Professional skills of a teacher of additional education. “Improving the professional competencies of a teacher of additional education. The tasks of certification

Professional Competence teacher of additional education, taking into account current trends and values of education

The last few years in domestic education are characterized by a revival of interest in the upbringing and educational space outside the classroom, in the free time of students, in the meaningful organization of their leisure.

The main tasks of additional education are: creating favorable conditions for the manifestation of creative abilities, organizing real activities that are accessible to children and give a specific result, introducing romance, fantasy, an optimistic perspective and elation into a child’s life.

Extracurricular work is aimed at meeting the needs of children and youth in informal communication, focused on the personality of the child and his development. creative activity. Additional education gives the child a real opportunity to choose their individual educational path. In fact, additional education increases the space in which schoolchildren can develop their creative and cognitive activity, realize their best personal qualities, i.e., demonstrate those abilities that often remain unclaimed in the mainstream education system. In additional education, the child himself chooses the content and form of classes, he may not be afraid of failures. All this creates a favorable psychological background for success, which, in turn, has a positive effect on learning activities. Additional education for schoolchildren is implemented by the leaders of various creative associations of interest.

Additional education, despite all the features of its organization, content and methodology, is subject to all the laws of the educational process: it has goals and objectives, the content determined by them, the interaction of the teacher with children, the result of training, education and development of the child.

Modern educational technologies are not the only means of reforming education. The main strategic and technological resource has always been and remains the teacher, from professionalism, moral values, the intelligence of which depends on the quality of education. Today in the Russian Federation there are 18 thousand institutions of additional education.

The tasks of the teacher of additional education include the management of a variety of creative activities of students in the field of additional education, the organization of extracurricular work with pupils at school.

The teacher of additional education is one of the most important specialists directly implementing additional educational programs of various directions. He is engaged in the development of talents and abilities of schoolchildren, including them in artistic, technical, sports activities. It completes the composition of creative associations, contributes to the preservation of the contingent of students, the implementation educational program, conducts direct educational activities with schoolchildren in a certain creative association, providing a reasonable choice of forms, methods, content of activities. Participates in the development of author's educational programs, is responsible for the quality of their implementation. Provides advice to parents on the development of children's abilities in the system of additional education.

The teacher of additional education should have the following personal qualities:

creativity

Among the most important factors that influence the development of the personality of children in the system of additional education, the most important is the professionalism of the teacher. Only next to a master can another master grow up, only another personality can educate a personality, only a master can learn mastery. The professionalism of the teacher is the basis for the formation and development of the child's personality.

The development of professionalism, or the professionalization of a teacher, is an integral continuous process of becoming a specialist's personality. The process of professionalization is only one of the directions of personality development, within which a specific set of contradictions inherent in the socialization of the personality as a whole is resolved.

From the moment of choosing a profession, the leading contradiction of professionalization becomes the degree of correspondence between the personality and the profession, which is the main condition for high professional excellence any specialist. Moreover, a personal warehouse can be favorable for one type of activity and completely unsuitable for another.

The process of professionalization goes through several stages, during which mutual agreement and the development of certain ways for the individual to fulfill professional requirements are carried out. The creative attitude of a person to the performance of his professional activity is evidenced by the fact that a specialist not only applies his abilities, thereby achieving success in his activity, but also actively relates to the matter, as a result of which he makes changes to the activity itself. Only in this case is it possible to introduce innovations on the part of a specialist. There is not only a direct relationship between abilities and activity, but also the opposite, when a person's abilities influence activity and cause changes in it.

Specialists in the field of labor psychology have developed specific provisions characterizing the conformity of the individual to the profession. There are the following personality traits necessary for professional activity:

special education

cognitive processes

It is necessary to take into account some other signs of a person’s professional suitability for activity, the significant development of which indicates the high professionalism of the employee. This is the necessary speed of work, the accuracy of work, the harmlessness of work for the psychophysiological state of the human body, when there is no exhaustion of strength and the person restores his working capacity after rest.

It is also important that a specialist has a positive assessment of himself as a professional with a high expert assessment from colleagues through public thanks, diplomas, recognition of managers, etc. The lower the self-esteem, the higher the need for external signs of attention and recognition, and, as a rule, lower professionalism. A high expert assessment is an indicator of a person's professionalism. The criteria for this may be the advice of colleagues in the profile of a specialist. The frequency of calls to an employee on issues related to his professional activities can also serve as a sign of a person's professionalism.

An important role is played by the ability of a specialist to adapt to adverse conditions of activity, as well as his socialization in general. Developed intellect can remain only a potential possibility of a person if personal qualities do not allow him to use it. For example, a person may have a high level of development of abilities, but the conflicting characteristics of the personality do not allow it to be effectively realized. The latter include the constant calculation of who worked for how long, who received how much for it, claims in the order of receiving social benefits, the desire to establish a priority in relation to any events. These are the so-called debaters, who are more likely to realize their internal tension outside, rather than really try to offer a solution to the problem. Their personal position is most often of a passive nature, that is, things do not go beyond indignation.

Scientists have found that job satisfaction actively affects the efficiency of professional activity, namely: the higher the satisfaction with the content and conditions of professional activity, the higher the efficiency of a person's work. Consequently, one cannot expect high professionalism from a person who is always dissatisfied with everything, indignant and critical. At the same time, a person classifies himself as satisfied or dissatisfied with the activity, using a system of subjective criteria. The severity of these criteria depends on the level of claims of the individual. Ceteris paribus, job satisfaction will be the higher, the lower the level of claims.

The external behavior and state of a person largely depends on the internal and is regulated by it. Therefore, it is very important to be able to maintain and maintain a healthy mental state, especially since the activity of a teacher is subject to strong stress loads. He wrote about the exceptional plasticity of our nervous system. The scientist noted that the highest degree self-regulating, self-supporting, restoring, guiding and even improving. But in order for all this to be carried out, it is necessary to take some actions in this direction. Five - ten-minute training of the central nervous system should become a common thing for a teacher (and a teacher of additional education), like morning exercises.

The term "professional competence" began to be actively used in the 90s of the last century, and the concept itself becomes the subject of a special comprehensive study of many researchers involved in the problems of pedagogical activity.

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

Professionally competent can be called a pre-school teacher who is sufficiently high level carries out pedagogical activity, pedagogical communication, achieves consistently high results in the education of students.

The development of professional competence is the development of a creative individuality, the formation of susceptibility to pedagogical innovations, the ability to adapt to a changing pedagogical environment. From professional level teacher directly depends on 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. 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. 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 present 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 modern requirements, it is possible to determine the main ways of developing the professional competence of a teacher:

pedagogical technologies

pedagogical competitions

It is possible to single out the stages of formation of professional competence:

introspection and awareness of the need; self-development planning (goals, objectives, solutions); self-manifestation, analysis, self-correction.

In pedagogical literature, the terms are often used and are already “established” competence, competence.

Widespread use of terms competence, competence is associated with the need to modernize the content of education. The Strategy for the Modernization of the Content of General Education notes: “…the main results of the activities of an educational institution should not be a system of knowledge, skills and abilities in and of itself. We are talking about a set of key competencies of students in the intellectual, legal, information and other fields.”

