Professional competence of a modern preschool teacher. Pedagogical Council “Professional competence of a teacher. Types and levels of competencies

MDOU "Solnyshko", village. Fedorovsky, Surgut district

DEVELOPMENT OF METHODOLOGICAL COMPETENCE
PRE-SCHOOL EDUCATIONAL INSTITUTION TEACHER

The end of the 20th century - the beginning of the 21st marked by a transition period in the preschool education system: from the use of a unified educational program - to working with children according to variable programs in the context of the methodology of developmental education, from kindergartens of one type - to various types of preschool educational institutions, from the work of preschool educational institutions in the operating mode - to activities in development mode.

The Concept of Preschool Education proclaims “a radical change in the nature of teacher training” as one of the key positions for updating the kindergarten. In this regard, the problem of staffing preschool educational institutions with highly qualified preschool specialists is especially acute. The importance of advanced training of teaching staff as an integral part of the system of lifelong education is increasing, and the demands of science and practice in revealing the features of advanced training of teaching staff in educational institutions themselves are increasing.

In particular, in modern conditions, educators are expected to possess such skills as choosing a program from a set of variable programs recommended by state educational authorities, developing their own (author’s) programs in accordance with the requirements of the state educational standard, searching for and testing active methods of teaching preschoolers, and working to create models for organizing the educational process in a preschool educational institution, work in an experimental mode and much more.

In connection with the above, a competency-based approach is relevant in the professional training of teachers of preschool educational institutions.

In the dictionary of social pedagogy, “competence” (from Latin with ompetentio - rightfully owned) is defined as having competence: having the knowledge to judge something. In the conceptual dictionary-reference book on pedagogical acmeology, professional pedagogical competence is interpreted as an integrative professional and personal characteristic, including the advantages
and the achievements of the teacher, which determines the readiness and ability to perform pedagogical functions in accordance with the norms, standards, and requirements accepted in society at a specific historical moment.

In the opinion, the model of professional competence of a teacher should contain knowledge about the structure of the educational process (goals, content, means, object, activity, result
etc.), about yourself as a subject professional activities. It should also include experience in applying professional techniques and a creative component.

Professional pedagogical competence, however, includes five elements or types of competence: special pedagogical, methodological, socio-psychological, differential psychological, autopsychological (correlates with the concept of professional self-awareness, self-knowledge, and self-development). Methodological competence covers the area of methods for developing knowledge and skills in students.

Considering the content aspect of professional pedagogical training of future teachers, he points out that it includes such components as moral-psychological, methodological, theoretical, methodical and technological training, which, being interconnected and interdependent, ensure the effectiveness of the ongoing pedagogical process. At the same time, “methodological training involves providing students with knowledge of the principles, content, rules, facts, forms and methods of specific areas of education and training. Methodological activities are carried out as special scientific activities aimed at obtaining new products - new methods and means of scientific research."

These provisions served as a prerequisite for identifying the methodological sphere in the professional activities of educators. And, as a result, the development of the methodological competence of the teacher in the process of professional pedagogical activity has become one of the priority tasks of the methodological service of a preschool educational institution.

Currently, there is a reassessment of the methodological work of specialists in the education system. New models of methodological services are gradually being created to meet the needs of modern society. New directions and forms are emerging. The content is changing qualitatively, and a trend is emerging such as the variability and multi-level nature of this activity, depending on the requests and readiness of educational institutions. and a number of other researchers highlight methodological work as a leading factor in the development of methodological competence, which is an important component of the professional competence of teachers.

Today, the modern methodological service is a complex structural unit that carries out several areas of activity in each preschool institution: organizational and managerial, experimental, methodological, organizational and pedagogical, information and analytical, marketing, editorial and publishing. The purpose of the methodological service is to assist the teacher in his professional development.

The current situation in education puts the teacher in fundamentally new conditions, which are characterized by the absence of strict regulation of teaching activities, a significant expansion of the information field, the modernization of the social functions of the teacher, the development of individuality, readiness to make decisions, and the mobility of the use of professional qualities.

Considering the methodological side of a teacher’s work, he points out that, according to the old tradition, it came down to methods, and most often to teaching methods. “Later they began to say
about work methods, methodological work, and in lately- more and more about pedagogical technology, pedagogical technologies, methodological systems."

The methodological system of the educational and pedagogical process is designed to set in motion the capabilities of the subjects, means and conditions of this process, direct them in the right direction and effectively implement them.

Domestic researchers and many others have been studying the problem of developing methodological (scientific and methodological) competence and methodological training of teachers. defines methodological competence as an integral multi-level professionally significant characteristic of the personality and activity of a teaching worker, mediating effective professional experience, as a systematic education of knowledge, skills and abilities of a teacher in the field of methodology
and the optimal combination of methods of professional pedagogical activity. considers scientific and methodological competence as an integral characteristic of the business, personal and moral qualities of a teacher, reflecting the systemic level of functioning of methodological, methodological and research knowledge, skills, experience, motivation, abilities and readiness for creativity self-realization in scientific, methodological and pedagogical activities in general.Based on the analysis of psychological and pedagogical literature, research in the field of educational theory and practice, it is possible to make Let us conclude that there is no single view on the definition of the concept and structure of both professional pedagogical and methodological competence.

In the structure of methodological competence, scientists identify the following components: personal, activity, cognitive (cognitive), etc.

We correlate the personal component of the methodological competence of a teacher of a preschool educational institution with the skills associated with the psychological side of the teacher’s personality: communicative, perceptual, reflective.

The activity component includes accumulated professional knowledge and skills, the ability to update them at the right time and use them in the process of implementing one’s professional functions. It also requires the teacher to master research and creative skills.

The cognitive component is based on the skills that make up the teacher’s theoretical training: analytical-synthetic (the ability to analyze program and methodological documents, identify methodological problems and determine ways to solve them, the ability to classify, systematize methodological knowledge); predictive (the ability to predict the effectiveness of selected means, forms, methods and techniques, the ability to apply methodological knowledge, skills, abilities in new conditions); constructive and design (the ability to structure and build the learning process, select the content and forms of conducting classes, select methods, methods and techniques, the ability to plan methodological activities).

The study identified pedagogical conditions development of methodological competence of a teacher of a preschool educational institution in the process of his teaching activities:

Development of a value-based attitude to pedagogical activity based on the integration of the teacher’s personal position and his general cultural, psychological, pedagogical, methodological and methodological knowledge, updating his individual experience;

Inclusion of the teacher in active creative interaction in the systems “teacher - child”, “teacher - teacher”, “teacher - senior teacher (or other person providing support for methodological activities in a preschool educational institution)”, “teacher-parent” based on “subject” -subjective relations;

- implementation of differentiated holistic methodological support for the teacher’s activities, which is analytical in nature, and its results are diagnostic in nature, and provides for the development of pedagogical skills and abilities necessary for independent implementation of teaching activities (self-organization, self-regulation);

- reflection of pedagogical actions at different stages of activity (self-analysis and self-assessment).

