Experimental testing of organizational and pedagogical conditions for the development of professional competence of primary school teachers

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Experimental testing of organizational and pedagogical conditions for the development of professional competence of primary school teachers

Batsula Natalna,

Postgraduate student of Pedagogy, methods and management education of Ukrainian Engineering and Pedagogics Academy, Ukraine

Abstract

The Ministry of Education and Science of Ukraine has developed the Concept of implementation of state policy in the field of general secondary education reform "New Ukrainian School" for the period until 2029, new educational standards are being prepared and implemented. In this regard, there is a need for highly qualified personnel capable of creative work and professional development. This is what directed our research to the experimental verification of the organizational and pedagogical conditions for the development of the professional competence of primary school teachers in the system of methodical work and solving the issue of diagnosing the level of development of the professional competence of primary school teachers. The experimental verification involved several stages of scientific research: exploratory and theoretical, experimental, generalized, each of which was aimed at solving specific tasks.

Based on the above, we clarified the concept of "organizational and pedagogical conditions": it is a complex of interconnected and mutually conditioned components that ensure the continuity of the teacher's professional growth. We considered organizational and pedagogical conditions as: macro conditions, meso conditions, micro conditions.

In order to carry out constant observation, fixation and determination of the level of development of professional competence of primary school teachers in the system of methodical work, we have developed: a basic factor-criterion model for determining the effectiveness of methodical work in relation to the development of professional competence of primary school teachers, a factor-criterion submodel for determining the level of development of professional competence of primary school teachers in system of methodical work; factor-criterion submodel of determining the professional competence of primary school teachers in the system of methodical work. Experimental verification of the level of development of the professional competence of primary school teachers in the system of methodical work involved the identification of the level of its development: low (algorithmic), medium (partially searching); sufficient (creative), high (adaptive and innovative) and based on defined criteria: informational and technological, adaptive and active, communicative and pedagogical, analytical and reflective.

Keywords: experimental verification, methodical work, "organizational and pedagogical conditions", development of professional competence of primary school teachers, factorial and criterion model.

Анотація

Бацула Наталія Володимирівна

аспірантка кафедри педагогіки, методики та менеджменту освіти

Української інженерно - педагогічної академії м. Харків

ЕКСПЕРИМЕНТАЛЬНА ПЕРЕВІРКА ОРГАНІЗАЦІЙНО-ПЕДАГОГІЧНИХ УМОВ РОЗВИТКУ ПРОФЕСІЙНОЇ КОМПЕТЕНТНОСТІ ВЧИТЕЛІВ ПОЧАТКОВОЇ ШКОЛИ

Міністерством освіти і науки України розроблено Концепцію реалізації державної політики у сфері реформування загальної середньої освіти «Нова українська школа» на період до 2029 року готуються та впроваджуються нові освітні стандарти. У зв'язку з цим стала потреба у висококваліфікованих кадрах, здатних до творчої праці та професійного розвитку. Саме це і спрямувало наше дослідження на експериментальну перевірку організаційно-педагогічних умов розвитку професійної компетентності вчителів початкової школи в системі методичної роботи і розв'язання питання діагностування рівня розвитку професійної компетентності вчителя початкової школи. Експериментальна перевірка передбачала кілька етапів наукового пошуку: пошуково-теоретичний, експериментальний, узагальнюваний, кожен з яких був спрямований на вирішення визначених завдань.

Виходячи з вище зазначеного нами уточнено поняття «організаційно - педагогічні умови»:- це комплекс взаємопов'язаних та взаємообумовлених компонентів, які забезпечують неперервність професійного зростання педагога. Організаційно - педагогічні умови нами розглянуто, як: макроумови, мезоумови, мікроумови.

Для здійснення постійного спостереження, фіксації та визначення рівня розвитку професійної компетентності вчителів ПШ в системі методичної роботи нами було розроблено: базову факторно - критеріальну модель визначення ефективності методичної роботи щодо розвитку професійної компетентності вчителів ПШ, факторно - критеріальну субмодель визначення рівня розвитку професійної компетентності вчителів ПШ в системі методичної роботи; факторно - критеріальну субмодель визначення професійної компетентності вчителів ПШ в системі методичної роботи. Експериментальна перевірка рівня розвитку професійної компетентності вчителів початкової школи в системі методичної роботи передбачала виявлення рівня його розвитку: низький (алгоритмічний), середній (частково-пошуковий); достатній (творчий), високий (адаптивно-інноваційний) і на основі визначених критеріїв: інформаційно-технологічний, адаптивно-діяльнісний, комунікативно-педагогічний, аналітико-рефлексивний.

Ключові слова: експериментальна перевірка, методична робота, «організаційно - педагогічні умови», розвиток професійної компетентності вчителів початкової школи, факторно - критеріальна модель.

