: cultural-historical, activity and developmental.

12. The ability to design a psychologically safe and comfortable educational environment know and be able to prevent various forms school violence.

13. Ability (together with a psychologist and other specialists) to provide psychological and pedagogical support for educational programs of primary and secondary general education, including additional education programs.

14. Possession of elementary methods of psychodiagnostics of personal characteristics and age characteristics of students, monitoring of the child's personal characteristics together with a psychologist.

15. The ability (together with a psychologist and other specialists) to draw up a psychological and pedagogical description (portrait) of the student's personality.

16. The ability to develop and implement individual development programs, taking into account the personal and age characteristics of students.

17. The ability to form and develop universal learning activities, patterns and values social behavior, skills of behavior in the world of virtual reality and in social networks, multicultural communication skills and tolerance, key competencies(according to international standards), etc.

18. Possession of psychological and pedagogical technologies (including inclusive ones) necessary for working with various students: gifted children, socially vulnerable children who find themselves in difficult life situations, migrant children, orphans, children with special educational needs (autistic, ADHD, etc.), children with disabilities, children with behavioral deviations, children with addiction.

19. The ability to form children-adult communities, knowledge of their socio-psychological characteristics and patterns of development.

20. Knowledge of the basic patterns of family relations, allowing you to work effectively with the parent community.

Part four: professional competencies of the teacher, reflecting the specifics of the work.

Working as a primary school teacher, I will cite the professional competencies of a teacher, reflecting the specifics of work in primary school.

teacher elementary school must:

1. Consider originality social situation development of the first grader in connection with the transition of the leading activity from play to learning, purposefully form the social position of the student in children.

2. Ensure the development of the ability to learn (universal learning activities) to the level required for studying in basic school.

3. Provide when organizing learning activities achievement of meta-subject educational results as the most important new formations of the junior school age.

4. Be prepared as the most important adult in a social development situation elementary school student, to communication in conditions of an increased degree of trust of children in the teacher.

5. To be able to respond to children's direct appeals to the teacher, recognizing serious personal problems behind them. Take responsibility for the personal educational results of their students.

6. Take into account, when assessing the success and capabilities of students, the unevenness of individual mental development children of primary school age, as well as the originality of the dynamics of the development of educational activities of boys and girls.

In accordance with the content of the teacher's professional standard, a table can be created that will allow the teacher to assess the level of his professional activity in accordance with the requirements.

Table 1

Self-analysis and self-assessment of professional activity based on the professional standard "Teacher"

	Competencies (labor activities)	Self-assessment in points (0–2)