Описаны основные подходы к разработке и апробации единых федеральных оценочных материалов (далее -ЕФОМ), используемых для исследования предметных и методических компетенций учителей в Российской Федерации . Предложена уровневая модель оценки компетенций учителей, разработанная на основе профессионального стандарта педагога . Показаны результаты исследования, которые позволили определить слабые стороны в предметной и методической подготовке педагогов, приводящие к затруднениям в выполнении ими профессиональных обязанностей . Описаны условия использования ЕФОМ в аттестационных процедурах, а также представлены основные направления развития действующей системы непрерывного педагогического образования . Утверждается, что использование ЕФОМ на разных этапах подготовки и профессионального развития педагогов позволит обеспечить формирование более эффективных индивидуальных образовательных траекторий для каждого учителя, направленных на устранение его профессиональных дефицитов и повышение качества общего образования в целом .Ключевые слова: единые федеральные оценочные материалы, ЕФОМ, аттестация педагогов, педагогическое образование, повышение квалификации, профессиональные дефициты, модель уровневой оценки компетенций учителей, профессиональный стандарт, национальная система профессионального роста педагогических работников .* Алтыникова Наталья Васильевна, кандидат педагогических наук, доцент, проректор по стратегическому развитию Новосибирского государственного педагогического университета (ФГБОУ ВО «НГПУ»), Новосибирск, Россия .

The paper presents the methodology of education quality management based on the identication of teachers’ professional deficits. The methodology for evaluating the formation of subject and methodological competencies is described. Assessment materials are developed in accordance with the requirements of the professional standard of the teacher and the Federal state educational standards of basic general and secondary general education. It is supposed to implement an automated identification of professional deficits within teaching staff. The article presents empirical data on the results of the approbation of this technique. 624 teachers from rural and urban educational organizations of the Republic of Bashkortostan and 90 students of pedagogical specialties of the university participated in the testing. The analysis of the approbation results of the methodology and assessment materials showed that the developed methodology is applicable to identify professional deficits of teachers and students of teacher-training institutions for further construction of individual educational trajectories of the approbation participants.

The paper presents the methodology of education quality management based on the identification of teachers’ professional deficits. The methodology for evaluating the formation of the subject and methodological competencies is described. Assessment materials are developed in accordance with the requirements of the professional standard of the teacher and the Federal state educational standards of basic, primary and secondary education. It is supposed to implement an automated identification of professional deficits within teaching staff. The article presents empirical data on the results of the approbation of this technique. 624 teachers from rural and urban educational organizations of the Republic of Bashkortostan and 90 students of pedagogical specialties of the university participated in the testing. The analysis of the approbation results of the methodology and assessment materials showed that the developed methodology is applicable to identify professional deficits of teachers and students of teacher-training institutions for further construction of individual educational trajectories of the approbation participants.

The article examines modern ideas about the nature of pedagogical activity, providing a critical analysis of the state of practice and scientific research on the problems of pedagogical education and reconstructing a set of methodological ideas, concepts and schemes related to ideas about the content and forms of pedagogical education. The authors present approaches to solving such problems as the modern understanding of the essence of pedagogical activity and the trends of its transformation in connection with the changed educational space, new functions of the teacher in the digital educational environment; crisis phenomena in pedagogical education and ways to overcome them. In this vein, the authors consider the concept of pedagogical education, substantiating its goals, content options and psychological mechanisms for mastering pedagogical activity. The proposed model of the process of professional socialization of teachers reveals the content, technologies and criteria for their effective professional training, dialectics of psychological, pedagogical and subject components in the structure of professional competence. Consideration is also given to the environment of a pedagogical university as a source of development of pedagogical experience and personal and professional qualities of teachers. The article may be of interest to researchers and organizers in the field of pedagogical education.