Lexical meaning of the concept "competent” in dictionaries is interpreted as “informed, authoritative in any field.” And the “Explanatory Dictionary of the Russian Language” defines competence as a range of issues, phenomena in which a given person has authority, knowledge, and experience.

Many researchers have been studying professional competence:, and others. The works of these researchers reveal the following aspects of pedagogical competence:

psychological aspect

You can manage your mental state in the following ways:

1. Self-regulate emotional states, for example, through the external manifestation of emotions. Emotional tension will subside if a person's attention switches from the cause of emotions to their manifestation - facial expression, posture, etc. Denoting an emotional state in words and talking about how it proceeds also helps to reduce tension. But talking about the cause of the appearance of the state only enhances emotional experiences.

2. Be able to control your facial expressions. This is the relaxation of the muscles of the face, and mimic gymnastics in front of the mirror, and a simple image of “faces” in front of the mirror.

3. Manage the tone of skeletal muscles. This includes training exercises to relax the muscles, playing sports.

4. Manage the pace of mental processes. The use of breathing exercises.

5. Consciously create situations for mental relaxation. It can be games, walks, hobbies - anything that can help restore peace of mind.

Thus, the professionalism of a teacher, being an important factor in the development of a child's personality, must necessarily be combined with his physical and mental health.

Professionally significant qualities of a teacher include:

pedagogical tasks

And another important addition to the d / o teacher is the ability to stimulate their own creative activity and the creative abilities of students. In the system of additional education, the emphasis is not so much on explaining this or that subject knowledge to children, but on developing their interest in expanding individually significant knowledge. The role of a teacher in additional education is to organize the natural activities of children and the ability to pedagogically competently manage the system of relationships in this activity.

Thus, the competence of a teacher of additional education is a synthesis of professionalism (special, methodological, psychological and pedagogical training), creativity (creativity of relationships, the learning process itself, the optimal use of means, techniques, teaching methods) and art (acting and oratory). And today it becomes obvious that it is impossible to “compose” a competent professional from a simple amount of knowledge, a teacher must have a great sense of responsibility, teaching the current generation.

Performance

Professional competence of a teacher of additional education, taking into account modern trends and values of education

Prepared by:

Director of MBOU DOD MO

Plavsky district "DEC"

Plavsk 2012

INTRODUCTION

1. DEVELOPMENT OF PROFESSIONAL COMPETENCE OF TEACHERS AS A PEDAGOGICAL PROBLEM

1.1 Methodology for researching the problem of developing the professional competence of teachers in a general education school

1.2 Conceptual foundations for managing the development of professional competence of teachers in a general education institution

1.3 Forms of joint activities to form and stimulate the development of the professional competence of a teacher in a general education institution.

2. DEVELOPMENT OF A MANAGEMENT SYSTEM FOR THE DEVELOPMENT OF PROFESSIONAL COMPETENCE OF TEACHERS IN A GENERAL EDUCATIONAL INSTITUTION

2.1 Methodological support and collective management of the processes of functioning and development of the school, management of the development of professional competence of teachers

2.2 Analysis of the system of school activities to manage the development of professional competence of teachers

2.3 The plan of methodological work of the school as a system for managing the development of professional competence of teachers in a general education institution

CONCLUSION

LIST OF USED SOURCES

APPS

INTRODUCTION

Versatile processes of social restructuring, updating humanitarian practice, reforming the general education school require the teacher to concentrate intellectual resources to meet social needs. It is teachers who are capable of productive creative activity, managing the development of the educational process, their own professional competence, who are able to meet the needs of society in a self-actualizing and self-developing personality of a school graduate.

Therefore, in general education schools it is important to create conditions for the formation of a professional teacher, capable of researching and managing pedagogical activities, owning the tools for diagnosing the process and results of their own work, ways to justify the ways and means of its correction and further improvement.

The development of the professional competence of teachers, the creation of conditions for the formation of a student's creatively thinking personality is a problem that has a direct impact on the successful functioning of the school.

The problem of professionalism in general and professional competence in particular is considered as one of the central ones in the psychological pedagogical research. At present, science has a certain amount of knowledge, the use of which in pedagogical activity is an important condition for the formation of a professionally competent teacher, teacher-researcher, capable of improving the educational process, directing it towards solving the problems of personal formation and development of both students and the teacher himself.

The requirements for the organization of activities for the professional improvement of teachers are considered, etc. The study of a professionally competent teacher, depending on his creative abilities, is revealed in the works, etc. In addition, the essence of pedagogical creativity is characterized and substantiated, -Kalik, etc. the professional competence of the teacher, the system of stimulating his pedagogical creativity are also justified, etc.

At the same time, despite the importance of the described problem, insufficient attention is paid to development management in science and practice.

professional competence of the teacher in the conditions of educational institutions, which determined the choice of the research topic.

Purpose of the study: development of a management system for the development of teacher's professional competence.

Research objectives, based on its purpose, were formulated as follows:

1. To explore the problem of developing the professional competence of teachers in a general education institution.

2. Determine the conceptual framework for managing the development of professional competence of teachers in a general education institution.

3) Classify the forms of joint activities to form and stimulate the development of professional competence of teachers in a general education institution

4) Analyze the state of the system of school activities to manage the development of professional competence of teachers.

5) Develop a system for managing the development of professional competence of teachers through the transformation of the traditional methodological service at school.

Object of study: professional competence of teachers in a general education institution.

Subject of study: management of the development of professional competence of teachers in a general education institution.

The methodological basis of the study is the doctrine of the leading role of activity in the formation of a personality, its activity in the development process, the idea of the integrity of a person's subjective reality, the reflexive nature of the development management process, the unity of psychological and pedagogical science and practice in the field of becoming a professionally competent teacher.

In the process of testing the hypothesis and solving the tasks set, we used methods: theoretical analysis philosophical and psychological-pedagogical literature; empirical analysis of the founding documents about the school; study of effective pedagogical experience; conversations; observations; questioning; correlation analysis.

Practical The significance of the results of the study lies in the fact that:

· The results of the study can be used to bring the functioning school closer to the developing system.

· The results and conclusions of the study can also be used in various educational systems - lyceums, gymnasiums, colleges.

1 DEVELOPMENT OF PROFESSIONAL COMPETENCE OF A TEACHER AS A PEDAGOGICAL PROBLEM

1.1 Methodology for researching the problem of developing the professional competence of a teacher in a general education institution

The implementation of the study involves the choice of a research position, the definition of approaches, principles, methods, basic categories of research.

The content of the received research material, its interpretation and conclusions are determined by the nature of the methodological apparatus. We have identified general methodological, general pedagogical and particular pedagogical methodological foundations. As a general methodological basis, we have chosen a systematic and activity approach, general pedagogical - anthropological, private pedagogical - acmeological approach.

Considering an object from the standpoint of a systematic approach, the researcher analyzes the internal and external connections and relations of the object, all its elements are considered taking into account their place and function in it.

