The purpose of the ascertaining stage of the study was to study the professional competence of preschool teachers. The study was conducted on the basis of MBDOU in Irkutsk kindergarten No. 75". It was attended by 30 teachers. Summarizing the main approaches to the concept of "professional competence", we have identified the following criteria for diagnosis:
Knowledge about the content, forms and methods of working with the family;
Ability to organize interaction with the family;
The ability of the teacher to self-development.
In accordance with these criteria, the following methods were used in the study:
1. Methodology "Diagnostic map of the professional competence of a teacher of a preschool educational institution" (T. Svatalova).
Purpose: to identify the level of professional competence of preschool teachers.
Instruction: “Dear teacher! I ask you to fill out a diagnostic card. Rate your level of professional competence on a 4-point scale:
3 points - the indicator is fully present;
2 points - the indicator is not fully present;
1 point - is present in the activity to a lesser extent;
0 points - the indicator is absent.
Processing of results: carried out by counting points and determining the level of professional competence.
97-144 points - the optimal level of professional competence
49-96 points - a sufficient level of professional competence
48-20 points - critical level of professional competence
less than 19 points - an unacceptable level of professional competence.
1. Methodology "Diagnosis of the teacher's ability to self-development" (T. Svatalova).
Purpose: to identify the level of ability for self-development of preschool teachers.
Instruction: "Determine the severity of your ability for self-development using a 5-point system."
Results processing:
75-55 points - active development;
54 -36 points - there is no established system of self-development, orientation towards development strongly depends on the conditions;
35-15 - stopped development.
2. A map for assessing the professional skills and knowledge of teachers in the field of organizing interaction with the families of pupils (V. Zvereva).
Purpose: to reveal the formation of knowledge and professional skills in organizing interaction with the families of pupils.
Procedure: the senior educator fills out assessment cards for all teachers using the following scale: 3 points - a high degree of severity of the criterion, 2 points - the average degree of severity of the criterion does not always appear), 1 point - a low degree of severity of the criterion (rarely appears).
Results processing:
0-11 - low level
12-23- average level
24-36- high level
Analysis of the results of the study
As a result of the diagnosis of preschool teachers on the basis of the criteria we have identified, we studied the level of professional competence of teachers and the features of their interaction with parents.
Let's analyze the obtained results. Figure 1 shows the indicators of the level of formation of professional competence of teachers according to the method of T. Svatalova.
We see from Figure 1 that a high level of professional competence is noted in 20% of teachers, an average level of professional competence is noted in 53% and a low level is found in 27% of teachers.
Fig.1.
These results indicate that the average and low levels of professional competence of preschool teachers are predominant. Let us characterize in more detail the professional competence of the teachers of each group.
So, the first group of teachers with a high level included those who have a high level of formation of professional pedagogical knowledge, namely: knowledge about the laws of child development and technologies of interaction with him, knowledge modern concept education and training, knowledge psychological features the process of teaching and educating preschoolers, mastering the methods of child development, knowledge of the content and methods of organizing work with the family, which is especially important in the framework of our study.
Teachers with a high level of professional competence in the process of education and upbringing effectively build the pedagogical process, rely on the diagnostics of the development of the program, take into account the individual and age characteristics of children, and actively use modern technologies in education and upbringing.
In addition, teachers of this group in the process of children's development choose such forms and methods that contribute to the development of independence, responsibility, activity, self-organization, that is, important personal characteristics of the child. Teachers create conditions for interaction between children and adults, they are able to effectively organize work with children not only individually, but also in subgroup work, and frontal work.
basis professional activity teachers of this group is the effective planning of educational and educational work, a clear statement of tasks, the ability to coordinate a work plan based on an analysis of the effectiveness of previous activities, to correctly select methods, forms and techniques.
Teachers with a high level of professional competence are characterized by the fact that they are able to effectively communicate with both parents and children. They have developed research skills, they strive to find solutions when faced with problems in their professional activities, analyze their own activities, are able to exercise control over their activities, predict certain results.
Teachers with an average level of professional competence have the following features. These teachers have a sufficient stock of professional pedagogical knowledge and professional skills. But, at the same time, often professional skills often lag behind professional knowledge, or represent a disparate system. Teachers of this group are not always able to put into practice their knowledge. In working with children, teachers of this group rely on taking into account age and individual characteristics, adequately select different methods and techniques, but do not always focus on modern technologies.
