Methodological competence of a preschool teacher. Formation of key competencies of a teacher in the context of the introduction of the second generation federal state education system Professional competence of a preschool teacher

In modern pedagogical practice, it is relevant in the professional training of teachers of preschool educational institutions competence approach.

The study of professional and pedagogical competence is one of the leading areas of activity of a number of scientists (N.V. Kuzmina, I.A. Zimnyaya, A.K. Markova, V.N. Vvedensky, M.I. Lukyanova, A.V. Khutorskoy , G.S. Sukhobskaya, O.N. Shakhmatova, V.A. Slastenin and many other researchers).

In pedagogical science the concept "professional competence" a system of knowledge and skills of a teacher, manifested in solving professional and pedagogical problems that arise in practice.

In the dictionary of social pedagogy "competence"(from the Latin competentio - rightfully owned) is defined as having competence: having knowledge that allows one 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 merits and achievements of a teacher, determining the readiness and ability to perform pedagogical functions in accordance with the norms, standards, and requirements accepted in society at a specific historical moment.

Professional and pedagogical competence, according to N.V. Kuzmina, 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.

N.V. Ippolitova, considering the content aspect of the professional and pedagogical training of future teachers, 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 the allocation 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 that 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. T.A. Zagrinnaya 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.

A.M. Stolyarenko, considering the methodological side of a teacher’s work, points out that according to the old tradition it came down to methods, and most often to teaching methods. “Later they began to talk 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 T.E. studied the problem of forming methodological (scientific and methodological) competence and methodological training of teachers. Kocharyan, S.G. Azarishvili, T.I. Shamova, T.A. Zagrivnaya, I.Yu. Kovaleva, T.N. Gushchina, A.A. Mayer and many others. T.N. Gushchina defines methodological competence as an integral multi-level professionally significant characteristic of the personality and activity of a teacher, mediating effective professional experience, as a systematic education of knowledge, skills, and skills of a teacher in the field of methodology and the optimal combination of methods of professional pedagogical activity.

I.V. Kovaleva is considering 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 creative 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, we can 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.

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

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.

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 for the development of methodological competence teacher of a preschool educational institution in the process of his teaching activities:

Development of a value attitude towards 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 the professional and pedagogical activity 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);

- main or productive(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.

Topic 3. Planning and organization of the teacher’s own activities

Teacher planning his own activities

The teacher must begin planning his activities with observation.

Ability to Observe is one of the important conditions for a teacher’s successful work with children. It is necessary for the teacher, as it allows for an individual approach to each child. Therefore, monitoring the behavior of children should be a special task of the teacher.

Observation should be purposeful, meaningful and systematic, and not a spontaneous and episodic moment in the work of the educator. However, it should not become an end in itself.

Observation should be aimed at noticing problems that have arisen in a timely manner, adjusting one’s own activities in relation to the child, creating conditions for moving forward, and helping him cope with difficulties.

To learn to observe, it is necessary, in addition to everyday or intuitive ideas about a child of a given age, to have scientific knowledge about patterns mental development. Otherwise, the teacher will not be able to fully implement the tasks of education, notice possible deviations in the child’s development or special abilities in some area.

The teacher’s task is to monitor each child and the group as a whole. Having formed a clear picture of his students, he can plan individual work with each of them and monitor its effectiveness during subsequent observations. For example, a teacher noticed that a child prefers to play alone all the time. Consequently, the task arises of awakening the child’s interest in peers, in playing together with them, in the process of correctional work, observing how the child’s attitude towards others changes, and on the basis of this, drawing a conclusion whether his pedagogical influences are productive or not.

The observation time depends on what exactly the teacher is going to see. If he wants to clarify how the child plays or how children interact with each other, it is best to do this during free play kids in the group and on the playground. If you intend to analyze how a child communicates with an adult, you should specially organize an interaction situation, for example, invite the child and the teacher to assemble a nesting doll, play with insert forms, or read a book.

An attentive teacher can extract useful information to understand the child’s characteristics even from a short episode of observation, draw conclusions and, if necessary, carry out pedagogical correction or seek help from a psychologist

Example. An adult unfamiliar to the child (new teacher) enters the group. Two-year-old Denis immediately approaches him, hands him his ball, the adult joins in the game, they pass the ball into each other’s hands several times, then the adult throws it up and invites the baby to do the same, but the boy hides his hands behind his back, lowers his eyes and quietly whispers: “I don’t know how.” The adult offers his help and, holding the child’s hands in his own, throws the ball. Denis looks at him guiltily and repeats: “I can’t.” The teacher calms the child down, tosses the ball with him again and invites him to do it himself. Denis tries to repeat the pattern, but his attention is focused not so much on the ball as on the adult’s face. An embarrassed smile accompanies all his actions.

