Ways of development of professional competence of the teacher. Conceptual foundations for managing the development of professional competence of teachers in a general education institution What is the basis of the model for the development of professional competences

The relevance of the work. The current stage of development of Russian society is characterized by a rapid change in technology, which leads to the formation of a new education system that involves constant renewal. The success of the implementation of continuous education depends on how capable all subjects of the education system will be to maintain competitiveness, the most important conditions for which are such personality traits as activity, initiative, the ability to think creatively and find non-standard solutions. Therefore, one of the promising areas for the development of education in Russia is the improvement of professional skills, the dissemination of best practices, and the creation of an innovative educational environment. Today, education in Russia is focused on an active and mobile teacher who takes the initiative, is clearly aware of his professional goals, is open to everything new and is optimistic about innovation. It is such a teacher who will be able to effectively implement the key areas reflected in the National Educational Initiative “Our New School” (dated November 12, 2009), presented in the Address of the President of Russia D.A. Medvedev to the Federal Assembly.

The problem of the teacher's professional competence has been studied by many philosophers, educators, and psychologists. The issues of formation and development of professional competence are considered in the works of V.A. Adolf, T.G. Brazhe, E.F. Zeera, I.A. Zimney, N.V. Kuzmina, M.I. Lukyanova, A.K. Markova, A.M. Novikova, G.S. Trofimova, G. Bernhard, V. Bloom, H. Marcus, R. Sterner, etc. But despite the fairly wide representation of the phenomenon under study in the scientific literature, there is still no unambiguity both in its operationalization and in determining its composition, and hence,. and in highlighting the ways of its development. Thus, the relevance of the topic is due to insufficient justification of the methods for developing the professional competence of teachers and the ever-increasing requirements of social practice in competent workers.

Professional competence is of particular importance due to the fact that the education system is currently characterized by significant innovative transformations. Under the current conditions, in order to be successful and in demand, a teacher must be ready for any changes, be able to quickly and effectively adapt to new conditions, show a desire to be a professional, constantly update their knowledge and skills, strive for self-development, show tolerance for uncertainty, be ready to risk, i.e. be professionally competent.

However, as social practice shows, these characteristics are not formed by all teachers. On the contrary, a significant part of them experience great difficulties in adapting to rapidly changing social, economic, professional conditions, and then the lack of professional competence can cause serious socio-psychological problems of the individual - from internal dissatisfaction to social confrontation and aggression.

The success of the development of innovative education, in turn, is largely determined by the readiness of professional personnel working in the field of education to work in an innovative mode, to flexible, prompt response in their professional activities to the ever-changing needs of society and the individual. Therefore, the development of professional competence of teachers is becoming one of the most important conditions for reforming Russian education.

In this regard, it becomes important to develop such a program of psychological and pedagogical support for the teacher, which would contribute to the development of his professional competence, which leads to an increase in the quality of education and the formation of positive relations between all participants in the educational process.

In the context of this study, the professional competence of a teacher is considered as a set of generalized knowledge, skills and abilities that ensure the implementation of the content of state educational standards.

An analysis of the psychological and pedagogical literature made it possible to identify a number of contradictions:

At the socio-psychological level: between the new requirements for the teacher in connection with the modernization and reform of Russian education and the discrepancy between the level of development of the teacher's professional competence to these requirements;

At the scientific and psychological level: between the need to develop the professional competence of a teacher in an innovative educational environment and the lack of development of the theoretical foundations of this process;

At the scientific and methodological level: between the need to develop a program of psychological and pedagogical support for the development of the professional competence of a teacher and the insufficient development of its methodological foundations and technologies.

The identified contradictions led to the formulation of the research problem. In theoretical terms, this is the problem of defining, studying and developing the components of a teacher's professional competence in an innovative educational environment; in practical terms, the problem of scientific substantiation and development of a program of psychological and pedagogical support for the development of the teacher's professional competence. This led to the choice of the topic of the dissertation research: "Development of professional competence of a teacher in an innovative educational environment."