The basic principles of studying the organic whole are: ascent from the abstract to the concrete; identification of heteroqualitative links and their interaction in the object; the unity of analysis and synthesis, logical and historical; synthesis of structural-functional and genetic ideas about the object.

We present a description of the principles of a systematic approach that clarify its essence.

The principle of integrity reflects the specifics of the properties of the system, which is not reduced to the sum of the properties of its elements; the dependence of each element, property and relationship within the system on its place and function within the whole. Integrity arises on the basis of connections and relations of the elements of the system. The level of development of the system is determined by its integrity.

The principle of structure allowing to represent (describe) systems as structures through the disclosure of the totality of connections and relationships between its elements, the conditionality of the properties of the system by the nature of the elemental composition, connections and relationships in it.

The principle of interdependence of external and internal factors of the system. The system forms and manifests its properties, interacting with the environment, the root causes of the development of the system, as a rule, lie in itself.

The principle of hierarchy, involving the consideration of an object in three aspects: as an independent system, as an element of a system of a higher level (scale), as a system of a higher hierarchical level in relation to its elements, represented, in turn, as a system.

Multiplicity principle description of the system, which means the need to create many models to describe the system object. However, each of them reveals only a certain aspect of it. Modeling is the leading method of systematic research, in relation to which all methods act as private ones.

The external source of human reflexive development remains the objective world (nature, society, culture). It is through him that external control is carried out, and he is the external mechanism of human development.

Thinking as a means of reflective development of a person is the highest form of human activity, consisting in a purposeful and generalized knowledge by a person of essential connections, relations of systems surrounding him. The mechanism of thinking consists in research, creative generation of ideas, in forecasting events and actions. Thinking arises and functions only in the process of setting and solving theoretical and practical problems. Dynamic processes in modern social development, reforming education require a qualitatively new thinking of teachers, whose function is to ensure the controlled development of a person, groups of people, teams. The characteristics of such thinking are such qualities as theoretical courage, a holistic, systematic approach to the study of pedagogical reality, and the rejection of stereotypes. This type of thinking combines continuity and innovation, pluralism in the presentation of ideas, alternative approaches to the problems of social practice and cognition. In conditions of change, flexibility, mobility, and non-standard thinking are necessary to realize constantly changing life situations.

Reflective activity allows you to harmonize the internal needs, abilities of a person and the external needs of society, the state of public consciousness. Thus, the diverse interaction of man with nature, society, culture, and himself is the mechanism of his development. The properties of human thinking are consciously and unconsciously realized in activity.

Activity - a form of human activity, expressed in the research, transformative and practical attitude of man to the world, is determined by individual, social and cultural-historical factors. In this regard, when designing activities, including professional pedagogical activities, it is necessary to take into account the combination of these factors.

Consideration should be given to individual social form activity and activity as a collective way of being in communication and thinking.

Problems of studying the fundamentals individual activities dedicated to research and as well as other researchers.

Activity as a cultural way of human being is a collectively distributed way of cultural creation. It is within the framework of this mode of activity that culture can be considered as a process. The activities of the team social group serves as a uniting all these forms of activity.

The team is a social community that unites people with a common goal (the external and internal goals of its participants are agreed in it) and joint activities that provide for individual participation in the implementation of a common cause and personal responsibility for it. In the team, internal and external individual and social factors of activity are coordinated. It is in the team that the function of developing the personal qualities of a person is realized. The goals of the team determine its organizational structure, which may include formal and informal structures.

Since the level of development of individual needs, professional competence, culture may not coincide with the requirements for the implementation of social goals, a contradiction arises between individual and social goals.

Lack of freedom, opportunities for self-realization, creativity limit personal and professional development. In this regard, the combination of formal and informal connections and relationships in professional teams is a source of development for its members and the team as a whole. It is in professional communication, in which there is a free exchange of ideas, opinions, that a person consolidates his unique properties, multiplies them, acquires new ones, i.e., his development takes place. To ensure the most favorable conditions for development, it is necessary that the goals of the team coincide as much as possible with the individual goals of its members.

Thus, the degree of human development is determined, on the one hand, by a person’s freedom, the ability to make an independent choice based on a conscious attitude to the world and oneself, and on the other hand, by the ability to fulfill the goals of the system, in connection with and relations with which he is included. To achieve the goals educational system it is necessary to ensure, firstly, the connection of external and internal goals of teachers, and secondly, the development of methods of collective professional activity.

Since the structure of any activity represents the unity of the theoretical (concept plan) and practical (implementation plan) components, the way to organize a complete scheme of activity is reflexive-activity.

In the process of life, a person, on the one hand, masters the main means, knowledge and methods of activity imprinted in culture, on the other hand, creates new means (his own culture) and masters them. In progress personal development the cycle is constantly reproduced: value orientation in space and time; systemic, conscious reflection of the surrounding reality; interaction through inclusion in different systems of activity; regulation and self-regulation.

A person as a self-developing system can be characterized as a person with the ability to self-determination, self-organization, self-realization, self-management and self-analysis. The sources of development of this system are both the external properties of the collective and the internal properties of the individual. The mechanism of development is communication in a team, individual activity in it. The functions of a person as a self-developing system are realized through the principles of self-development, integrity, purposefulness, regularity, continuity based on a combination of management according to the norms (goals) of the team and self-government according to individual goals.

To solve the problems of increasing the efficiency of the pedagogical process at school, it is necessary to highlight abstract theoretical foundations, translate them into projects of pedagogical activity, organize the development of scientific and practical tools for their implementation by teachers, ensure the management of the implementation of created projects and their expertise. The solution of these problems presupposes the availability of appropriate scientific, organizational, managerial and psychological and pedagogical competence of the teaching staff.

The main means of achieving the goals of education are its content, technologies, as well as the professional competence of the teacher. In the new conditions, the content of professional competence should be reviewed and developed. A clear understanding of this pedagogical category will make it possible to organize forms of methodological and scientific-methodological activity at school that are adequate to the goals of forming a new professional competence, to organize the implementation of a system of measures to form and stimulate the development of professional competence. The essence of the concept of "formation" in the context of our study can be legitimately defined as creation, compilation, organization, giving a certain form, completeness. The essence of the concept of "stimulus" (from the Latin. stimulus, literally - a pointed stick, which drove animals, a goad) is considered as an incentive to action or an incentive cause of behavior. Therefore, stimulation must be considered as a process of accelerating activity in order to obtain a given result in it). Stimulation is a core socio-psychological function of management, designed to encourage and activate the teacher's desire to work well and achieve better results of their work.

To organize a system to stimulate the development of professional activity and competence, it is necessary to take into account:

Self-determination of leaders for the development of the activities of the school team;

Qualification of managers in the field of change management;

Communication style in the school team;

The nature of joint activities in professional-pedagogical groups and in children-adult school groups;

The level of pedagogical skills and innovative competence of teachers;

The flair of teachers for the new, the ability to analyze innovative processes;

The presence of various forms of creative professional and pedagogical activity;

Self-determination of teachers for the development of their own activities;

Principles for stimulating creative activity (according to):

Accounting for the individual style of creative activity;

Personal significance of creative self-development;

Inclusion of the teacher in creative self-development, in various forms of professional and creative activity and communication;

Unity and Relationships pedagogical diagnostics and creative self-development of the teacher;

Taking into account the specifics of the teacher's creative self-development.

