8 ASPECTOS METODOLÓGICOS
8.5 METODOS DE ANÁLISIS
Nailya G. Khakimoma
Naberezhnye Chelny State Pedagogical University Nataliya V. Kaguy
Naberezhnye Chelny State Pedagogical University Abstract
The article analyzes the problem of evaluation of levels of a modern teacher professional competency in educational process, gives the arguments for actuality, importance of this issue.
The research objectives are to describe the features of building of a system-effective model of a modern teacher’s professional competency evaluation, the criteria for teacher’s professional competency evaluation.
Such theoretical methods of research as pedagogical modeling, study and analysis of pedagogical, methodological psychological, philosophical literature on the theory and practice of evaluation of professional competency of pedagogues were employed.
The need to form a national system for assessing the professionalism of teachers requires the establishment of levels of teacher professional competency, confirmed by the results of certification. The proposed system-effective model of a modern teacher professional competency evaluation allows improving the reliability of diagnostic procedures and to determine the set of professional competencies of a modern teacher to be evaluated.
The existing theoretical approaches to the definition of the concepts “competence”, “competency”, and “professional competency” are given. The procedure of creating of a system-effective model of a modern teacher professional competency evaluation, its structure and indicators of the work to identify the quality of pedagogical activity are presented.
Keywords: competence, competency, professional competency of a teacher, system-effective model, criteria to indicate the quality of professional competency of a modern pedagogue.
Introduction
The Russian education is being modernized in accordance with the humanitarian paradigm of the XXI century. Changes in the educational sphere have also affected the teacher as the main figure in achieving the requirements of new educational standards. The introduction of the competence approach to the educational system meets challenges. First, it is the interpretation of the basic concepts “competency” and “competence”of the competence approach, borrowed from the Western educational system (Bhmer, 1983; Cascio, 1986; Delamare Le Deist, Winterton, 2005). In aggregate, the domestic theoretical and applied
sciences, studying education, upbringing and training do not stick to one point of viewon the content of
these concepts (Druzhilov, 2005; Kodzhaspirova, Kodzhaspirov, 2005; Tryapitsyna, Pisarev, 2014; Vasenev, 2013). Thesecond difficulty is the lack of unified definition of terms in normative documents of different levels.
Competence is a complex of powers (rights, responsibilities) of state bodies, officials, defining the limits of authority of their functions; the range of issues in which the person has knowledge, experience (Kodzhaspirova, Kodzhaspirov, 2005); a structure of two main components: the system of knowledge determining the theoretical readiness of the teacher and the system of skills forming the basis of his
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practical readiness for professional activity (Markova, 1996); as an ownership of the holistic situation of action (Serikov, 2015).
Competency shows personal capabilities of an official, his qualifications (knowledge, experience) allowing to participate in the development of a certain range of solutions or to solve the issues by himself thanks to
certain skills and abilities; an educational level of an individual determined by the degree of ownership of
theoretical means of cognitive or practical activity. There are three types of competencies:a communicative competencyof a teacher, a common cultural competencyof a teacher and a professional competency of a teacher (Kodzhaspirova, Kodzhaspirov, 2005).
The professional competency of a teacher presents: 1) a necessary amount of knowledge, abilities, skills to identify the formation of communication, personality,pedagogical activity of the teacher as the bearer of certain values, ideals, pedagogical consciousness; a set of knowledge, experience, skills, flexibility in using teaching technologies, finding optimal means of influence on students, taking into account their needs, interests, the rights of free choice of ways of activity and behaviour (Kodzhaspirov, Kodzhaspirov, 2005); 2) an integral characteristic of a specialist, determining its ability to solve typically professional tasks arising in real situations of teaching activity (Tryapitsyna, Pisarev, 2014); 3) a deep knowledge, a condition to adequately perform the task, the ability to actual implementation of activities (Britell, 1980; Blank, 1982; Druzhilov, 2005); 4) a derived component of general cultural competency in the context of the cultural approach in design of modern educational systems (Bondarevskaya, 1999); 5) a criterion of quality of training, as well as potential efficiency of work (Gershunsky, 2003).
The content analysis of the concept shows the place of competency in the system of professional skillslevels, it is between performance and mastery. The structure of professional competency of the teacher (look below Table2) can be revealed through his pedagogical skills as a set of different actions, related to functions of teaching, demonstrating the individual psychological characteristics (Slastenin, Isaev, 2008).
It seems that the interpretation of terms “competency” and “competence” by A.V. Khutorskoy most fully incorporates the modern understanding of these concepts. Competence is an externally specified requirement to knowledge and skills of a professional, necessary for successful implementation of any professional activity. Competency is anything acquired, appropriated by personality because of training; the requirements to a specialist (Khutorskoy, 2003). Accordingly, a professionally competent worker is astaff member who successfully copes with the tasks of his professional activity.
Competences are reflected in qualification requirements. On the one hand, this approach identifies three types of competences:
1) Key competences that are necessary for any professional activity;
2) Basic competencesthat reflect peculiarities of a certain professional activity;
3) Special competences that reveal specific features of a particular subject or over-subject area of any professional activity (Khutorskoy, 2002). On the other hand, it gives an opportunity to present a scheme ofstructure of special professional competence development and its attachmentof key and basic competencies. This approachis not productive.
