Professional competence of the teacher in the context of the introduction of fgos. Professional competence of the teacher in the context of the implementation of the Federal State Educational Standards. Professional competence of a preschool teacher

Professional competence of the teacher in the context of the implementation of the Federal State Educational Standard

“To be competent is to know

when and how to act.

P. Weill

The changes that have taken place in our country in recent years have led to changes in education, a revision of the foundations of the theory and practice of education. Since preschool education is the first stage of education, it is necessary to ensure the process of education and training by high-level specialists.

In this regard, the issue of increasing the professional competence of preschool teachers, increasing the requirements for a modern teacher and his level of self-education is relevant.

Competence (from lat. competentio fromcompeto achieve, match, fit) is the personal ability of a specialist to solve a certain class of professional tasks. Competence is what generates skill, action. Competence can be viewed as the ability to establish a connection between knowledge and a situation.

Under professional competence It is customary to understand the property of a personality, based on the erudition, authority of the teacher and allowing to productively solve educational problems aimed at shaping the personality of another person.

Main components professional and pedagogical competence, the following can be distinguished:

intellectual and pedagogical competence - the ability to apply knowledge, experience in professional activities for effective training and education, the ability of a teacher to innovate;

communicative competence - a significant professional quality, including speech skills, skills of interaction with other people, extraversion, empathy;

information competence - the amount of information the teacher has about himself, pupils, parents, colleagues;

reflective competence - the ability of the teacher to manage their behavior, control their emotions, the ability to reflect, stress resistance.

Therefore, today any specialist needs to have a certain set of competencies.

Currently, the "Professional standard of the teacher" has been developed, which will come into force on January 1, 2017. In it, in paragraph 4.5. the professional competencies of a preschool teacher (educator) are listed, reflecting the specifics of work at the preschool level of education, which can be viewed on slides.

The preschool teacher should:

1. Know the specifics of preschool education and the features of the organization of educational work with children of early and preschool age

2. Know the general patterns of child development in early and preschool childhood; features of the formation and development of children's activities in early and preschool age

3. Be able to organize the leading activities in preschool age: subject-

manipulative and playful, ensuring the development of children. Organize joint and independent activities of preschoolers

4. Own the theory and pedagogical methods of physical, cognitive and personal development of children of early and preschool age.

5. Be able to plan, implement and analyze educational work with children of early and preschool age in accordance with the Federal State Educational Standard for Preschool Education (FGT).

6. Be able to plan and adjust educational tasks (together with a psychologist and other specialists) based on the results of monitoring, taking into account the individual characteristics of the development of each child of early and / or preschool age

8. Participate in the creation of a psychologically comfortable and safe educational environment, ensuring the safety of children's lives, maintaining and strengthening their health, supporting the emotional well-being of the child during the stay of the educational organization

9. Own the methods and means of analyzing psychological and pedagogical monitoring, which allows to evaluate the results of the development of educational programs by children, the degree of formation of the necessary integrative qualities of preschool children necessary for further education and development in primary school

10. Own methods and means of psychological and pedagogical education of parents (legal representatives) of children of early and preschool age, be able to build partnerships with them to solve educational problems.

11. Possess ICT competencies necessary for planning, implementation and evaluation of educational work with children of early and preschool age.

In this regard, preschool teachers are presented with more and more

high requirements. The educational strategy focuses preschool workers on the development of new professional competencies, therefore, an important area of ​​work with teaching staff should be the continuous improvement of the level of professional skills of teachers. The professional and pedagogical competence of teachers is not a simple sum of subject knowledge, information from pedagogy and psychology, the ability to conduct classes or events. It is acquired and manifested in specific psychological, pedagogical and communicative situations, in situations of real solution of professional problems that constantly arise in the educational process. At present, not just an educator is in demand, but a teacher-researcher, a teacher-psychologist, a teacher-technologist. These qualities of a specialist after graduating from a pedagogical university or a pedagogical college can develop only in the conditions of a creative, problematic and technologically organized educational process in a preschool institution. Moreover, provided that the teacher is actively engaged in scientific, methodological, search, experimental, innovative work, learns to look for his "professional face", his pedagogical tool.

The teacher must be competent in the organization and content of activities in the following areas:

Educational;

Educational and methodical;

Socio-pedagogical.

The main forms of methodological work aimed at developing the competence of teachers can be :

Permanent training seminar on the introduction of GEF DO;

Workshops (we tried to involve teachers in methodical work, using active teaching methods);

Organization of individual and group consultations of teachers in order to provide targeted effective methodological assistance to teachers on the organization of the educational process in preschool educational institutions;

Organization of the activities of the Creative Group for the planning of educational work with children by teachers;

Master classes with the aim of improving the professional competence of teachers with little work experience, the exchange of advanced pedagogical experience;

Open display of educational activities by teachers of preschool educational institutions with little work experience;

Self-education of teachers (expansion and deepening of knowledge, improvement of existing and acquisition of new skills and abilities);

Passing various advanced training courses for all categories of teaching staff;

Holding open events for the exchange of experience in pedagogical activity with teachers of preschool educational institutions at regional and regional methodological associations.

The desire of the teacher to learn and self-actualize.

All these areas fulfill one important task - improving the quality of education in preschool educational institutions, updating the educational and educational processes under the conditions of the introduction of the CSF DO, the Professional Standard of the Teacher.

But none of the listed methods will be effective if the teacher himself does not realize the need to improve his own professional competence. To do this, 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.

Thus, the professional competence of a teacher depends on various personality traits, and the psychological basis of competence

is a willingness to continually improve their skills,

professional development. A non-developing teacher will never bring up a creative creative person. Therefore, it is precisely the increase in the competence and professionalism of the teacher that is the necessary condition for improving the quality of both the pedagogical process and the quality of preschool education in general.

State Autonomous Educational Institution of the Kaluga Region "Kaluga State Institute for the Development of Education"

Educational event (training courses) on the topic: "The development of psychological and pedagogical competencies of teachers as a condition for the implementation of the Federal State Educational Standard for Education"

ROUND TABLE

Topic: " PROFESSIONAL COMPETENCE OF TEACHERS IN THE CONDITIONS OF IMPLEMENTATION

GEF DO".

Prepared by:

educators of the first

qualification category

MKDOU "Kindergarten

"Smile" Zhizdra

Nikolaeva I.N. - leader,

Demina Yu.V. – 1st participant,

Gotsmanova O.V. – 2nd participant,

teacher-speech therapist

qualification category

Abramova L.V. - 3rd participant.

Kaluga - 2015

Purpose: actualization of the development of professional competence of the teacher.

Tasks:

Consider the basic theoretical concepts related to the professional competence of a teacher.

To acquaint teachers with the concept of "professional competence", types of professional competence.

Ensure the exchange of experience of teachers to improve personal professional competence

Conduct form: round table.

Equipment: TCO, chairs and tables in a circle for all participants, handouts.

Plan.

1. Justification of the problem.

2. The concept of "professional competence".

3. Types of competence.

4. Requirements for the competence of the teacher.

5. System of professional competence.

6. The main ways of developing the professional competence of a teacher.

7. Test to determine the level of professional competence of a preschool teacher.

Event progress.

Leading: Good afternoon, dear colleagues! We invite you to participate in the discussion of the topic "Professional competence of teachers in the context of the implementation of the GEF ECE." I would like to start today's round table with the words of V. E. Pakhalyan: “ Every person has the potential to move in natural positive direction.

Each teacher has a sense of self-worth, dignity and the ability to direct his life and move in the direction of self-actualization, personal and professional growth."

Significant attention has recently been paid to education at the state level, this is evidenced by legal documents: first of all, the Federal Law of December 29, 2012 No. No. 273-FZ "On Education in the Russian Federation";

By order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013 No. 1155, the Federal State Educational Standard for Preschool Education was approved, which entered into force on January 1, 2014;

By order of the Ministry of Labor and Social Protection of the Russian Federation dated October 18, 2013 No. 544n, the “Professional standard of a teacher (educator, teacher)” was approved.

« A developing society needs modern educated, moral, enterprising people, who can independently make decisions of choice, are capable of cooperation, are distinguished by mobility, dynamism, constructiveness, are ready for intercultural interaction, and have a sense of responsibility for the fate of the country, for its socio-economic prosperity.