This episode lasts several minutes, but allows an experienced observer to draw the following conclusions. Firstly, Denis has a friendly attitude towards adults and is proactive in communication, as evidenced by his behavior: he quickly approached the adult and invited him to start the game. Consequently, his communicative need is well developed. Secondly, the boy is most likely shy, as evidenced by his embarrassed looks and movements. It is shyness that explains the child’s attempt to avoid performing a new action, the anxious expectation of an adult’s assessment, which obscures interest in the game.

These initial conclusions will be confirmed if this behavior of the baby is repeated in other situations. Then the teacher must conclude for himself that it is necessary to carry out individual work with the boy, develop a strategy of work aimed at strengthening the child’s confidence in the positive attitude of adults towards him, increasing his self-esteem, and liberating the emotional sphere.

For observation to be effective, it is necessary to record its results for the purpose of subsequent analysis. The methods of recording depend on the nature of the observations and the pedagogical goals.

When planning lessons, teachers determine immediately the topic and teaching methods. In some cases this will be children's practical activities (for example, playing with sand and water), in others - working with visual aids(look at illustrations). You should avoid overloading children with information - it should not be too extensive and abstract, maintain a balance between active and calm activities, organized and free time for children.

Within short-term planning teachers discuss the interests and needs of each child, note his successes, determine goals for him and the whole group, organize work taking into account the results of observations of teachers, on the basis of which several learning goals can be outlined for each child. For example, for one it may be learning the skills to negotiate with peers during play and the development of fine motor skills, for another it may be the use of substitute objects in the game and introduction to visual activities. They think about how to organize games, conversations and activities, decide what changes should be made in the group, in the arrangement of toys, etc. The daily lesson plan must include one individual lesson for at least two children. Thus, at least ten children will be able to participate in at least one individual lesson in Week.

Team members distribute among themselves responsibilities and tasks for the coming week and the current day. They agree on who will prepare a dramatization of a fairy tale with puppet characters, who will organize games with sand and water; who will call the child’s parents, who will conduct Parent meeting. The plan takes into account children’s birthdays, holidays, and joint events with parents.

Short-term planning includes drawing up a daily schedule, which is developed taking into account the age of the children, the number of students in the group, their level of development and individual needs, as well as the wishes of the parents and their work schedule. When creating a daily routine, you should also take into account seasonality (autumn-winter and spring-summer periods), climatic and weather conditions. To take into account all these factors, the daily routine must be flexible and balanced; this will allow general procedures to be carried out even when due to some circumstances the schedule is violated. For example, in good weather, take an extra walk; in bad weather, instead of a walk, organize indoor games. When creating a daily routine, it is important to maintain a balance between children’s sleep and wakefulness, active and quiet activities.

In groups early age and in mixed-age groups, maintaining balance is a particular challenge, since the needs of children at different age stages are different. Younger children sleep more and eat more often than older children; older children have a greater need for physical activity. Therefore, if there are children in the group of different ages, the daily routine may include several modes.

Walking times are set taking into account natural and climatic conditions. Thus, in the autumn-winter period, walks are held less often and shorter in time than in the spring-summer. In the southern regions, walks are timed to coincide with the time when the heat subsides.

Basic principles of planning

· Completeness principle provides for the activities of teachers in all areas of child development - physical, social-personal, cognitive-speech, artistic-aesthetic.

· Principle of integration is closely related to the principle of completeness and means that the solution to each pedagogical problem can be included in classes of different content in visual, musical, theatrical, constructive activities, games, speech development classes, etc.

· Principle of coordination of activities teachers require consistency in planning in order to optimize the educational process (achieve completeness, integrity, systematic program content). So, if a children’s institution employs specialists in physical education, fine art, music, and speech therapists, each of them must take into account the content and methods of its presentation by other teachers, including a teacher working in a group, when planning their activities.

For example, when preparing for a holiday, a speech therapist in classes on speech development can organize games with elements of dramatization, in which the child acts and speaks on behalf of a character in a fairy tale or recites lines from a poem. In music classes you can solve problems on physical development- organize outdoor games accompanied by music that promote the development of children’s movements. Game activity can be enriched with a variety of plots in accordance with any theme of the program being implemented.

