Analysis of pedagogical activity as a basis for professional growth of teachers of urban and rural schools

Abstract

One of the modern challenges for the Russian education system is the implementation of continuous professional development of teachers. The development of pedagogical excellence depends on a teacher's ability to self-analyze and selfevaluate his/her activity. The authors consider reflexion as a tool that helps teachers reflect upon their pedagogical reality and determine the future directions of professional development. Practice shows that not all teachers are able and willing to study the state and results of their work and, therefore, need help and support in matters of selfdiagnosis and professional development. For this reason a course for teachers in urban and rural schools in Perm region is being offered at the Center for Continuing Professional Development of Educators, under the additional education program «Designing a Teacher's Individual Educational Path in the Informational and Educational Space of the Region». The basis of this course is self-analysis of pedagogical activity and identification of priority areas for professional development of teachers. The article describes the methodology of evaluating professional competencies «Teacher Self-Assessment» developed by the teachers of the Department of Professional Mastery of this center. The authors of the article explain the procedure for conducting the methodology, which consists of several stages — self-analysis of aspects of professional activity, choosing a resource for change and choosing a priority direction for changes in their professional growth. An analysis of the results of the degree of satisfaction with the organization of the educational process and general aspects of pedagogical activity of teachers from urban and rural schools of Solikamsk urban district, carried out by this methodology, is presented. In addition, the priority areas of their professional growth are described.