The development of methodological competence is a process that continues throughout professional and pedagogical life. the activities of a preschool teacher, therefore, it is not possible to determine the time frame for the stages of formation of methodological competence (as, for example, in a university). At the same time, based on the objectives of methodological work to improve the qualifications of teaching staff and correlating the stages with the levels of formation of methodological competence, we identify 3 levels of development of the methodological competence of a preschool teacher:

Initial or basic (development occurs at the existing level of methodological competence in an individual mode of methodological support);

Basic or productive (the teacher is an active participant in the methodological system of a preschool educational institution);

Creative (the development process occurs independently on the basis of self-realization, is of a research and creative nature); At the same time, the process of developing methodological competence is considered as multi-level.

Thus, in the light of modern requirements, the development of the methodological competence of a preschool teacher, having gone from learning the simplest actions to select methods and techniques to work within the framework of an entire methodological system, is a necessary condition for the development of the professional competence of the teacher as a whole.

Note

1. Professional competence of a modern teacher: Monograph /. - Krasnoyarsk: KSU, 19с.

2. , Active teaching methods in the methodological work of preschool educational institutions // Management of Preschool Educational Institution No. 6 (32). - P.70-79.

3. Preschool education in Russia in documents and materials: Collection of current regulatory documents and program and methodological materials / Responsible. ed. . - M.: Publishing house GNOM and D, 20 p.

4. Formation of scientific and methodological competence of teachers in the process of professional activity [Electronic resource]: Diss... cand. ped. Sci. - St. Petersburg: RSL, 2s.

5. Educational psychology: Textbook for universities. – 2nd ed. add. corr. and processed - M.: Logos, 20 p.

6. , System of professional training of students of a pedagogical university: personal aspect: Monograph /. - Shadrinsk: Iset, 20с.

7. Professionalism of the teacher's personality / . - M.: APN, 19 p.

8. Professional competence of a teacher: theoretical analysis of the concept // Management of Preschool Educational Institution No. 1 (35). - P.8-15.

9. Model of professional competence of a preschool teacher // Management of Preschool Educational Institution No. 1 (35). - P.4-8.

10. General pedagogy: Textbook for university students. - M.: UNITY-DANA, 20 p.

Based on materials from the scientific and practical conference VII Znamensky readings “Current problems of education and science” SurSPU, 2008

Professional competence of a preschool teacher

Good afternoon, dear colleagues!

In accordance with the new law “On Education in the Russian Federation,” preschool education for the first time became an independent level of general education. On the one hand, this is recognition of the importance of preschool education in the development of a child, on the other hand, it is an increase in requirements for preschool education, including through the adoption of the federal state educational standard for preschool education.

But no matter what reforms take place in the education system, they, one way or another, are limited to a specific performer - the kindergarten teacher. It is the practical teacher who implements the main innovations in education. To successfully introduce innovations into practice and effectively implement the assigned tasks in the conditions of the Federal State Educational Standard, a teacher is required to have a high level of professional pedagogical competence.

The professional and pedagogical competence of teachers is not a simple sum of subject knowledge, information from pedagogy and psychology, and the ability to conduct classes or events. It is acquired and manifested in specific psychological, pedagogical and communicative situations, in situations of real solving professional problems that constantly arise in the educational process.

What are the requirements for the personality of a modern teacher and his competence?

In the preschool education system, the process of interaction between teacher and child is a priority. Modern processes of modernization of preschool education highlight not the formal affiliation of the teacher to the profession, but the personal position he occupies, which ensures his attitude towards teaching work. It is this position that guides the teacher towards understanding the ways of interacting with the child.

Currently, what is in demand is not just a teacher, but a teacher-researcher, educational psychologist, and educational technologist. These qualities in a teacher can only develop in conditions of a creatively, problematically and technologically organized educational process in a preschool institution. Moreover, provided that the teacher is actively engaged in scientific-methodological, search, experimental, innovative work, learns to look for his “professional face”, his pedagogical tool.

Today, every teacher needs to acquire and develop competencies that make him a creatively active participant in interaction with children:

Humane pedagogical position;

Deep understanding of the tasks of preschool education;

The need and ability to take care of the ecology of childhood, to preserve the physical and spiritual health of pupils;

Attention to the individuality of each child;

Willingness and ability to create and creatively enrich a subject-developmental and cultural-information educational environment;

The ability to purposefully work with modern pedagogical technologies, the willingness to experiment and implement them;

The ability for self-education and conscious self-development of the individual, willingness to learn throughout the entire working life.

Currently, the “Professional Standard of a Teacher” is being finalized, which was supposed to come into force on January 1, 2015. However, the All-Russian The Education Trade Union sent the Minister of Labor and social protection RF letter with a request to postpone the date of its introduction to January 1, 2018. According to the All-Russian Trade Union of Education, the hasty introduction of a professional standard may cause numerous legal conflicts, and therefore the official postponement of the start date of application of the professional standard of a teacher to a later date may become a justified, balanced and objective step on the part of the Russian Ministry of Labor.

So, in the professional standard in clause 4.5, the professional competencies of a preschool teacher (educator) are listed.

1. Know the specifics of preschool education and the features of organizing educational work with children.

2. Know the general patterns of child development in early and preschool childhood; features of the formation and development of children's activities in early and preschool age.

3. Be able to organize the main types of activities in preschool age: object-manipulative and playful, ensuring the development of children. Organize joint and independent activities of preschoolers.

4. Know the theory and pedagogical methods of physical, cognitive and personal development of children.

5. Be able to plan, implement and analyze educational work with children of early and preschool age in accordance with the Federal State Educational Standard for preschool education.

6. Be able to plan and adjust educational tasks (together with a psychologist and other specialists) based on monitoring results, taking into account the individual developmental characteristics of each child.

8. Participate in creating a psychologically comfortable and safe educational environment, ensuring the safety of children’s lives, preserving and strengthening their health, supporting the child’s emotional well-being.

9. Be proficient in methods and means of analyzing psychological and pedagogical monitoring, which allows assessing the results of children’s mastery of educational programs, the degree of formation of the necessary integrative qualities of preschool children necessary for further education and development in primary school.

10. Know the methods and means of psychological and pedagogical education of parents (legal representatives) of children, be able to build partnerships with them to solve educational problems.

11. Possess ICT competencies necessary and sufficient for planning, implementing and evaluating educational work with children.

What is the Role of competency assessment in the professional development of teachers?

Today there is a serious discrepancy between the real and necessary level of professional competence of teachers.