The introduction of the Federal Law "On Education in the Russian Federation" marked a new stage in the development of the domestic system of preschool education. Pre-school education has become the first level of general education, which required a change in the regulatory framework for its implementation.

The changes that have taken place in our country in recent years have led to changes in educational policy, a revision of the foundations of the theory and practice of education. Considering the extreme importance of a child receiving preschool education, it is necessary to ensure the process of education and training by high-level specialists. In this regard, the issue of improving the professional level of preschool teachers, increasing the requirements for a modern teacher and his level of self-education is relevant.

For teachers at the stage of implementation of the Federal State Educational Standard, it is necessary to creatively comprehend the new content of preschool education, the conditions for its implementation in relation to the characteristics of a particular preschool institution, to find more effective ways, forms and methods of organizing one's professional activity as a creative process.

The implementation of the requirements of the Federal State Educational Standard directly depends on the readiness of the preschool teacher himself for this process.

The development of modern society dictates special conditions for the organization of preschool education, the intensive introduction of innovations, new technologies and methods of working with children. In this situation, professional competence is especially important, the basis of which is the personal and professional development of teachers.

Member 1:

Scientists A.S. Belkin and V.V. Nesterov believe: "In pedagogical terms, competence is a set of professional powers, functions that create the necessary conditions for effective activity in the educational space"

Competence in relation to vocational education– the ability to apply knowledge, skills and practical experience for successful work

Professional Competence a modern preschool teacher is defined as a set of universal and specific professional attitudes that allow him to cope with a given program and special situations that arise in the psychological and pedagogical process of a preschool institution, resolving which, he helps to clarify, improve, and practically implement the development tasks, his general and special abilities.

The teacher must be competent in the organization and content of activities in the following areas:

educational and upbringing;

educational and methodical;

socio-pedagogical

Member 2:

Educational activities implies the following competence criteria:

implementation of a holistic pedagogical process; creation of a developing environment;

ensuring the protection of life and health of children.

These criteria are supported by the following indicators competence teacher:

knowledge of the goals, objectives, content, principles, forms, methods and means of teaching and educating preschool children;

ability to effectively form knowledge, skills and abilities in accordance with the educational program

Member 3:

Educational and methodical activity

planning of educational work;

designing pedagogical activity based on the analysis of the achieved results.

These criteria are supported by the following competency indicators:

knowledge of the educational program and methodology for the development of various types of children's activities;

the ability to design, plan and implement a holistic pedagogical process;

possession of research technologies, pedagogical monitoring, education and training of children.

In addition, having the right to choose both the main and partial programs and benefits, the educator must skillfully connect them, enriching and expanding the content of each direction, avoiding "mosaic", forming the integrity of the child's perception. In other words, a competent teacher must be able to competently integrate the content of education, ensure the interconnection of all classes, activities, and events based on the tasks of educating and developing the child.

Member 1:

Socio-pedagogical activity The educator assumes the following competence criteria:

advice to parents;

creation of conditions for the socialization of children;

protection of interests and rights.

These criteria are supported by the following indicators:

knowledge of the basic documents on the rights of the child and the obligations of adults towards children;

the ability to conduct explanatory pedagogical work with parents, specialists of preschool educational institutions.

Leading:

At the moment, there is a problem of forming a teacher with competence, creativity, readiness to use and create innovations, the ability to conduct experimental work, we believe that systematic work organized with teachers to improve professional competence will help bring them to a higher level

System professional competence preschool teacher includes a set of competencies:

methodological,

psychological and pedagogical,

communicative,

research,

presentation,

acmeological,

ict competence.

emotional competence.

Member 2:

1.Key component methodological The competence of the teacher to implement the Federal State Educational Standard of preschool education is the understanding of the foundations of the system-activity approach.

The essence of the activity approach lies in the fact that the focus there is a joint (partnership) activity of adults and children to achieve jointly developed goals and objectives. The teacher does not declare ready-made samples of moral and spiritual culture, but, as it were, creates, develops them together with the children. The joint search and definition of values, norms and laws of life in the process of various activities forms the basis of the educational process with preschool children.

Member 3:

2. Psychological and pedagogical competence includes the teacher's knowledge of the age characteristics of preschool children, their mental development, methods of preschool education and the ability to adequately build an educational route with each child at each stage of mastering the educational program of preschool education.

Member 1:

3. Communicative competence consists in the practical possession of communication techniques that allow for positive, productive interaction with all participants in educational relations (children, parents and family members, teachers).

Member 2:

4. Research competence teacher of preschool education includes the ability to apply in practice research and experimental methods of organizing the educational process: creating situations for independent, direct observation, research by children, on the basis of which they themselves establish causal relationships of objects, phenomena of the surrounding reality, learn to do conclusions, learn patterns. An important component of the research competence of a teacher of preschool education at present is his willingness to search for the necessary information, flexibly apply it in the conditions of their educational institution, group.

Member 3:

5. The presence of the presentation competence of the teacher expressed in the ability to present the positive experience of one's professional activity in writing and publishing articles in magazines, on educational websites, speaking at pedagogical conferences of various levels, presenting materials from work experience on topical issues of preschool education on the site of a preschool institution, etc.

Member 1:

6. Readiness of the teacher for professional growth: the ability to identify problems of educational activities and determine points for further professional development is acmeological competence teacher.

Member 2:

7. Informatization education, including preschool, has exacerbated the need for each teacher to have information and communication competence, expressed in the ability to own and apply information products, tools and technologies in the educational process.

The teacher must:

Be able to work with various computer programs for storing and transmitting information.

Member 3:

Emotional Competence is the ability to recognize and recognize one's own feelings, as well as the feelings of others, for self-motivation, for managing one's emotions within oneself and in relationships with others.

Leading:

Based on modern requirements, it is possible to determine the main ways of developing the professional competence of a teacher :

Work in methodical associations, creative groups;

Research, experimental activities;

Innovative activity, development of new pedagogical technologies;

Various forms of pedagogical support;

Active participation in pedagogical competitions, master classes;

Generalization of own pedagogical experience.

But none of the listed methods will be effective if the teacher himself does not realize the need to improve his own professional competence. To do this, 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.

Member 3:

Qualities and character traits necessary for the success of a teacher.

Good knowledge of human nature and interpersonal relationships;

nobility of spirit;

Sense of humor;

acute observation;

Interest and attention to others;

Infectious enthusiasm for preschool childhood;

Rich imagination;

Energy;

Tolerance;

Curiosity;

Professional readiness and understanding of how a child develops;

Ability to draw up individual programs of education and training for age groups or individual children;

Understanding the process of integration of educational areas, private methods of distance learning, specific types of children's activities.

Leading :

Based on the above grounds, it is possible to single out the components of the success of a DL teacher.

Member 1:

Principles of professional success of pedagogical activity

Principles

Pedagogical intent

"Firework Principle":

Reveal yourself!

All teachers are stars: near and far, big and small, equally beautiful. Each star chooses its own flight path: for some it is long, while for others ....

The main thing is the desire to shine!

"Principle of weights":

Find yourself!

Your choice is your opportunity!

There are no common truths, they are born in a dispute. A hurricane of social contradictions is raging around. It is important to be independent in the world. Libra-swing is a symbol of constant search, the desire to develop one's point of view.

Creating a situation of success. The main thing is to feel the taste of victory. The teacher is an equal partner, taking into account the interests of the child, individual abilities and needs.

Leading: Thus, the professional competence of a teacher depends on various personality traits, and the psychological basis of competence is the readiness for continuous improvement of one's qualifications and professional development. A non-developing teacher will never bring up a creative creative personality. Therefore, it is precisely the increase in the competence and professionalism of the teacher that is the necessary condition for improving the quality of both the pedagogical process and the quality of preschool education in general.

And I would like to finish the meeting of our round table with the words of V.A. Sukhomlinsky “How childhood passed, who led the child by the hand in his childhood, what entered his mind and heart from the world around him - it decisively depends on what kind of person today will become baby".

Create, develop! As there are no children without imagination, so there is no teacher without creative impulses. Creative success to you!

(All those present are invitedtest to determine the level of professional competence of teachers)

Literature.

