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CONTINUOUS EDUCATION OF TEACHERS IN PROSPECTIVE OF REALIZATION PROFESSIONAL STANDARD

I. G. Kharisova, L. V. Bayborodova, A. P. Cherniavskaia, A. M. Khodyrev

Abstract

The article view the problem of evaluation of teachers’ readiness to solve professional tasks, designated in “Professional standard for teacher”, in the process of continuous training of pedagogical staff. Teacher professional standard – a document which includes a description of the level of knowledge, abilities, skills and experience required for the specialist to solve professional problems in education. Current trends and innovative processes in the system of training of specialists for educational institutions aimed to ensure consistency, coherence and continuity of educational activities, which oriented universities, colleges, institutes and departments to find the ways of improvement of professional skills of teachers, based on the process of individualization and differentiation of pre-vocational, vocational training and retraining; subjective and reflexive position of students. The steps of work on the use of the requirements of “Professional standard for teacher” in the design of the process of continuous pedagogical education on different stages: analytical, design, diagnostic, adjustment, projecting – have been identified in this article. Improving the quality of teacher training requires the development of diagnostic tools and methods to evaluate the level of teachers’ readiness to solve professional tasks. The article presents the analysis of the results of research, conducted among the teachers of rural and urban schools. According to the results of the diagnosis, the authors identify the most problematic aspects in the training of personnel of educational organizations and identify job prospects to improve this process.

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DOI resolver: doi.org/10.5593/sgemsocial2018/3.4/S13.024

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