How this shows up in practice:

In the work of preschool educational institutions, the educational-disciplinary model still prevails, and teachers are not always able to build subject-subject relationships with children and their parents. In order for a child to become a subject of the educational process, he must meet a subject in the person of a teacher - this is the whole essence of pedagogical work;

Many teachers, especially experienced ones with extensive work experience, are focused primarily on fulfilling job responsibilities. And today, educators who are able to independently plan and build an appropriate system of work are in greater demand.

There are many teachers who, having once received a specialized education, limit themselves to attending advanced training courses. At the same time, the realities of today require professionals to engage in self-education throughout their lives. Therefore, one of the significant indicators of a teacher’s professional competence is his readiness for self-education and self-development, as well as the ability to creatively apply new knowledge and skills in practical activities. The effectiveness of his work directly depends on the teacher’s awareness of the need to constantly improve the level of professional qualifications.

Regular assessment of the professional competencies of preschool teachers will stimulate their desire for self-education and professional self-improvement (and teacher self-esteem).

Today, preschool teachers are required to be actively involved in innovative activities, in the process of introducing new programs and technologies for interaction with children and parents. In these conditions, a comprehensive and objective assessment of the professional competencies of preschool teachers acquires special importance.

Formation and development of professional competencies of a teacher

Based on modern requirements, we can determine the main ways to develop a teacher’s professional competencies:

Work in methodological associations, problem-creative groups;

Research, experimental and design activities;

Innovative activities, development of new pedagogical technologies;

Various forms of psychological and pedagogical support, both for young teachers and for experienced teachers, mentoring;

Open viewings and mutual visits to classes;

Pedagogical rings - guide teachers to study the latest research in psychology and pedagogy, methodological literature, help identify different approaches to solving pedagogical problems, improve the skills of logical thinking and argumentation of their position, teach conciseness, clarity, accuracy of statements, develop resourcefulness, and a sense of humor;

Active participation in professional competitions at various levels;

Generalization of one’s own teaching experience at city events and on the Internet;

Work of teachers with scientific and methodological literature and didactic materials;

Organization of practical seminars, practical classes, teach everyone;

Trainings: personal growth; with elements of reflection; development of creativity;

Psychological and pedagogical living rooms, business games, master classes, etc.

It should be noted that the formation and development of professional competence, increasing the level of skill of teachers is a priority area of activity not only for the administration of the preschool educational institution, but also for the socio-psychological service as a whole, since it occupies a special place in the management system of a preschool institution and represents an important link in whole system increasing the professionalism of teaching staff, since, first of all, it coordinates the work of preschool educational institutions in the implementation of the Federal State Educational Standard.

Thus, a modern kindergarten needs a teacher who will not be a “teacher”, but a senior partner for children, contributing to the development of the pupils’ personality; a teacher who is able to competently plan and structure the educational process, focusing on the interests of the children themselves, but at the same time not be afraid to deviate from the planned plan and adapt to real situations; a teacher who can independently make decisions in a choice situation, predicting them possible consequences, as well as capable of cooperation, possessing psychological and pedagogical knowledge, modern information and communication technologies, capable of self-education and self-analysis. The higher the level of professional competence of teachers, the higher the level of quality of education in preschool educational institutions, and a well-constructed system of interactive forms of work with teaching staff leads not only to the development of professional competence of teachers, but also unites the team.

Every person has the potential to move in a natural positive direction.
Every teacher has a sense of self-worth, dignity and the ability to direct their lives and move towards self-actualization, personal and professional growth.
V.E. Pahalyan.

Modern conditions for the development of Russian society dictate a transition to a new, qualitatively different level of education. According to the “Federal Law on Education in the Russian Federation” Art. 10 Preschool education is the first level of general education.
Society sets goals and determines the content of the process of upbringing and education in the general mainstream of the socialization of the individual. The role of the teacher who implements this social order is significant. In essence, a teacher is a link between generations, a bearer of socio-historical experience. And the professional competence of the teacher is very important.
The Federal State Educational Standard imposes new requirements for the professional competence of a teacher, different from the current level. In this regard, there was a need to create a document regulating uniform requirements for the content and quality of professional teaching activities. This is the order of the Ministry of Labor of Russia No. 544n dated October 18, 2013 “On approval of the professional standard “Teacher (pedagogical activities in the field of preschool, primary general, basic general, secondary general education) (educator, teacher)”, which came into force on 01 January 2015.
Before talking about the professional competence of a teacher, let us turn to the basic concepts of “competence” and “competence”.
In the dictionary of S.I. Ozhegova, concept "competent" is defined as “informed, authoritative in any field.” In the pedagogical literature there is no single point of view on the content of the concepts “competence”, “competence”.
Competence– personal and interpersonal qualities, abilities, skills and knowledge that are expressed in various forms and situations of work and social life. Currently, the concept of “competence” has been expanded to include a person’s personal qualities.
Competence means– a person’s possession of appropriate competence, including his personal attitude towards it and the subject of activity.
Competencies are the structural components of competence.
Under professional competence is understood as a set of professional and personal qualities necessary for successful teaching activities. The development of professional competence is the development of creative individuality, sensitivity to pedagogical innovations, and the ability to adapt to a changing pedagogical environment.
The main components of professional competence include:
intellectual and pedagogical competence - the ability to apply knowledge, experience in professional activities for effective teaching and education, the teacher’s ability to innovative activities;
communicative competence is a significant professional quality, including speech skills, skills of interaction with other people, extraversion, empathy.
information competence – the amount of information a teacher has about himself, students, parents, and colleagues.
reflective competence is the ability of a teacher to manage his behavior, control his emotions, the ability to reflect, and stress resistance.

So, let's take a closer look at the professional competencies of a teacher, reflecting the specifics of work at the preschool level of education in accordance with the professional standard.

Requirements for education and training: Higher vocational education or secondary vocational education in the areas of training "Education and Pedagogy" or in the field corresponding to the subject taught (with subsequent professional retraining in the profile of pedagogical activity), or higher vocational education or secondary vocational education and additional professional education in the direction
activities in an educational organization.
Know and base your work on the legal framework
1. Federal law“On Education in the Russian Federation” No. 273-FZ dated December 29, 2012;
2. Regional Law “On Education in the Krasnodar Territory” No. 2770-KZ dated July 16, 2013;
3. Order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013. No. 1155 “On approval of the federal state educational standard for preschool education”
4. Letter of the Department of General Education of the Ministry of Education and Science of Russia dated February 28, 2014 No. 08-249 “Comments on the Federal State Educational Standard for Preschool Education”
5. Action plan to ensure the introduction of the Federal State Educational Standard for Preschool Education for 2014-2016, approved by the Ministry of Education and Science of Russia on December 31, 2013.
6. The concept of preschool education (Approved by the decision of the board of the USSR State Committee for Public Education on June 16, 1989 N 7/1
7. Methodological recommendations for preschool educational institutions on the preparation of educational educational programs based on the Federal State Educational Standard for Educational Education and an approximate educational educational program
8. Organization of the RPPS in accordance with the Federal State Educational Standard
Knowledge of technologies, methods, means, forms of activity and conditions of their application;

In connection with the introduction of the Federal State Educational Standard, the way of organizing children's activities is changing: not the guidance of an adult, but the joint (partnership) activity of an adult and a child - this is the most natural and effective context for development in preschool childhood.