When selecting incentives, it is necessary to be guided by both the capabilities of individual incentives and the limitations of their use in specific situations with respect to each teacher.

As the researchers of the problem note, professional competence (from Latin competens - appropriate, capable, knowledgeable) of a teacher can be legitimately considered as a high level of his preparedness, due to knowledge of the strategy of productive pedagogical activity, interacting in them structural components and criteria for measuring the degree of its productivity. This is the relevant knowledge and experience of a teacher who is able to anticipate possible results, diagnose them, analyze the pedagogical situation and model a more effective system of actions in the process of achieving the desired results, adjust their own activities and justify ways for its further improvement. This definition of a teacher's professional competence characterizes it as an attribute of a normatively defined practical pedagogical activity. Changing the position of a teacher from a subject pedagogical to a multi-subject (pedagogical, design, design, management) position in a holistic educational process involves considering the professional competence of a teacher as a participant in "pedagogical production", the sphere educational activities. Professional competence is considered here as a multi-level system, including special, qualifying (reflexive) and organizational and activity competence. It is characterized "as a result of the development of special (practical) activities, its criteria analysis and development mechanism in the process of vocational education (university - postgraduate education) and the formation of professionalism in practical activities» .

Thus, understood professional competence is an attribute of a complete technological scheme of professional activity, consisting in the independent choice and construction of abstract norms of activity (approaches, principles, values, goals) based on a systematic analysis of the sociocultural situation and pedagogical reality, the creation of ideal and specific projects of the educational process based on interpretation of abstract norms, development of methodological tools for their implementation, practical implementation of the developed projects and reflection of the pedagogical process and its results.

In this regard, it is relevant to talk about the implementation of the principle of relying on subjective experience when creating a system of school activities to form and stimulate the development of professional competence. In pedagogy and psychology, the concept of "experience" is used in several meanings: 1) educational experience - a system of knowledge, skills and abilities acquired in the process of organized training and education; 2) experience - knowledge, skills and abilities acquired by children outside the systematically organized process of education and upbringing: in communication with each other and with adults, from non-educational literature, from radio and television programs, etc .; 3) experience (experiment) as one of the teaching methods consists in the practical or theoretical transformation of the conditions in which the phenomenon occurs in order to establish or illustrate a certain theoretical position; 4) pedagogical experience - a system of teaching and upbringing methods acquired by the teacher, their practical development and improvement in the process of work.

An abstract model of pedagogical experience is presented. “Pedagogical experience is both the practice of a person’s pedagogical activity and its result, reflecting the level of mastery of its objective laws, achieved at a certain stage of historical development” 18, p. 149].

in the definition of pedagogical experience fixes its role in managing the development of pedagogical systems. “Pedagogical experience, mentally transformed and reconstructed, serves as the basis for putting forward a hypothesis, a model for the final transformation of pedagogical systems, as well as an assessment tool, a criterion for the truth and effectiveness of a particular theoretical system, an indicator of the possibility of a real, balanced, integrated use of recommendations developed on the basis of the theory” .

The structure and methodological instrumentality of pedagogical experience is reflected. "Pedagogical experience is an integral system of theory and practice: as a methodological tool for cognition and as a source, method and criterion for the functioning and transformation of practice" .

A multidimensional analysis of the concept of "pedagogical experience" allows us to consider it: 1) as the sum of knowledge, abilities, skills acquired by the teacher in practical pedagogical activity; 2) as a source of development of educational practice; 3) as a factor that provides conditions for the formation and development of the personal qualities of the educated person; 4) as one of the most important sources development of pedagogical science; 5) as a factor in the development of pedagogical skills.

In the structure of professional competence, experience is recorded in special competence in the form of knowledge, skills and abilities, in qualification competence as the ability to reflect the process and result of pedagogical activity, in organizational competence - in the ability to manage the transformation of one's own activity based on reflexive analysis.

Changing the understanding of professional competence from an attribute of subject pedagogical activity to characterizing it as an element of a teacher's multi-subject activity requires the introduction of a distinction between these concepts. In our study, we operated with the working concept of "New professional competence", meaning by it a characteristic of the teacher's multi-subject activity. And we consider the management of the development of a teacher's professional competence as a process of creating conditions for the formation of competencies corresponding to the activities of a teacher as a participant in "pedagogical production".

Due to the noted characteristics of the modern interpretation of the concept of "professional competence", it should be emphasized that the teacher needs to master the methods of goal-setting based on the reconstruction, analysis and anticipation of pedagogical activity, the creation of educational process projects, reflexive-activity management of their implementation, diagnostics, analysis and evaluation of the effectiveness of their own activities. . Such elements of individual professional competence can be formed in various forms of cooperative activity in the teaching staff, where the teacher has the opportunity not only to master the methods of solving the problems of practical pedagogical activity, but also on the basis of comparing personal goals, values, methods of activity, programs of individual activity with those of their own. colleagues, to carry out self-analysis of activity, its transformation. The formation and stimulation of the development of professional competence in collective forms of activity ensures the development of not only individual activity, but also collective activity. Consequently, the formulated professional competence ensures, on the one hand, the productivity of pedagogical activity, and, on the other hand, the self-development of the teacher. The collective competence of the teaching staff, respectively, ensures the productivity of the functioning of the school, its transformation into a self-developing system.

It is legitimate to consider as self-developing educational systems those in which there are internal irreversible spontaneous changes aimed at achieving the optimal result based on the resolution of contradictions (internal and external).

1.2 Conceptual foundations for managing the development of professional competence of teachers in a general education institution

The application of a systematic approach involves the analysis of key concepts: the pedagogical system, structure, means, condition, the choice of basic concepts for creating a management system for the development of teachers' professional competence.

It is known that the system is an order in the arrangement and interconnection of actions, as something whole, which is a regularly arranged and interconnected parts. considers the system from the point of view of its application in pedagogical research as a functioning structure, the activity of which is subordinated to certain goals. defines a system as a complex of interacting elements, as a set of objects together with relationships between them and their attributes.

The system is an integral object in which a stable order of interconnection of elements forms an internal structure and a complex of elements in it is in interaction. The structure of a functioning object, determined by the goals put forward by society, reflects the nature of the interaction of the system with the environment.

The teacher is the main component of the pedagogical systems "school", "pedagogical process", "methodical process", "innovative educational process". Depending on the basic pedagogical concepts of the practice of education, the place, role and nature of pedagogical activity changes. We have singled out the general, historically developed functions of the teacher and those that are due to the specifics of the cultural and historical situation.

The subject of pedagogy is the objective laws of the concrete historical process of education, organically related to the laws of the development of social relations, as well as the real social and educational practice of the formation of the younger generations, the features and conditions of the organization of the pedagogical process. Consequently, the subject of pedagogy has a dual character: on the one hand, it studies the patterns of education, on the other hand, a practical solution to the problem of organizing education, upbringing, training.