The teachers of this group analyze their activities, know how to plan them, but they do not always exercise control and do not always make changes to the planned activities in a timely manner, which could increase its effectiveness. They mainly rely on those methods and techniques that are traditional and have already proven their effectiveness, are not always open to something new.
The third group consists of teachers with a low level of professional competence. These teachers are characterized by the fact that they have an insufficient stock of professional knowledge and skills. This is reflected in the quality of professional activity. In their work, teachers of this group do not always correctly and effectively use a variety of methods and techniques, they have difficulties in planning educational work, analyzing it, organizing interaction with children and parents, planning work and predicting its results. In addition, it is difficult for these teachers to implement an individual approach in teaching and raising children, take into account their characteristics and strive for the development of their personality.
Thus, we can conclude that the professional activity of preschool teachers is formed at different levels.
In general, professional competence is higher for teachers with more experience, but this is not necessarily the case. Our study showed that many teachers lack research skills, there is not enough activity in self-development, the desire to rely on modern advanced pedagogical experience, to move forward. Teachers still retain some conservatism, which hinders the improvement of their professional competence.
Further, using the methodology “Evaluation of the ability of teachers for self-development” by T. Svatalova, we identified the ability for self-development among preschool teachers. Our results are shown in Figure 2. As can be seen from Figure 2, only 20% of teachers have a high level of self-development ability, 47% have an average level, and 33% of teachers have a low level.
Fig.2.
According to the results obtained, we see that the ability for self-development of preschool teachers as a whole is not sufficiently formed, they are dominated by an average and low level. The results of this technique may also indicate that the insufficient development of the ability for self-development acts as a negative factor in improving the professional competence of teachers, since in this case the teacher does not have the desire to improve his professional competence, or it is weakly expressed. A lack of motivation is a factor hindering development.
A qualitative analysis of the results using this method shows that teachers with a high level of ability for self-development strive to study not only themselves, but also their pupils, strive to constantly expand their horizons, their professional knowledge. Collision with any difficulties stimulates their development, the desire to find a way out. Teachers with a high level of self-development ability strive to constantly analyze their experience, reflect on their activities, actively participate in professional life, are open to new experiences and are not afraid of responsibility.
Teachers with an average level of ability for self-development have an interest in expanding their professional knowledge and skills, in something new, but their activity in the process of knowing themselves and those around them, their pupils, is slightly reduced. Excessive responsibility, the occurrence of certain difficulties often act as obstacles for them, which block their desire to continue this activity.
Teachers with a low level of self-development ability are characterized by the fact that they do not seek to expand their professional knowledge, are often closed to new experience, do not independently analyze their professional activities, avoid difficulties, problems, and are inactive in the life of the professional community.
Summarizing the results of this method, we can conclude that the ability for self-development of preschool teachers is not sufficiently formed, which prevents them from increasing their activity in the process of professional development and negatively affects the improvement of professional competence in general.
Using the methodology of V. Zvereva, we assessed the knowledge and professional skills of teachers in organizing interaction with parents. Our results are shown in Figure 3.
Fig.3.
We see that only 17% of teachers have a high level of knowledge and skills in organizing interaction with parents, an average level is typical for 46%, a low level - for 37% of teachers.
A qualitative analysis of the results allowed us to identify the features of each level. The high level of knowledge and professional skills of teachers in organizing interaction with parents is distinguished by the fact that teachers understand the essence of interaction with parents, see the specific tasks of this interaction, they are able to select and present to parents information related to the process of education and upbringing of children, their development. They select the forms and methods of work in accordance with the tasks set, do it correctly, and effectively use different forms of work. They have the skills to study the family, are able to build communication with parents based on knowledge about the family, about the level of pedagogical culture of parents, take into account the individual characteristics of parents. In their professional activities they rely on advanced pedagogical experience.
Teachers with an average level are characterized by the fact that their knowledge of the essence of interaction with parents is not always consistent with their practical actions, they are not always ready to put into practice advanced pedagogical experience. When choosing forms and methods of working with parents, they do not always clearly see the tasks that need to be solved. They are able to inform parents on various issues of the educational process. In interaction, they do not always show flexibility and insufficiently take into account the characteristics of the family, the level of pedagogical culture of parents.