Features of organizing partnership activities between an adult and children
(N.A. Korotkova)
1. The teacher’s involvement in activities on an equal basis with the children.
2. Voluntary participation of children in activities (without psychological
and disciplinary enforcement).
3. Free communication and movement of children during activities (with
according to the organization of the workspace).
4. Open time end of the lesson (everyone works at their own pace).

Motivation - interest, interaction with the teacher, play - a powerful tool!!!

The leading types of joint activities are: gaming, communicative, motor, cognitive-research, productive, etc. For different types of children's activities, we use different forms of working with children.
During play activities, a whole variety of games are used: plot, didactic, active, dramatization games, etc. It is the modeling of the game of the child’s choice, his scenario, that contributes to the development of creative abilities, awakens imagination, active action, teaches communication, vivid expression of one’s feelings. Play in kindergarten should be organized, firstly, as a joint game between the teacher and the children, where the adult acts as a playing partner and at the same time as a carrier of the specific “language” of the game.
Along with play, free productive activity of children (constructive, visual, etc.) occupies a significant place in a child’s life. Just like in play, the child’s development opportunities are enriched here
The key activity is the implementation of projects carried out in the joint activities of children, teachers and parents of students.
Children's experimentation becomes an integral part of the work of a preschool teacher.
Parents should be active participants in the educational process, participants in all projects, regardless of what activity dominates them, and not just outside observers.

ICT competencies.
The use of ICT makes educational activities emotionally charged, attractive, arouses keen interest in the child, and is an excellent visual aid and demonstration material. The positive point is that the use of ICT is aimed at incorporating all analysis systems into operation. Elements of visual, figurative and theoretical thinking develop. The vocabulary is actively expanding. Presentations are brightness, clarity, accessibility, convenience and speed of work. At the same time, interactive equipment must be used when working with children in unconditional compliance with physiological-hygienic, psychological-pedagogical restrictive and permissive norms and recommendations, be sure to use sets of eye exercises, and ventilate the room.
ICT helps in the process of interaction with parents during parent-teacher meetings and the design of a parent corner. Information technology is an integral part of our life. By using them wisely in our work, we can reach a modern level of communication with children, parents, teachers - all participants in the educational process.
Every day more and more teachers begin to engage in their own development of information resources and other ICT tools, many of which end up on the Internet.
A modern telecommunications network is a powerful information system that allows teachers to exchange various types of messages, participate in competitions, study and post their materials on the Internet.
Ability to design the educational process. This is the planning and implementation of educational activities with children of early and preschool age in accordance with the Federal State Educational Standard based on the educational educational program

Ability to analyze the effectiveness and results of your activities
activities.
Includes mastery of methods and means of analyzing psychological and pedagogical monitoring, which allows assessing the results of children’s mastery of educational programs, the degree to which they have developed the necessary integrative qualities of preschool children necessary for further education and development in primary school.
In connection with the release of the first Federal State Educational Standards for Preschool Education, teachers and parents have many questions about monitoring child development. Collecting information, assessing the child’s development, and designing the educational process based on the findings should
carried out by teachers with the participation of parents through observation of the child in natural situations. Thus, the very activity of children in given educational conditions should give teachers and parents the opportunity to directly, through ordinary observation, obtain an idea of their development in relation to the psychological and pedagogical normative picture. At the same time, the child’s functional acquisitions observed and recorded in one way or another should not be considered as an end in themselves, but only as a means of developing his self-determined personality in human culture and society.
Monitoring of socialization and sociocultural development of preschool children is carried out using the following methods:
- conversation with the child on the topic of final lessons
- live observation of a child in various types of children's activities;
and his activity during the final classes
- survey of parents;
- analysis of children's activity products (children's work in books for
development and sketchbooks).
Monitoring allows you to obtain objective information about the state and dynamics of the sociocultural development of children in accordance with the requirements of the Federal State Educational Standard for Preschool
Education.

Communicative competence.
According to the provisions on the norms of professional conduct (ethics), the teacher serves as a model for the pupil of tactful behavior, ability to communicate, respect for the interlocutor, behavior in a dispute, fair, equal and equal attitude towards all pupils.
The teacher is an example of punctuality and accuracy for the students, and his appearance– a model of neatness and elegant business style.
He can join the activities of children in cases of conflict situations that require the intervention of an adult, or, if necessary, help a particular child join a peer group.
The basis of a teacher’s communicative culture is sociability - a stable desire for contacts with people, the ability to quickly establish contacts. The presence of sociability in a teacher is an indicator of a fairly high communicative potential. Sociability as a personality trait includes, according to researchers, such components as:
1. sociability - the ability to experience pleasure from the communication process;
2. social relatedness - the desire to be in society, among other people;
3. altruistic tendencies - empathy as the ability to sympathize, empathize and identification as the ability to transfer oneself into the world of another person.
- Own the methods and means of psychological and pedagogical
education of parents (legal representatives) of young and
preschool age, be able to build partnerships with
them to solve educational problems.
To coordinate the work of the kindergarten and parents, we use active forms and methods of working with parents (legal representatives):
general and group parent meetings;
consultations;
exhibitions of children's works made together with their parents;
Days of good deeds;
participation of parents in the preparation and conduct of holidays and leisure activities;
design of photomontages;
joint creation of a subject-development environment;
work with the parent committee of the group;
helpline;
Trust mail;
Visual information direction includes:
parent corners
folders - transfers of various subjects
family and group albums
family vernissage “My best family”, “Family is a healthy lifestyle”, “Learn to be a dad”,
emotional corner “I’m like this today”, “Hello, I’m here”,
piggy bank of good deeds, etc.

Increasing the level of professional competence.