A necessary condition for the successful work of a teacher is coordination of efforts with colleagues: a second teacher, an assistant, teachers working in certain areas of children’s development (physical education teacher, music director, etc.). Joint discussion, participation in note-taking, and making additions will help to better understand the child and develop a joint program for interaction with him.

Planning the activities of a teacher is necessary for the effective implementation of the pedagogical process. With its help, the teacher prepares for the implementation of the educational program: determines pedagogical tasks, distributes them over time, outlines when and what activities should be carried out, thinks through how to organize the environment, what materials, aids and toys to choose. Planning should be long term and short term. The first makes it possible to outline the main activities for a year or several years. The second is done weekly and daily; includes a schedule of events and classes in groups and subgroups. Planning should be based on the principles of completeness, integration, coordination, and individualization.

Consultation for educators

“Pedagogical competence of a preschool teacher”

Khakimova T.F., teacher of MADOU No. 106 “Fun”, Naberezhnye Chelny, RT

Competence (from Latin competentio from competo I achieve, I comply, I approach)- this is the personal ability of a specialist to solve a certain class of professional problems. Competence is also understood as formally described requirements for personal, professional, etc. qualities of company employees (or to some group of employees).

Pedagogical competence is a systemic phenomenon, the essence of which lies in the systemic unity of pedagogical knowledge, experience, properties and qualities of a teacher, which allows for the effective implementation of pedagogical activities, purposefully organizing the process of pedagogical communication and also implying the personal development and improvement of the teacher.

We understand the concept of teacher competence 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, considering 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 professional education aimed at changing inner world, which determines the awareness of the kindergarten teacher’s actions.

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

Intellectual and pedagogical competence - the ability to apply acquired knowledge, experience in professional activities for effective teaching and education, the teacher’s ability to innovative activities;
Information competence is the amount of information a teacher has about himself, students, parents, and colleagues.
Regulatory competence is the ability of a teacher to manage his behavior, control his emotions, the ability to reflect, and stress resistance.
Communicative competence is a significant professional quality, including speech skills, listening skills, extraversion (the quality of a person characterized by great interest in the outside world), empathy (empathy, understanding of another).
The ability to communicate correctly with parents of students is one of the main and can be difficult professional competencies.

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.

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

Educational and educational;

Educational and methodological;

Social and pedagogical.

Educational activities assumes 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; ability to manage the main activities of preschoolers; ability to interact with preschoolers.
Educational and methodological activities teacher 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.
Social and pedagogical activities teacher presupposes the following competency criteria: advisory assistance to parents; creating conditions for the socialization of children; protection of children's 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 preschool specialists.

But none of the listed methods will be effective if the teacher himself does not realize the need to improve his own professional competence. 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, can prepare children for change. developed ability to design activities, that is, a professionally competent teacher.

Competence is one of the forms of professional activity, which means the presence of knowledge and experience necessary for effective activity in a given subject area.

A preschool teacher must have the following social and professional competencies that will allow for the cognitive development of children:

1. Social competencies include the exchange of information between individuals, statements about their interests and needs, tolerance towards other people and their opinions, the ability to work in a team and provide various assistance to other people, having emotional stability;

2. Cognitive competencies are expressed in independent processing and structuring of information, searching for new sources of information, concentrating on study or work, the ability to use acquired knowledge and skills in different situations;

3. Operational competencies - defining goals and work procedures, the ability to withstand uncertainty and uncertainty, the ability to make and implement decisions, summarize work results, determine time schedules for work;

4. Special competencies include planning methods for solving a problem, exercising self-control, being active in professional activities, adapting to new situations, evaluating and adjusting plans, identifying errors and adequate ways to eliminate them.

So, professional competencies, being the foundation for introducing a competency-based approach into the pedagogical process, help preschool teachers integrate knowledge, skills and abilities when carrying out innovative activities and using modern educational technologies in practice.

7. Professionally significant qualities of a preschool teacher

Preschool teacher is one of the popular modern teaching professions. It originated in the 17th and 18th centuries. In the modern understanding, a teacher is a person who carries out education and takes responsibility for the condition of life and personality development of another person.

The teacher must be: friendly, sincere, sociable, kind, have a sense of humor, patience, be able to establish relationships with children, prevent and resolve conflicts, expand their knowledge through self-education, must know the methods of preschool upbringing and education.

