Диагностига педагогического профессионализма


педагогические науки

В статье освещается о педагогической квалиметрии как показателя педагогического мастерства, выступающего наиболее значимые и измеряемые характеристики педагогической деятельности.

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The term "qualimetry" (from lat. Cval-quality and metros-measure) means the direction of pedagogical research, the main content of which is the measurement and evaluation of pedagogical parameters and characteristics. But its core value of quality control used rarely. Spread a similar concept, formed of two separate parts — the Russian "qualification" and Latin "metros" — measurement, which denotes the area of pedagogical research aimed at diagnosing the specific professional qualities of teachers. The totality of these qualities, as already noted, is called professionalism, skill, innovation, and the method of their evaluation is traditionally defined as certification (teachers, schools).

Special consideration should be given to the ratio of qualification with certification of teachers. Under the latter understand the study of teachers in order to establish compliance with the position and the assignment of one of the qualification categories. Certification of teaching staff of educational institutions is carried out in accordance with the purpose of enhancing creative professional activity, stimulating continuous professional education, increasing teachers ' motivation for quality work, professional responsibility for the results of training and education.

Certification of teachers is based on the principles of democracy, regularity, collegiality, moral and material encouragement, stimulation of continuous education.

Qualification serves as a mechanism to ensure certification, gives it the necessary tools, research tools.

How to diagnose and measure pedagogical professionalism? In foreign pedagogy indicator of pedagogical skills are the most significant and measurable characteristics of pedagogical activity, such as the results of training, the performance of their duties by the teacher, the number of violations and conflicts with students, parents, administration, etc.

Recently, there has been a tendency to highlight more and more specific components of pedagogical professionalism. Like N. Portnov identifies the following criteria for certification of teachers:

  • the quality of knowledge of students in the subject, their education;
  • stock of actual knowledge on the subject%
  • ability to use the acquired knowledge (to write correctly, solve problems, etc.));
  • the degree of independence of students, the ability to acquire knowledge;
  • level of familiarity of students with the most important machines, mechanisms, principles of their work, practical training of students;
  • their attitude, behavior at school and outside school, activity in socially useful work, their aesthetic and physical culture.

It is easy to note that none of these indicators does not apply directly to the teacher, but only to students: the skill of the teacher with this approach is established indirectly, according to the training of students. Such an approach could be evidence-based only if a careful recording of the initial (initial) level of training and education of students. Having fixed at the end of training the final state and comparing it with the original, we could really assess the contribution of the teacher to the training and education of students, and hence his professionalism.

It is also known that the results of training and education depend not only on the teacher. Other well-known factors also have a significant impact on them; the contribution of the teacher to the final result, according to some estimates, does not exceed 15-48℅; this contribution, obviously, cannot be higher, if only because the training depends on the teacher by half. Therefore, it is impossible to establish the level of professionalism of the teacher on the training of a gifted or lagging student.