Methodological competence of a teacher
Structure, diagnostic tools, development conditions
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At present the problem of development of professional competence of the teacher is especially relevant, because the conditions of his practical activity are constantly changing: the content of training, standards, teaching kits, the boundaries of scientific knowledge are expanding, new teaching tools appear, the children themselves are changing. The teacher is required to individually design the lesson in accordance with the didactic situation. This paper presents a model of professional competence that ensures the teacher's readiness to reasonably design the learning process in a situation of...
At present the problem of development of professional competence of the teacher is especially relevant, because the conditions of his practical activity are constantly changing: the content of training, standards, teaching kits, the boundaries of scientific knowledge are expanding, new teaching tools appear, the children themselves are changing. The teacher is required to individually design the lesson in accordance with the didactic situation. This paper presents a model of professional competence that ensures the teacher's readiness to reasonably design the learning process in a situation of varied content and learning objectives. The role of methodological competence in the developed model is determined, the criteria apparatus of its evaluation is offered, and the conditions of development in professional activity are indicated. The manual is addressed to the heads of schools, methodologists in the system of teachers' professional development, as well as school teachers for self-education.
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