To solve the problems of increasing the level of professional competence of teachers in our preschool institution, a working group has been created for the successful implementation and implementation of the Federal State Educational Standard for Education. An action plan was developed and approved.
At the first stage of the group’s work, a survey of teachers was conducted on the introduction and implementation of the Federal State Educational Standard for Education, the results of which revealed:
80% of teachers do not have sufficient theoretical knowledge
15% of teachers have no desire to do new things, because
traditional method gives good results
5% of teachers have a fear of failure when applying something new.
We have set the following goals:
a) determine the state of educational work in our institution;
b) study the nature of relationships between children, diagnose the level of their physical, mental and social development;
c) increase the level of educational work and its specific results;
Based on the set goals of methodological work and the requirements for the personality and activities of preschool teachers, we have planned to carry out innovative work in our educational institution in the following directions:
1) In the information area:
- providing teachers with the necessary information about new methodological and scientific methodological literature; (consultations, seminars, workshops, participation in scientific and practical conferences)
- informing teachers about modern variable and partial programs, pedagogical technologies.
That is, as part of innovative methodological work, we ensured that preschool teachers were informed about innovative facts and phenomena.
2) In the diagnostic and prognostic field:
- studying the professional difficulties and educational needs of teachers in order to create effective conditions for improving their professional competence;
-forecasting, planning and organizing the training of teaching staff, prompt provision of information and advisory methodological assistance to teachers of preschool educational institutions;
3) In the field of educational content:
-creation of conditions for the implementation of variable educational programs, modern pedagogical technologies;
-methodological and scientific- methodological support introduction of new content of preschool education.
When organizing work in this direction, it is important to work within the system. The preschool educational institution has drawn up a work plan to improve the professional competencies of teaching staff, where all participants in the educational process are involved.
We use the following forms of methodological work:
reproductive (workshops, scientific and practical seminars, pedagogical workshops, workshops, trainings);
reproductive-heuristic (pedagogical readings, scientific and practical conferences, organizational and activity games);
heuristic-productive (festivals of pedagogical ideas, professional skills competitions, methodological development competitions);
productive (scientific conferences, theoretical seminars).
Thus, to improve the communication skills of teachers, it is planned to:
workshops on the basics of pedagogical communication as a means of humanizing the educational process;
trainings for teachers to master the model of personality-oriented interaction with teachers;
training on awareness of professional motives;
master classes on organizing parent meetings and other modern forms of interaction with families of pupils.
We have identified our main areas of activity:
expansion of the information environment of the preschool institution;
training and development of students using competency-oriented technologies (project-based, research, methods of information and communication training);
The process of resolving this issue began with the formation of theoretical readiness of teachers to introduce project and research activities into the educational process. To this end:
a bibliographic list of literature on project and research activities was prepared;
educational and methodological literature has been prepared;
teachers completed computer training courses using the Intel program;
also carried out:
Pedagogical Council “Quality of pedagogical planning of educational work in preschool educational institutions”;
methodological week, which covered the issue of improving the professional skills of teachers in organizing self-education;
regular consultations on innovation issues; consultations of an informational nature “Design of components of educational activities based on the complex thematic principle of organizing the educational process”, “Organization of monitoring in preschool educational institutions” “Comprehensive support for a child in the conditions of the Federal State Educational Standard”;
training seminars at the institution level: “Improving the professional competence of teachers through project activities”
seminar-workshop “Methodology and development of projects in a preschool institution”; seminar on planning educational activities in groups of preschool educational institutions in the conditions of the Federal State Educational Standard, etc.
An important role in the formation of a teacher’s theoretical readiness for innovative activities is played by his self-education, in connection with which the following was carried out:
consultations on the issue “Self-education as a means of professional competence of a preschool teacher”;
practical lesson "Making a plan for self-education."
Training seminars are, in our opinion, the most productive form of advanced training for teachers: they focus on improving their theoretical training.
A necessary condition for organizing training seminars is the feasible participation of all teachers.
To organize high-quality work to improve the qualifications of teachers, a prerequisite is feedback from colleagues, that is, obtaining information related to their educational needs and desires.
To do this, we use creative debates on the topic “We work in a new way!”:
-law on education of the Russian Federation Federal Law No. 273;
- explanation according to SanPiN 2.4.1.3049-13;
-discussion of the Federal State Educational Standards Project for preschool education.
Studying the best practices of teachers allows us to solve a number of problems, such as: targeted accumulation of pedagogical materials, analysis of performance results, description of interrelated work in a certain area.
Seminars allow you to:
Study the normative and legal documents regulating the organization of the educational process.
Develop software and methodological support, forms of work with preschoolers in educational areas, regime in all groups;
To identify objects and diagnostic tools for monitoring the results of children mastering basic general educational program preschool education.
For any teacher studying best practices, not only the result is important, but also the methods and techniques by which it is achieved. This allows you to compare your capabilities and make a decision about introducing successful experience into your work.
Open screenings play an important role in the system of advanced training for teachers and in the educational process in general.
Review competition- this is a way to test professional knowledge, abilities, skills, pedagogical erudition, the ability to evaluate results by comparing your abilities with others.
To improve the qualifications of personnel, information conditions were created to ensure increased efficiency of the management process, the formation of an information culture among all participants in the educational process; organizing the exchange of professional experience through the creation of creative reports, photo and video reports, publications from work experience; placement of materials on the preschool educational institution website.
Thus, we have developed a system of work to improve pedagogical competencies in our preschool educational institution, in the hope that it will help us increase the level of educational services provided in educational institutions, increase the professional competence of working teachers, and include the majority of teachers in innovative pedagogical activities.
We relied on the statement of the great scientist psychologist Nemov “ Methodical work more effective if it is managed: they plan, organize, control training, support staff motivation.”

State Autonomous Educational Institution of Further Professional Education of the Kaluga Region "Kaluzhsky state institute development of education"

Educational event (advanced training courses) on the topic: “Development of psychological and pedagogical competencies of teachers as a condition for the implementation of the Federal State Educational Standard for Educational Education”

ROUND TABLE

Topic: " PROFESSIONAL COMPETENCE OF TEACHERS IN IMPLEMENTATION CONDITIONS

Federal State Educational Standard "Do".

Prepared by:

teachers first

qualification category

MKDOU "Kindergarten"

"Smile" Zhizdra

Nikolaeva I.N. – presenter,

Demina Yu.V. – 1st participant,

Gotsmanova O.V. – 2nd participant,

teacher-speech therapist of higher education

qualification category

Abramova L.V. – 3rd participant.

Kaluga - 2015

Goal: updating the development of professional competence of a teacher.

Tasks:

Consider the basic theoretical concepts related to the professional competence of a teacher.

To introduce teachers to the concept of “professional competence” and types of professional competence.

Ensure the exchange of experience among teachers to improve personal professional competence

Form of conduct: round table.

Equipment: TSO, chairs and tables in a circle for all participants, handouts.

Plan.

1. Justification of the problem.

2. The concept of “professional competence”.

3. Types of competence.

4. Requirements for teacher competence.

5. System of professional competence.

6. The main ways to develop the professional competence of a teacher.

7. Test to determine the level of professional competence of a preschool teacher.

Progress of the event.

Leading: Good afternoon, dear colleagues! We invite you to participate in the discussion of the topic “Professional competence of teachers in the context of the implementation of the Federal State Educational Standard for Preschool Education.” I would like to begin today’s round table with the words of V. E. Pakhalyan: “ Every person has the potential to move towards natural positive direction.

Each teacher has a sense of self-worth, dignity and the ability to direct his life and move towards self-actualization, personal and professional growth.”

