Uliya Skyrihina

The relevance of the presented research is determined by the possibility of increasing the effectiveness of studying robotics within the framework of classes and extracurricular activities as well as additional education. Robotics has become widespread in recent years: a large number of robotics circles appeared, extracurricular classes are conducted, robotics is studied at the lessons of technology, informatics, physics, and a large number of competitions in robotics are held. Robotics itself is an integrated discipline, it presupposes the formation of skills in designing, modeling and constructing robotic devices, programming and testing, working with electronic devices, as well as presenting the results. With a clearly expressed practice-oriented nature, robotics fully complies with the requirements of the Federal State Educational Standard, provides the formation of various types of universal learning activities (ULA) and contributes to the formation of various competences (including designing and researching). At the same time, the methodological aspects of educational robotics teaching are not sufficiently developed. Thus, the problem of research is determined by the contradiction between the widespread introduction of robotics into the life of modern society (and educational activity) and the inadequate elaboration of the methodology for studying robotics in order to establish key competencies for schoolchildren. The article presents methodological principles of studying robotics, which contribute to acquiring of independent research activity skills, as well as the ability to apply modern technologies to solving practical tasks. The materials of the article may be used by teachers of general education organizations and additional education organizations in preparation for classes in robotics (both in the classroom and after-school activities, in additional education); when analyzing the methods of teaching robotics; teachers of pedagogical universities for presentation to students studying the methods of teaching robotics; pedagogical workers of additional professional education institutions in the framework of preparation for advanced training courses in the methodology of teaching robotics.

The relevance of the study is due to the fact that in the modern educational system fundamental changes happen. The leading role in these changes belongs to a new type of teacher – a creative person, able to make independent decisions, who is ready to undertake pedagogical researches and to constant self-development. This, in its turn, demands much of the professional retraining system. It cannot be limited only by the course training, ensuring the formation (or development) of the basic subject or methodological competence that is suitable for teachers- beginners. It is important to provide different approaches to the professional development of teachers-educators (teachers-mentors) sharing their experience with young teachers, teachers-researchers, who test scientific concepts in their activities. In the process of further professional education system planning a big role plays analysis of different education quality evaluation procedures results, such as national tests, unified state exam, teachers’ competencies researches, etc. Thus, the purpose of this study is to review the system of evaluation procedures, the results of which can be used in further professional education system planning and professional development of teachers. Research methodology includes the study of information sources on the effectiveness of the professional development system, analysis of the evaluation procedures’ results and their possible use in planning of Education Development Institute work, modeling the system of teachers’ professional growth. In the article the analysis of approaches to the concept of "professional development" in Russian and foreign literature is given, the current requirements for professional development are identified. The author gives analysis of education quality evaluation procedures results using in teachers’ professional development planning. Based on this analysis the article presents the model of further professional development system. This model can be used for the teachers’ professional development system planning.