||Evaluation of Teachers’ Qualification as a Way to Determine the Quality of Professional Development
||Vinogradova N.I. Doctor of Psychology, Professor, firstname.lastname@example.orgKasianova E.I. Doctor of Philosophy, Associate Professor, email@example.com
||The article examines the readiness of the teacher for expert activity and self-examination.
It is regarded as a basic factor of professional development. The authors
consider that experts should be teachers who have mastered the basics of cognitive
self-development of children. They are able to assist the less productive colleagues in finding “problem zones” of professional development. The authors analyze the
work Techniques for Assessing Teachers’ Professional Skills written by V. D. Shadrikov
and I. V. Kuznetsova and conclude that the described technique is a tool that
allows teachers to implement more productive variants of professional actions. All
the competences described in the book fully record the level of the teacher’s professionalism,
pointing to the possibility of regulating vitally important functions.
The paper shows that the dominance of the subjective subsystem of professionalism
development allows considering this phenomenon as a self-governing process. The
personal and professional characteristics level of development reflects the quality of
the creative psychiatric sphere of the teacher’s professionalism. An important factor
in the performance of evaluation committees is the consideration of age-related opportunities
for teachers’ professional development.
||quality of professional development, personal and professional components
of professionalism, professionalism procedural grounds, internal regulation
of professionalism, teacher’s professionalism development as a self-governed phenomenon
|Full article||Evaluation of Teachers’ Qualification as a Way to Determine the Quality of Professional Development|