Keyword: «professional competence of teachers»

The author analyzes the various approaches to understanding the professional competence of the teacher, the definition of its structure and levels. Analyzing the existing classification of competencies, the author examines models of professional competence of primary school teachers. In the structure of the professional competence of primary school teachers, the author defines the following components: special (activity) competence, social competence and psychological competence. The results of experimental research of psychological competence of primary school teachers in Tula are represented.

Modern research convincingly shows that the resources and services of the Internet can have a negative impact on the physical, mental and spiritual condition of children and adolescents. One of the answers to these threats from the state and society is the development and implementation of regional programs to organize productive, creative activities of the younger generation in Russia on the Internet, contributing to the formation of their media culture. The successful formation of the media culture in schoolchildren today involves systematic work, which includes organizational, pedagogical, technological and economic measures. At the same time, the question of modern teachers’ readiness to solve a complex set of problems in this area successfully remains open. The purpose of this article is to analyze the level of teachers’ readiness in the Bryansk region to the formation of media culture in schoolchildren. The research of teachers’ readiness in the Bryansk region to perform their professional activity on formation of media culture in children and teenagers was carried out within the framework of "Youth media resources" project, which was carried out in the territory of the Bryansk region. During the period of the project implementation in 2017-18, the experience of 127 teachers from 54 educational organizations was studied. The study involved primary school teachers, as well as teachers of various subjects of natural Sciences and Humanities. Besides their different specialties, the study identified three groups of teachers according their place of work: teachers working in schools of Bryansk city, district centers and rural settlements. Specially worked out questionnaires allowed the authors to obtain a number of characteristics that reflected various aspects of the problem concerning formation of media culture in schoolchildren within the framework of professional activities of teachers. The results of the study confirm that the effectiveness of media culture formation process is determined to a decisive extent by the level of appropriate professional competence of teachers. The readiness of teachers to form a media culture among schoolchildren is characterized by a number of specific features associated with the specialty, experience and place of work. A significant part of teachers experiences serious difficulties in solving problems related to the formation of media culture in schoolchildren. These difficulties are largely due to the lack of adequate scientific, methodological and organizational support at the municipal, regional level and in individual educational organizations. The article may be interesting to specialists engaged in research of information and communication technologies use for the education and socialization of children. The results will be useful for education authorities at the Federal, regional and municipal levels, as well as educational organizations engaged in training and professional development of teachers.

The article discusses the effectiveness of teachers’ professional performance and the ways to increase their professional competence in the field of psychological and pedagogical support for children with disabilities, which is one of the important milestones in the development of modern professional education. We give an understanding of the professional competencies of teachers in the field of psychological and pedagogical support for children with disabilities as a professionally significant education. We also demonstrate the results of an empirical study of the motivational and cognitive components of teachers’ performance in the field of psychological and pedagogical support for children with disabilities.

The article reveals the problem of the development of professional competence of teachers in the process of designing an educational program. Taking into account the modern strategy of childhood development, age and individual characteristics of schoolchildren, as well as the request of students, parents, the public, the existing model of the educational system, the priorities of designing the educational program of a comprehensive school are determined. Pedagogical design is considered as an effective mechanism for the development of the educational system, and the professional competence of the teacher becomes an indicator of potential opportunities in the design of educational systems.