Education at the state level has recently received significant attention, as evidenced by regulatory documents: first of all, the Federal Law of December 29, 2012. No. 273-FZ “On Education in the Russian Federation”;

By order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013 No. 1155, the “Federal State Educational Standard for Preschool Education” was approved, which came into force on January 1, 2014;

Order No. 544n of the Ministry of Labor and Social Protection of the Russian Federation dated October 18, 2013 approved the “Professional standard of a teacher (educator, teacher).”

« A developing society needs modern educated, moral, enterprising people, who can make independent decisions, are capable of cooperation, are characterized by mobility, dynamism, constructiveness, are ready for intercultural interaction, and have a sense of responsibility for the fate of the country, for its socio-economic prosperity.”

The entry into force of the Federal Law “On Education in the Russian Federation” marked new stage in the development of the domestic preschool education system. Preschool education has become the first level of general education, which required a change in the legal framework for its implementation.

The changes that have taken place in our country over the past recent years, entailed changes in educational policy, a revision of the foundations of the theory and practice of education. Considering the extreme importance of a child receiving preschool education, it is necessary to ensure the process of education and training by high-level specialists. In this regard, the issue of increasing the professional level of preschool teachers, increasing the requirements for a modern teacher and his level of self-education is relevant.

To teachers, at the stage of implementation of the Federal State Educational Standard, it is necessary to creatively comprehend the new content of preschool education, the conditions for its implementation in relation to the characteristics of a particular preschool institution, to find more effective ways, forms and methods of organizing one’s professional activities as a creative process.

The implementation of the requirements of the Federal State Educational Standard directly depends on the readiness of the preschool teacher himself for this process.

The development of modern society dictates special conditions for the organization of preschool education, intensive introduction of innovations, new technologies and methods of working with children. In this situation, professional competence is especially important, the basis of which is the personal and professional development of teachers.

Participant 1:

Scientists A.S. Belkin and V.V. Nesterov believe: “In pedagogical terms, competence is a set of professional powers, functions that create the necessary conditions for effective activity in educational space»

Competence in relation to vocational education– ability to apply knowledge, skills and practical experience for successful work activities

Professional competence a modern preschool teacher is defined as a set of universal and specific professional attitudes that allow him to cope with a given program and special situations that arise in the psychological and pedagogical process of a preschool institution, situations, by resolving which, he contributes to the clarification, improvement, and practical implementation of development tasks, its general and special abilities.

The teacher must be competent in the organization and content of activities in the following areas:

educational;

educational and methodological;

socio-pedagogical

Participant 2:

Educational activities assumes the following competency criteria:

implementation of a holistic pedagogical process; creation of a development environment;

ensuring the protection of children's life and health.

These criteria are supported by the following indicators competence teacher:

knowledge of the goals, objectives, content, principles, forms, methods and means of teaching and educating preschool children;

ability to effectively form knowledge, skills and abilities in accordance with the educational program

Participant 3:

Educational and methodological activities

planning educational work;

designing teaching activities based on analysis of achieved results.

These criteria are supported by the following indicators of competence:

knowledge of the educational program and methods of developing various types of children’s activities;

the ability to design, plan and implement a holistic pedagogical process;

mastery of technologies for research, pedagogical monitoring, education and training of children.

In addition, having the right to choose both basic and partial programs and benefits, the teacher must skillfully connect them, enriching and expanding the content of each direction, avoiding “mosaic”, forming the integrity of the child’s perception. In other words, a competent teacher must be able to competently integrate the content of education, ensure the interconnection of all classes, activities, and events based on the objectives of the child’s upbringing and development.

Participant 1:

Social and pedagogical activities The educator assumes the following competence criteria:

advisory assistance to parents;

creating conditions for the socialization of children;

protection of interests and rights.

These criteria are supported by the following indicators:

knowledge of basic documents on the rights of the child and the responsibilities of adults towards children;

ability to conduct explanatory pedagogical work with parents and pre-school specialists.

Leading:

On at the moment there is a problem of developing a teacher with competence, creativity, readiness to use and create innovations, the ability to conduct experimental work, we believe that systematic work organized with teachers to improve professional competence will help bring them to a higher level

System professional competence a preschool teacher includes a set of competencies:

methodological,

psychological and pedagogical,

communicative,

research,

presentation,

acmeological,

ICT competence.

emotional competence.

Participant 2:

1.Key component methodological The teacher’s competence to implement the Federal State Educational Standard for preschool education is an understanding of the foundations of the system-activity approach.

The essence of the activity approach is that the focus is worth joint (partnership) activities of adults and children to achieve jointly developed goals and objectives. The teacher does not declare ready-made models of moral and spiritual culture, but, as it were, creates and develops them together with the children. A joint search and determination of values, norms and laws of life in the process of different types of activities forms the basis of the educational process with preschool children.

Participant 3:

2.Psychological and pedagogical competence includes the teacher’s knowledge of the age characteristics of preschool children, their mental development, methods of preschool education and the ability to adequately build an educational route with each child at each stage of their development of the educational program of preschool education.

Participant 1:

3.Communicative competence consists of practical knowledge of communication techniques that allow for positive, effective interaction with all participants in educational relations (children, parents and family members, teachers).

Participant 2:

4. Research competence teacher of preschool education includes the ability to apply in practical activities research and experimental methods of organizing the educational process: creating situations for independent, direct observation and research by children, on the basis of which they themselves establish the cause-and-effect relationships of objects, phenomena of the surrounding reality, learn to do conclusions, recognize patterns. An important component of the research competence of a preschool teacher at present is his willingness to search for the necessary information, apply it flexibly in the conditions of your educational institution or group.

Participant 3:

5.Presence of presentation competence of the teacher is expressed in the ability to present the positive experience of one’s professional activities in writing and publishing articles in magazines, on educational websites, speaking at pedagogical conferences at various levels, presenting materials from work experience in current problems preschool education on the website of a preschool institution, etc.

Participant 1:

6.Teacher readiness for professional growth: the ability to identify problems in educational activities and determine points for further professional development is acmeological competence teacher

Participant 2:

7.Informatization education, including preschool, has exacerbated the need for every teacher to have information and communication competence, expressed in the ability to own and use information products, tools and technologies in the educational process.

The teacher must:

Be able to work with various computer programs for storing and transmitting information.

Participant 3:

Emotional competence is the ability to recognize and recognize one’s own feelings, as well as the feelings of others, for self-motivation, for managing one’s emotions within oneself and in relationships with others.

Leading:

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

Work in methodological associations, creative groups;

Research, experimental activities;

Innovative activities, development of new pedagogical technologies;

Various forms of pedagogical support;

Active participation in pedagogical competitions, master classes;

Generalization of own teaching experience.

But none of the listed methods will be effective if the teacher himself does not realize the need to improve his own professional competence. To do this, it is necessary to create conditions in which the teacher independently realizes the need to improve the level of his own professional qualities. Analysis of one’s own teaching experience activates the teacher’s professional self-development, as a result of which research skills are developed, which are then integrated into teaching activities.

