No abstract

The article deals with the role and significance of value-semantic reflection concerning teachers' professional positions. The purpose of study to reveal the strategy for the implementation of upbringing technologies for solving the problems of spiritual and moral formation of subjects of education. The complex picture of systemic ideas about a person, the nonlinearity of his formation leads to attempts to simplify technological solutions, which contradicts the essence of the individual's spiritual and moral upbringing. The scientific novelty lies in the description of the function of value-semantic reflection in relation to the content of the teacher's professional position. As a result, the author proposes an algorithm for the application of educational technologies based on the systemic value-semantic reflection (audit) of the teacher's professional position.

The processes of active renewal of modern preschool education have actualized the role of continuous and systematic improvement of the professional competencies of teachers, which creates a request for compensation for their professional deficits. To specify the real-life requests, it is necessary to organize a systemic monitoring of the professional deficits of teachers in the regional system of preschool education. In this regard, the purpose of the study is to theoretically substantiate the model for monitoring the professional deficits of teachers in the regional system of preschool education and to assess the level of needs for building competencies to implement the general pedagogical functions "education", "educational activity", "developing activity". The scientific novelty lies in the development and testing of a model for monitoring the professional deficits of teachers in the regional system of preschool education. As a result of approbation of monitoring tools, conclusions were drawn to improve the andrology education of teachers of preschool educational organizations in the Stavropol Territory.