1. Berezhkova O.V. The problem of standardization of professional activity of a preschool teacher. - j. Office No. 9, shopping center "Sphere", 2013.

2. Karelina E.V. Formation of communicative competence of educators. - j. Office No. 5, shopping center "Sphere", 2014.

3. Fadeeva E.I. Emotional competence is a condition for maintaining the psychological health of teachers. - j. Office No. 5, shopping center "Sphere", 2014.

4. Fedorova L.I. GEF requirements for preschool education to ensure equal opportunities for the development of each child. - M .: Pedagogical University "First of September, 2014.

Federal Law "On Education in the Russian Federation » ( December 29, 2012 No. 273-FZ)

Federal state educational standard for preschool education (Regulations of the Min.

Professional standard of a teacher (educator, teacher) (Provision of the Ministry of Labor and Social Protection of the Russian Federation dated October 18, 2013 No. 544n)

Plan

Lecture:Development of professional competence of teaching staffin the context of the implementation of the Federal State Educational Standard

Head laboratories

ensuring the implementation of GEF LLC

Plan

1. Development of professional competence of a teacher: main contradictions and problems.

2. Technologies of the system-activity approach in the development of professional competence of teachers.

3. Project technology in the development of professional competence of a teacher.

4. Psychological support for the design of educational activities.

Literature.

1. Psychological support for the development of pedagogical technologies / / Teacher of our new school. Interregional scientific and practical conference, August 24-25, 2010. - Yaroslavl: GOU YaO IRO, 2010.- P. 15-19

2., Revyakina and the practice of developing professional pedagogical reflection. Yaroslavl, 2006

3. Bizyaeva processes in the mind and activity of the teacher: author. dis. …cand. psychol. Sciences: 19.00.07. SPb., 19s.

4. Gargai qualifications of teachers in the West: a reflective model of learning. // Pedagogy, 2004. - No. 2. p. 72-79

5., Sidorenko, features and procedures for the development of new educational technologies in teaching staff / // School technologies. 2000. - No. 1. - S. 169-181.

6. Dyukov, - activity pedagogy: a teacher for the "New School" / , // Experiment and innovation at school. - 2011. - No. 1. - P.2-8.

7. Emelyanova, E. Training of professional growth: the development of key competencies among employees of educational institutions in the system of continuing education / E. Emelyanova / / School psychologist: app. to the newspaper "First of September". - 2010. - No. 22. - A book in a newspaper.

8. Karpov as a mental property and methods of its diagnosis. - Psychological Journal No. 5. - pp. 45-56.

9. Kashlev, methods of teaching pedagogy /. - Minsk: Higher School, 2004. - 176 p.

10. Koptyaeva, readiness of teachers for innovative activity [Text]: dis. …cand. psychol. Sciences / . - Yaroslavl: [b. and.], 2009. - 176 p.

11. Kulnevich of the modern teacher (, - Rostov-on-Don: Uchitel, 2003.

12. Malukhina of the psychological competence of teachers in the development of creativity in adolescent students. [Text]: dis. …cand. psychol. Sciences / - Kursk [b. i.], 2s.

13. Mitina labor and professional development of teachers: Textbook for students of higher educational institutions / L. M, Mitina. - M.: Academy, 2004.

14. Orlova of professional self-knowledge: theory, diagnostics and practice of pedagogical reflection. St. Petersburg, Rech, 2006

1. Development of professional competence of a teacher: main contradictions and problems.

For a number of years, the school has been living in the conditions of modernization of education, which, in fact, is a process of introducing innovations. The innovation process acquires a special status in connection with the new federal educational standards. A necessary condition for their implementation is the development by teachers of new target orientations of the educational process, the development and transformation of the professional competence of pedagogical workers. In this situation, it is important to identify the problems and contradictions that accompany the implementation of innovations in general and the process of professional development of teachers in particular. The transition to target orientations in accordance with the educational initiative "Our New School" makes the need to restructure professional stereotypes, attitudes, and value orientations of teachers more and more obvious. Insufficient attention to the personal factors of teachers who carry out innovations explains the fact that the school often does not live up to the expectations of the humanization of the educational environment.

One of the most important reasons for the difficulties in introducing new pedagogical technologies is connected, in our opinion, with the way they are transferred into practice. Inadequate models of the formation of the teacher's professional competence are often used, which are reducible to informational ones. In this case, as a rule, the subject (teacher) of innovation faces a threat on the way to achieving professional goals, which leads to the appearance of defensive reactions, barriers to the implementation of innovations.

"Prevention" of defensive behavior involves the organization of a holistic approach to the formation of professional competence of a teacher, the synthesis of the main blocks: motivational, goal-setting, informational, pedagogical decision-making, organization of educational activities.

Conducted in the course of the dissertation research (“Motivational readiness of the teacher for innovative activity”, 2009 ) the survey revealed that the increase in the competence of teachers in the context of the implementation of innovation is carried out through the organization of lectures (63.7%), seminars (57.5%), workshops (39.9%), i.e., traditional forms of implementing innovations prevail, which are not enough focused on the teacher as a subject of innovation; such forms as group design of educational activities, trainings and other active forms of learning are practically not used; the use of interactive methods often causes difficulties in "fitting" them into the practice of the teacher's real activity. In the case of using active forms of development of professional competence, as a rule, there is no holistic, systematic approach to the problem.

A full-fledged innovative program, as an important component, should include a program for the restructuring and development of the professional self-awareness of teachers and administrators.

It is also necessary to modernize the intra-school system of advanced training for teachers, the choice and implementation of modern methods and forms of education (organizational and activity games, analysis and resolution of problem situations, problem-creative groups, design of educational activities, expert laboratories, etc.), which contributes to the involvement all teachers in active innovative activity.

The situation of introduction of new standards imposes special requirements on the psychological competence of pedagogical workers, since for the first time requirements are established not only for the results of learning, but also for the results of the personal development of students (PED). An important resource for this work can be the school psychological service, since it is a practical psychologist who is a specialist in the initiation and development of various types of reflective processes.

Analysis of the situation reveals the following contradictions:

Between the need to solve new educational problems in the context of the introduction and implementation of the Federal State Educational Standard and the lack of development of a system of methodological support for the professional development of teachers at the regional, municipal and institutional levels.

Between the urgent need for teachers to improve their skills
and its insufficiently effective implementation through traditionally existing forms of improvement, the lack of development of modern technologies for increasing professional competence by educational practice, including the regional level;

Between the growing demands of society for the level of professionalism of teachers and the lack of systemic knowledge, skills and abilities of developing education in most of them; insufficient knowledge of developing education technologies within the framework of a system-activity approach;

Between the school's need for highly qualified personnel and the insufficient development of the mechanism for their professional training within a particular school.

The contradiction between the actual content of the main directions of modernization of education and the content of individual and group requests for advanced training. Often these requests concern narrow methodological aspects in a particular educational area and do not touch upon key issues of education modernization.

Between the requirements of the Federal State Educational Standard and the insufficient readiness of teachers to solve the problems of the Federal State Educational Standard;

Between the need for teamwork of pedagogical workers of the educational institution and the underdevelopment of these forms of work in educational practice.

An analysis of the situation of advanced training reveals the main problem, which manifests itself in the lack of a systematic approach to the formation of the professional competence of teachers, lack of development, insufficient rooting of effective technologies for the development of professional competence of teachers in the context of the implementation of innovations, due to which the results often do not correspond to their target orientations.

It is important to determine the content, technologies, organizational forms of development of professional competence in the context of the implementation of the Federal State Educational Standard as an innovative project.

Important tasks on the way to the formation of new models for the development of professional competence of teachers are:

1. Specifying the requirements for professional competence in the context of the implementation of the Federal State Educational Standard for different categories of teachers.

To carry out professional reflection of their activities in accordance with the target orientations of the Federal State Educational Standard;

Analyze programs, methodological complexes and individual didactic materials;

Develop extracurricular activities programs and didactic materials

Competence is “set” by the educational task (problem) to be solved, while the main form of its implementation is activity, which in turn has a certain psychological structure, its main components: motivational-value, cognitive-informational, operational-technological and reflexive-regulatory aspects of psychological teacher competence. In the structure of competence defines such characteristics as: a) readiness to demonstrate competence (i.e., the motivational aspect); b) possession of knowledge of the content of competence (i.e., the cognitive aspect); c) experience in the manifestation of competence in a variety of standard and non-standard situations (i.e., the behavioral aspect); d) attitude to the content of competence and the object of its application (value-semantic aspect); e) emotional-volitional regulation of the process and result of the manifestation of competence.

