ANGELA BARKHATOVA
Perfection professional competence a teacher as a means of improving the quality of education in a preschool educational institution

One of the most important areas of activity in the context of modernization in the system education, is the development of human resources. Priority of this direction of development education is also recorded in the Development Strategy of the Russian education until 2020, FSES preschool education.

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

If understand the essence of the changes,then you can determine the most important points : learning becomes activity-developing, which should ensure the formation of personal qualities of pupils, while it is democratic, humane, based on joint activities adult and children. The indicated innovations entail significant and qualitative changes, first of all, in the practice of the work of the educator. Undoubtedly, educator in the process of education and upbringing - a key figure.

On the the present stage a necessary aspect was the revision of priorities professional activity educatorsECE and bringing it in line with three important regulatory documents:

FSES DO (order of the Ministry of Education and Science of Russia dated 10.17.2013 No. 1155);

- "About the approval professional standard« Educator» (pedagogical activities in the field of preschool, primary general, basic general, middle general education ) (educator, teacher)"(Order of the Ministry of Labor and Social Protection of the Russian Federation of October 18, 2013 No. 544n);

Letter "Model Code professional ethics pedagogical employees of organizations carrying out educational activities» (Ministry of Education and Science of Russia dated 06.02.2014 No. 09-148).

Level professionalism educator in accordance with the requirements of the Federal State Educational Standard and the Standard teacher is given great importance.

Educator. What qualities Should a Caregiver Have Today?

The most important thing is love for children. Without this, the teacher will not be able to give the children anything. In a preschool educational institution, the main thing is to create psychological comfort for children separated from their mothers, and conditions for the development of children. The ability to teach a child the amount of knowledge, skills and abilities that he must master for school, of course, is very important, but, as practice shows, if the child is not comfortable in kindergarten, training will not give the desired result, an individual differentiated approach to each child.

Modern teacher it is impossible to imagine without such qualities, as optimism, vitality, sociability, mobility, learning ability, ability to keep up with the times, possession computer technology.

At the present stage, a new concept has appeared « professional competence» , which is manifested in the ability teacher effectively implement teaching activities defined by job descriptions.

What are pedagogical competences should a modern educator own?

Competence innovative work and the exploratory nature of activity is the ability of educators to develop new or use already known modern technologies, projects educational activities with children; effectively apply those types of cooperation with families that are consistent with the goals, objectives and principles of the Federal State Educational Standard; v perfection master the techniques of cognitive and developmental interaction with children, methods educational educational activities who will facilitate psychological and pedagogical support for positive socialization, personality development of preschoolers and optimization educational process with the entire group of pupils, which corresponds to the principles educational Standard.

Communication competence... Everything educators must be sufficiently sociable, benevolent, patient in interaction with their pupils. They must be able to organize various types of communication both with the entire group of children and in the course of individual interaction with each pupil. Educators should be proficient in various forms, methods and techniques for creating social developmental situations in their age groups.

Predictive competence presupposes pedagogical educational process and implementation of preschool programs education with their pupils; planning or anticipating possible changes in the organization educationalactivities with children:

Based on results pedagogical diagnostics,

Given the special educational needs of children,

Taking into account the interests and needs of the families of pupils.

It is very important that a modern educator not only in perfection owned the content and methods of working with children, but also carried out pedagogical design and implementation activities educational process, spent pedagogical diagnostics and, on its basis, built and implemented individual educational routes children... For this, it must be a professional in his field, thinkers, capable of analysis and creative processing of information.

Diagnostic competence... Possessing it, educators must exercise pedagogical diagnostics to use it to analyze your own professionalism through the prism individual development their pupils for the subsequent building of individual educational developmental trajectories of children. The main meaning of the diagnostic competence lies in the teacher's ability to track the effectiveness of their pedagogical impacts on children, exercise self-esteem pedagogical competencies and their concrete self-design in case of their absence. Diagnostic competence so way, is closely related to the prognostic.

