The Teacher’s Professional Competence As the Monitoring Object

N. Checheva

doi:doi:10.12737/17277

The Teacher’s Professional Competence As the Monitoring Object

Published в Standards and Monitoring in Education · Volume 3, Issue 6, 2015 · Pages 25–27 · Rubrics: Monitoring of educational process

DOI 10.12737/17277

Received: 17.12.2015 Accepted: 17.12.2015 Published: 17.12.2015 Language of publication: RUS

Authors

N. Checheva

ABSTRACT

Monitoring has become the widespread tool in the modern education. This is due to wide functional capabilities of monitoring as the effi cient means of informational support for operational and strategic management of educational systems. The effi ciency of monitoring is determined primarily by the thoroughness of its scientifi c basics. Technologically, the monitoring process needs a conceptually specifi ed object, and as such an object various educational processes and phenomena can be chosen, including the teachers’ professional activities. The educators’ professional competence is chosen as the object of monitoring deliberately, being considered as the key factor for enhancing quality of education. Now, when the value orientation and benchmarks of national education are being renewed as a result of paradigm shift, the teachers’ professional competence is considered to be the key factor for achieving the new quality level of education. The author attempts to accomplish the thorough analysis of the very concept of “a teacher’s professional competence”, because considers it as the essential modeling object to be incorporated in the monitoring procedure.

KEYWORDS

monitoring a teacher’s professional competence basic professional competencies.

Information Text References

Authors:

Type:

Article

Pages:

from 25 to 27

Status:

Published

Language:

Russian

Keywords:

monitoring, a teacher’s professional competence, basic professional competencies.

Text

Одной из отличительных особенностей современного образования является активизация оценочно-аналитической деятельности, которая приобретает особую актуальность в условиях модернизационных процессов, внедрения инновационных проектов и программ. Одной из наиболее распространенных форм ее осуществления выступает мониторинг.

Востребованность мониторинга обусловлена следующими его функциональными возможностями:

оказание информационной поддержки в процессе разработки и реализации государственной политики в сфере образования;
осуществление непрерывного комплексного анализа, оценка состояния и перспектив развития образования;
обеспечение эффективности системы образования за счет повышения качества принимаемых управленческих решений.

References

1. About the Approval of Professional Standard «Teacher (pedagogical activity in the sphere of pre-school, primary, basic, secondary general education» (order of the Ministry of Labour of the Russian Federation 18.10.2013 № 544n, registered in the Ministry of Justice 06.12.2013 № 30550). Vestnik obrasovaniya Rossii [Bulletin of Education of Russia], 2014, I. 2 (January), pp. 10-36. (in Russian)

2. Radionova N.F., Tryapitsina A.P. Perspectives of development of pedagogical education: competence-based approach. Chelovek i obrazovaniye [Person and Education], 2006, I. 4-5, pp. 7-14. (in Russian)

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