The process of mastering involves taking into account all the components of professional competence, its structural components. If one of them sinks, there is a partial assimilation of technology, or resistance arises. The assimilation of the value-target settings of technology involves their correlation with one's own, implemented in practice. Psychological restructuring may differ in the level of its influence on the personality and be superficial or deep. The depth of personal transformations will be small if relatively plastic structures of the personality are subjected to changes, for example, cognitive, based on knowledge and simple skills. In the case of innovation, this is a change in the content or organizational components of the educational process. It is more difficult to change the mental properties that characterize the established features of mental functions: stereotypes of perception and thinking, skills and habits, stable interests, value orientations and attitudes. And the restructuring of thinking is one of the most difficult moments, because it affects the change in the system of values ​​and life positions that have developed among people, motives for activity, behavior, etc.

Motivational-value the component of the psychological competence of the teacher is represented by value orientations, motives, goals, meanings, ideals of the teacher.

cognitive component The psychological competence of a teacher includes a system of representations of knowledge about the essence, nature, structure of pedagogical activity in solving a given educational task, let's say about the formation of motivation for educational activity.

Operational and technological the component of this competence is characterized by the development by teachers of new design and organization of pedagogical activities aimed at providing conditions for solving the problems of development of UUD

reflective the component of psychological competence includes the teacher's self-assessment of his readiness and the correspondence of his professional activity to the objectives of the development of UUD.

Accordingly, the development of the teacher's professional competence should cover all components, and not be addressed only to the informational component. This is visually represented in the following hypothetical example: imagine that you need to write with your left hand (assuming that you are right-handed), you know (cognitive component) how to write, but it can be done with difficulty, or even impossible (differences are not reflected, no skills or abilities). In the practice of the prevalence of information methods of advanced training, we are faced with this problem, it manifests itself in different ways, but more often in the form of unwillingness to work in a new way, denial of the significance of the new, etc.

Competence is structured by the educational task solved by the teacher.

Competence development programs should be focused on a holistic, systematic approach to professional activity, take into account the features of adult learning:

conscious attitude to the process of their learning;

The need for independence

the need for meaningful learning (to solve an important problem and achieve a specific goal), which provides motivation;

practical orientation in relation to training, the desire to apply the acquired knowledge, skills and abilities;

the presence of life experience - an important source of knowledge;

· the impact on the learning process of professional, social, domestic and temporal factors.

Typically adults want learn if they understand need learning and see capabilities apply its results to improve their performance. In addition, adults tend to actively participate in learning, bring their own experience and life values ​​into learning situations, try to correlate the learning situation with their goals and objectives. An adult, as a rule, has many family and social responsibilities, so he studies without interrupting his main professional activity. Adults learn new knowledge and skills at different rates, so when working with them, it is necessary to pay special attention to the individualization of learning, to increase self-esteem and self-esteem of each person.

3. Project technology in the development of professional competence of a teacher.

The most appropriate technology for an intra-school system of advanced training in the context of the implementation of the Federal State Educational Standard is a project technology, within which methods and techniques of active learning can be used: discussions, trainings, methods of reflective diagnostics, etc. The implementation of this project involves the development of guidelines for the group design of educational activities .

The project method, which first appeared at the beginning of the 20th century, has become a characteristic feature of modern society. The project method as a method of systematic organization of activities aimed at achieving a certain result is being actively introduced into various spheres of human life.

The essence of design is the construction of desired states of the future. The designer builds models based on the conceptual understanding of the constructed object and the vision of scientific, transformative, practical problems of activity.

The project activity of a person is due to his ability to build in his mind, to come up with ideal models that only partially reflect reality, and partially reflect the subjective world of a person, his values ​​and goals.

defines design as “an activity which, in the most concise description, means the foresight of what should be.”

notes that design is the creation of an ideal description of the future object, prior to its implementation

The meaning of design in this approach is the gradual awareness of a person of his life problem and the construction of its solution. Design as an activity contains a certain invariant of mental operations, when the movement goes from defining goals to finding means, building out the result and possible consequences in the implementation of the project: positional self-determination - situation analysis - problematization - conceptualization (goal setting) - programming (creation of a program of measures to achieve the plan) - planning (the stages are highlighted in accordance with the definitions of this activity in the works of a number of authors, such as -Beck).

The entire design process involves the following stages: from a problem situation through social (together with other project participants) correction of one's actions and further to critical reflection of one's own activity.

The design of the entire process of activity and its implementation in practice can be carried out by one person - the subject of design, which means the subjective nature of this process, in which a person treats himself as a doer, creator, creator of himself. However, this does not mean the complete autonomy of the designer from his environment. Therefore, the subjectivity of design can only mean that although the design concept is developed and implemented by one person, communication of the project author with other design subjects is necessary both at the development stage and at the project implementation stage.

The implementation of the design process involves the emergence of flexible groups, teams, communities where a person can get the necessary social experience.

The implementation of the activity principle in the process of such communication is carried out in two ways: on the one hand, using specific information, certain knowledge and own experience in the process of creating the final product, people construct their activities practically, on the other hand, realizing and comprehending their practical activities, they are involved in active mental activity.

The “team principle” is important, i.e., anticipatory work with the school's pedagogical community (including administration) in relation to individual teacher training. Since the mastering of new sociocultural positions by a teacher is associated with the opposition of collective teacher stereotypes (the old sociocultural positions of an informer-interpreter, the authority of a position, a facilitator, a craftsman), then through the mobilization of group resources and the introduction of a team type of work, it is necessary to achieve a cumulative effect in overcoming this opposition.

Summarizing the above, it should be emphasized once again that it is in the design activity that the processes of meaning and life creation intersect in many respects, implemented in the form of reflection in the process of rethinking and transforming life by a person, which corresponds to the principle of self-development, which is the specificity of project activity, when the solution of some tasks and problems stimulates the development of new forms of design.

The stated orientations of the project correspond to the learning model of D. Kolb, it is focused on understanding practice, conceptualizing the identified problems, and transforming practice. There are two versions of the cycle (which differ in the goals that are set for the participants in the training), each of which consists of five stages:

· personal experience - comprehension of experience - theoretical concepts - application in practice - reflective analysis;

· practice - reflective analysis - theoretical concepts - experimentation - comprehension.

This process is visually represented in the figure, which reflects the scheme of the training cycle by D. Kolb.

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Rice. 4. Competence Development Spiral

4. Psychological support for the design of educational activities

The development of technology is not just the acquisition of new ways of pedagogical activity, it is the transformation of the psychological and pedagogical competence of a particular teacher. I would like to draw attention to the fact that the ability to implement new technologies involves inscribing something new into the structure of existing pedagogical competence.

Working with teachers is one of the most complex and underdeveloped activities of a psychologist working in education. The main reasons for this are: insufficient elaboration of a systematic understanding of the process of professional and personal development of a teacher; lack of evidence-based criteria for evaluating the activities of teaching staff; the uncertainty of the professional field of a psychologist in collaboration with a teacher (from the position of a “superexpert” to a “consultant on personal problems”), which erodes the specialist’s own capabilities; lack of methodological developments (recommendations), diagnostic tools that ensure effective interaction between a psychologist and a teacher in an educational institution.

From the standpoint of the system genetic approach (and others), the psychological support of the teacher is associated with the structure of the psychological system of activity and involves the synthesis of the main blocks: motivational, goal-setting, informational, pedagogical decision-making, organization of educational activities.

In this regard, when organizing psychological support for the professional development of a teacher, it seems promising not only the work of a psychologist to create an appropriate attitude for a teacher, but also a demonstration that the initial structures of a teacher’s experience may be inadequate to the situation, the development of their skills of reflective analysis of these structures, the participation of a psychologist in the design and construction of pedagogical activity.

In human activity, the processes, properties and qualities of a person are synthetically manifested in a style, which is understood not only as an individual system of methods and techniques of work, but also as an orientation of the personality. When a person faces a real need to change his activity in connection with new conditions (under the influence of a barrier a problematic situation appears), there is a need for psychological restructuring.