Carrying out pedagogical activities, the teacher ensures the implementation of tasks related to the organization of the pedagogical process as a whole, the educational and cognitive activities of students, educational relations based on compliance basic laws and patterns of pedagogical science. Accounting for patterns contributes to the optimal solution of pedagogical problems. It is known that regularity in social phenomena is understood as an objectively existing, necessary, recurring connection between phenomena and processes, aimed at their development.

highlights the following basic patterns of the educational process 30, p. 264]:

Education naturally depends on the needs of society, on its requirements for the comprehensive development of the individual, as well as on the real capabilities of the trainees;

The processes of training, education and general development are naturally interconnected in a holistic pedagogical process;

The processes of teaching and learning are naturally interconnected in a holistic learning process;

The activity of schoolchildren's educational activity naturally depends on the presence of cognitive motives in students, on the methods used by the teacher to stimulate learning;

Methods and means of organizing educational and cognitive activity, control and self-control naturally depend on the tasks, content of training and the real learning opportunities of schoolchildren;

Forms of organization of training naturally depend on the tasks, content and methods of training;

The effectiveness of the educational process naturally depends on the conditions in which it takes place (educational-material, hygienic, moral-psychological, aesthetic and temporal);

The optimal organization of the educational process naturally provides the maximum possible and lasting learning outcomes in the allotted time.

In turn, "optimal" means "the best for the given conditions in terms of certain criteria." Efficiency and time can act as optimality criteria.

The effectiveness of pedagogical activity is determined on the basis of establishing the relationship of the complex of its results to resource costs, taking into account their compliance with the social order, development trends, implementation conditions. Accordingly, efficiency as a qualitative indicator of activity can be high, medium and low. The optimal result does not mean the best in general, but the best: a) for given specific conditions and opportunities for training and education; b) at this stage, that is, based on the actual level of knowledge and moral education of a particular student; c) based on the characteristics of the student's personality, his real capabilities; d) taking into account the real skills, abilities, characteristics of a particular teacher or a team of teachers.

The optimization of the educational process is understood as a purposeful choice by teachers the best option building this process, which ensures the maximum possible efficiency in solving the problems of education and upbringing of schoolchildren in the allotted time.

The effective solution of pedagogical problems depends on a clearly defined goal. The goal is the expected result of the activity of an individual, a group of people. The content of the goal is to a certain extent determined by the means of achieving it. A person sets a goal based on needs, interests, or awareness and acceptance of the tasks that people put forward due to social ties and dependencies. In goal setting, thinking, imagination, emotions, feelings, motives of behavior play an important role.

He considered the correct definition of the goal of education "the best touchstone of all philosophical, psychological and pedagogical theories, far from being useless in practical terms."

states that “if there is no goal for the team, then it is impossible to find a way to organize it”, and that “not a single action of the teacher should stand aside from the goals set”.

When setting a goal, it is necessary to consider it not only as the end result of the activities of the teacher, the educational system, but also as mental process acting as a regulator of its activities. In this regard, the teacher's ability to anticipate the pedagogical process and its results is of great importance. Translated from Latin anticipation (anticipatio) means "anticipation, prediction of events, a pre-prepared idea of something." Anticipation is the ability (in the broadest sense) to act and make certain decisions with a certain temporal-spatial lead and anticipation in relation to expected events and results of activity, including intellectuality. Anticipation extends to different aspects of the subject's life, both in the learning process and in professional activities.

The teacher - the subject of professional activity - implements pedagogical guidelines aimed at the development of the child, designing their own activities and the activities of the child in specific situations, reflecting their own pedagogical experience.

Changing the value orientations of education, the transition to a humanistic educational paradigm provide for the solution of two different groups of tasks. On the one hand, the tasks of ensuring that students achieve required level training, elementary and functional literacy, readiness for life and work in the conditions of modern civilization. On the other hand, the tasks associated with the creation of educational institutions developing environments as a condition for students to master the mechanisms of self-development, students' abilities to make decisions based on free and informed choice, master strategies for active transformational activity based on the responsible attitude of students to nature, people, cultural values, and themselves. These circumstances require a change in the position of the student in educational process. The subject of pedagogical activity is the teacher, and the object is the student. But in the process of interaction with the teacher, the student has his own "tools" of labor, is able to both accept his attitudes and resist them, set and realize his goals of learning and educational activities. Therefore, the student is also the subject of activity.

The subject of joint activity in the "teacher-student" system is determined by its goal, and in a specific direction, the goal as a predictable result of the pedagogical process can be characterized by the following indicators:

Creation pedagogical conditions formation of cognitive interests and mental independence of students through their participation in analytical research, transformative and practical activities;

Providing conditions for self-realization of a professionally competent teacher (and they are created on the basis of professionally competent management);

Achieving the required level of students' mastery of knowledge, their readiness for self-education;

Formation of students' readiness for self-education, self-improvement, adaptation in life (value orientations).

The driving forces of the formation, upbringing and development of a growing person as a subject of activity are the contradictions that arise in his life between aspirations and opportunities to satisfy them, between the result predicted in labor and its real indicators.

One of the main indicators of interested relationships in the "teacher-student" system is the personality of the teacher himself, his professional skills, the level of his pedagogical creativity, will and character. In the process of providing feedback, the teacher shows the ability to penetrate into inner world students, to predict their activities, that is, to see themselves through the eyes of children.

The effective implementation of the goals set largely depends on concentrated attention on the problems of education and upbringing. At the same time, the formation of cognitive interests and mental independence of students is brought to the fore, and the successful implementation of the process is impossible without the constant improvement of the teacher's pedagogical skills, the growth of his professional competence.

notes: “The mastery of teaching does not mean that teaching, mastering knowledge is easy for students ... On the contrary, mental strength develops if the student encounters difficulties and overcomes them independently. The stimulus for active mental activity is independent study facts, phenomena, conducted under the guidance of a teacher.

Thinking about the process of optimizing the management of the educational process, predicting ways to achieve a better result, it is necessary to take into account the level of what has been achieved and at the same time outline the prospects for improvement and achieving new quality indicators. This requires mastering the methods of scientifically based analysis. Where there is no analysis of the path traveled, where there are no substantiated results, there cannot be a scientific approach to management. Only in close connection with science, rethinking its basic ideas and applying them in everyday practice, the teacher will be able to analyze, predict, correct both his own activities and the activities of students.

The study of pedagogical activity as a condition for the formation and stimulation of the development of professional competence provides for the definition of a number of concepts that reflect its qualities, their comparative analysis and determining the place and role of the category "professional competence". In modern pedagogical science and practice, insufficient attention is paid to the problem of professional competence. And if it is given, then in identification with the concepts of "professionalism" and "skill". According to the dictionary, skill is skill, possession of a profession, labor skills; high art in some area.

