You are here

Izotova L.E., Romanova M.L., Shaposhnikov V.L. Modern methods of diagnostics of scientific and theoretical competence of a teacher

DOI: 10.34835/issn.2308-1961.2020.11.p202-206
 
Modern methods of diagnostics of scientific and theoretical competence of a teacher
Lydia Evgenyevna Izotova, the candidate of pedagogical sciences, senior lecturer, Marina Leonidovna Romanova, the candidate of pedagogical sciences, senior lecturer, Kuban State Technological University, Krasnodar; Valerie Leonidovich Shaposhnikov, candidate of physical and mathematical sciences, lecturer, Krasnodar Cooperative Institute (branch) of the Russian University of Cooperation

Abstract
The purpose of the study is to substantiate the criteria for the formation of scientific and theoretical competence of a teacher. It is known that the scientific and theoretical competence of a teacher is his readiness to apply scientific knowledge and related skills in professional activities (first of all, in teaching their academic disciplines, as well as in methodological and design research activities). It is also known that the level of socio-professional competence of a teacher cannot be higher (but it can be lower) than the level of the specified subsystem. Based on modern models of scientific and theoretical competence, taking into account its connection with methodological, didactic and research competence, the authors of this article have identified the criteria of scientific and theoretical competence and its components, taking into account the relationship with other subsystems of social and professional competence. Methodological foundations of the research: a systematic approach (considers the professional competence of a teacher as a unity of scientific and theoretical, methodological and didactic competence), a metasystem approach (considers the structural components of scientific and theoretical competence as relatively Autonomous subsystems), competence approach (considers scientific and theoretical competence as readiness for effective use of existing knowledge and skills in professional activities) and qualimetry approach (proclaims the need for multi-criteria diagnostics of scientific and theoretical competence). Research methods: analysis of scientific literature, modeling, methods of qualimetry, methods of mathematical statistics, methods of set theory.
Keywords: scientific-theoretical competence, teacher, criterion, diagnostics, interrelation.
 
References
1.      Blinova, T.L. (2018), “Mete-subjects in teacher’s training”, Pedagogika, No 3, pp. 92–96.
2.      Hamzina, L.N., Ageeva, N.A., Pakhomov, A.V., Tyupenkova, G.E. and Romanova, M.L. (2017), “Scientific-theoretical competence of higher educational establishment teacher”, Uchenye zapiski universiteta im. P.F. Lesgafta, Vol. 147, No 5, pp. 179–182.
3.      Tolstova, Yu.N. (2018), “Mathematical modeling of social processes and sociology”, Sotsiologicheskie issledovaniya, No 9, pp. 104–112.
4.      Atlagic, M., Elezovic, Z. and Minic, V. (2016), “The Main Problems and the Role of Teachers in the Transformation of Education in Serbia”, Mediterranean Journal of Social Sciences, Vol. 7, No. 5, pp. 138–142.
5.      Paula, L. and Grinfelde, A. (2018), “The role of monitoring in professional socialization of novice teachers”, Problems of Education in the 21st century, Vol. 76, No 3, pp. 364–379.

Contact information: romanovs-s@yandex.ru
Article arrived in edition 13.11.2020
Show full text