Among the ways to overcome such barriers, the use of active forms of learning is distinguished, which involves the transition of the teacher from the position of a "listener" to the position of a "participant" in the pedagogical situation. Such a transition neutralizes the manifestation of stereotypes, since the usual techniques and methods are used in the new conditions of the organization of the educational process, when the teacher seeks to get away from the traditional "subject-object" relations. The methods of "subject-subject" interaction used in this case make it possible to reasonably combine theoretical knowledge with life and professional experience, take into account the age and individual psychological characteristics of the teacher's personality. , etc. emphasize the need to use, along with traditional forms of work (lectures, conversations, etc.), various types of trainings, psychotechnics, business games, that is, various interactive methods. However, the use of interactive methods often causes difficulties in "fitting" them into the practice of the teacher's real activity.

Special opportunities in the development of psychological competence have a form of psychological support, which is defined as professional counseling for a teacher, which involves the participation of a psychologist in the design of educational activities. The order of work in supervising, professional counseling of teachers can be as follows.

Step 1 - an agreement on the forthcoming work, a joint definition of the goals and objectives of the work. For example, to identify the nature of motivation, the possibility of working on its development. This work may be preceded by a seminar, a workshop on the analysis of the problems of the development of a school or a particular teacher. problematization of his work. Identification of the most significant problems and at the same time search for resources to resolve them. Definition of working concepts.

Step 2 - operationalization of concepts, choice or construction of a reflexive scheme. It plays the role of a kind of guidance in solving the problem. It serves as a "canvas" for the teacher to analyze and track his actions in the right, required direction.

Step 3 - organization of activities, observation and supervision by a psychologist, other teachers.

Step 4 - introspection of activities by the teacher himself based on a reflective scheme. Highlighting successfully solved tasks, redefining unsolved ones into positive goals.

Step 5 - with a satisfactory solution to this problem, the transition to tasks of another level, the choice of a new reflexive scheme.

In the process of designing educational activities, different technologies are used, but a special place in them is occupied by reflective schemes They are the product of the joint work of a teacher and a psychologist. Reflexive schemes , as a rule, fix certain behavioral variables correlated with certain psychological phenomena that have a certain theoretical justification. Unlike traditional forms, when the teacher receives recommendations that are often poorly correlated with real experience or simply contradict it, remains alone with this situation, without help and support, the use of reflective schemes makes it possible to gradually work with the problem, in accordance with the capabilities of its real carrier. , teacher. Provides him with support, reduces the risk of defensive behavior, serves as a support for consistent and purposeful work.

The parameters fixed in the reflexive scheme are formulated in the language of the addressee, they must be unambiguously read by him, on the other hand, they are worked out from certain theoretical positions, correlated with them.

The reflexive scheme can be used in two ways: both as a means of developing introspection and as a tool of object psychology. If an expert uses it, he draws a conclusion about the degree of compliance with the diagnosed phenomenon. In a situation of supervision, it structures the reflection of the teacher's activity. In addition, it can help in designing the educational process (lesson, educational session).

Psychologist in the design team:

Responsible for creating a value-free environment, support

Ensures adherence to the principles of dialogic communication

Determines the positive direction of self-assessment processes

It helps to understand in which direction the teacher has advanced, what may be his next task in the implementation of the developing tasks of the chosen technology, how the methods of activity correlate with the goal and value orientations.

Thus, the joint actions of a psychologist with a teacher begin with a contract to work with certain problems, jointly determine the goals and objectives of interaction, determine the degree of readiness of the teacher to solve specific problems - motivational-diagnostic stage.

Informational (cognitive) stage focused on identifying and changing the individual and group systems of teachers' ideas about the problem; expanding knowledge in this area.

Particular attention is paid to demonstrating that the initial structures of experience (including implicit knowledge) of teachers may be inadequate to the situation, as well as developing skills for reflective analysis of these structures.

Design and organizational stage involves the design of developing tasks and the organization of educational activities focused on creating appropriate conditions for the development of students (the development and implementation of training sessions), its observation and supervision by a psychologist and other teachers.

Thus, the psychological aspect of mastering technologies implies specifying the mechanisms for implementing the developmental tasks of a particular educational technology. In addition, it includes the organization of the transformation of the structure of the psychological competence of the teacher in accordance with the target settings of the technology intended for implementation. The solution of these problems is most effectively carried out in the conditions of psychological support for the transformation of pedagogical activity.

Professional competence of a preschool teacher

Good afternoon dear colleagues!

In accordance with the new law "On Education in the Russian Federation", preschool education for the first time became an independent level of general education. On the one hand, this is the recognition of the importance of preschool education in the development of the child, on the other hand, the increase in requirements for preschool education, including through the adoption of the federal state educational standard for preschool education.

But no matter what reforms take place in the education system, they, one way or another, are limited to a specific performer - a kindergarten teacher. It is the teacher-practitioner who implements the main innovations and innovations in education. For the successful introduction of innovations into practice and the effective implementation of the tasks set in the conditions of the Federal State Educational Standard, a teacher requires a high level of professional pedagogical competence.

The professional and pedagogical competence of teachers is not a simple sum of subject knowledge, information from pedagogy and psychology, the ability to conduct classes or events. It is acquired and manifested in specific psychological, pedagogical and communicative situations, in situations of real solution of professional problems that constantly arise in the educational process.

What are the requirements for the personality of a modern educator and his competence?

In the system of preschool education, the process of interaction between the teacher and the child is a priority. Modern processes of modernization of preschool education bring to the fore not the formal affiliation of the educator to the profession, but the personal position he occupies, providing an attitude to pedagogical work. It is this position that guides the teacher to understand the ways of interacting with the child.

At present, not just an educator is in demand, but a teacher-researcher, a teacher-psychologist, a teacher-technologist. These qualities in a teacher can develop only in the conditions of a creative, problematic and technologically organized educational process in a preschool institution. Moreover, provided that the teacher is actively engaged in scientific, methodological, search, experimental, innovative work, learns to look for his "professional face", his pedagogical tool.

Today, each teacher needs to acquire and develop competencies that make him a creatively active participant in interaction with children:

Humane pedagogical position;

Deep understanding of the tasks of preschool education;

The need and ability to take care of the ecology of childhood, the preservation of the physical and spiritual health of pupils;

Attention to the individuality of each child;

Willingness and ability to create and creatively enrich the subject-developing and cultural-information educational environment;

Ability to purposefully work with modern pedagogical technologies, willingness to experiment, introducing them;

The ability to self-education and conscious self-development of the individual, the willingness to learn throughout the career.

Currently, the "Professional standard of the teacher" is being finalized, which was supposed to take effect on January 1, 2015. However, the All-Russian The trade union of education sent a letter to the Minister of Labor and Social Protection of the Russian Federation with a request to postpone the date of its introduction to January 1, 2018. According to the All-Russian Trade Union of Education, the hasty introduction of a professional standard can cause numerous legal conflicts, and therefore the official postponement of the date for the start of applying the professional standard of a teacher to a later date can be a reasonable, balanced and objective step on the part of the Ministry of Labor of Russia.

So, in the professional standard in clause 4.5, the professional competencies of a preschool teacher (educator) are listed.

1. Know the specifics of preschool education and the organization of educational work with children.

2. Know the general patterns of child development in early and preschool childhood; features of the formation and development of children's activities at an early and preschool age.

3. Be able to organize the leading types of activities at preschool age: object-manipulative and play, ensuring the development of children. Organize joint and independent activities of preschoolers.

4. Own the theory and pedagogical methods of physical, cognitive and personal development of children.

5. Be able to plan, implement and analyze educational work with children of early and preschool age in accordance with the GEF of preschool education.

6. Be able to plan and adjust educational tasks (together with a psychologist and other specialists) based on the results of monitoring, taking into account the individual characteristics of the development of each child.

8. Participate in the creation of a psychologically comfortable and safe educational environment, ensuring the safety of children's lives, maintaining and strengthening their health, supporting the emotional well-being of the child.

9. To master the methods and means of analyzing psychological and pedagogical monitoring, which makes it possible to evaluate the results of the development of educational programs by children, the degree of formation of the necessary integrative qualities of preschool children necessary for further education and development in primary school.

