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Differentiated Levels of Teacher Qualifications and the Structure of the Professional Teacher Standards 1848
Zabrodin Yu.M., Doctor of Psychology, The adviser at administration, Moscow State University of Psychology & Education, Moscow, Russia, firstname.lastname@example.org
Gayazova L.A., PhD in Psychology, leading researcher, Moscow State University of Psychology & Education, Moscow, Russia, email@example.com
Sergomanov P.A., PhD in Psychology, Deputy DirectorDepartment of state policy in the field of general education of the Ministry of Education and Science of the Russian Federation, Moscow, Russia, Department of state policy in the field of school education of the Ministry of Education and Science of the Russian Federation, Moscow, Russia
This article discusses and analyzes the questions effect of professional standards for the preparation and development of professional resources, world experience in the development and implementation of professional standards, typical problems and necessary conditions for increasing the efficiency of the development and implementation of professional standards. The formation of labor functions of teaching staff requirements, taking into account the differentiated c skill levels are formulated in the study. Formulated requirements extend requirements for the qualification of workers which are determined with the Russian Ministry of Labor-specific professional activity types. The study proposed options for the construction of the structure of job functions of the professional teacher standard that correspond differentiated levels of staff qualifications.
Keywords: professional standard, teacher, teaching staff, teaching activities, work functions, professional standard structure, the level of teacher qualification