Didactic competence. Educational technology is a component preschool didactics. Educators choose or create the technologies themselves for the implementation of the variable part educational program... The volume of the part of the program formed by the participants educational relations, can reach 40% in accordance with the Federal State Educational Standard. All educators should learn about modern innovative technologies and apply them in educational activities in line with age characteristics their pupils.

Information competence... Educators must attend RMO, take courses professional development, actively and effectively study the information field pedagogical educational activity of teachers all regions of our country, using periodic pedagogical publications and pedagogical Internet portals.

Cultural and cultural competence provides a level general knowledge, use of the nursery fiction, knowledge of program verses by heart, possession of prosodic speech components. Educators must master the intonational expressiveness of speech, so that the process of communication of children with was an interesting teacher, exciting and developing the interest of preschoolers in oral speech using the artistic word. These competencies oblige teachers to the knowledge of program verses, counting rhymes, myriloks, nursery rhymes, proverbs, sayings, riddles, texts for outdoor games with rules and round dance games by heart. These two competence include the level of the general behavioral culture of educators, suggest their conflict-free, tactful, correct model of interaction, built by them with their children: authoritarian, democratic, liberal or mixed model.

Self-education competencies, self-education, self-improvement... These competence represent the directions of personal and professional self-improvement of educators... They are fully or largely dependent on themselves, but the aspect of the directing influence of the head and senior educator is important. Self-education should be carried out systematically. These competence involve independent study of modern teaching experience... The effectiveness of these competencies- this is the exchange of experience, the broadcast of your pedagogical experience and perception of the experience of colleagues in the region and the country. This competence in the process of mutual visits, conducting open views by educators educational activities, in speeches at teachers' councils, posting copyright abstracts on the website of the preschool educational institution, on pedagogical Internet portals, during the participation of educators in competitions professional skills of teachers of various levels: ECE, municipal, regional, federal.

Competence of the intensity of professional activity... This modern requirement is being implemented throughmotivational need:

V professional and personal growth among the educators themselves;

In the ability to be in a constant innovative mode educational activities of modern preschool educational institutions;

In the ability to exercise educational process in groups at high professional level;

In the ability to accumulate advanced experience, modern technologies of interaction with children and families of pupils;

In the ability to carry out on time pedagogical diagnostics and develop and implement in the activities of IOTD for each child;

In the ability to adequately assess their own pedagogical competence, constantly improve them; demonstrate their pedagogical skills at RMO, in the system of open views, publish your experience in professional journals, be certified for qualification categories;

In the ability to create PPMS in accordance with calendar and thematic planning (KTP, own ICT technologies and use digital educational resources(CRC) v educational activities.

On the this moment there is a problem of forming teacher having competence, creativity, willingness to use and create innovations, the ability to conduct experimental work. Systematic work organized with teachers to improve professional competence will help bring them to a higher level.

Improving professional competence

college teachers as a condition

high-quality training of specialists

In ensuring the functioning of the quality management system vocational education an important role belongs to carefully planned work to improve the level of professional skills of teachers.

The requirements of today force us to take a fresh look at the activities of the teacher as a key figure in the educational process. The professional competence of a teacher is now considered, on the one hand, as a quality criterion vocational training and, on the other hand, as a personality trait, which is characterized by a high quality of performance of labor functions, a culture of work and interpersonal communication, the ability to proactively and creatively solve professional problems.

All competencies of a teacher can be conditionally divided into professional (activity component) and personal (personal component).

If we are talking about the high pedagogical qualifications of a teacher, then the high quality of his work is assumed. The category of quality in pedagogy is rather controversial, it is interpreted ambiguously not only in the mechanisms of identification, but also in the purpose. Let's imagine how much intelligence, wisdom, skill is needed to enter the audience to understand what from the prepared will be perceived and what will not.

The work to improve the professional and pedagogical competence of teachers at the Noginsk College is based on the model of a system for improving the professional and pedagogical competence of pedagogical workers, a promising program for improving the qualifications of managers and pedagogical workers, and annual plans to improve the professional and pedagogical competence of pedagogical workers. This structure includes on-the-job training of teachers, on-the-job training, study, generalization and dissemination of advanced teaching experience.

