ASSESSMENT OF THE PROFESSIONAL COMPETENCE OF A RURAL SCHOOL TEACHER

Abstract

The purpose of the work is to summarize the results of a pilot study of the assessment of the structural components of the professional competence of a rural school teacher, to determine the principles and directions of research on the design of a diagnostic map for assessing the professional deficits of a teacher working in a rural school. Research methods. In the course of the research, a theoretical analysis of pedagogical literature was carried out, which allowed to clarify the degree of relevance and depth of study of the problem under study. The conducted pilot study of each teacher’s assessment of their level of pedagogical competence made it possible to determine the direction of designing practice-oriented tasks in order to diagnose professional deficits of a rural school teacher. The results of the study. The theoretical analysis of the structural components of the professional competence of the teacher in the aspect of the implementation of the requirements of the updated Federal State Educational Standards and the developed draft Professional standard of the teacher. The results of a pilot study of the assessment of the structural components of the professional competence of a rural teacher, including a small school, are shown. The blocks of teachers’ competencies to be evaluated are defined: normative, subject, psychological and pedagogical, methodological and analytical. Various models for assessing the level of formation of professional competencies of teachers are presented and analyzed. The principles and directions of applied research on the design of a diagnostic card for assessing professional deficits of a teacher working in a rural school are determined. The scope of the results. The article will be useful for teachers of pedagogical universities, organizations of additional professional education, students studying in the areas of “Pedagogical education”.