The object is the professional competence of the teacher.

The subject is the features of the development of a teacher's professional competence in an innovative educational environment.

The purpose of this work is to study the features of the development of professional competence of teachers in an innovative educational environment and to develop a program of psychological and pedagogical support for this process.

Research objectives:

1. Analyze the psychological and pedagogical literature and summarize the theoretical and methodological approaches to the consideration of the phenomenon of "professional competence".

2. Determine and operationalize at the theoretical level the component structure of the teacher's professional competence.

3. To study the components of the teacher's professional competence depending on the conditions of the innovative educational environment.

4. To study the features of the development of the components of the professional competence of the teacher, depending on the experience of teaching.

5. Develop a program of psychological and pedagogical support for the development of the teacher's professional competence and determine its effectiveness.

The following hypotheses were put forward as a hypothesis of the study:

1. For the theory and practice of developing the professional competence of a teacher, it is correct to proceed from understanding it as a complex phenomenon, representing a set of generalized knowledge, skills and abilities that ensure the implementation of the content of state educational standards and consisting of activity, personal and socio-communicative components.

2. Structural components of a teacher's professional competence may acquire more complex and integrated connections in an innovative educational environment.

3. The development of the activity, personal and socio-communicative components of a teacher's professional competence probably depends on the experience of teaching.

4. Psychological and pedagogical support for the development of a teacher's professional competence will be effective if, along with traditional areas (psychological prevention, diagnostics of the formation of components of professional competence, psychological counseling, etc.), you use the possibilities of an innovative educational environment (participation in professional skill competitions, exhibitions of professional achievements and etc.).

The methodological and theoretical basis of the study is: a systematic approach to the study of personality (B.G. Ananiev, A.N. Leontiev, B.F. Lomov, S.L. Rubinshtein, etc.), a subject-activity approach developed in domestic psychology (K.A. Abulkhanova-Slavskaya, A.G. Asmolov, L.S. Vygotsky, V.I. Dolgova, A.N. Leontiev, S.L. Rubinstein), competence-based approach (V.I. Baidenko, A.A. Verbitsky, E.F. Zeer, I.A. Zimnyaya, Yu.G. Tatur,

A.B. Khutorskoy, V.D. Shadrikov, S.E. Shishov, J. Raven and others), concepts of professional development of teachers (E.F. Zeer, N.S. Glukhanyuk, E.A. Klimov, A.K. Markova, N.S. Pryazhnikov, E.E. Symanyuk and etc.); theoretical approaches to understanding innovation activity and innovative educational environment (V.C. Dudchenko, V.I. Dolgova, I.A. Zimnyaya, E.V. Korotaeva, S.A. Novoselov, K.S. Pirogov,

B.A. Slastenin, A.B. Khutorskaya and others); approaches to the study of psychological and pedagogical support (I.V. Dubrovina, M.V. Ermolaeva, V.A. Malikova, R.V. Ovcharova, etc.).

Research methods and techniques. To achieve this goal, the following research methods were used:

Theoretical - analysis of philosophical, psychological, pedagogical and methodological literature on the topic of research (generalization, systematization, comparison);

Empirical - psychological testing using the following methods: to study the activity component of a teacher's professional competence - E. Shane's career orientation diagnostic method, T. Ehlers' method for determining motivation for success, T. Ehlers' method for determining motivation to avoid failures; to study the personal component of the professional competence of a teacher - a test of meaningful life orientations D.A. Leontiev, a questionnaire for self-assessment of emotional states by G. Eysenck, a questionnaire for assessing the level of empathy A. Megrabyan; to study the socio-communicative component of a teacher's professional competence - a questionnaire for assessing socio-communicative competence;

Mathematical and statistical methods of data processing - the method of descriptive statistics, Spearman's correlation analysis to identify significant correlations between variables, the Mann-Whitney U-test to assess the reliability of differences in samples according to the level of the studied trait, the Wilcoxon T-test to establish the reliability of differences in the direction and severity of changes compared indicators. Calculations were performed using a software package (SPSS for Windows 12.0; MS Excel XP 2000).