Pedagogical excellence can be legitimately considered both as the highest skill of a teacher, and as an art, and as a combination of his personal qualities, and as the level of his pedagogical creativity. Pedagogical excellence is present where the teacher achieves quality indicators at the lowest cost of his work and the work of his students, and also where the teacher and his pupils experience satisfaction and the joy of success in joint activities. Of course, pedagogical skill lies in the creative use of methods and techniques for teaching, educating and developing students, and, first of all, in the methods of interaction between the teacher and the student, and in the purposeful implementation of feedback in the lesson by means of optimizing the process of pedagogical activity.

Under the optimization of the educational process, it is customary to understand the rationale, choice and implementation of a system of measures that allow the teacher to obtain the best quality results in given specific conditions with the least time and effort of teachers and students. Consequently, it is legitimate to consider pedagogical skill as a professional ability to optimize all types of the educational process aimed at personal development.

gives a definition of pedagogical skill from the standpoint of a personal-activity approach. Pedagogical skill is a complex of personality traits that ensures a high level of self-organization of professional pedagogical activity. There are four elements of pedagogical skill: humanistic orientation, professional knowledge, pedagogical abilities, pedagogical technique. The structure of the indicated elements (or components) appears as follows:

The humanistic orientation is interests, values, ideals;

Professional knowledge is determined by penetration into the subject of activity, into the methodology of its teaching, into pedagogy and psychology;

Pedagogical abilities include: communication (disposition to people, goodwill, sociability); perceptual abilities (professional vigilance, empathy, pedagogical intuition); dynamism of personality (ability to volitional influence and logical persuasion); emotional stability (ability to control oneself); optimistic forecasting; creativity (ability to be creative).

Pedagogical technique is manifested in the ability to manage oneself (mastery of one's body, emotional state, speech technique), as well as the ability to interact (didactic, organizational skills, possession of the technique of contact interaction).

The concepts of "professionalism", "improvement of professionalism" are constantly encountered in the scientific apparatus. In a brief psychological dictionary edited by M. and Dyachenko, professionalism is presented as a high level of readiness to fulfill the tasks of professional activity. Professionalism makes it possible to achieve significant qualitative and quantitative results of labor with less physical and mental effort based on the use of rational methods for performing work tasks. The professionalism of a specialist is manifested in the systematic improvement of qualifications, creative activity, and the ability to productively meet the growing demands of social production and culture.

The concept of "professionalism" in pedagogical activity is defined in a special study. She considers this concept as a concentrated indicator of his personal and activity essence, due to the measure of the implementation of his civic responsibility, maturity and professional duty.

Professionalism of knowledge - as the basis, the basis for the formation of professionalism in general;

Professionalism of communication - as the willingness and ability to use the system of knowledge in practice;

Professionalism of self-improvement -- dynamism, development complete system. The professionalism of the teacher's activity is ensured through fair self-assessment and prompt elimination of personal shortcomings and gaps in the knowledge necessary for the teacher revealed in the process of pedagogical communication.

Svetlana Kulyk
Communicative competence additional education teacher

Communicative competence- the quality of the teacher's actions, providing:

Efficient design of straight and reverse connection with another person;

Establishing contact with students of different ages, parents (persons replacing them, work colleagues;

The ability to develop a strategy, tactics and technique of interaction with people, organize their joint activities to achieve certain socially significant goals;

Ability to convince, argue your position;

Possession of oratory, oral literacy and writing, public presentation of the results of their work, selection of adequate forms and methods of presentation.

1.Efficient design straight and reverse connection with another person

Under the perception of a person by a person, we mean the receipt by the subject of perception from a communication partner of information about how, how he is perceived. Reverse a link is any information, direct or indirect, delayed or immediate, that a person receives from an interlocutor, his behavior, his appearance, information about himself. In this case, the perceiver acts as feedback communicator.

Forms accepted reverse communication in the process of perception of a person by a person are also very different. It can be verbal and non-verbal, that is, expressed in a word or gesture, look, mimic movement; estimated ( For example: “deuce” - for an unlearned lesson, characteristics - “good”, “bad”, etc.) and not containing estimates: coming from a specific source (For example: “I believe you are. ”) or not identifying the source (“According to some….”); general or specific in relation to human behavior ( For example: “Well, you are a fool!” - as a conclusion from behavior in general; “You champ too much at food” refers to a specific behavior); emotionally charged (For example: "Leave me alone!") and not bearing emotional coloring from the side communicator(for example, the inscription on statement: “The request is denied”) etc.

2. establishing contact with students

If everyone in a group or class portray on a piece of paper in circles and draw arrows indicating mutual connections and influences, then some circles will be connected by dozens of arrows, others will rest only one or two arrows.

The teacher, explaining the lesson, establishes links between himself and the class, direct and reverse. Direct connection - the influence of the teacher on the class. Reverse- the influence of the class on the teacher. The teacher does not tell in vain, he watches how he listens and understands his class, and depending on this, voluntarily or involuntarily changes his story - he speaks faster or slower, quieter or louder and, most importantly, easier or more difficult, shorter or more detailed.

But each of the students affects the work of the teacher! The teacher manages all the work of teaching in the classroom, but children also hinder or help learning. As soon as two or three strong students appear in the class, the teacher begins to prepare for the lesson in a different way, in a different way and tell: he has someone to try. If the teacher sees an indifferent mass of people in front of him, then even if he is seven spans in his forehead, he will not be able to speak brightly and enthusiastically.

2.1. establishing contact with parents (by persons replacing them)

teachers working with children, is forced from time to time, communicating with parents, to convey to them information about the child, which is of a negative nature. This kind of information, in the future, can become the beginning of cooperation between them, and the beginning of a protracted conflict. It largely depends on the form, manner, on the style of its presentation. teacher. As soon as parents feel in words teacher notes accusations, he will either try to go on the "counter-offensive", protecting his son or daughter, or "close", humbly agreeing with everything he says teacher but without showing any initiative. Arriving home, an angry or upset parent, most likely, instead of trying to solve the problem, will arrange a "puzzle" for his child, recouping for the humiliation experienced during a conversation with teacher.

The described situation belongs to the category of typical, in addition, it has its own continuation: after such an "educational" conversation, it is unlikely that a child will have a good relationship with his parents.

Of course, negative information should be communicated to the parents who came to meet him. To tell parents about the child's behavior that caused dissatisfaction teacher, you can use the "sandwich principle": good information about the child should be preceded by bad information, and the end of the conversation also takes place on a "good note". The first part of the conversation prepares the emotional background for the adoption of the second, during which teacher speaks only about the act, and not about the personality of the child, does not generalize information, does not make a "diagnosis". The third stage includes identifying strengths child, which can become a support for finding constructive solutions to the problem. In a conversation, you can use expressions such as "Let's think about how we can interest child:"

teacher, in communication with the parent, must use the "I - statements" technique - a way of conveying a message about feelings to the partner. It does not contain a negative assessment, accusations of another person. It is effective in situations of conflict with the parent. Because it reduces stress and promotes mutual understanding. Instead of blaming the partner (which often happens during a conflict, the speaker expresses in words the problem, the feelings that arise in him in connection with this, the reason for their appearance, and, in addition, expresses a specific request to the partner, which contains a variant of such a resolution of the situation, which will further improve the situation.