To effectively perform an activity, a person must be attentive, responsible, responsive, patient, and show a penchant for working with children. The teacher must have stable and voluminous attention. Also, the teacher must have, by the nature of mental activity: verbal-logical memory, by the nature of the goals of the activity: involuntary memory, by the duration of retention of the material: short-term memory.

Communication skills

What is needed is general culture and erudition, competent and intelligible speech, a well-trained voice, the ability to manage a team, and high communication skills.

Emotional-volitional qualities

Resistance to stress, the ability to control one's behavior and emotions, and a strong nervous system are required: the work of a teacher, although not accompanied by increased physical activity, occurs under conditions of constant psycho-emotional stress.

So, a teacher, he himself must be a very smart, decent and kind person, so that he can raise more than one generation of children to be the same.

Life in the real world is extremely changeable. Significant changes in education are impossible without fundamental changes in the professional consciousness of the teacher. A lot of new knowledge and concepts have emerged that are necessary for a modern teacher. One of these concepts is competence. What it is, how we imagine it is what we will discuss. Competence is the teacher’s ability to act in a situation of uncertainty. The higher the uncertainty, the greater this ability.

Competency model modern teacher can be represented in the form of the composition of its constituent elements.

Values, principles and goals.
Professional quality.
Key competencies.
Pedagogical methods, methods and technologies.
Professional positions.

Competence-based approach.

That is, to implement a competence-based approach. In contrast to the traditional approach competence-based approach in education is based on the following principles:

Education for life, for successful socialization in society and personal development.

· Assessment to provide the student with the opportunity to plan his educational results and improve them in the process of constant self-assessment

Various forms of organizing independent, meaningful activities of students based on their own motivation and responsibility for the result.

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Municipal educational budgetary institution

Magdagachinskaya secondary school No. 2

Professional competence of a teacher as a condition for implementing the requirements of the Federal State Educational Standard.

Prepared by: Nadezhda Pavlovna Kuznetsova

Primary school teacher

2011.

Introduction

There is such a legend.

“Many thousands of years ago, God saw that the vices of people were multiplying and decided to help them. He called the high Spirits and said: “People have lost their way. What should I do? One of the Spirits proposed to inspire a prophetic dream on people, another - to send manna from heaven, the third - water from God. And only the fourth High Spirit said: “Put into every person a thirst for knowledge and give them a teacher.”

The changes taking place in the country, in society, and the implementation of the priority national project “Education” make new demands on the modern teacher. What is he like, a modern teacher? It is perhaps difficult to answer this question unambiguously. This is a person who is able to create conditions for the development of creative abilities, develop in students the desire for a creative perception of knowledge, teach them to think independently, independently formulate questions for themselves in the process of studying the material, more fully realize their needs, increase motivation for studying subjects, encourage their individual inclinations and talents. The modern teacher is in constant creative search, as well as in search of an answer to the current problematic question “what to teach schoolchildren?” A modern teacher combines love for his work and for his students; he knows how to not only teach children, but is also able to learn from his students. A modern teacher must identify the most best qualities, embedded in the soul of every child, to encourage children so that they receive joy from the acquired knowledge, so that, upon graduating from school, they are clearly aware of their place in society and can work for its benefit, and are ready to participate in solving current and future problems of our society . A modern teacher is a professional. The professionalism of a teacher is determined by his professional suitability; professional self-determination; self-development, i.e., the purposeful formation in oneself of those qualities that are necessary to perform professional activities. Distinctive features The qualities of a modern teacher, a master teacher, are constant self-improvement, self-criticism, erudition and a high work culture. Professional growth of a teacher is impossible without self-educational needs. For a modern teacher, it is very important to never stop there, but to move forward, because the work of a teacher is an excellent source for boundless creativity. “Don't limit yourself. Many people limit themselves to only what they think they can do. You can achieve so much more. You just have to believe in what you are doing” (Mary Kay Ash). For a modern teacher, his profession is an opportunity for self-realization, a source of satisfaction and recognition. A modern teacher is a person who is able to smile and be interested in everything that surrounds him, because the school is alive as long as the teacher is interesting to the child.

What is the most important thing in a teacher's job? Knowledge, skills, abilities? Cognitive activity of children? Human communication? Improving yourself as an individual?...

1 . Concept of competence.

Competence is the teacher's ability to act in a situation of uncertainty. The higher the uncertainty, the greater this ability.