Research stages. The study of the development of professional competence of teachers in an innovative educational environment was conducted from 2006 to 2011 and included three main stages.

At the first stage (2006-2007), the relevance and prospects of studying the professional competence of a teacher were identified, a theoretical analysis of scientific sources was carried out, on the basis of which the concept of "professional competence of a teacher" was defined, the structural components of a teacher's professional competence were identified and described, in accordance with which selected psychodiagnostic tools, collected preliminary empirical data.

At the second stage (2008-2009), a study was made of the components of the professional competence of teachers working in different educational environments (traditional and innovative schools) and with different teaching experience. Significant differences were determined using the Mann-Whitney U-test, and a correlation analysis was performed using the Spearman test.

At the third stage (2010-2011) the results of empirical research are summarized, the features of the teacher's professional competence are highlighted depending on the conditions of the educational environment and the experience of pedagogical activity. Based on the data obtained in the course of the study, a program of psychological and pedagogical support for the development of the teacher's professional competence was developed and tested. The indicators of the components of the teacher's professional competence were measured before and after the implementation of the program of psychological and pedagogical support, as well as a mathematical and statistical analysis of the significance of the changes that occurred using the Wilcoxon T-test. The materials of the dissertation research have been prepared.

Research base. The study was conducted in educational institutions of Yekaterinburg. The study involved teachers working in traditional schools: MOU Secondary School No. 164 (44 people), MOU Secondary School No. 140 (39 people), MOU Secondary School No. 93 (55 people), MOU Secondary School No. 17

57 people), as well as teachers working in innovative schools: MOU Secondary School No. 47 (53 people), MOU Secondary School No. 35 (46 people), MOU Secondary School No. 37 (49 people), MOU Secondary School No. 180 (37 pers.); only 380 people. All study participants are women aged 22 to 70 years. At the stage of implementing the program of psychological and pedagogical support for the development of professional competence, 112 teachers working in traditional educational institutions took part.

The validity and reliability of the results of the study and its conclusions were ensured by the use of general methodological principles corresponding to the research problem, reliance on fundamental research, representativeness of the sample, the use of a set of methods (including methods of mathematical and statistical analysis of empirical data) and psychodiagnostic methods (valid and reliable), corresponding the subject and objectives of the study.

Scientific novelty of the research.

The component composition of the teacher's professional competence is determined, which includes the activity component (subject-activity knowledge, the desire to be a professional, the desire for freedom of choice, orientation to work with people, orientation to the integration of the efforts of others, the desire to create something new, the willingness to overcome obstacles and take responsibility for result, motivation to achieve success, willingness to take risks), a personal component (the desire to build one’s own life, to be responsible for the events taking place in it, the ability to show support, to help others, the desire for self-development, the ability to control one’s emotional states), social communicative component (flexibility in communication, tolerance for uncertainty, optimism, developed skills of self-control in communication).

It was revealed that there are differences in the severity of indicators of the components of professional competence "depending on the conditions of the educational environment. Teachers working in innovative schools strive for the integration of life spheres, for freedom, are ready for risk, are focused on achieving success in their professional activities and its official recognition are characterized by emotional balance, flexibility, tolerance for uncertainty, high empathy, optimism, developed self-control skills.Teachers working in traditional schools strive for stability in life, they have no desire to create something new, they are least focused on taking responsibility for the result of their work, they do not want to organize the space of others, they are not ready to take risks, they are prone to the manifestation of anxiety and anxiety, they are attached to already familiar and practiced actions, they are distrustful, pessimistic.

It has been established that with an increase in work experience, changes occur in the activity and personal components of a teacher's professional competence. Teachers with more than 10 years of experience working in innovative schools are concretizing vital interests, forming an idea of ​​themselves as a successful person with freedom of choice, able to build their lives in accordance with their goals. Teachers of traditional schools are characterized by an increase in anxiety and rigidity.

