Quality Management in Pedagogical Education Based on the Diagnostics of Teachers’ Professional Deficits: Theoretical and Methodological Aspect

Altynikova, N.V.; Dorofeev, Andrei Viktorovich; Muzaev, A.A.; Сагитов, Салават

doi:10.17759/pse.2022000003

Cited by 3 publications

(1 citation statement)

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“…Taking into account the significant differences in the results of teachers performing tasks of the first (subject) and second (methodological) parts of diagnostics work, 32 % of all respondents demonstrated a basic proficiency level in professional competencies, 11, 65 % -an increased level and 2, 9 %a high level. In addition to the above, the results obtained correlate with the findings of a study conducted in the region on the assessment of subject and methodological competencies of teachers in various academic subjects (Altynikova et al, 2022), which makes it possible to extrapolate the findings to the situation of methodological training of teachers to the conditions for implementing the conceptual provisions of the Federal State Educational Standards of General Education.…”

Section: Resultssupporting

confidence: 72%

Diagnostics Of Methodological Competencies Of A Teacher

Shamigulova¹

2022

The European Proceedings of Social and Behavioural Sciences

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Within the subject field of the article, the regional experience of developing and testing tools for diagnosing the methodological competencies of teachers, including the experience of organizing work with teachers of basic schools of the Pedagogical University to improve the quality of educational results, is provided. Considering the diagnostics of methodological competencies of a teacher as a condition for improving the quality of education, the article focuses on the characteristics of diagnostics tools for identifying the level of methodological competencies of a teacher in relation to the taught subject and the results of its testing, determining professional deficits and planning possible corrective actions to overcome them. The presented materials describe the methodological approaches and methods used in the development of the diagnostic work model, show the results of testing diagnostics tools in terms of the methodological competencies of the teacher, reflect the analytical work based on the results of testing and applying the results to management decisions. The materials of the article include the intermediate results of a longitudinal study, which was initiated as part of the implementation of the state order for 2021 "Development of a regional model for managing the quality of teacher education based on identifying professional deficits and building individual educational trajectories for teachers (including students -future teachers)". The conclusions in the article are addressed to promising solutions for the development of methodological competencies of teachers in the system of continuing professional education of teachers and interaction between the school and the pedagogical university.

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Section: Resultssupporting

confidence: 72%

Diagnostics Of Methodological Competencies Of A Teacher

Shamigulova¹

2022

The European Proceedings of Social and Behavioural Sciences

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Analysis of professional deficits of teachers of the Republic of Tatarstan

2023

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The research relevance is due to the need for regional education systems to develop tools and assessment techniques that allow identifying professional deficits in Russian teachers. This article analyses the results of approbation diagnostics of professional competencies of teachers in the state information system “Electronic Education of the Republic of Tatarstan”. Diagnostic tools were developed by scientific and pedagogical workers of organisations of higher and additional professional education of the Republic in accordance with the provisions of the professional standard “Teacher”.Aim. The present research aims to analyse and summarise the results of the monitoring of professional deficits of teachers of the Republic of Tatarstan in the field of subject, methodological, psychological, pedagogical and regulatory competencies for further building individual development trajectories and targeted professional development programmes.Methodology and research methods. Teachers were tested in their personal accounts in the information system “Electronic Education of the Republic of Tatarstan”. Evaluation materials were divided into blocks that differ in content and purpose in accordance with the labour functions of the professional standard “Teacher”: legal, subject, methodological and psychological-pedagogical blocks. Each option consisted of 25 tasks. The maximum participant in the diagnostics could score 100 points. The interpretation of the level of professional deficits was carried out in accordance with the scale recommended by the Ministry of Education. The results of the diagnostic work were processed using visual and mathematical- statistical methods implemented within the tools and libraries of the Python programming language.Results and scientific novelty. The authors identified the target blocks corresponding to certain labour functions of a teacher. When performing the tasks from the identified target blocks, teachers experience the greatest and least professional difficulties. The authors identified control and measuring materials, which are associated to be the most difficult. The deficit level was analysed among subject teachers. The authors separately analysed the results of testing in the field of inclusiveness and individualisation of the educational process, the formation of digital competencies in the context of teachers of the humanities, natural sciences and primary school teachers. A correlation analysis of block diagnostic results was carried out. The influence of the territorial factor on the differentiation of test results was analysed. Difficulties, equally pronounced for both urban and rural teachers, in most cases are associated with the unwillingness of teachers to fully solve professional tasks in the formation of functional literacy of schoolchildren, the development of inclusive and personalised learning; with insufficient knowledge of the psychological and pedagogical features of the development of children of different ages to resolve conflict situations.Practical significance. The results obtained and the conclusions drawn can become the basis for the preparation of methodological recommendations in the field of organising the educational environment for advanced training courses, taking into account teachers’ urgent needs.

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Assessment of subject and methodological competencies of graduates of a pedagogical university — future teachers of informatics: Deficits and prospects

Chudinsky,

Malev,

Maleva

et al. 2023

Informatika i obrazovanie

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The article is devoted to the analysis of the assessment results of pedagogical university graduates’ subject and methodological competencies to determine the professional deficits of future informatics teachers, their readiness for professional pedagogical activity, building continuity between the training of pedagogical personnel and the subsequent support of graduates of a pedagogical university in professional activities in the creation and implementation of a continuous system of pedagogical education. 35 students of the Faculty of Physics and Mathematics of the Voronezh State Pedagogical University took part in the study in 2022: 10 graduates in the field of training 44.03.01 “Pedagogical Education” (profile “Informatics and ICT”) and 25 graduates in the field of training 44.03.05 “Pedagogical Education (with two training profiles)” (profiles “Mathematics”, “Informatics”). The maximum number of primary points for diagnostic work is 38 points. In the course of the study, the graduates performed a diagnostic work consisting of 16 tasks: the first part of the work evaluated subject competencies, and the second part assessed methodological competencies of future teachers of informatics. The analysis of the obtained results was carried out using the single-sample Kolmogorov—Smirnov test, the Student’s t-test for independent samples. The results were systematized and visualized in Microsoft Excel spreadsheets; statistical analysis was carried out in the SPSS Statistics 26.0 software. The results of the study indicate that the majority of graduates of the pedagogical university, future teachers of informatics, do not reach the basic level of formation of subject and methodological competencies and that graduates have deficits in subject and methodological training. Graduates of the 4th year of “Pedagogical Education” (profile “Informatics and ICT”) demonstrated higher results compared to graduates of the 5th year of “Pedagogical Education (with two training profiles)” (profile “Mathematics”, “Informatics”). The results of the study show the need for changes in the content and organization of the educational process of training future informatics teachers at the pedagogical university. The obtained results may be of interest to university teachers who train future teachers of informatics, institutes of education development, and centers of continuous improvement of pedagogical skills, providing advanced training and professional retraining of teachers of informatics.

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Quality Management in Pedagogical Education Based on the Diagnostics of Teachers’ Professional Deficits: Theoretical and Methodological Aspect

Cited by 3 publications

References 7 publications

Diagnostics Of Methodological Competencies Of A Teacher

Diagnostics Of Methodological Competencies Of A Teacher

Analysis of professional deficits of teachers of the Republic of Tatarstan

Assessment of subject and methodological competencies of graduates of a pedagogical university — future teachers of informatics: Deficits and prospects

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