Professional competence in relation to pedagogical activity is understood as an integral characteristic of a teacher’s personality and professionalism, which determines his ability to effectively decide professional tasks, arising in pedagogical activities in specific real situations. In this case, the teacher has to use his knowledge, skills, experience, life values And moral guidelines, your interests and inclinations.

2.Teacher competency model.

The competency model of a modern teacher can be represented in the form of a composition of its elements.

Values, principles and goals.
Professional quality.
Key competencies.
Pedagogical methods, methods and technologies.
Professional positions.

Values (this includes those judgments and ideas that are conscious of the teacher and in his mind determine the maximum value boundaries of his activity):

the student's freedom to be himself;
each person has his own “perfection”;
to help each student make his individual talents socially fruitful;
the individual development of each student corresponds to his abilities, interests and capabilities;
a person learns only what suits his abilities, interests and what he considers useful for himself;
to be successful in modern society, the graduate must possess the appropriate set of key competencies;
introducing the student to the cultural tradition that can contribute to his development to the maximum extent.

Professional quality:

Professional competencies of a teacher

The basic competence of a teacher lies in the ability to organize such educational, development environment, in which it becomes possible to achieve the child’s educational results, formulated as key competencies (KCs). Be able to organize learning in such a way that it stimulates interest, the desire to think and discuss together, pose original questions, show independent thinking, formulate ideas, and express diverse points of view. So that it motivates students to do more high achievements and intellectual growth. We can highlight those characteristics of situations that any teacher should be able to organize in order to create a “developmental environment” in the classroom.

3.Competence-based approach.

Obviously, the teacher must master the competencies he teaches!That is, to implement a competence-based approach. In contrast to the traditional approachcompetence-based approach in education is based on the following principles:

Education for life, for successful socialization in society and personal development.
Assessment to provide the student with the opportunity to plan his educational results and improve them in the process of constant self-assessment
Various forms of organizing independent, meaningful activities of students based on their own motivation and responsibility for the result.

Based on the standard, the formation of personal characteristics is assumedgraduate (“portrait of a graduate primary school") such as:

Curious, interested, actively exploring the world
Able to learn, capable of organizing his own activities
Respecting and accepting the values of family and society, the history and culture of each people
Loving his homeland
Friendly, able to listen and hear a partner, respecting his own and others’ opinions
Ready to act independently and be responsible for your actions
Having an understanding of the basics of a healthy and safe lifestyle

Relying on the objectives of the concept of lifelong learning allows us to determine the most significant individual competencies necessary for continuing education. These include:

Communication competence
Information competence
Problem solving competence.

Competence is not limited to learning. It connects the lesson and life, is connected with education and extracurricular activities. The basis of competence is independence. A child’s independence is also the main result of the primary stage of education.

4.Creation of a developmental environment.

Characteristics of educational situations that any teacher should be able to organize in order to create a “developmental environment” in the classroom

Motivating students to implement a particular work or activity.
Independent, motivated academic work student, activity (independent implementation of different types of work, in
the process of which the formation of skills, concepts, ideas occurs - the search for the necessary information, the design and implementation of one’s activities, awareness of the purpose of the work and responsibility for the result).
Students can make independent choices (topics, goals, level of difficulty of the task, forms and methods of work, etc.).
Availability of group project work students (identification of topics and problems, distribution of responsibilities, planning, discussion, evaluation and reflective discussion of the results).
Children's participation in various forms discussions.
Formation of concepts and organization of one’s actions based on them.
An assessment system that allows and helps students plan their future educational results, assess their level of achievement and improve them.

