Professional competence of the teacher - Theory and...

Professional competence of the teacher

Competence is the employee's competence, the range of issues in which he is knowledgeable.

Competence is the new formation of the subject of activity, formed in the process of professional training, which is a system of manifestation of knowledge , of abilities, abilities and personal qualities, tasks that constitute the essence of professional activity.

Thus, the concept of competence refers to activity, and when we say "competence" - we mean a certain characteristic of the subject of this activity. Structurally, competencies include basic knowledge, skills and personal qualities. An example of the structure of the basic competences of a teacher-educator was developed by a group of scientists (leader - V. D. Shadrikov). Abbreviated and with minor modifications, it is presented in Table. 9.1, with the full text can be found, for example, in the work "Basic competence of pedagogical activity". The list given in the table serves as an approximate basis for the self-diagnosis of the provider.

Table 9.1

Basic Teacher Competencies

No.

п/п

Basic

Competencies

Teacher-educator

Competency Characteristics

Competency Assessment Indicators

1. Personal qualities

1.1

Faith in the forces and abilities of learners

This competence is an expression of the humanist position of the teacher. It reflects the main task of the teacher - to disclose the potential of the student. This competence determines the position of the teacher regarding the success of pupils

Ability to create situations of social success. Ability to exercise competent pedagogical evaluation of actions and behavior.

The ability to find positive qualities for each child, correctly position it among others, relying on these qualities. Ability to develop programs for the development of the student in his individual manifestation

1.2

Interest in the child's inner world

It assumes not only the knowledge of their individual and age features, but also the alignment of all pedagogical activity based on the individual characteristics of students

Ability to make an oral and written description of the pupil, reflecting different aspects of his inner world.

Ability to identify individual preferences, interests.

Ability to build an individual educational program.

The ability to show the meaning and meaning of one or another act in the system of interpersonal relations

1.3

Openness to acceptance of pupils' position

It assumes that the teacher does not consider his point of view to be the only correct one. The teacher is ready to respond flexibly to the statements of the learner, including changing one's own position

The conviction that truth can not be one and the student's behavior is explained by different reasons.

Interest in the opinion of pupils.

Taking into account different points of view in the process of education

1.4

General culture

Determines the nature and style of educational activities. Determines the position of the teacher in the eyes of the pupils

The educator should be a person that causes respect for the pupils.

Orientation in the problems of the child's inner world.

Orientation in the system of interpersonal relations

1.5

Emotional

Sustainability

Determines the nature of the relationship in the educational process. Helps avoid conflicts, contributes to an objective assessment of pupils

Remains calm in conflict situations.

Does not lose the ability to objectively assess the behavior of pupils.

The teacher does not seek to avoid emotionally-stressful situations

1.6

Positive focus on educational activities

Allows to implement the educational process in the unity of education and upbringing

Aware of their capabilities, confident in their own abilities.

The positive mood dominates. Is satisfied with the educational activity.

High professional self-esteem

2. Setting goals and objectives in the educational process

2.1

Ability to set the goals of education in relation to the collective and the specific student

Determines the focus of the entire educational process

Possession of diagnostic methods for problem situations in the team and for each pupil.

Knowledge of the methods of translating problem situations into an act

2.2

Ability to set educational goals in accordance with the age and individual characteristics of pupils

This competence is the specification of the previous

Knowledge of age-related problem situations. Possession of methods of organizational behavior aimed at resolving problem situations with a specific age

3. Motivation of behavior (actions)

3.1

Ability to conduct psychological analysis of an action

This competence allows you to ensure that the pupil reflects the moral aspect of his

Knowledge of interests, needs of pupils. Ability to determine the social status of pupils.

(behavior) of the pupil from the right positions

behavior, see yourself from the outside, awaken the conscience of the pupil

Forecasting and demonstrating the consequences of one or another act, behavior

3.2

Competence in pedagogical evaluation

Pedagogical evaluation is a real tool for the pupil to understand the moral basis of his behavior

Knowledge of the diversity of evaluations in the educational process.

Possession of various types and types of assessment

3.3

Ability to create positive emotional support for specific actions

Proper upbringing, Plato said, is that pleasure and suffering should bring what is needed

The ability to bring about the right feelings when analyzing behavior, evaluating others' actions, reading fiction, etc.

