Anna Kovshova

The article continues the author's scientific work [1–3] in the field of methodological competence of a modern teacher. The relevance of the topic is emphasized by new changes related to the qualification requirements for teachers in accordance with the new Professional Standard for Teachers, which came into force in Russia on September 1, 2022. The purpose of the study is to analyze approaches to the concept and structural elements of a teacher's methodological competence as a part of professional and pedagogical competence. Methods of analysis, periodization and forecasting were used for this work. Analysis and periodization were used in the process of studying the main approaches to the concept of methodological competence, highlighting the stages of development of scientific and pedagogical thought on the topic of the article and their characteristic features; the forecasting method helped to raise the question of the prospects of the system of secondary general education in Russia, based on the regulatory requirements provided by the new Professional Standard for Teachers. The scientific novelty of the study lies in the presentation of the evolution of scientific and pedagogical thought in the field of methodological competence in the 1990-s, 2000-s, 2010-s and early 2020-s. In particular, the author revealed the following dynamics of the topic development: from the narrow ideas of researchers that the methodological competence of a teacher is reduced only to knowledge of the methodology of teaching one's own subject (1990-s) to the inclusion of the personal characteristics of the teacher in this concept (2000-s), methodological attempts to identify the components of methodological competence (2010-s) and, finally, to measure (diagnose) the methodological competence of the teacher by proposing appropriate methods (2010-s – early 2020-s). The theoretical significance lies in the fact that the author clarified the content of the "methodological competence of a teacher" concept, clarified the structure of methodological competence. Also, the theoretical significance lies in the fact that the results of the study can serve as a basis for writing other scientific papers on this topic. The practical significance is due to the fact that the results of the study can be used in the development of a criteria-level complex for the development of methodological competence of teachers, aimed at identifying the level of development of the structural components of methodological competence, which are identified by the author on the basis of the analysis: subject-activity, cognitive, personal, information technology, analytical and reflexive ones. In the course of analyzing approaches to the concept and structural elements of methodological competence, the author comes to the conclusion that methodological competence is an important type of professional and pedagogical competence, since the level of teacher's professionalism depends on it.

The professional development of a teacher and his/her methodological competence is a purposeful process that influences the qualitative changes in all elements of educational activity. One of the important conditions for the professional development of a teacher is the teacher's participation in pedagogical competitions. The article reveals the importance of pedagogical competitions in improving the competence of a teacher, analyzes the competitive route of teachers. The aim of the research is to reveal the influence of the pedagogical competition on the improvement of the teacher's professional competence. The methodological foundations of the research were the provisions of the andragogical approach; the provisions of the subject activity-oriented approach, allowing us to turn to the subjectivity of the teacher, to the analysis and introspection of his/her educational needs, to the motivation of development and self-development. The scientific novelty of the research consists in clarifying the classification of the types of teachers’ professional competitions, highlighting the specifics of each type of competition. The theoretical significance of the work is due to the fact that the results of the study can serve as a basis for other scientific works in this field. The practical significance is due to the fact that the results of the research can be used for educational purposes, as well as for motivating teachers to participate in pedagogical competitions. The article made it possible to conclude that participation in pedagogical competitions is aimed at intensive and effective reflection of the problems discussed at the competitions. Collaboration of teachers with participation in pedagogical competitions contributes to the exchange of experience between educators, demonstration of their research works, and improvement of their professional pedagogical skills.