Possible teacher actions aimed at creating a developmental environment

Reward for trying to do something on your own.
Demonstrate a commitment to student success in achieving goals.
Encourage setting challenging but realistic goals.
Encourage you to express your point of view, different from the point of view of others.
Encourage you to try other ways of thinking and behaving.
Involve students in different activities that develop their different abilities.
Create different forms of motivation that allow you to include different students in motivated activities and maintain their activity.
Allow you to build a picture of the world based on your understanding and cultural patterns.
Create conditions for taking initiative based on your own ideas.
Learn not to be afraid to express your understanding of a problem. Especially in cases where it differs from the understanding of the majority.
Learn to ask questions and make suggestions.
Learn to listen and try to understand the opinions of others, but respect the right to disagree with them.
Learn to understand other people who have different values, interests and abilities.
Learn to determine your position regarding the problem being discussed and your role in group work.
To ensure that students fully understand the criteria for assessing the results of their work.
Learn to self-assess your activities and their results according to known criteria.
Learn to work in a group, understanding what the end result is when doing your part of the work.
Show what lies at the core efficient work groups.
Allow students to take responsibility for the end result.
Allow students to find a place in collective activities in accordance with their interests and abilities.
Share with students your thoughts, feelings, expectations regarding the problem being discussed, topic or specific situation of their activity.
Show students how they can learn on their own and come up with something new.
Support students when they make mistakes and help them cope with them.
Show the relativity of any knowledge and its connection with the values, goals and ways of thinking of those who generated it.
Demonstrate to students that the awareness that I “don’t know”, “can’t” or “don’t understand” something is not only not shameful, but is
the first step to “know”, “can” and “understand”.

The Competence Paradox:

Competence (effective knowledge) reveals itself outside of learning situations, in tasks different from those in which this knowledge was acquired.

6.Basic competencies of a modern teacher.

Basic competencies of a modern teacher

Be able to learn together with students, closing your own “educational gaps.”
Be able to plan and organize independent activities of students (help the student determine goals and educational results in the language of skills/competencies).
Be able to motivate students by including them in a variety of activities that allow them to develop the required competencies;
Know how to “stage” educational process, using various forms of organizing activities and including different students in different types of work and activities, taking into account their inclinations, individual characteristics and interests.
Be able to take an expert position regarding the competencies demonstrated by the student in different types activities and evaluate them using appropriate criteria.
Be able to notice the student’s inclinations and, in accordance with them, determine the most suitable one for him educational material or activity.
Possess design thinking and be able to organize a group project activities students and manage it.
Possess research thinking and ability to organize research work students and manage it.
Use an assessment system that allows students to adequately evaluate their achievements and improve them.
Be able to reflect on your activities and behavior and be able to organize it among students during the learning process.
Be able to organize students’ conceptual work.
Be able to conduct classes in dialogue and discussion mode, creating an atmosphere in which students would like to express their doubts, opinions and points of view on the subject under discussion, discussing not only among themselves, but also with the teacher, accepting that their own point of view can also be questioned and criticized.
Own computer technologies and use them in the educational process.

Competent person A formed personality capable of taking responsibility in various situations. Competence presupposes the ability to: search (interview the environment, consult, obtain information), think (be able to defend one’s position, develop one’s own opinion), collaborate (work in a group, negotiate, resolve conflicts) adapt (persistently withstand difficulties, find new solutions)

Competency model of a modern teacher values, principles, goals. . professional quality Key competencies pedagogical methods, methods, and technologies professional positions

Technological competence Knowledge block Pedagogical technology Experience Professional competence

Competency-based approach Education for life, for successful socialization in society and personal development

Various forms of organization Personal development Assessment for planning improvement, self-assessment Activity based on one’s own motivation and responsibility for the result Competence-based approach

The image of a primary school graduate Curious, interested, actively exploring the world Able to learn, capable of organizing his own activities Respecting and accepting the values of family and society, the history and culture of each nation Loving his homeland Friendly, able to listen and hear his partner, respecting his own and others’ opinions Ready to independently act and be responsible for their actions Having an understanding of the basics of a healthy and safe lifestyle

In the world of competencies Competence is a person’s readiness to act in situations of uncertainty Key competencies are universal, applicable in various life situations: 1. information competence; 2. communicative competence; 3. problem competence.

The teacher must beware of: Out of habit, considering himself the main and only source of knowledge for his students; the idea that there are once and for all defined ways of “right” and “wrong” problem solving; Pass on his experience and educate based on how he himself was raised. Minor rules and instructions.

abilities knowledge and skills competence

The paradox of competence: Competence (effective knowledge) reveals itself outside of learning situations, in tasks that are not similar to those where this knowledge was acquired.