It was revealed that the relationship between the indicators of the components of professional competence differs in originality depending on the conditions of the educational environment: teachers working in innovative schools have the most associated activity, personal and socio-communicative components, which indicates a high consistency of indicators of professional competence, their involvement in its structure as a single integrity and allows teachers to more flexibly and mobilely master innovations; teachers working in traditional schools have activity and personal components, which indicates a lack of integration in the structure of professional competence. The lack of relationship with the indicators of the socio-communicative component makes it difficult to accept and implement innovations.

It has been substantiated that the implementation of the program of psychological and pedagogical support for the development of the teacher's professional competence contributes to increasing tolerance for uncertainty, motivation for success, the formation of career orientations, self-image as a successful person, reducing rigidity, anxiety and resistance to innovative activity.

The theoretical significance of the work. The content of the concepts "professional competence of a teacher" (a set of generalized knowledge, skills and abilities that ensure the implementation of the content of state educational standards) and "innovative educational environment" (a set of material, spiritual, economic, pedagogical conditions and a system of organizational forms and means necessary for the development innovative educational activities); the idea of ​​the structural components of professional competence has been supplemented with new content, the determinants of its development have been identified; the theoretical foundations of psychological and pedagogical support for the development of the teacher's professional competence are determined, which is the basis for the activation of innovative activity. The study posed and solved the scientific problem of the development of the teacher's professional competence, which enriches the theory of the teacher's professional development and is important for the development of pedagogical psychology.

The practical significance of the work. Based on the results of an empirical study, a program of psychological and pedagogical support for the development of professional competence of teachers was developed and tested, the main focus of which is on the impact on the activity and personal components, which contributes to the improvement of the teacher's activity.

The program of psychological and pedagogical support for the development of professional competence of teachers is intended for the activities of school psychologists.

The materials of the conducted research are included in the training courses "Pedagogical Psychology", "Labor Psychology", "Psychology of Professional Activity"; in special courses on issues of professional development of teachers, in the programs of advanced training courses for educators, implemented at the Institute of Personnel Development and Management of the Ural State Pedagogical University.

The data obtained can become the basis for the development of a comprehensive program for the development of professional competence of teachers in the context of innovative changes in education.

The main provisions for defense:

1. The professional competence of a teacher in an innovative educational environment is a complex phenomenon consisting of an activity component (subject-activity knowledge, the desire to be a professional, the desire for freedom of choice, an orientation towards working with people, an orientation towards integrating the efforts of others, the desire to create something new, willingness to overcome obstacles and take responsibility for the result, motivation to achieve success, willingness to take risks), the personal component (the desire to build one’s own life, to be responsible for the events taking place in it, the ability to show support, help others, the desire for self-development, the ability to control their emotional states), social and communicative component (flexibility in communication, tolerance for uncertainty, optimism, developed skills of self-control in communication).

2. The structure of the teacher's professional competence is specific depending on the conditions of the educational environment. Teachers working in innovative schools are characterized by a higher degree of career orientations, as well as indicators of locus of control-I, effective empathy, tolerance for uncertainty and optimism, which indicates their desire for change, the ability to manage their own lives and the actions of others. Teachers working in traditional schools are characterized by high rates of anxiety, frustration and rigidity, which cause strong emotional resistance and unwillingness to implement innovations in their activities.

3. With an increase in work experience, there is a change in the indicators of the activity and personal component of the teacher's professional competence. Along with the concretization of the interests of life and the formation of an idea of ​​​​oneself as a successful person who is able to build his own life, attachment to performing activities in the usual ways increases, as a result of which the introduction of innovations becomes more difficult. The socio-communicative component does not show sensitivity to work experience.

4. The developed program of psychological and pedagogical support for the development of the teacher's professional competence helps to increase the motivation for success, the formation of career orientations, self-image as a successful person, the reduction of rigidity, anxiety and the development of tolerance for uncertainty, which ensures the inclusion of the teacher in innovative activities.