10. Own methods and means of psychological and pedagogical education of parents (legal representatives) of children, be able to build partnerships with them to solve educational problems.

11. Possess ICT competencies necessary and sufficient for planning, implementation and evaluation of educational work with children.

What is the role of competency assessment in the professional development of teachers?

Today there is a serious discrepancy between the real and required level of professional competence of teachers.

How it manifests itself in practice:

The educational and disciplinary model still prevails in the work of preschool educational institutions, and teachers are not always able to build subject-subject relationships with children and their parents. In order for the child to become the subject of the educational process, he must meet the subject in the person of the teacher - this is the whole essence of pedagogical work;

Many teachers, especially experienced teachers with a long work experience, are focused primarily on the performance of official duties. And today, educators who are able to independently plan and build an expedient system of work are more in demand.

There are many teachers who, having once received a specialized education, are limited to attending refresher courses. At the same time, the realities of today require professionals to engage in self-education throughout their lives. Therefore, one of the significant indicators of the professional competence of an educator is his readiness for self-education and self-development, as well as the ability to creatively apply new knowledge and skills in practical activities. The effectiveness of his work directly depends on the teacher's awareness of the need to constantly improve the level of professional qualifications.

Regular assessment of the professional competencies of preschool teachers will stimulate their desire for self-education and professional self-improvement (and self-assessment of the teacher).

Today, preschool teachers are required to be actively involved in innovative activities, in the process of introducing new programs and technologies for interacting with children and parents. Under these conditions, a comprehensive and objective assessment of the professional competencies of preschool teachers is of particular importance.

Formation and development of professional competencies of a teacher

Based on modern requirements, it is possible to determine the main ways of developing the professional competencies of a teacher:

Work in methodological associations, problem-creative groups;

Research, experimental and design activities;

Innovative activity, development of new pedagogical technologies;

Various forms of psychological and pedagogical support, both for young teachers and for teachers with experience, mentoring;

Open views and mutual visits to classes;

Pedagogical rings - orients teachers to the study of the latest research in psychology and pedagogy, methodological literature, helps to identify various approaches to solving pedagogical problems, improves the skills of logical thinking and argumentation of one's position, teaches brevity, clarity, accuracy of statements, develops resourcefulness, sense of humor;

Active participation in professional competitions of various levels;

Generalization of own pedagogical experience at city events and in the Internet space;

The work of teachers with scientific and methodological literature and didactic materials;

Organization of practical seminars, practical classes, general education;

Trainings: personal growth; with elements of reflection; development of creativity;

Psychological and pedagogical drawing rooms, business games, master classes, 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. To do this, it is necessary to create conditions in which the teacher is aware of the need to improve the level of their professional qualities.

It should be noted that the formation and development of professional competence, improving the level of skills of teachers is a priority activity not only for the administration of the preschool educational institution, but also for the socio-psychological service as a whole, since it occupies a special place in the management system of a preschool institution and represents an important link in the holistic system of improving professionalism of teaching staff, since, first of all, it coordinates the work of the preschool educational institution in the implementation of the Federal State Educational Standard.

Thus, a modern kindergarten needs a teacher who will not be a “teacher”, but a senior partner for children, contributing to the development of the personality of pupils; a teacher who is able to competently plan and build the educational process, focusing on the interests of the children themselves, but at the same time not be afraid to deviate from the planned plan and adapt to real situations; a teacher who can independently make decisions in a situation of choice, predicting their possible consequences, as well as capable of cooperation, possessing psychological and pedagogical knowledge, modern information and communication technologies, capable of self-education and introspection. The higher the level of professional competence of teachers, the higher the level of quality of education in the preschool educational institution, and a well-constructed system of interactive forms of work with teaching staff leads not only to the development of professional competence of teachers, but also unites the team.

Requirements

to the professional and personal qualities of the teacher (in the light of the Federal State Educational Standard of the IEO).

Teaching is not work, but renunciation,

The ability to give everything

Leave for a long feat and torment,

And in this to see the light and grace.

Obviously, before talking about what should change in the activities of the teacher in connection with the introduction of the Federal State Educational Standard of the IEO, it should be determined whether it is possible to implement the standard without changing the requirements for the teacher?

Answering this question, it should be said that the Federal State Educational Standard of the IEO makes somewhat different requirements for the conditions of education. It is simply impossible to fully implement the declared system-activity, especially the competence-based approach, without changing the existing system of the traditional school. Just as it is impossible to form key competencies in students, working only in the classroom-lesson system of education. And therefore, it is quite obvious that it is not possible to implement the Federal State Educational Standard in the previous conditions.

And this means that the solution of modern problems will require not only the implementation of a number of measures, such as:

Development and approval of the main educational program of primary general education;

Bringing in line with the requirements of the Federal State Educational Standard of the IEO and the new tariff and qualification characteristics of job descriptions for employees of an educational institution;

Determination of the optimal model for organizing the educational process, which ensures the organization of classroom and extracurricular activities of students;

Determination of the list of textbooks and teaching aids used in the educational process in accordance with the Federal State Educational Standard of Primary General Education;

Providing financial, logistical and other conditions for the implementation of the main educational program of primary general education in accordance with the requirements of the Federal State Educational Standard,

but also, unequivocally, serious teacher training.

In the context of the implementation of the Federal State Educational Standard, the teacher acts not only as a teacher, but also as

Instructor (a person who systematically conducts individual-group work with schoolchildren on the development, coordination, evaluation of the progress and results of the implementation of educational work);

A mentor (a person who knows how to provide targeted assistance to a child, not relieving him of a problem situation, but helping to overcome it);

Manager (a person who owns such management technologies as pedagogical analysis of resources, the ability to design goals, plan, organize, correct and analyze results);

In accordance with the Federal State Educational Standard of the IEO, he (the teacher) is a wise educator, an ally of a psychologist, a social pedagogue, he is fluent in team, joint, collective and paired forms of work.

The student becomes an active participant in the educational process, who knows how to think, think, reason, freely express, and if necessary, prove his opinion.

Thus, with the introduction of the Federal State Educational Standard, the responsibility of the teacher, which has always been exceptional, will double.

The introduction of GEF cannot be implemented without a clear answer to the question “how to teach?”. In other words, the teacher must know a specific and understandable algorithm of his activity, which, firstly, would not in any way destroy personal practical experience, and secondly, would fit into a new idea of ​​what is good for children and what will help student to become successful in the modern world.

What changes in education will require new competencies from a teacher, and how do the Federal State Educational Standards of the new generation differ from those standards that regulated the work of the school in the past?

First of all, these are new requirements for the results of education. Suffice it to recall that earlier the primary school's task was to achieve the basic level of the mandatory minimum content of education.

According to the new educational standards, primary school graduates should be active and active, inquisitive, enterprising, open to the outside world, friendly and responsive. They should have a positive attitude towards themselves, self-confidence, self-esteem, interest in research, respect for the environment and skills of self-organization and a healthy lifestyle.

The new standard for the first time fixes the requirements for the results of mastering the main educational program of several levels and three types - these are, firstly, subject results, or knowledge in subject areas: Russian language, mathematics, natural science, literary reading; and so on.

But in addition to subject results, the Federal State Educational Standard also imposes requirements on meta-subject and personal results. First of all, about the meta-subject results, since this is really the most significant innovation in the standards. And also because the personal result, unlike the results of subject and meta-subject, according to the Federal State Standards, is not measured, that is, children will not be evaluated according to the degree to which they achieve personal results. This is true, because it is not so easy to evaluate personal achievements. On the one hand, this is an additional burden for the teacher, and on the other hand, perhaps there is some kind of threat to the free personal development of the child.

If we summarize the requirements for meta-subject skills, we can distinguish the following groups of them.

First, it is the ability to plan one's own activities. That is, the child himself must compare the task with the conditions in which the task is presented, be able to correlate the content of this task with his own skills, evaluate his own actions and, if necessary, make adjustments.

Another meta-subject result is universal learning activities associated with work in a group, the student's ability to correlate his actions with the actions of others, and perform various functions in a group. That is, in other words, the ability to effectively interact in solving various problems. Group work (according to GEF IEO) is not just a random meeting of children or their joint pastime, it is a special educational situation in which collectively distributed activity takes place.