When planning work to improve pedagogical competence at academic year the opinions of teachers are taken into account, for which a questionnaire is conducted. For the most part, teachers are satisfied with the college's continuing education system. The overwhelming majority choose permanent methodological seminars, attendance at open classes and extracurricular activities their colleagues, participation in seminars and scientific and practical conferences held at the regional, regional, all-Russian, international levels. Teachers plan to upgrade their qualifications at courses at advanced training institutes no more than once every five years.

In-service training provides for collective and individual forms. Self-education is the most important link in the system of improving the professionalism of teachers. Each teacher plans individual advanced training annually in accordance with the work plan to improve pedagogical skills. When drawing up individual plans, the following basic requirements are observed: taking into account the level of one's own professional training and pedagogical skills; the relationship with the work plan of the subject (cyclical) commission and the plans of the educational, methodical work college; clear formulations and specific nature of activities with an indication of the timing of their implementation.

An important component in organizing work to improve the qualifications of teachers in the college is to conduct open lessons, extracurricular activities, class hours, master classes. They are held with the aim of disseminating advanced pedagogical experience; help to determine and show with specific examples what forms, methods and examples of holistic to apply in the study of the most complex topics of the program, how best to use technical means learning and how to achieve good mastery with a minimum amount of study time teaching material... After holding open classes, extracurricular activities, class hours, seminars - workshops are held.

Since the modern educational institution vocational education is a complex highly organized institution, then for the successful solution of the tasks set, including the improvement of the professional and pedagogical competence of teachers, constant monitoring and analysis of the results obtained is necessary. At Noginsk College, monitoring activities are carried out in accordance with the Regulations on the system of intracollege monitoring of the professional and pedagogical competence of teaching staff, the scheme for monitoring activities, and the plan for comprehensively summarizing monitoring of the activities of the subject (cycle) commission. The assessment of the level of the training session conducted by the teacher is determined by the methodology and technology of the system analysis of the lesson.

Holistic systematic work in college to improve the professional and pedagogical competence of teachers leads to positive changes in the personal and professional sphere of teachers, to their transition to a higher level of professional self-awareness.

One of the features of personnel management is the increasing role of the employee's personality, namely, to his level of professional competence. One of the factors influencing the level of motivation is the process of developing the professional competence of personnel. The professional competence of personnel is a combination of professional knowledge, skills, and skills acquired in the process of personnel's labor activity, which contribute to the performance of functional duties with high productivity. The process of its development and improvement is understood as purposeful activity an employee for the acquisition of certain competencies in accordance with modern working conditions and professional requirements.

Motivation and the development of professional competence of personnel to achieve results that affect it serve as connecting links that unite all levels of motivation into a single system that can ensure the attraction and retention of talented workers, as well as the rational use of their personal and group potential.

The development of professional competence is conventionally represented in the framework of three vectors:

The process of developing professional competence in modern conditions is purposefully implemented through training technologies that initiate an active educational and cognitive activity of an employee, motivation, organizational culture, professional identity, develop his personal qualities, and help build an individual trajectory for the development of professional competencies of employees.

Modern conditions dictate the need for a transition to a system model of software development of the professional competence of the personnel of organizations. New systems approach provides for: 1) modernization of the traditional system of educational development of professional competence; 2) the formation of a professionally adaptive system of educational coaching through the organization of comprehensive support for labor professional development the organization's personnel, as well as the implementation of projects for the socio-cultural and motivational development of the professional competence of employees.

Modernization of the traditional system of educational development of professional competence defines three most important areas:

1. Introduction of an integrated mechanism for interconnecting the needs of an economic organization in a particular system of employee competencies and optimization educational programs formation of professional competence.

2. Willingness to continuously search for new, economically relevant knowledge, competent implementation of information processes, which is the basis of the employee's professional competencies.

3. Qualified professional activity presupposes the need to develop not only formal professional knowledge, skills, and abilities, but also motivational potential.