For a low level, such features are characteristic. Teachers have weak, unsystematic knowledge about interaction with parents. Work is not planned on the basis of an analysis of the characteristics of the family. The choice of forms and methods of work is often spontaneous. They have insufficient knowledge of advanced pedagogical experience and do not use it in their work. They are not flexible in communicating with their parents.
Summarizing the results of the ascertaining experiment, we can formulate the following conclusions.
1. The professional competence of preschool teachers is formed at different levels. The prevailing among teachers is the average level of formation of professional competence.
2. The ability for self-development, as one of the most important components of professional competence, is insufficiently formed among preschool teachers.
3. Most teachers show interest in new knowledge, but they are not always active in acquiring new knowledge, in improving it, and avoid various difficulties and obstacles.
4. The effectiveness of interaction between teachers and parents in the preschool educational institution is also formed mainly at the middle and low levels. Not all teachers have sufficient knowledge about the nature of interaction with parents and the organization of this process.
Methods for assessing professional competence.Brief graphical record of the level of professional competence of the teacher
(according to Markova A.K.)
The severity of each statement tested should be assessed from 10 points to 1 point ( 10, 9, 8, 7, 6, 5, 4, 3, 2, 1 ). The statement in the left column corresponds to 10 points, in the right column corresponds to 1 point.
| 1. Pedagogical activity of the teacher |
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| 1. Sets developmental and educational goals along with teaching ones. 2. Owns a variable methodology, i.e. choosing one methodological solution from the possible ones. 3. Strives and knows how to analyze his experience. | 1. Sets and implements mainly educational tasks. 2. Uses uniform methodological solutions in teaching. 3. Avoids introspection under various pretexts. |
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| 2. Pedagogical communication teachers |
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| 1. Specially plans communication tasks 2. Creates an atmosphere of trust and psychological safety in the classroom: children are open to communication and development 3. Based on the value of the personality of each student | 1. Does not plan communication tasks during the lesson, relying on spontaneous situations 2. Uses harsh methods in communication, proceeds from the indisputable authority of the teacher; children are tense 3. Pupils are perceived as an object, a means, a hindrance |
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| 3. The personality of the teacher |
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| 1. Has a stable professional and pedagogical orientation. 2. Has a positive self-concept, is calm and confident. 3. Works creatively, uses original techniques. | 1. Considers that he will stay in the teaching profession for a short while. 2. Very unsure of himself, anxious, suspicious. 3. Works mainly on standard methodological developments. |
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| 4. Learning and learning ability of schoolchildren |
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| 1. Sets the task of developing the ability to learn in schoolchildren, encourages their active learning activities and self-control, relies on the study of students. 2. Develops students' ability to learn and self-study. 3. Strives to outline individual Programs for individual children. | 1. The task of developing the ability to learn from students does not set, it gives knowledge in a finished form, organizing only the reproductive activity of students. 2. Independence, the initiative of schoolchildren is not encouraged. 3.Individual and differentiated approach is minimal. |
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| 5. Education and upbringing of schoolchildren |
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| 1. Strives to strengthen upbringing as a unity of knowledge, beliefs, and behavior of schoolchildren. 2. Stimulates the ability of students to self-education. 3. When planning educational activities, it is based on the study of the interests of schoolchildren. | 1. Pays attention either to the words of the students, or to their isolated actions. 2. Education is considered only as obedience to adults. 3. The plan of educational activities has little or nothing to do with the characteristics of the personality of the students. |
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Note: A teacher can receive a maximum of 150 points, a minimum of 30 points. Between these boundaries are categories of professional competence.
Expert card for assessing the level of professional competence of teachers
Signs of competence
Characteristics of signs (level of expression)
1. Professional and pedagogical readiness.
Deep knowledge and understanding of the modern content of school education.
Ability to apply knowledge of pedagogy and psychology in practice. Knowledge and possession of methods and means of teaching and educating children according to the modern paradigm of education.
Active inclusion in the educational system as a professional. Conscious application of acquired knowledge in practice without searching for new ways and means of implementing the educational process.
Not always conscious application of acquired knowledge in practice. Work on a previously received sample. Difficulties in mastering modern pedagogical technologies. Gaps in knowledge of individual and age characteristics of children.