The idea of ​​organizing group work is that any action, any skill, firstly, exists in the process of interaction between people, and in the process of learning this skill becomes the property of each child.

Another group of universal educational activities is associated with mastering computer literacy, the ability of schoolchildren to use data from the Internet to solve problems.

That is why, within the framework of the new educational standard, rather serious requirements are imposed on the computer equipment of schools, including the availability of free access to the Internet. Now it becomes necessary to use and use computer tools and tools and resources of the Internet not only in preparation for classes, but also in the classes themselves.

What, strictly speaking, should a teacher be able to do in order to form universal learning activities in children?

First of all, the teacher must master the technology that contributes to the development of children's reflection - the ability to plan and evaluate their own actions.

1. Be able to assess the current state and dynamics of the child's mastery of the main educational program.

2. Be able to set goals for success in the subject area of ​​the student.

3. Be able to set goals for students to achieve meta-subject results.

4. Be able to adequately assess the current state and dynamics of the intellectual, moral, volitional development of the child.

5. To be able to correctly determine the reasons for the child's insufficiently effective progress in mastering the educational program. (He knows how to correctly (adequately) highlight the difficulties in mastering educational subjects that arise for each student.)

6. To be able to assess the formation of students' learning activities (UUD).

7. Be able to analyze existing programs, compare them on various grounds (goals, means used, etc.).

8. Be able to choose and apply modern educational technologies and assessment technologies that are adequate to the goals set.

Another point that cannot be ignored is the activity-based nature of learning. The activity approach that forms the basis of modern education assumes that the student will learn to plan (ask himself the question: "What do I need to learn?") and design ("How can I learn this?"). To be ready for this, the teacher should not only comprehend the idea of ​​a system-activity approach, as the basis of the Federal State Educational Standard, but also learn how to build educational and extracurricular activities within the framework of this technology, design learning based on learning situations, problem tasks, project teaching methods. The teacher must be an active user of information technology, communicate freely in the information space.

Undoubtedly, everyone understands that in a short time you will not train, you will not bring to automatism the universal educational actions and skills of children in solving educational problems. This is a large, systematic work. In order to teach children all this, to develop in them special learning skills, the teacher himself needs to have competencies.

It is known that competence does not exist in finished form. Everyone has to create it for themselves anew. You can learn someone's discovery, a rule, a method of learning, but not competence. Competence must be created as a product of individual creativity and self-development. Is it because the main indicators of the quality of professional training of a teacher today are such personal characteristics as:

- readiness and ability for self-development, self-improvement.

– motivation to work with students;

- the ability and willingness of the teacher to apply the acquired knowledge in professional activities;

- knowledge of the psychology of the child, the ability to analyze his actions, deeds, the provision of psychological support and assistance, especially during age-related crises;

– possession of modern educational technologies, including ICT;

The basic educational plan includes a program of education and socialization, which permeate all educational, extracurricular, extracurricular activities of an educational institution. Now the teacher needs to build the learning process not only as a process of mastering the system of knowledge, skills and competencies that form the basis of the student's educational activity, but also as a process of personal development, acceptance of spiritual, moral, social, family and other values.

Of paramount importance for the spiritual and moral development and education of students is not only the ability to educate children, but also the morality of the teacher himself, the moral norms by which he is guided in his professional activities and life, his attitude to his pedagogical work, to students, colleagues. And although this requirement is not something new, special, however, it acts as a component characteristic of a modern teacher, as a requirement for his personal qualities. No educational programs and actions will be effective if the teacher is not an example of moral and civic personal behavior. In addition, in the modern world, adults, including parents, do not want to raise a child on the traditions of the family and the people, and sometimes they themselves do not own the most important life values.

However, it should be recognized that it is most likely simply impossible to provide a full-fledged spiritual and moral development and education of students to a teacher without social and pedagogical partnership. To solve this problem, it is necessary to build pedagogically expedient partnerships with other subjects of socialization: the family, public organizations and traditional religious associations, institutions of additional education, culture, sports, and the media.

The organization of socio-pedagogical partnership can be carried out by coordinating socio-educational socialization programs based on the national educational ideal and basic national values ​​prescribed in the Concept of Spiritual and Moral Education and Personal Development of a Russian Citizen. This is possible provided that the subjects of education and socialization are interested in the development and implementation of such programs.

Under these conditions, the independence, and at the same time the responsibility of the teacher is to:

Development of a development and education program for your class

Introduction of a new form of cumulative assessment (portfolio).

The ability to choose appropriate, specifically for this class, teaching materials,

Development (adjustment) of work programs for academic subjects

Selection of methods and means of forming UUD among students (analysis of textbooks, selection of a system of tasks)

Development (selection) of control materials, processing the results of diagnostic and complex work.

It is obvious that not immediately, and perhaps not all teachers will be able to reorganize in changing conditions. And therefore, in my opinion, the main thing for every teacher, OU as a whole, is today:

Adoption of the main ideas of the Federal State Educational Standard,

Adaptation (maximum, productive) to changing conditions of activity;

Determination of the ways of the most constructive professional and personal development,

Comprehension of various aspects of one's activity (in terms of ideas about oneself, one's mission, one's position between the child and society).

The competencies of an elementary school teacher, due to the Requirements for the structure of the main educational program:

To carry out a personal-activity approach to the organization of training;

Build individual student development trajectories based on the planned results of the development of educational programs (hereinafter referred to as PROOP);

Develop and effectively apply educational technologies to achieve PROOP.

The competencies of an elementary school teacher, due to the Requirements for the results of mastering the main educational program:

Have the relevant concepts of the Federal State Educational Standards, ideas about the planned results of development and basic educational programs, be able to decompose them in accordance with the technology for achieving intermediate results;

To have modern ideas about the student as a subject of educational activity and be able to design an appropriate model of his activity, depending on age characteristics and the specifics of the subject.

To have scientifically substantiated knowledge and skills that allow to design a social portrait of a student (values, motivational, operational, communicative, cognitive resources) and to carry out an appropriate diagnosis of the formation of socially demanded personality traits.

Competence of an elementary school teacher, due to the Requirements for the conditions for the implementation of the main educational program:

Effectively use the conditions and resources available at the school, its own methodological potential for the implementation of the tasks of the new content of education, namely:

Achieving the planned results of the development of educational programs;

Implementation of education and socialization programs for students;

Effective use of health-saving technologies in the context of the implementation of the Federal State Educational Standard;

Individual assessment of educational achievements and difficulties of each student, diagnostics of the formation of universal educational activities;

Own professional and personal development and self-development;

Effectively apply your skills in the process of modernizing the infrastructure of the educational process of an educational institution.

A teacher implementing the basic educational program of primary general education must:

In general education

A) know the basics of modern concepts of nature, society and the technosphere;

B) have the skills of an advanced user of information and communication technologies;

In vocational training:

A) possess key professional competencies, such as professional communication, the ability to solve professional problems, information competence;

Philosophy of education, philosophical and cultural concepts underlying educational paradigms;

Developmental and educational psychology, the basics of psychology of deviant behavior, the history of pedagogy, pedagogy, the current state and development trends of education systems in Russia and abroad, the main directions of regional educational policy;

Methods for assessing indicators of the intellectual, moral and volitional development of the child;

Methods for assessing the degree of social tension in the relationship of the child with the environment;

Indicators of the formation of a person's civic maturity;

Principles of organization of the educational environment, including educational and information-educational;

The essence of modern pedagogical technologies and methods, such as developmental, problem-based, differentiated learning, the project method, modular pedagogical technology, health-saving technologies, portfolio technology, as well as pedagogical technologies and methods recognized as priorities for the education system of a constituent entity of the Russian Federation in the medium term (5- 7 years);

Legal norms of relations between participants in the educational process;

Assess the current state, resource and development potential of the student and offer evidence-based methods to improve their effectiveness; take into account the individual characteristics of students in the educational process;

Choose and apply modern educational technologies and assessment technologies that are adequate to the goals set, including those that ensure the intensity and individualization of the educational process;

Apply didactic methods and techniques for organizing independent work of students in the information and educational environment;

Organize interactions with children and adolescents, joint and individual activities of children;