3. the ability to develop a strategy, tactics and technique of interaction with people, organize their joint activities to achieve certain socially significant goals

teacher does not correlate his creative process with the activities of pupils; creates for himself and from himself; ( example: rearrangement of furniture in the group on the initiative, according to the plan and under the steady guidance of the educator);

teacher correlates his creativity with the activities of the group, manages the overall creative process (the same rearrangement of furniture, but not under dictate, but with the complicity of educators and children);

teacher takes into account the nuances of the activities of individual pupils;

teacher creates a general concept of educational activities (cases, activities, takes into account the characteristics of individual children, provides them with an individual approach. And at the same time gets the best result.

No wonder in last years V pedagogy the statement “The creatively working teacher- Creatively developed students.

creatively working teacher with his personal qualities encourages the development of creative activity in pupils. To the qualities of such teachers are: focus on the formation creative personality(social choice of content, methods, techniques, forms and means pedagogical activity); pedagogical tact; the ability to sympathize, empathy; artistry; developed sense of humor; the ability to pose unexpected, interesting, paradoxical questions; creating problem situations; the ability to raise children's questions; promotion of children's imagination; children's knowledge of their creative abilities and inclinations teacher.

4. the ability to convince, argue your position

IN Everyday life we are often faced with the fact that it is necessary to convince a person in one aspect or another. There are various ways beliefs: manipulation, bringing arguments, arguing one's position. Argumentation is often used in professional skills. We use it to defend our position, to show the right decision, to direct a person in the right direction. We are one of those people who make decisions, and often put forward our thoughts for discussion or try to argue our position.

listening skills! It is to hear our interlocutor that is part of successful negotiations and setting one's position. We need to understand what he wants from us opposite side in order to correctly and correctly put their position and their views. Sometimes, without hearing the arguments, we draw sudden conclusions.

5. possession of oratory, literacy of oral and written speech, public presentation of the results of their work, selection of adequate forms and methods of presentation

The teacher's oratory is the most important element of his activity. The subject of oratory is the patterns of public speaking, the principles of preparing and delivering oral speech, the forms and methods of interaction between the speaker and the audience. most brightly oratory shown in lectures.

The oratorical skill of a teacher consists of many components, and the culture and technique of speech is of particular importance.

A distinctive feature of oral speech is that the teacher expresses his attitude to the material being studied not only in words, but also in voice coloring, a system of logical stresses and pauses, facial expressions and gestures. Important role while playing a general cultural and emotional preparation teacher, his pedagogical, and in a certain sense acting inclinations. Almost any normal person who knows how to think is able to learn to speak well, but for this you need to work a lot and constantly on yourself.

And at the end of the report on competence and I offer one of the types of evaluation teacher. If you look through the eyes of children, then such evaluation criteria stand out teacher by students

1. Professional workmanship

2. Responsibility

3. Sense of humor

4. Organizational skills

5. Creativity

6. Expressiveness of speech

7. Wit

8. Emotionality

9. Respect for students

10. The ability to understand the student and find a common language with him

11. Trust in students

12. Kindness

13. Justice

14. Outgoing

15. Severity

16. Don't call students names

The development of professional competence 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.

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Professional and pedagogical competence of a teacher of additional education

Modern educational technologies are not the only means of reforming education. The main strategic and technological resource has always been and remains the teacher, the quality of education depends on professionalism, moral values, and intelligence.

The teacher of additional education is one of the most important specialists directly implementing additional educational programs of various directions. He is engaged in the development of talents and abilities of schoolchildren, including them in artistic, technical, sports activities. It completes the composition of creative associations, contributes to the preservation of the contingent of students, the implementation of the educational program, conducts direct educational activities with schoolchildren in a certain creative association, providing a reasonable choice of forms, methods, content of activities. Participates in the development of author's educational programs, is responsible for the quality of their implementation. Provides advice to parents on the development of children's abilities in the system of additional education.

The activity of a teacher of additional education is aimed both at developing the cognitive motivation of children and at solving educational problems that directly meet the vital needs of children, which will allow them to predict in the future in various life situations the possibilities of applying the knowledge and skills acquired in the system of additional education. It is the teachers of additional education who are called upon to integrate efforts for the physical, intellectual, moral development of the individual.
In the conditions of the modern educational policy of the Russian Federation, the question of an innovative approach to the construction of scientific and methodological work in educational institutions seriously arises. Training teaching staff systems of additional education, the continuity of professional education is a necessary prerequisite for the development of the creative abilities of the teacher, the effectiveness of work and the condition for the constant development of individual professional experience.

Professional development of teachers is carried out throughout their professional activities. Professional growth is facilitated by the continuity of education and the personal active position of the teacher, when practical individual experience is comprehended and connected with social and professional experience.

The development of professional competence 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.

A special influence on the development of creative professional growth provides research activities of teachers, participation in scientific and practical conferences and seminars of various levels, master classes, open classes.

One of the forms of increasing the professional competence of a SYUT teacher is his ability to self-educate, which manifests itself in personal dissatisfaction, awareness of the imperfection of the current state of educational activity and the desire to find new ways and forms of organizing the educational process, the desire for self-improvement and the achievement of qualitatively new educational results.

Today, the teacher has the right to choose various options for advanced training: this and full-time education, full-time - part-time and distance learning, studying at advanced training courses, participating in online seminars, webinars, exchanging experience on the Internet, etc.

The ability to clearly formulate the goal, specify the problem and focus on the main, significant details, creatively rethink the organization and results of the educational process, the ability to reflectively comprehend and search for something new are indicators of the teacher's professional level and the key to students' achievements.

And another important addition to the teacher of additional education is the ability to stimulate their own creative activity and the creative abilities of students. In the system of additional education, the emphasis is not so much on explaining this or that subject knowledge to children, but on developing their interest in expanding individually significant knowledge. The role of a teacher in additional education is to organize the natural activities of children and the ability to pedagogically competently manage the system of relationships in this activity.

Thus, the competence of a teacher is a synthesis of professionalism (special, methodological, psychological and pedagogical training), creativity (creativity of relationships, the learning process itself, the optimal use of means, techniques, teaching methods) and art (acting and oratory). And today it becomes obvious that it is impossible to “compose” a competent professional from a simple amount of knowledge, a teacher must have a great sense of responsibility, teaching the current generation.

The scientific and methodological work on the formation of the professional competence of SYUT teachers is to teach the teacher to be mobile in a rapidly changing society, independently design their professional trajectory, and develop creatively by means of their profession.

Deputy director for water resources management Solovieva N.B.

« The main resource of a developing society are people,
not so much prepared as developing continuously”

P.G. Shchedrovitsky

"National Doctrine of Education in Russian Federation"is a conceptual basis for reforming and further developing the education system in Russia for the period up to 2025. It is in the field of education that those people are trained and educated who not only form a new environment for society, but who themselves have to live and work in a new environment.