Basic competencies of a teacher To be able to learn together with students, independently closing their own “educational holes.” Be able to plan and organize independent activities of students (help the student determine goals and educational results in the language of skills/competencies). Be able to motivate students by including them in a variety of activities that allow them to develop the required competencies; Be able to “stage” the educational process, using various forms of organizing activities and including different students in different types of work and activities, taking into account their inclinations, individual characteristics and interests. Be able to take the position of an expert in relation to the competencies demonstrated by the student in various types of activities and evaluate them using appropriate criteria. Be able to notice the student’s inclinations and, in accordance with them, determine the most suitable educational material or activity for him. Possess design thinking and be able to organize and manage group project activities of students. Possess research thinking, being able to organize and manage students’ research work. Use an assessment system that allows students to adequately evaluate their achievements and improve them. Be able to reflect on your activities and behavior and be able to organize it among students during the learning process. Be able to organize students’ conceptual work. Be able to conduct classes in dialogue and discussion mode, creating an atmosphere in which students would like to express their doubts, opinions and points of view on the subject under discussion, discussing not only among themselves, but also with the teacher, accepting that their own point of view can also be questioned and criticized. Own computer technologies and use them in the educational process.

WE SAID BEFORE: broad transfer of skills generalization of skills systematic knowledge functional literacy

NOW WE SAY: general educational skills, supra-subject knowledge, educational independence, the ability to teach oneself

WHAT TO DO? standard set of answers: Pay teachers more. Allocate more class time to reading. Reduce class sizes. Provide schools with libraries, computer classes, etc. Better train teachers. …………………………………..

Key words: search initiative practical action experiment teamwork underdetermination contradictions different points of view

The goal of a modern teacher: to teach children who will be competent, who can set a task, independently accept necessary measures to solve it and achieve their implementation. You and I must teach them all this, and this is only possible when we ourselves are competent in our professional activities.

Development of professional competence of preschool teachers in the context of the Federal State Educational Standard for preschool education

“Just as no one can give to another what he himself does not have, so one who is not himself developed, brought up and educated cannot develop, educate and educate others.”

A. Diesterweg

Pedagogical competence is a set of professional powers and functions that create the necessary conditions for effective activity in the educational space.

A.S. Belkin, V.V. Nesterov

The changes that have taken place in our country over the past last 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 education process by specialists high level. On modern stage teachers are involved in the innovation process regarding updating the content of preschool education, forms of its implementation, methods and techniques of teaching content to children, the need to base their work on a systemic activity approach. In such conditions, the development of professional competence of teachers acquires special significance. Therefore, 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. In this regard, first of all, it is necessary to create a set of conditions that will facilitate the restructuring of the pedagogical consciousness of educators, which will, in turn, lead to the development of new personal and professional positions.

Thus, it can be assumed that educational activities in the context of the implementation of the Federal State Educational Standard should be focused on the development of the following pedagogical skills, which include a set of competencies in the organization and content of activities in the following areas:

Unfortunately, on this moment There is still a problem of forming a teacher with competence, creativity, readiness to use and create innovations, and the ability to conduct experimental work. Therefore, it is necessary to carry out systematic work to improve the professional competence of teachers. The system of professional competence of a preschool teacher includes a set of the following competencies:

Methodological competence	A key component of a teacher’s methodological competence in implementing the Federal State Educational Standard for Educational Education is an understanding of the foundations of a systemic-active approach Its essence lies in the fact that the focus is on the joint (partnership) activities of adults and children to achieve jointly developed goals and objectives
Psychological and pedagogical competence	Includes teacher knowledge age characteristics children preschool age, 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 preschool education
Communicative competence	It consists of practical knowledge of communication techniques that allow for positive, effective interaction with all participants in the educational process
Research competence	The ability to evaluate an educational event from the perspective of the requirements of the Federal State Educational Standard, to analyze the effectiveness of the educational process, methodological work, etc. based on the results of the year or in certain areas
Presentation competence	It 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 of various levels, etc.
Acmeological competence	Willingness for continuous professional improvement. The ability to choose the necessary directions and forms of activity for professional growth.
Information and communication competence	Expressed in the ability to own and apply information products, tools and technologies in the educational process
Emotional competence	Ability to be aware and acknowledge own feelings, as well as the feelings of others, for self-motivation, for managing your emotions within yourself and in relation to others

Based on these requirements. It is possible to 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
Active participation in pedagogical competitions and master classes
Acquaintance with teaching experience, work system, author's findings
Conducting open events to share experiences
Pedagogical readings
Business games
Generalization of own teaching experience

Based on the above, we can conclude: the main source of professional competence of a teacher is training and experience. Professional competence is characterized by a constant desire to improve, acquire new knowledge and skills, and enrich activities. 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 raise a creative, constructive personality. Therefore, it is precisely the increase in the competence and professionalism of the teacher that is necessary condition improving the quality of both the pedagogical process and the quality of preschool education in general in accordance with Federal State Requirements.