Technologies for assessing the quality of a teacher's professional...

Technologies for assessing the quality of the professional work of a teacher

From the point of view of the system-functional approach among the necessary conditions to ensure the required quality of education, the following components should be distinguished:

1. The level of motivation of teachers and students. Its functional dependence on many factors is very complex. Among these factors, personal and social goals, the level of remuneration of labor, the attitude of society and the state, upbringing, worldview, aspiration to acquire professional skills, interest, curiosity and a number of others should be singled out. Identifying the mechanisms of action of these factors is one of the tasks of analyzing the functioning of educational systems.

2. The level of professional training and personal qualities of teachers. Professional competence is one of the main determining factors in the quality of education. The highest level of competence is pedagogical skill, the level of which is the determining condition for the realization of high quality of education.

It is this indicator that underlies the quality potential.

3. The quality of planning, organization, control and management of the educational process. In this complex indicator, it is necessary to highlight the didactic quality of designing the educational process in the sense of optimizing the structural and logical links between disciplines, subjects , courses, sections, themes.

4. The state of the educational and methodological base and its conformity with didactic tasks in terms of the degree of moral and physical obsolescence, capacity, and educational opportunities.

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5. The initial level of training and personal qualities of students, which includes the private indicators of intellectual development, preschool (previous in the transition from class to class) training in various subjects, psychological and physiological characteristics personality, health status, the degree of mastering the skills of productive learning and cognitive activity.

Among the listed components, the professional level of teachers, which make up the following particular indicators:

- professional competence;

- pedagogical skills;

- activity with participation in scientific research;

- the dynamics of professional growth;

- the level of organization, initiative, efficiency, general and professional culture, health, physical shape.

Of particular importance is the category pedagogical skill, the basis of which, of course, is competence, which allows to optimally solve pedagogical tasks taking into account various factors. In this sense, pedagogical skill includes:

- a system of personal qualities of the teacher;

- psychological and pedagogical readiness;

- the ability to optimally, creatively solve pedagogical problems.

In the process of getting acquainted with teachers, assessing their work, it is necessary to distinguish personal, professionally significant qualities, features of intelligence and thinking that form the basis of pedagogical skill. First of all, this is the volume, breadth, depth and system of professional knowledge, pedagogical and psychological erudition, intelligence, the development of speech, the ability to communicate effectively. Undoubtedly, the formation of the scientific style of thinking is essential, the main features of which are systemic, logical, multidimensional, dialectical, functional, instrumental, constructive, prognostic, analytical, reflexive, heuristic, synthesizing direction.

Psychological and pedagogical preparedness should be characterized by a system of professional and pedagogical knowledge and skills. The first include the knowledge of the theory of pedagogical systems, the essence of the processes of education, upbringing and development, the main trends in the development of the educational and professional area, the age, psychological and intellectual characteristics of the personality of schoolchildren, scientific methods of psychological and pedagogical diagnostics, the foundations of pedagogical management, the laws of developmental learning and creative pedagogy.

Among the basic general pedagogical skills should be allocated the ability to form an interest in the subject, motivation, ability to plan and implement educational work, mastering the methods of activating cognitive activity, developing the students of systemic, logical, divergent, creative thinking. Of great importance is the ability to take into account the characteristics of the personality and psyche of students and to choose the means of pedagogical influence optimally. An important indicator of pedagogical skill is the mastery of system-modeling, extrapolation and system-creative levels of learning.

In general, the problem of assessing the professional skills of a teacher is very complex and multifaceted. The basis of its solution is the system-process approach to the quality of education, which involves the formation of the interest of teachers and managers in improving the effectiveness of the educational process through the mechanisms of material incentives, the activation of the potential for personal growth, the creation of quality management systems at all stages: planning, education and training, in the process management of the educational process, its psychological support. It is necessary to form creative educational management as a form of management of educational systems, aimed at revealing the creative abilities of teachers, creating the innovative potential of schools, developing strategies for activities in the market of educational services, modern highly effective educational technologies.

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The teacher's competence system is manifested in the ability to effectively solve professional pedagogical problems in different conditions. The development of competencies presupposes the existence of experience in relevant activities. In the context of the introduction of new educational standards, the basic competence system is summarized in Table. 9.2.

Table 9.2

Types of basic competencies required for a modern teacher

Competence type

Content of Competence

Subject Competency

Act self-organized in terms of knowledge of the case, i.e. to be able to solve problems creatively, applying knowledge and skills on the subject, the ability to systematize and evaluate knowledge

Methodical

Competence

Act self-organized in terms of tools, creatively apply methods for organizing activities, making decisions, structuring mental processes

Socio-communicative competence

Act from the point of view of communication and cooperation, creatively approach communication, communication-oriented behavior, in groups with the purpose of developing activity plans

Reflective

Competence

Analysis, evaluation of yourself, productive position, value system, development of motives and ideas, your own talent, the formation of motivation and self-discovery within the framework of work, the ability to learn more

Creative Competence

Implies the integration of all the above mentioned competences for creative effective solutions to pedagogical problems, the development and implementation of innovations in the educational process

Various tools and tools can be used to evaluate these competencies. The ability to conduct a quick competency analysis provides a pie chart and questionnaires that can be used both in the external assessment of the teacher and in the process of self-evaluation.

The pie chart of competencies (Figure 9.4) serves for a quick objective (expert) or subjective (self-assessment) analysis of various manifestations, spheres of competence.

Competency Pie Chart

Fig. 9.4. Competency Chart

Evaluation of personal competencies is necessary for the further planning of the professional growth of the teacher. Using the diagram it is convenient to determine:

- what competencies are required to perform certain functions;

- To what extent this teacher has these competencies;

- which competencies should be further developed.

Thanks to the competency diagram, you can visually and efficiently make comparisons.

Questionnaire for self-analysis of competences is presented in Table. 9.3. This tool can be used for self-assessment of teachers and heads of educational institutions.

Table 9.3

Teacher's self-analysis questionnaire

Creative and reflexive competencies

1

2

3

4

Readiness to Achievements

I put forward ideas and organize development

I have the ability to form a team

Process control is aimed at the result

Motivation

I can motivate my colleagues

I can shift responsibility

I support the strengths of colleagues

Self-esteem, significance

I am serious about my tasks

I respect the opinions of others

I can listen actively

I'm analyzing the problems that arise.

Social Competence

Contact

I can create a pleasant atmosphere for work

Contacts are important to me

Cooperation is important to me

Trust - feelings/attitudes

I trust my employees

I accept the point of view of other people

I treat people with tolerance

Confidence

I argue my opinion

I am responsible

I can move forward, get through

Subject matter and methodological competence

Confidence in decision-making

I know the laws

I act according to the situation and thought out

I make decisions

Troubleshooting

I can find solutions to communication problems

I see conflicts and work on them

I know the weaknesses and I'm working on it

Planning/structuring the course of actions

I'm effectively building my work

I understand when it's necessary to make a decision

I immediately see the most important thing

It should be noted that the evaluation of competencies is also carried out in the practice of the activity by expert methods. Not only results, but also processes are evaluated. In the latter case, it is possible to take corrective and preventive actions. Modern approaches to evaluation activity are concentrated on its shaping, developing, prophylactic, personally significant direction.

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