The priority task of the advanced training system at the present stage, according to the Concept of modernization of Russian education, is to increase the professional level of teachers and the formation of a teaching staff that meets the needs modern life. Today, the demand for a highly qualified, creative, socially active and competitive personality of a teacher, capable of educating a socialized personality in a rapidly changing world, has increased.

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E.Yu. Pervukhin,

MAOU DOD TsDOD "Teenager",

settlement Mezhdurechensky, Kondinsky district,

Tyumen region

Professional competence:

The quality of the employee's actions that ensure the effective solution of professional problems, using life experience, existing qualifications, and generally recognized values;

Possession of modern educational technologies, methodological techniques, pedagogical tools and their continuous improvement;

Using methodological ideas, sources of information in the field of competence and teaching methods to build contemporary pursuits with students, the implementation of evaluative-value reflection.

In theory teacher education the concept of "professional competence" denotes a set of professionally conditioned requirements for a teacher and is used with such terms as "qualification characteristic", "professional readiness" (E.I. Rogov, O.M. Shiyan, N.V. Kuzmin, etc.) .

It is in the field of education that those people are trained and brought up who not only form a new environment for society, but who themselves have to live and work in a new environment.

Today, the demand for a highly qualified, creative, socially active and competitive personality of a teacher, capable of educating a socialized personality in a rapidly changing world, has increased.

Let's consider 6 core competencies and the practical significance of improving these competencies, which give a total increase in the professional competence of a teacher of additional education.

1. Value-semantic competence. This is a competence in the field of worldview, associated with the value ideas of the teacher, his ability to understand the world, be aware of their role, be able to choose the target and semantic settings for their actions, make decisions.

2. Educational and cognitive competence. This is a set of teacher competencies in the field of independent cognitive activity, including elements of logical, methodological, general educational activities, correlated with real cognizable objects. This includes the knowledge and skills of goal-setting, planning, analysis, reflection, self-assessment of educational and cognitive activity.

Evidence of this competence is the results of the professional activities of a teacher of additional education with their positive dynamics: the percentage of students who have mastered the educational program in the taught profile or program extracurricular activities; the percentage of students with positive dynamics of achievements, planned results of mastering the educational program in the taught profile; the presence of participants in festivals, competitions, reviews, sports competitions, conferences, olympiads, exhibitions creative works(rating of success); satisfaction of customers of educational services with the activities of the teacher.

This includes knowledge and skills of goal-setting, planning, analysis, reflection, self-assessment of educational and cognitive activity; generalization and dissemination of pedagogical experience within the professional community: open classes, master classes, speeches at seminars, presentations, conferences, availability of publications; participation in the network interaction of the teacher within professional communities

3. General cultural competence determines the range of issues in which the teacher must be well aware, the level of knowledge and experience. These are the features of national and universal culture, the spiritual and moral foundations of the life of mankind, individual peoples, the cultural foundations of family, social, social phenomena and traditions, the role of science and religion in human life, their impact on the world, competencies in the domestic and cultural and leisure sphere.

4. Communicative competence includes knowledge of ways of interacting with surrounding people and events, group work skills, possession of various social roles in a team; creation by the teacher of additional education of conditions for the acquisition of positive social experience by students; consistency in the organization of educational and socially oriented activities with the parent community and social partners; organization and management of social projects.

5. Information competence provides the skills of the teacher with the information contained in academic subjects And educational areas, as well as in the surrounding world; high quality organization of the educational process based on the effective use of modern educational technologies; participation in network Internet projects aimed at ensuring the high quality of the organization of the educational process.

6. The competence of personal self-improvement is aimed at mastering the ways of physical, spiritual and intellectual self-development, emotional self-regulation and self-support; on the continuity of their own professional education; advanced training for professional retraining and the availability of a document of the appropriate sample; the presence of state and industry, municipal incentives (awards, diplomas, thanks, titles, etc.); availability of prizes in professional competitions on the problems of upbringing and additional education.

Competence - This a list of standards that clearly describe what a person needs in order to best perform their job.

Competence- this is the personal ability of a specialist (employee) to solve a certain class of professional tasks.

The concept of professional competence of a teacher expresses the unity of his theoretical and practical readiness for professional activity. The content of professional competence is determined by the qualification characteristic, which is a normative model of the teacher's competence, fixing the scientifically based composition of professional knowledge, skills and abilities. A qualification characteristic is, in essence, a set of generalized requirements for a teacher at the level of his theoretical and practical experience.

Dod teacher - organizes social and pedagogical activities within the framework of an additional educational program; carries out a variety of creative activities of students, forms skills and abilities, conducts individual, taking into account personal and age features contributes to their development.

Professional competence of a teacher of distance learning- a set of professional and personal qualities necessary for successful pedagogical activity.

A teacher can be called professionally competent, who carries out pedagogical activities, pedagogical communication at a sufficiently high level, achieves consistently high results in 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 ways of developing the professional competence of a teacher:

work in methodical associations, creative groups;
research activities;
development of new pedagogical technologies;
various forms of pedagogical support;
active participation in pedagogical competitions, master classes, forums and festivals;
generalization of own pedagogical experience;
use of ICT.

Stages of formation of professional competence:

introspection and awareness of the need;
self-development planning (goals, objectives, solutions);
self-manifestation, analysis, self-correction

The model of a teacher's professional competence can be represented as the unity of his theoretical and practical readiness for specialized pedagogical activity. In this case, it becomes possible to expand his horizontal competence, and professional skills can be distributed into four groups:

1. The ability to transform the understanding of the content of the objective process of personality socialization into the external environment into specific tasks of training and education, determine the level of preparedness of the individual for active learning and design its development on the basis of formulated prognostic teaching, educating and developing tasks.

2. The ability to design a logically understandable pedagogical system that allows you to set tasks, select content educational material, choose methods, forms and means of organizing the educational process.

3 . The ability to act pedagogically involves isolating and establishing the relationship between various building blocks the process of education and upbringing, the creation necessary conditions(material, organizational, hygienic, moral-psychological and actually pedagogical) for the implementation of the educational process, forming the environment for the development of the child.

4. The ability to reflect on one's pedagogical activity and make adjustments that optimize subsequent activities.

Characteristics of your own creative personal and professional portrait

Professional competence (knowledge)	Methodical competence (skills)	Personally significant qualities (to be)
Work in methodical associations, creative groups;	Ability to find different approaches to different situations;	Be sensitive and friendly;
Research activity;	skillful use of pedagogical equipment	Be sensitive and friendly;
Mastering new pedagogical technologies;	ability to manage their mental states;	Ready to perform a wide variety of tasks;
Various forms pedagogical support;	Methodical work	Ready to perform a wide variety of tasks;
Active participation in ped. Competitions, master classes;	Ability to analyze textbooks. And educate. Working with children.	To be active;
Generalization of own pedagogical experience;	Find optimal solutions;	Be humorous;
Knowledge of modern research methods; knowledge of psychology. Fundamentals of the theory of creativity	The ability to see creativity or interest in a child;	Be talented;

26. Forms and methods that contribute to team building and the development of children's activity: characteristics. Methods of collective creative affairs.

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