The formation of a professionally adaptive system of educational coaching through the organization of comprehensive support for the labor professional development of employees of an organization includes three most important subsystems:

1. Development and implementation within the framework of the economic organization of an independent project aimed at enhancing the process of assimilating and updating the employee's professional experience.

2. Formation of a socially transparent system of social assessment and prospects for the development of professional competence of employees of the organization.

3. Ensuring the compilation of a generalized social and professional portrait of various groups of workers, determining the range of their professional interests, problems and motivations, as well as readiness to perceive new knowledge and their application in socio-cultural and labor practice.

Thus, it can be assumed that additional ways of developing and improving professional competence contribute to the creation of a favorable educational climate in the organization, which directly affects the increase in labor efficiency, a change in the model of labor behavior from extensive to intensive, as well as the level of motivational background. Considering the importance of developing the professional competence of personnel and the organization itself, it allows us to conclude that the development and improvement of professional competence is a natural need for personnel and contributes to an increase in the level of motivation. However, in order for this need to become the leading one for the employee, the creation of the necessary organizational and educational conditions in the organization is required.

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Each time has its own characteristics. The present time is a time of changes. And, first of all, these changes are associated with the life of the school, with the increased requirements for the learning process. If earlier education was given for a long time and was intended to ensure uninterrupted professional activity of a person in any one industry or field of activity, now, we are talking about the formation of a fundamentally new system education that involves constant renewal. Moreover, the key characteristic of such education is not only the transfer of knowledge and technologies, but also the formation of creative competencies.

The professional development of a teacher is a complex, multifaceted process of a person entering the profession, characterized by an ambiguous contribution of personal and activity components with the leading role of the teacher's personality.

The model of professional competence of a teacher should contain knowledge about all components of the educational process (goals, content, means, object, result, etc.), about himself as a subject of professional activity. It should also include experience with professional techniques and a creative component.

Professional pedagogical skills, which are a combination of the most diverse actions of a teacher, correlate with the functions of pedagogical activity, to a large extent reveal the individual psychological characteristics of a teacher, and testify to his professional competence.

Considering that it is in the school that the emotional and social formation of the personality takes place, special requirements are imposed on the teacher, who is called upon to ensure this formation. School is teachers who are open to everything new, who understand child psychology and the developmental characteristics of schoolchildren. Therefore, it is quite obvious that a teacher, more than ever, needs today not only to teach in a new way, but also to learn in a new way. First of all, learn new pedagogical thinking, learn to be in constant creative search approaches and techniques that ensure co-authorship, collaboration with students in all work.

The main task of a modern school is to reveal the abilities of each student, to educate a personality ready for life in a high-tech world. Therefore, it is not surprising that the part of the presidential message, which is devoted to the development strategy Russian education, was widely discussed by teachers. The main emphasis in the President's message was placed on school education, since it is this that is the defining and longest stage in the life of every person. According to the President, the sphere of education is not a set of services, but above all a space for the formation of a moral, harmonious person, a responsible citizen of Russia.

Therefore, the teacher is in constant creative search for an answer to the question: "How to teach a student?" The tasks facing the teacher today are fundamentally different from those that he performed recently. It is not enough for a modern teacher to transfer ready-made knowledge to his students, to give instructions for memorizing them. The very first task of educational policy at the present stage is to achieve modern quality education, its compliance with the current and future needs of the individual, the development of his cognitive and creative abilities. To achieve these goals, the teacher needs to formulate them through learning activities student and work on organizing the learning process in order to achieve maximum results. And setting different goals also involves the use of different methods and techniques of teaching. Therefore, the teacher needs to have in his arsenal a lot of techniques, methods and strategies, since he has to solve problems different levels... But we should also not forget that the forms of teaching used should vary depending on the age, level of preparedness of students, and their interests. The presence of a culture of educational work implies that high demands are made on students, but at the same time they are not afraid to take risks, expressing any idea.

Modern teacher should identify the best qualities inherent in the child, encourage children so that they receive joy from the acquired knowledge, so that, after graduating from school, they are clearly aware of their place in society and can work for its benefit, and also be ready to participate in solving promising problems of our society.