Participant 3:

Qualities and character traits necessary for a successful teacher.

Good knowledge of human nature and interpersonal relationships;

Nobility of spirit;

Sense of humor;

Keen observation;

Interest and consideration for others;

Contagious passion for preschool childhood;

Rich imagination;

Energy;

Tolerance;

Curiosity;

Professional preparedness and understanding of how a child develops;

Ability to draw up individual education and training programs for age groups or individual children;

Understanding the process of integration of educational areas, private methods of preschool education, specific types of children's activities.

Leading :

Based on the above reasons, we can identify the components of success of a preschool teacher.

Participant 1:

Principles of professional success in teaching activities

Principles

Pedagogical intent

"Fireworks principle":

Reveal yourself!

All teachers are stars: near and far, big and small, equally beautiful. Each star chooses its own flight path: for some it is long, while for others...

The main thing is the desire to shine!

"The principle of scales":

Find yourself!

Your choice is your possibilities!

There are no truisms; they are born in dispute. A hurricane of social contradictions is raging around. It is important to be independent in the world. Libra-swing is a symbol of constant search, the desire to develop one’s point of view.

Creating a situation of success. The main thing is to feel the taste of victory. The teacher is an equal partner who takes into account the child’s interests, individual abilities and needs.

Leading: Thus, the professional competence of a teacher depends on various personality traits, and the psychological basis of competence is the readiness to constantly improve one’s qualifications and professional development. A teacher who does not develop will never educate a creative, creative personality. Therefore, it is precisely the increase in the competence and professionalism of the teacher that is a necessary condition for improving the quality of both the pedagogical process and the quality of preschool education in general.

And I would like to end the meeting of our round table with the words of V.A. Sukhomlinsky “How his childhood passed, who led the child by the hand in childhood, what entered his mind and heart from the world around him - this decisively determines what kind of person today will become Baby".

Create, develop! Just as there are no children without imagination, there is no teacher without creative impulses. I wish you creative success!

(All those present are invited totest to determine the level of professional competence of teachers)

Literature.

1.Berezhkova O.V. The problem of standardization of professional activities of a teacher preschool organization. – Department No. 9, Sphere shopping center, 2013.

2. Karelina E.V. Formation of communicative competence of educators. – Department No. 5, Sphere shopping center, 2014.

3. Fadeeva E.I. Emotional competence is a condition for maintaining the psychological health of teachers. – Department No. 5, Sphere shopping center, 2014.

4. Fedorova L.I. Federal State Educational Standards requirements for preschool education to ensure equal opportunities for the development of every child. – M.: Pedagogical University “First of September, 2014.

Federal Law “On Education in the Russian Federation” » ( dated December 29, 2012 No. 273-FZ)

Federal State Educational Standard for Preschool Education (Rule of the Ministry of Education of the Russian Federation dated October 17, 2013. No. 1155)

Professional standard of a teacher (educator, teacher) (Rule of the Ministry of Labor and Social Protection of the Russian Federation dated October 18, 2013 No. 544n)

Professional competence of a preschool teacher

The concept of pedagogical competence.
Content and structure of professional competence of a preschool teacher;

Main components;

Directions of professional competence of a preschool teacher;

Qualities and character traits necessary for the success of an early education teacher;

Principles of professional success in teaching;

Steps to successful activities;

Pedagogical skills as revealing the structure of a teacher’s professional competence.

References

The concept of pedagogical competence

Competence (from Latin competentio from competo I achieve, I comply, I approach)- this is the personal ability of a teacher to solve a certain class of professional problems.

Scientists A.S. Belkin and V.V. Nesterov believe: “In pedagogical terms, competence is a set of professional powers and functions that create the necessary conditions for effective activity in the educational space.”

Competence in relation to vocational education is the ability to apply knowledge, skills and practical experience for successful work activity.

The professional competence of a modern preschool teacher is defined as a set of universal and specific professional attitudes that allow him to cope with a given program and special situations that arise in the psychological and pedagogical process of a preschool institution, by resolving which, he contributes to the clarification, improvement, and practical implementation of development tasks, its general and special abilities.

The concept of teacher competence is understood as a value-semantic attitude towards the goals and results of teaching activities, expressed in the conscious performance of professional functions. And this is especially valuable, given that such a position as a teacher is not an innate quality; it is formed under the influence of the entire educational environment, including in the process of additional vocational education, aimed at changing the inner world that determines the awareness of the actions of the kindergarten teacher.

In accordance with the definition of the concept of “professional competence,” it is proposed to assess the level of professional competence of teaching staff using three criteria:

1. Knowledge of modern pedagogical technologies and their application in professional activities.

2. Willingness to solve professional subject problems.

3. The ability to control one’s activities in accordance with accepted rules and regulations.

One of the most important components of professional competence is the ability to independently acquire new knowledge and skills, as well as use them in practical activities.

Content and structure of professional competence of a preschool teacher

The main content of a teacher’s activity is communication, the subjects of which in a preschool educational institution are teachers, parents, and children. The professional competence of a teacher in the field of communication with parents of students characterizes the teacher’s ability to effectively organize the process of communication with parents, taking into account the current educational needs and interests of parents, modern forms and methods of organizing communication.

The main components of a teacher’s professional competence include:

For the high-quality formation of a teacher’s competence, basic knowledge, skills, and abilities are required, which will be improved in the process of self-education.

Modern society places new demands on the competence of a teacher. He must be competent in matters of organization and content of activities for the following directions:

Educational - educational;

Educational and methodological;

Social and pedagogical.

Educational activitiesassumes the following criteria of competence: implementation of a holistic pedagogical process; creation of a development environment; ensuring the protection of children's life and health. These criteria are supported by the following indicators of teacher competence: knowledge of the goals, objectives, content, principles, forms, methods and means of teaching and educating preschoolers; the ability to effectively develop knowledge, skills and abilities in accordance with the educational program.

Educational and methodological activitiesteacher presupposes the following competence criteria: planning educational work; designing teaching activities based on analysis of achieved results. These criteria are supported by the following indicators of competence: knowledge of the educational program and methods of developing various types of children’s activities; the ability to design, plan and implement a holistic pedagogical process; mastery of technologies for research, pedagogical monitoring, education and training of children.

In addition, having the right to choose both main and partial programs and benefits, the teacher must skillfully combine them, enriching and expanding the content of each area, avoiding “mosaicism”, forming the integrity of the child’s perception. In other words, a competent teacher must be able to competently integrate the content of education, ensure the interconnection of all classes, activities, and events based on the objectives of the child’s upbringing and development.

Social and pedagogical activitiesteacher presupposes the following competency criteria: advisory assistance to parents; creating conditions for the socialization of children; protection of interests and rights. These criteria are supported by the following indicators: knowledge of basic documents on the rights of the child and the responsibilities of adults towards children; ability to conduct explanatory pedagogical work with parents and pre-school specialists.

