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Requirements to reflective and analytical competences of primary school teachers in the frames of Federal State Educational Standards 977
Repina O.K., PhD in Psychology, head of the scientific and research centre of Naberezhnochelninsky State Pedagogicla University, Naberezhnye Chelny, Russia, orepina@ mail.ru
The article deals with the topical issue of implementation of Federal State Educational Standard of primary general education and new requirements to a teacher’s level of professionalism. It describes understanding the structure of a teacher’s competences in the frames of the new Standard by the authors’ team. The contents of reflective and analytical competences as the most significant ones are elaborated comprehensively. The competences are defined as skills being formed in the course of professional activity that implies rejection of discussion of inclinations and premises for pedagogical activity. Basing on the results of pilot study the article displays the logicality in which educators see the appearance of separate aspects of reflective and analytical competences in the course of their own professional activity. The results allow to articulate recommendations for transformation of teachers’ professional preparation practices and of conditions of enhancement of their mastery. A sample of expert checking form is proposed as a version of outer requirements and a tool for assessing reflective and analytical competences of a teacher.
Keywords: attestation, competences, educational standards, structure of a teacher’s professional competences, reflective and analytical competences, expertise in education
Column: Topical reports