Keyword: «teacher’s personal and professional development»

In connection with elaboration of a teacher’s professional standard, National system of teacher development, new models of teacher’s certification for compliance with the requirements for the competence in performing professional activities and functions, the problem of content and forms in programs of additional professional education and advanced training as a part of it is becoming more important. The relevance of data presented in this article is also determined by the necessity of understanding not only a teacher’s deficits and difficulties in professional work, but also fixing predictors of self-effectiveness as ability to teach something to pupils controlling their education and development at the same time. The purpose of the research is to determine a correlation between professional knowledge and skills and work experience of a teacher: what knowledge and skills are characteristic for a qualification category and what appear as new knowledge due to experience of pedagogical activity. More than 1000 subject teachers of General education institutions of Krasnoyarsk region participated in the questionnaire survey. They examine the results of certain knowledge and skills self-evaluation considering as structural components of professional competence/professional activities of a teacher. Interpretation of the results depending on category and teaching experience of a teacher is made on the basis of teachers’ personal and professional development patterns and the requirements of the professional standard «Pedagogue» for professional competence of teachers in performing their work activities. The authors believe that presence or absence of a qualification category do not always indicate the real level of teacher’s professionalism, that should lead to modification of certification model in terms of the professional standard «Pedagogue» and National system of teacher development adoption. The information obtained as a result of the empirical data analysis will allow to design properly the process of pedagogues qualification improvement according to their professional demands and to prove unreasonableness of arranging qualification improvement courses for teachers of a certain qualification category; and it will be a guideline for development of teachers’ certification models (where teachers received a qualification category would not pass a regular recertification, since development is irreversible), that determines practical significance of the research undertaken.