Testing and implementation of research results. The research materials were discussed at meetings of the Department of Acmeology and Management Psychology of the Institute of Personnel Development and Management, USPU (2006-2011). The main provisions and results of the dissertation research were discussed at international conferences (Yekaterinburg, 2011, Moscow, 2011), all-Russian conferences (Yekaterinburg, 2010, Moscow, 2010, Sochi, 2010, Chelyabinsk, 2011), were presented at the annual conferences of leaders and teachers of the education system Yekaterinburg (2005-2010), city open pedagogical readings (2010). Theoretical and empirical results of the study were presented in reports made in the labor collectives on the basis of which the study was conducted.

Structure and scope of work. The dissertation consists of an introduction, two chapters, a conclusion, a bibliography and an appendix. The work contains 6 applications. The text is illustrated by 21 tables, 3 figures. The bibliographic list includes 147 titles, 3 of which are in foreign languages.

The results of the study presented in this paper are the first step in the study of the psychological characteristics of the professional competence of teachers. Despite this, they reflect the current situation in the modern school. Thus, the ongoing and upcoming changes in the field of education are often not agreed with the pedagogical community, which leads to resistance to innovations, a decrease in motivation for activity, and the formation of a position of non-participation in the ongoing changes.

Conclusion on Chapter II

In the course of an empirical study of the features of the components of a teacher's professional competence, statistically significant results were obtained, allowing the following conclusions to be drawn:

1. The specifics of the structure of the teacher's professional competence depending on the conditions of the educational environment are revealed.

Teachers working in innovative schools are characterized by a higher degree of career orientations, as well as indicators of locus of control-I, effective empathy, tolerance for uncertainty and optimism, which indicates their desire for change, the ability to manage their own lives and the actions of others. I

Teachers working in traditional schools are characterized by high rates of anxiety, frustration and rigidity, which cause strong emotional resistance and unwillingness to implement innovations in their activities.

2. The specificity of professional competence depending on the experience of pedagogical activity was found. With an increase in work experience, there is a change in the indicators of the activity and personal component of the teacher's professional competence. Along with the concretization of the interests of life and the formation of an idea of ​​​​oneself as a successful person who is able to build his own life on his own, attachment to the performance of activities in the usual ways increases. The social and communicative component does not show sensitivity to work experience, which makes it difficult to introduce innovations.

3. Based on the results of the empirical study, a program of psychological and pedagogical support for the development of the teacher's professional competence has been developed. An analysis of the results of an empirical test of the effectiveness of the program of psychological and pedagogical support for the professional competence of teachers showed that there were statistically significant upward changes in the indicators "motivation for success", "entrepreneurship", "autonomy" - an activity component; "locus of control - I" - a personal component; "tolerance" is a social and communicative component, and in the direction of decreasing in terms of "rigidity" and "anxiety" - a personal component, which confirms the effectiveness of the developed and tested program.

CONCLUSION

At present, a competency-based approach is being fixed in the Russian education system, as a result of which the conditions of activity are also changing (in particular, innovative educational technologies are being widely disseminated). This requires the teacher to be active, independent, initiative, able to make difficult decisions and responsible for them. In this regard, there is a need to study the features of the professional competence of the teacher.

Based on a theoretical analysis of the works of domestic (E.N. Volkova, E.F. Zeer, N.V. Kuzmina, A.K. Markov, L.M. Mitina, E.I. Rogov and others) and foreign researchers (G. Bernhard , W. Bloom, X. Marcus J. Raven, R. Short, A. Shelten, etc.), we have defined the concept of professional competence of a teacher as a set of generalized knowledge, skills and abilities that ensure the implementation of the content of state educational standards.

Among the determinants of the development of professional competence, a special role is played by the conditions of the educational environment and, in particular, its innovative nature. Currently, educational institutions are conditionally divided into two groups - traditional and developing (innovative).

The traditional school is characterized by stability, adherence to the once established order, strict adherence to the educational program and curriculum.