A teacher must be a professional in his field, and professionalism is determined by the purposeful formation of such qualities as self-improvement, erudition and a high work culture. The professional growth of a teacher is impossible without a self-educational need. For a modern teacher, it is very important never to be satisfied with what has already been achieved, but it is imperative to go forward, because the work of a teacher is an excellent source for unlimited creativity. For a modern teacher, his profession is an opportunity for self-realization, a source of self-satisfaction and recognition. A modern teacher is a person who can smile and be interested in everything that surrounds him, because the school is alive, as long as the teacher is interested in the child. And from whatever position we approach the question of the teacher's role in modern society- we recognize it as key. After all, the teacher is the main link, the basis and the soul of the education system. Society expects from the teacher a high tension of labor, dynamics of thought, initiative, perseverance and full dedication to the teaching and upbringing of the future generation.

In the context of modernization of education at the present stage, one of the central tasks is to improve the social status of a teacher, legislative framework regulating the status of teachers.

One of the tasks of Russian legislation in the field of education is to clearly define the rights and obligations of teachers, to create appropriate conditions for their fruitful activities, legal and social protection. This task was reaffirmed by the President Russian Federation Vladimir Vladimirovich Putin: “The main goal that we set in the framework of the modernization of education is, first of all, an increase in the quality of school education. The work on updating the material and educational base of schools, on improving professional qualifications, the prestige of teacher work, including through its fair, well-deserved remuneration, is subordinated to the solution of this task. " What should be a teacher new school? Is he ready to meet modern requirements for the learning process?

The status of a teacher is an indicator of the effectiveness of the state and social structure. The professional development of a teacher is of paramount importance in the development of society as a whole: the personality of the teacher, like his professional knowledge, is the value capital of society. The teacher is able to convey to students only those value orientations that are inherent in him.

Therefore, one of the directions is the development of teacher potential. Much attention is paid to the organization of continuous professional development of teachers, improving the forms and methods of teaching, increasing the professional competence of teachers. The professional competence of a teacher is understood as a set of professional and personal qualities necessary for successful pedagogical activity. A professionally competent teacher can be called a teacher who is high level carries out teaching activities, pedagogical communication, reaches steadily high results in teaching and educating students. The development of professional competence is the development of a creative individuality, the formation of receptivity to pedagogical innovations, the ability to adapt in a changing pedagogical environment.

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

Work in methodological associations, creative groups;
- research activities;
- self-educational activity;
- innovative activity, development and use of new pedagogical technologies;
- broadcasting your own teaching experience, 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.

Competence in pedagogical activity in a boarding school reflects the teacher's ability to organize interaction with children, communicate with them, manage their activities and evaluate its results. This is manifested in the preparation and conduct of classes, in the teacher's ability to manage a class (group). The teacher tries to organize the work of each child, create a working mood and a business environment. All this increases the interest, attention, educational and cognitive activity of students (pupils). This behavior of the teacher allows you to find an approach to individual students (pupils), taking into account their individual abilities, to help them express themselves positively.

In the classroom, the teacher combines various forms of collective and individual work, organizes independent work students (pupils), reduces exercises of the same type. Creates a situation of active communication - not only a monologue, but also a dialogue, allowing the student (pupil) to express himself, show initiative, independence in the methods of choice cognitive activities, types of educational tasks, type and forms of didactic material.

And as stated in the draft Concept of Spiritual and Moral Education of Russian Schoolchildren: “It is impossible to be an effective teacher without revealing to the students your“ symbol of faith ”, the principles of your attitude to events and people, the elements of your life experience. The value role of the teacher is unique. A teacher, as an exemplary citizen, is a temple minister who carries his cross to his Calvary in front of the eyes of children and does not expect earthly rewards. "

This is the image of the ideal teacher - educator for all time. Therefore, raising professional level a teacher and the formation of a pedagogical corps that meets the needs modern life, is a necessary condition for the operation of a boarding school in the education system of Russia, a condition that must meet the level of modern quality of education.