Based on modern requirements, we can determine the main ways to develop a teacher’s professional competence:

Work in methodological associations, creative groups;

Research, experimental activities;

Innovative activities, development of new pedagogical technologies;

Various forms of pedagogical support;

Active participation in pedagogical competitions, master classes;

Generalization of own teaching experience.

Qualities and character traitsnecessary for the success of a preschool teacher

To determine the prospects for success of a preschool teacher, it is necessary to determine the basic basis and prerequisites. These aspects can be expressed in the form of requirements and a certain standard of the profession:

Good knowledge of human nature and interpersonal relationships;
Nobility of spirit;
Sense of humor;
Keen observation;
Interest and consideration for others;
Contagious passion for preschool childhood;
Rich imagination;
Energy;
Tolerance;
Curiosity;
Professional preparedness and understanding of how a child develops;
Ability to draw up individual education and training programs for age groups or individual children;
Understanding the process of integration of educational areas, private methods of preschool education, specific types of children's activities.

Based on the above reasons, we can identify the components of success of a preschool teacher.

Below we consider the main principles implemented in organizational pedagogical activities according to the positions of success (Table 1).

Table 1

Principles of professional success in teaching activities

Principles	Pedagogical intent
"Fireworks principle": Reveal yourself!	All teachers are stars: near and far, big and small, equally beautiful. Each star chooses its own flight path: for some it is long, while for others... The main thing is the desire to shine!
"The principle of scales": Find yourself! Your choice is your possibilities!	There are no truisms; they are born in dispute. A hurricane of social contradictions is raging around. It is important to be independent in the world. Libra-swing is a symbol of constant search, the desire to develop one’s point of view.
Win! Try it! Plan!	Each has its own development program, goals and objectives. Everyone chooses the path to success according to their strengths and manifests themselves in different life situations.
"Success Principle": Realize yourself!	Creating a situation of success. The main thing is to feel the taste of victory. The teacher is an equal partner who takes into account the child’s interests, individual abilities and needs.

Steps to successful activities

From a pedagogical point of view, success is such a purposeful, organized combination of conditions under which it is possible to achieve significant results in the activities of both an individual and a quantity as a whole.

Let us outline several accompanying steps to the successful activity of a teacher.

Perspective of activity and business.
Stimulation.
Gratitude.
Help and support.
Tact.
Responsibility.
Creation.
Ability to admit and correct mistakes.
"Live participation".
Constructive criticism.

Ways to involve teachers in activities that promote success:

Design;
Solving pedagogical situations;
Active – game methods;
Workshops and trainings;
Professional competitions;
Individual and microgroup pedagogical research;
Documentary analysis;
Writing creative works;
Portfolio design;
Keeping an analytical diary;
Discussion club;
Hours of interested information exchange;
Visiting colleagues’ children’s activities with subsequent analysis;
Development and implementation of professional programs.

The main subjective sources for determining the success of a teacher are:

Administration's opinion;
Analysis and opinion of methodologists, members of GMOs and expert groups;
The prevailing perception among colleagues, parents;
Demonstrative activity of the teacher, the desire to speak, appear, participate, lead.

The main sources for determining the success of a teacher are:

Results of children's education and training in various types of activities;
Number of children successfully studying in primary school;
Successfully conducted pedagogical events;
Generalization of best professional experience;
Publications in the local press and media.

Only activities that bring success and high satisfaction become a development factor for the individual.

The structure of a teacher’s professional competence can be revealed through pedagogical skills. It is advisable to build a model of professional readiness from the most general to specific skills. This most general skill is the ability to think and act pedagogically, which is closely related to the ability to subject facts and phenomena to theoretical analysis. What unites these two extremely important skills is that they are based on the process of transition from the concrete to the abstract, which can occur at the intuitive, empirical and theoretical levels. Bringing skills to a theoretical level of analysis is one of the most important tasks in teaching future teachers pedagogical skills. Ideally, full compliance of a preschool educational institution teacher with the requirements of the qualification characteristics means the formation of the ability to think and act pedagogically, integrating the entire set of pedagogical skills.

Regardless of the level of generalization of the pedagogical task, the completed cycle of its solution comes down to the triad “think - act - think” and coincides with the components of pedagogical activity and the skills corresponding to them. As a result, the model of a teacher’s professional competence appears as the unity of his theoretical and practical readiness. Pedagogical skills here are combined into four groups:

1. The ability to “translate” the content of the objective process of education into specific pedagogical tasks: studying the individual and the team to determine the level of their preparedness for the active mastery of new knowledge and designing on this basis the development of the team and individual students; identifying a set of educational, educational and developmental tasks, their specification and determination of the dominant task.

2. Ability to build and set in motion a logically complete pedagogical system: comprehensive planning of educational tasks; reasonable selection of the content of the educational process; optimal choice of forms, methods and means of its organization.

3. Ability to identify and establish relationships between the components and factors of education, to put them into action: creating the necessary conditions (material, moral-psychological, organizational, hygienic, etc.); activation of the preschooler’s personality, development of his activities, transforming him from an object into a subject of education; organization and development of joint activities; ensuring the connection of the preschool educational institution with the environment, regulating external non-programmable influences.

4. Skills in recording and assessing the results of teaching activities: self-analysis and analysis of the educational process and the results of the teacher’s activities; defining a new set of dominant and subordinate pedagogical tasks.

But none of the above will be effective if the teacher himself does not realize the need to improve his own professional competence. To do this, it is necessary to create conditions in which the teacher independently realizes the need to improve the level of his own professional qualities. Analysis of one’s own teaching experience activates the teacher’s professional self-development, as a result of which research skills are developed, which are then integrated into teaching activities.

The most important thing, in my opinion, in the profession of a preschool teacher is to love your job and your students. I really like the words of L.N. Tolstoy:“If a teacher has only love for what he does, he will be a good teacher. If a teacher has only love for the student, like a father or mother, he will be better than the teacher who has read all the books, but has no love for either the work or the students. If the teacher combinesLove to business and to students, he is a perfect teacher.”

The current situation in education requires special training of specialists. Only a teacher who is ready for change, who is personally developing in the profession, who has a high level of knowledge and skills, reflection, and a developed ability for design activities, that is, a professionally competent teacher, can prepare children for change.

References:

1. Zakharash, T. Modern update of the content of teacher training// Preschool education– 2011

2.Psychology and pedagogy: Textbook. O. B. Betina. 2006

3. Svatalova, T. Toolkit for assessing the professional competence of teachers // Preschool education - 2011

4. Slastenin V.A. and others. Pedagogy: Proc. aid for students higher ped. textbook institutions - M.: Publishing center "Academy", 2002.

5. Khokhlova, O.A. Formation of professional competence of teachers // Directory of senior educators - 2010.