Innovative schools are characterized by a search mode, which is realized through the development and implementation of new pedagogical technologies, the formation of a new content of the educational program and its constant updating. Proceeding from this, the development of professional competence should be implemented through inclusion in active work, i.e. be developmental.

Having studied the components of a teacher's professional competence depending on the conditions of the educational environment and the experience of pedagogical activity, we found that the activity and personal components show the greatest sensitivity.

Teachers working in schools that implement innovative educational technologies show openness to changes, the ability to control their actions, understand others and be tolerant of all transformations. Teachers working in traditional schools are characterized by high values ​​in terms of "anxiety", "frustration" and "rigidity". Perhaps this can explain the fact that all innovative processes in these institutions are practically not implemented and cause strong resistance.

Young teachers are characterized by a pronounced desire for service, which is manifested in the desire to work with people, to make the world a better place. With an increase in work experience, there is an increase in the concretization of interests in life, an idea is formed of oneself as a strong personality with freedom of choice, able to build a life in accordance with one’s goals and ideas about the meaning, as well as an increase in the difficulty in restructuring habitual ways of activity.

After 25 years of work, the desire to integrate the efforts of other people, to take responsibility for the final result, to create something new, to overcome obstacles is reduced. It should be noted that in connection with the main promising directions for the development of educational institutions (in particular, in the direction of the transition to an autonomous nature of functioning), these features can be a significant obstacle to the introduction of innovations.

In terms of the socio-communicative component, no significant differences were found in any of the comparison groups, which may indicate that this component is not sensitive to work experience.

The development of the program of psychological and pedagogical support is based on the idea of ​​the features of the innovative educational environment and the data of the empirical study. In this regard, the program involves the use of developing technologies (developing diagnostics, participation in grant competitions, professional skill competitions, project-based learning, etc.).

The study allows us to draw the following conclusions:

1. The theoretical analysis of the scientific literature made it possible to specify the definition of professional competence as a set of generalized knowledge, skills and abilities that ensure the implementation of the content of state educational standards.

2. The composition of the teacher's professional competence has been determined and empirically verified. It includes activity (subject-activity knowledge, the desire to be a professional, the desire for freedom of choice, orientation to work with people, orientation to the integration of the efforts of others, the desire to create something new, willingness to overcome obstacles and take responsibility for the result, motivation to achieve success, willingness to to risk), personal (the desire to build one’s own life, be responsible for the events taking place in it, the ability to show support, help others, the desire for self-development, the ability to control one’s emotional states) and social and communicative (flexibility in communication, tolerance for uncertainty , optimism, developed skills of self-control in communication) components.

3. The specifics of the professional competence of a teacher depending on the conditions of the educational environment are revealed: high severity in career orientations - management, challenge, entrepreneurship, as well as in terms of locus-control-I, empathy, effective empathy, tolerance for uncertainty and optimism is typical for teachers, working in innovative schools; high rates of anxiety, frustration and rigidity are characteristic of teachers working in traditional schools.

4. With an increase in the length of service in a group of teachers working in innovative schools, vital interests are concretized, an idea of ​​oneself as a successful person is formed, the emotional richness of life increases, and the desire for self-development in the profession and independence is actualized. In the group of teachers working in traditional schools, there is a decrease in the orientation towards the integration of the efforts of other people, an increase in the desire to work in stable conditions, rigidity and anxiety. In terms of the socio-communicative component, no significant differences were found in any of the comparison groups.

5. The developed program of psychological and pedagogical support for the development of a teacher's professional competence is aimed at increasing motivation for success, forming career orientations and self-image as a successful person, reducing rigidity, anxiety and developing tolerance, which ensures the inclusion of a teacher in innovative activities.

This study does not exhaust the problem of the development of the teacher's professional competence and can be continued in the direction of studying its features depending on the type of educational institution and the subject taught (humanitarian or technical orientation), and subsequently - in the direction of adjusting the proposed program to support the development of the teacher's professional competence, taking into account the identified features.

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