The system-effective assessment of teachers' professional competency is required, based on the ideas of the systematic approach (Asmolov, 2001). The system approach does not contradict neither the activity- based approach, nor the personal approach. Taking into account that parts of the whole do not have the property of the whole according to the system approach, it is necessary to describe the system of evaluation (criteria, procedure, means) of the professional success of the teacher.The result required from the teacher can be achieved him by individual style of activity.It means that it is proposed to measure the system property of the teacher's pedagogical activity. It is not necessary to measure every component of
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pedagogical activity, but its result. Only “a system result” of all qualification requirements as a whole is to be measured. This will reduce the complexity certification process of a teacher.
It is possible to determine reliably criteria for assessing the professional competences of teachers in conditions of the national system of evaluation of teachers ' work introduction if this procedure is based on the requirements of the federal state standard of general education and the professional standard of the teacher. In this case, it is possible to identify the level of formation of professional competences of the working teacher and compare them with the developed model. It acts as a standard in this case. Nowadays this work is replaced by a comparison of teachers’ achievements with the level of professional competency. The need to continue and expand the research in this area is evident, such research is clearly insufficient.
The research objectives are to determine the criteria of evaluation of a professional competency of a teacher, to present a model of evaluation of his professional success relying on the analysis of theoretical foundations and practice of evaluation of teachers’ professional competency.
Materials and Methods
At the theoretical level, the study was aimed at identifying the essence of the concepts “competence”, “competency” and “professional competency”.
In this case, the direct subject of the study is presented in the form of a model.
At the empirical level, the research was focused on the study of philosophical, psychological, methodological, special literature on the theory and practice of assessing the professional competency of teachers in their pedagogical activity.
Pedagogical modeling allowed determining the algorithm of creating a system-effective model of a
modern teacher professional competency evaluation. Results and discussions
System-activity characteris being proclaimed as a distinctive feature of new national educational
standards.The teacher needs being involved into innovation process to acquire a certain amount of theoretical knowledge in practice. The main role in the implementation of the basic requirements of educational standards is given to the teacher, because he is responsible for creating conditions for student's personality development. In order to properly manage the quality of the educational process in the third millennium, the schoolteacher must possess a series of professional competencies. It is necessary to monitor the teacher’s activity, to identify his success,his knowledge and skills application in the situation of simulated professional activity in the context of the competence-based approach. Then, the professional competency is considered as a system causally related to the system of professional competences.
The system of professional competences sets the requirements to the system of professional competency. The system property of both systems is the success in professional pedagogical activity of a modern teacher.The system of professional competences consists of qualification requirements to a teacher. Qualification requirements are regarded as externally specified requirements for successful professional activity (Table 1).
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Table 1. System properties of professional competence
System property Professional success
Elements of the system
Requirements for general professional training Requirements for professional training Requirements for special training Denomination of the system
Professional competences (qualification requirements)
Professional competency as a system includes knowledge, skills and abilities assigned-acquired by personality from the presented list of qualification requirements for professional teaching (Table2).
Table 2. Professional competency as a system quality of the system “individuality”
System property
Professional success
Elements of the system
Knowledge, skills, abilities for the requirements for
general professional training
Knowledge, skills, abilities for requirements for professional training
Knowledge, skills, abilities for requirements
for subject training
Denomination
of the system Professional competency
In order to identify the criteria of professional compliance to assess the competences of teachers, it is necessary to study professional tasks facing a teacher in the pedagogical process: 1) “to see” the student in the educational process; 2) to model an educational process focused on the achievement of a specific educational stage; 3) to establish interaction with the other participants of the educational process; 4) to create and use an educational environment; 5) to design and implement professional self-education (Tryapitsyna, Pisarev, 2014).The analysis of the tasks as characteristics of pedagogical activity allows identifying the possible functions of modern professional activity of a teacher, as the basis for successful solution of educational problems.
The first group of objectivesincludes the following characteristics: “to see” the student in the subject, to build his individual educational route. This activity requires the formation of the teacher's diagnostic skills to identify the difficulties and dynamics of educational success of the student, as well as the ability to implement an individual approach to create optimal conditions for cognitive and personal developmentof the student.
The second group of objectivesimplies the creation of conditions for student’seducational objectives achievement. This task requires the ability to create conditions for the successful study of the student, to possess organizational skills to ensure the process of mental and social development of the student by all participants of the pedagogical process.
The interaction with other subjects of the educational process asthe third group of objectives includes the possessionof communicative and organizational skills to solve professional problems.
The fourth group of objectivesis to create and use the educational environment to fulfill tasksrequires the possession of communicative and organizational skills for successful solution of professional goals. The fifth group of objectives isto design and implement professional self-education to reach the perspectives requires the possession of skills in self-analysis of professional activity and skills of goalsetting,
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goalrealization in the field of professional growth.All these tasks canbe joined into to three: 1) to have the skills of diagnosis of the dynamics of the educational process, the dynamics of interpersonal relations; 2) to possess communicative and organizational skills to ensure the educational process; 3) to possess the skills of goal setting and goal realization in the field of professional growth.
Conclusion
1. The article gives a theoretical analysis of the issue of a teacher professional competency evaluation under the conditions of Russian educational system modernization, its actuality and importance. Professional competency is regarded as one of the factors that influences the quality of education nowadays.
2. The content analysis of the concepts “competence”, “competency” and “professional competency” in the works of western and domestic researchers helped to define their interpretations that fully incorporate the modern understanding of these concepts.It forms the basis of a system-effective model of a teacher professional competency evaluation design.
3. The study of the tasks of a teacher in professional activity defines the criteria of evaluation of a professional competency of a modern teacher: skills to communicate,to organize and diagnose the dynamics of the educational process, interpersonal relations;to seteducational goals and realizethem in the field of professional growth.
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