Implement management functions in their activities, such as the development of modules of educational programs, including those implemented in extracurricular activities, as well as the formation of individual educational trajectories of students;

Use the data of professional monitoring (psychological, social, medical) for planning and implementing pedagogical activities;

Use modern methods of assessment activities, correctly apply a variety of assessment scales and procedures, form the assessment independence of students;

To use modern resources on various types of information carriers to ensure the educational process;

Carry out professional reflection;

Maintain documentation;

D) own:

Specific methods of psychological and pedagogical diagnostics;

Means of evaluation and formation of a system of positive interpersonal relations, psychological climate and organizational culture in an educational institution;

Modern technologies for designing an educational environment, including methods of support, support, compensation, creation of educational and training programs, projects of business and interactive games, active learning methods;

Methods of organizing the collection (individual, group, mass) of professionally important information, data processing and interpretation;

In subject preparation:

A) find out:

Private methods to implement the content of primary general education;

The composition and features of educational and methodological complexes and didactic materials, including on electronic media;

Use private methods;

Analyze programs, educational and methodological complexes and individual didactic materials;

Develop programs for extracurricular activities;

Develop didactic materials

3. From the history of the development of pedagogy: Ya.A. Comenius, K.D. Ushinsky are the founders of classical pedagogical theory.

A look at pedagogy as a science and art

Developing the foundations of scientific pedagogy, K. D. Ushinsky creates a full-fledged, comprehensive theory of education - didactics, in which he reveals all the main issues of education based on the psychology of the child, logically and strictly defining their essential characteristics.

In didactics K.D. Ushinsky, you can get answers to the most difficult questions: about the logical foundations of learning; about the stages of knowledge (scientific and educational); about the stages of the learning process as an interaction between a teacher and a student; ways of knowledge; psychological aspects of cognitive activity; educational functions of training; the role of the school and the teacher in upbringing and education, etc. And in all matters, the main thing is the personality of the child, his readiness for learning, respect for his mind and feelings.

He advocated the consciousness and activity of students in learning.

Based on the data of psychology, K.D. Ushinsky distinguishes two sides of the learning process: the transfer of knowledge and the assimilation of knowledge. At the same time, he notes the interconnection and unity of both sides of education.

At the time of K.D. Ushinsky widely discussed two theories: formal and material education. Some believed that it was enough to develop the mind of a child in order to prepare him for life, while others argued that the main thing was to communicate the amount of useful knowledge, and mental abilities would develop by themselves. K.D. Ushinsky criticized both extremes. He wrote that one should not fill the student's head with useful information that is not related to each other. To the same extent, it is dangerous to be carried away by the development of reason, which does not care about acquiring positive knowledge.

Genuine pedagogy should be based on experimental psychology: genuine education “...should enrich a person with knowledge and, at the same time, teach him to use these riches; and since it deals with a growing and developing person, whose mental needs are expanding and will continue to expand, it must not only satisfy the needs of the present moment, but also make a reserve for the future.

K.D. Ushinsky considers pedagogy as a science and pedagogical art in unity, as two sides of a single complex process of education. Ushinsky warns against opposing practice and theory. He wrote that “pedagogical practice alone without theory is the same as quackery in medicine.”

Attention to the personality of the child in education and upbringing

In the learning process, Ushinsky distinguishes the following stages: live perception of the material; processing in the mind of the received images; systematization of knowledge; consolidation of knowledge and skills. “Skill in many ways makes a person free and paves the way for a further process.” Training K.D. Ushinsky considers it as a means of education and distinguishes two types of learning: “... 1) passive learning through teaching; 2) active learning through one's own experience. He talks about the relative importance of each and the need to combine them in a single educational process.

That is why in the process of teaching it is important to take into account the main didactic principles - timeliness; gradualness; organicity; constancy; hardness of assimilation; clarity; self-activity of the student; lack of excessive tension and excessive lightness; moral; utility. All these conditions relate to the subjective and objective aspects of learning.

Learning proceeds faster when the ready-made truth is communicated by the teacher himself. Another thing is when the student independently finds it. K.D. Ushinsky emphasized that thought "will never become such a complete property of the student as when he himself develops it, only by paying attention to the similarity or difference of ideas already rooted in him."

A true teacher "will try to make teaching entertaining, but never deprive him of the character of serious work requiring effort of the will."

“Teaching is labor,” he wrote, “and must remain labor, but labor full of thought.”

The activity of students in learning is achieved through the entertainment of teaching. K.D. Ushinsky distinguished two kinds of entertainment - external and internal. “The older the student becomes, the more internal entertainment should crowd out the external one.” The means of activation include the Socratic method, visual aids, timeliness and gradualness in learning, the absence of excessive tension and excessive ease in studying the material.

Of no less interest are the methodological recommendations of the "teacher of all Russian teachers." So, the purpose of initial education is to equip students with skills in reading, counting, writing. Thanks to the habit, the conscious forces of the child are released for other "more important mental processes." In the survey methodology, a special place is given to the attention of all students in the lesson. “It is very useful for a class teacher to acquire the habit of first saying a question, and then, after a little delay, the name of the person who should answer this question.” K.D. Ushinsky was not only an outstanding theoretician of pedagogy, but also a remarkable practitioner. This was especially evident during the years of his work at the Gatchina and Smolny Institutes.

Education, according to K.D. Ushinsky, defines the meaning of life, it is the core of human dignity and human happiness.

“If you want to make a person completely and deeply unhappy,” wrote K. D. Ushinsky, “then take away his goal in life and instantly satisfy all his desires.”

The primary task of education is moral education. The basis of moral education is formed by the pupil's ideas about a person. The content of moral education consists of such qualities as unshakable love for one's Motherland and one's people, sensitivity to people, a humane attitude towards them, honesty and a thirst for useful activity.

K.D. Ushinsky pays great attention to the means of education, to its main factors, while distinguishing between intentional and unintentional educators. Unintentional educators, in his opinion, are: nature, family, people and their language.

The leading role in upbringing should be played by a “deliberate educator” - school, change of activities, rest.

By means and methods of moral education, according to K.D. Ushinsky, is the correct organization of work and rest of pupils, a game that educates learning, an exchange of thoughts between mentors and students, beliefs, moral instructions (without abuse).

The teacher-educator is the central figure of the educational process

Konstantin Dmitrievich assigns a large role to the personal conviction of the teacher: "The educator can never be a blind executor of instructions: not warmed by warmth, his personal convictions will have no power."

K.D. Ushinsky highly appreciated the role of pedagogical tact in education. This is a kind of compass in determining the correct solution to the issues of education in each specific case of pedagogical activity. The educator should never express impatience towards children. Pedagogical tact presupposes an equal treatment of the educator, the even life of an educational institution, but does not exclude exactingness.

Demanding does not mean keeping pupils in fear. K.D. Ushinsky sharply condemned "lovers to give fear to children." The consequences of such upbringing are lies, pretense, cowardice, slavery, weakness.

“Seriousness should reign in the school, allowing a joke, but not turning the whole thing into a joke, affection without cloying, justice without captiousness, kindness without pedantry and, most importantly, constant reasonable activity.”

K.D. Ushinsky developed a system of views on the training of a national teacher, Russia owes him the creation of domestic pedagogy.

Pedagogical heritage of K.D. Ushinsky is a very important source of understanding the leading ideas of the theory and history of pedagogy, philosophy and history of education. By right K.D. Ushinsky today can be called the founder of the direction of pedagogical humanistics in scientific pedagogy.

Shaken by social cataclysms, the era of Comenius is the period

formation of European science - knew such people - Galileo, Descartes,

The era of Comenius survived the English bourgeois revolution and

experienced the tragedy and horror of the Thirty Years' War (1618-1648). AT

depths of this contradictory era, pedagogy stood out in

independent branch of human knowledge, and the creativity of its creator

Ya. A. Komensky, who was far ahead of his time, was filled with

spirit of the highest humanism.

The activities of the great teacher fell on one of the most

dramatic periods in the history of his homeland - the Czech Republic, which became

epicenter of one of the longest and bloodiest wars ever

Europe knew - Thirty years old, which made him a lifelong

a wanderer who left homeless, ruined his entire family,

that destroyed his manuscript, but did not harden his expiring