Keyword: «качество образования»

The article presents the results of diagnostics of teachers' professional deficits. The empirical data on the professional qualities of teachers are laid out and presented. The conducted research has shown that the diagnosis is possible in the conditions of an educational organisation. The forms of conducting it are proposed. The key aspects influencing the quality of the organisation of methodological assistance are revealed.

The article is devoted to the study of pedagogical mechanisms for increasing the educational motivation of secondary school students in the context of ensuring the quality of education. The formation of stable cognitive interest and critical thinking in schoolchildren is considered as a significant element of the education system. The potential of gaming activity as a means of activating the educational and cognitive activity of ninth-graders in history lessons is being studied. The thesis is substantiated that effective pedagogical technologies aimed at developing internal motivation contribute not only to the personal growth of students, but also to the formation of civic identity and historical consciousness.

The article discusses the problem of managing the development of professional competence of a teacher in the context of the implementation of federal state educational standards and the professional standard of a teacher. The author conducts a terminological analysis of the key concepts of «competence» and «competence» based on the research of J. Ravena, A.V. Khutorsky, I.A. Zimnaya, which makes it possible to substantiate the need to distinguish between external regulatory requirements and internal integral qualities of a teacher's personality. Based on the structural models of N.V. Kuzmina, V.A. Slastenin and A.K. Markova identified the components of professional competence that are the object of managerial influence. The article systematizes strategies for managing the development of professional competence: self-development (reflection, self-education, self-education), mentoring and mentoring, professional development, certification of teaching staff, the activities of professional communities, as well as the introduction of modern educational technologies. The thesis is substantiated that effective management of competence development involves a transition from the model of «competence compliance control» to the model of «creating conditions for personal and professional growth of a teacher.»