Low degree of awareness of the received pedagogical knowledge. Lack of ability and desire to apply the acquired knowledge in practice.
2. Professional and pedagogical activity.
Independent setting of science-based goals, development of the content of education in accordance with the goals set. Development and testing of pedagogical technologies. Using the results of diagnostics in the implementation of individual and differentiated approaches to the education of school-age children.
Evaluation of the result of activities to achieve the optimal level of development of children.
Content preschool education is selected taking into account the characteristics of the development of students. Creative application of methods and techniques of developmental education. Evaluation of the effectiveness of their activities to achieve the goals set in the educational programs.
Possession of a set of variable methods, application in accordance with the existing conditions. The inability to build the content of education, taking into account an individual and differentiated approach to children. Poor knowledge of modern pedagogical technologies. Formal approach to diagnostics and application of its results.
Passivity in the organization educational process. Lack of ability to apply modern pedagogical technologies. Lack of knowledge of pedagogical diagnostics.
3. Professional-pedagogical search or research activity.
Availability of copyright materials (programs, methodological developments). Involvement in innovation pedagogical activity. Development of advanced pedagogical experience.
Availability of methodological developments in one of the areas educational activities. Application (adaptation) of advanced pedagogical experience.
Passivity in innovative pedagogical activity.
Rejection of innovation in education. Lack of corrected training materials.
4. Information and communication function.
Positive emotional conditions are created for the organization of cognitive children's activities due to the teacher's ability to convey information, the ability to interest pupils.
Possession of various ways of transmitting cognitive information.
Difficulties in the transfer of cognitive information, the inability to interest children in this information.
Indifference in the organization of cognitive children's activities.
5. Regulatory and communicative function.
Possession of a model of personality-oriented interaction with a child.
Communication often occurs at the initiative of the teacher, the desire of the child is not always taken into account.
Communication from a position of teaching, censure. More often a disciplinary model of communication.
Avoidance of communication with the child, irritated rejection.
6. Gnostic component of professional and pedagogical activity.
High degree self-criticism in assessing the merits and demerits of one's own professional activity.
A rather critical approach to assessing one's own performance.
Heightened self-esteem. Lack of objectivity in self-analysis of activities.
Lack of desire to analyze their own activities
7.Communicative component of professional and pedagogical activity.
A high level of effectiveness of regulatory (corrective) work in relation to the actions and deeds of children in the process of assimilation of information. The ability of the teacher to regulate the process of communication. Communication is built on person-oriented models. The ability to build business and emotional-intimate contacts with children. Ability to organize the exchange of professionally significant information.
The ability to build communication with various participants in the educational process, maintain business contacts with colleagues, emotional and business contacts with children. Participation in the exchange of professionally significant information.
Authoritarian style of communication with colleagues and children. Lack of person-centered interaction. Low efficiency of business contacts with children.
The inability of the teacher to establish contacts with children, colleagues and parents. Low level of interaction with participants in the educational process. Lack of regular business contacts.
8. Organizational component of professional and pedagogical activity.
The ability to organize the work of participants in the educational process (children, colleagues, parents) in various situations. Deep understanding of one's duties, analysis and self-control of their performance, regulation and correction of the normative and envisaged activities, depending on the situation. The ability to organize pedagogical activity at a high scientific level, using the best ways to solve educational problems (based on planning, introspection, self-assessment, prioritization).
Ability to organize children and parents. Knowledge of their duties, an analytical approach to pedagogical activity, the ability to organize their own pedagogical activity.
Weak level of organization of children and parents. Knowledge of their duties, but a formal approach to their performance. Lack of self-esteem and self-control in the organization of their own activities.
Lack of organizational skills. In-depth knowledge of their duties. Lack of introspection, self-esteem, inability to prioritize teaching activities.
9. Structural and design component of professional and pedagogical activity.
The ability to design educational activities, taking into account the priorities in the educational process. Highly developed perspective vision of the development of the educational system, its place in it based on the analysis of the patterns of its real development.
Ability to design educational events. Vision of the prospects for the development of their own pedagogical activity.
Weak design skills. The lack of a perspective vision of the development of the educational system and their own pedagogical activity.
Lack of design skills. Inability to work for the future.
If the teacher has the following signs of professional competence, then its level can be as follows:
Optimal
Sufficient
critical
insufficient
Heading 615
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