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The Structure of Professional Competence of Primary School Teachers from the Second Generation FSES Perspective
Zakharova I.M., PhD (Psychology), Head of the Chair of Theory and Methodology of Primary and Preschool Education, Naberezhnye Chelny Institute of Social and Educational Technologies and Resources, Naberezhnye Chelny, Russia, firstname.lastname@example.org
Fedekin I.N., Ph.D. in Psychology, Head of the Chair of Pedagogy and Psychology, Faculty of Pedagogy and Psychology, Naberezhnie Chelny State Pedagogical Institute , Naberezhnye Chelny, Russia, email@example.com
The article presents a mathematical model of professional competence of primary school teachers developed by the authors using the method of multiple regression analysis. The structure of the professional competence of teachers in primary classes was determined using the expert evaluation method, corresponding to the second generation of FSES. The structure of the teachers’ professional competence is described. It includes the following types of special skills: professional knowledge, teaching skills, reflective and analytical skills, communicative competence, social competence, legal competence, performance activity, informational competence and organizational skills. Using the technique of scaling and ranking the particular competencies were marked, which were embedded in the structure of teacher’s special competencies. The technology of evaluation of the primary school teacher’s professional competencies is presented as well as the teacher certification process in the transition period to the new educational standards is discussed.
Keywords: professional competence of teachers in primary classes, structure of competence, model of professional competence, qualification procedures, equation of multiple regression, qualification category.
Column: Pedagogical Psychology