4. Information competence

4.1

Competence in the subject of education

Allows to organize an educational process on scientific grounds in accordance with the social order

Knowledge of educational policies and strategies, normative documents.

Ability to set goals in the field of education. Possession of the theory of modern educational activity

4.2

Competence in parenting methods

Ensures efficiency and effectiveness of practice

Knowledge of normative methods and techniques. Ability to apply normative methods to a specific case.

Having your finds and methods of education

4.3

Competence in the subjective conditions of education

Knowledge of the inner world of the child as the basis of education.

Allows for an individual approach to the organization of the educational process

Knowledge of the individual characteristics of students. Knowledge of the life course of the pupil.

Knowledge of the family environment.

Knowledge of traumatic situations.

Ability to establish the social status of pupils.

Knowledge of the methods of diagnosis of individual characteristics of pupils

4.4

Ability to search for information yourself

Provides constant professional growth and creative approach to teaching

Professional curiosity.

Ability to use various information retrieval technologies. Using different databases in the educational process

5. Development of programs of educational work and decision-making in the educational process

5.1

Ability to develop a program of education for a particular pupil, collective

The ability is basic, integrating other competencies

Knowledge of existing and practical educational programs.

Presence of personally developed programs. The validity of educational programs used

6. Competencies in the organization of educational activities

6.1

Competence in establishing trust relationships with pupils

Is the basis of work on education

Be a person.

Know the students.

Be ready to cooperate

6.2

Competence in pedagogical evaluation

To achieve the adoption of an educational task by the student is the main task of the educator

Knowledge of what students know and understand. The conscious inclusion of a new in the system of learned knowledge and attitudes of students at an accessible level to the child.

Demonstration of the practical application of the new.

Reliance on the sensory perception of the pupil

6.3

Competence in creating educational conditions

Creating such conditions must ensure moral behavior

The ability to correlate a moral problem with the conditions under which it can be resolved.

Ability to understand the conditions that ensure the desired act of the pupil

There is also a more lethal, criterial, characteristic of professional competence. So, revealing the competence as personal qualities, manifested in the activity and behavior of a person, we can distinguish the following characteristics:

a) readiness for competence (motivational component). It is concretized by the following performance indicators: need, interest, attraction, desire, desire to participate;

b) knowledge of the content of competence (cognitive component). Assumes awareness, understanding, knowledge, possession;

c) experience of demonstrating competence in a variety of standard and non-standard situations. In activity manifests itself through skill, application, use;

d) the relation to the content of competence and to the object of its application. This is the attitude of the professional to the activity, described by such indicators as importance, importance, significance;

e) emotional-volitional regulation of the process and the result of the manifestation of competence: getting pleasure, satisfaction, experiencing joy in following the rules, norms, guiding the requirements of respecting etiquette, norms, manifesting one's own initiative, controlling one's own behavior in manifestation of one or another competence, ability bear responsibility (IA Zimnaya).

On the basis of these criteria, it is possible to single out the levels of manifestation of special competencies that assume the following level differentiation: high, medium, satisfactory.

High level of competence assumes the mastering of basic psychological and pedagogical knowledge, fluency in the set of professional skills, high personal motivation of pedagogical work related to the manifestation of abilities for creative self-realization in pedagogical activity, giving emotional satisfaction and sense of personal confidence.

The average level of competence assumes the existence of basic knowledge, the possession of pedagogical skills, the competent use of them in the educational process without creative modernization and initiative.

Satisfactory level of competence is related to the availability of professional knowledge, possession of necessary pedagogical skills, which are used mainly in actions on the model, without solving specific creative tasks.

The competence approach is implemented in the Federal State Educational Standards of Higher Professional Education (GEF VPO), introduced since 2009

The individual style of educational activity is formed on the basis of an independent choice of the teacher. The teacher must himself determine the individual style of educational activity. It is noted that the choice made in accordance with the requirements of the activity and the personality of the educator, causes him an emotional state of satisfaction. Conversely, if this choice is contrary to the individual's properties, a state of emotional discomfort occurs. Thus, the emotional state controls the selection process. In connection with this, self-knowledge and professional self-education help to form an individual teacher's style.

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