Introduction

professional competence primary school teacher

The current situation in the field of education in Ukr aine is characterized by active restructuring of the Ukrainian school. The Ministry of Education and Science of Ukraine has developed the concept of implementation of state policy in the field of general secondary education reform «New Ukrainian School» for the period until 2029, new educational standards are being prepared and implemented - everything is aimed not only at updating the structure of the Ukrainian school, but primarily at the implementation mechanisms competence training. Only a teacher who is constantly improving himself in the conditions of intensive development of science, technology, information space, who strives to work with the use of innovative approaches to the development and training of the individual, creatively approach the soluti on of everyday pedagogical situations, is capable of realizing such tasks.

Analysis of recent research and publications

Research on the problem of increasing and developing the professional competence of primary school teachers has been significantly intensified, due to the urgent need for highly qualified personnel capable of creative work and professional development (H. Yelnikova, H. Kravchenko, A. Kryzhanovskyi, L. Martynets, Z . Ryabova, E. Sofyants), to the organization of methodical work with pedagogical workers (O. Virolainen, I. Horbachova, A. Yermola, A. Zevina, L. Nazarenko, T. Sorochan, I. Spivakova, Yu. Shabala) . Th e interpretations of the terms «condition», «pedagogical conditions» and « organizational and pedagogical conditions» can be seen in the scientific studies of such scientists as: Yu. Babanskyi, V. Belikova, H. Vasylieva, R. Hurevich, M. Zverevai, I. Zyazyuna. Khutorskyi, L. Filippova, N. Yakovleva. At the same time, the study of the theory and practice of improving the qualifications of pedagogical personnel of education showed that today there is an insufficient number of studies, the subject of which would be the theoretical justification and approval of the organizational and pedagogical conditions for the development of the professional competence of primary school teachers in the system of methodical work. In fact, the question of diagnosing creative, personal and business qualities remains unsolved, the specifics of the psychologization of teachers' independent training in the system of professional development have not been revealed.

Presentation of the main material

The analysis of scientific literature and recent psychological and pedagogical research has shown that most scientists and researchers do not have a common vision of the content and approaches to the formation and development of teachers' professional competence in the system of methodological work of primary school.

To solve this problem, we conducted an experimental study in which we tested the organizational and pedagogical conditions for the development of primary school teachers' professional competence and analyzed the results.

The majority of authors define organizational and pedagogical conditions as an interpretation of the circumstances of the pedagogical process that organize and coordinate the interaction of the subjects of the educational process, who jointly implement a certain program or goal.

We consider «organizational and pedagogical conditions» as a set of interrelated and interdependent components that ensure the continuity of a teacher's professional growth.

Based on the research of O. Chepka [9], in our study we will consider the organizational and pedagogical conditions as:

- macro conditions - social order of society for motivated and professionally trained teachers, development and coordination of regulatory documents;

- meso conditions - development of professional competence of teachers, adaptation and improvement;

- micro conditions - individually - educational trajectory of the development of professional competence of primary school teachers, active involvement in scientific and research activities [11].

Experimental work on the outlined problem was carried out during 2021 -2023 on the basis of: Kharkiv General School of levels I-III № 72 of Kharkiv City Council of Kharkiv Region, Kharkiv Specialized School of levels I-III № 109 of Kharkiv City Council of Kharkiv Region, Kharkiv Specialized School of I -III levels № 142 of the Kharkiv City Council of the Kharkiv Region, «Kochetotsky Lyceum» of the Chuhuyiv Town Council of the Kharkiv Region, Municipal Educational Institution «Oleksiiv Lyceum of the Oleksiiv Village Council», «Vvedensky Lyceum» of the Novopokrovsk Village Council of the Chuhuyiv District of the Kharkiv Region, Municipal Institution «Bohoduhiv Lyceum № 1» of the Bohodukhiv Town council of the Bohodukhiv district of the Kharkiv region and included several stages of scientific research: search and theoretical, experimental, generalized, each of which was aimed at solving specific tasks (Table 1.1)

In the course of the research, we used a complex of general scientific methods:

- theoretical: comparative and comparable and structural and functional analysis of scientific sources for generalization and systematization of materials on the research problem; method of pedagogical modeling;

- empirical: included the study of regulatory and legal documents, practical activities of general secondary education institutions to establish and generalize experience on the development of professional competence of primary school teachers, questionnaires, testing, interviews, expertise, analysis of the results helped in the development of methodological recommendations;

Table 1.1

Stages of the experiment

- methods of mathematical statistics: to process the results, qualitative calculations were used to objectify and ensure reliability.

In order to determine the level of development of professional competence of primary school teachers, we have developed a framework in which the criteria are substantiated: information and technological, adaptive and active, communicative and pedagogical, analytical and reflective, their indicators and levels are low (algorithmic), medium (partially searching); sufficient (creative), high (adaptive and innovative). The parameters and assessment factors are formulated in accordance with the defined criteria. To carry out constant observation, recording and determination of the development of the professional competence of primary school teachers in the system of methodical work, we developed: a basic factorial and criterion model for determining the effectiveness of methodical work in relation to the development of professional competence of primary school teachers (Table 1.2), a factorial and criterion sub-model for determining the level of professional development competence of primary school teachers in the system of methodical work; factorial and criterion submodel of determining the professional competence of primary school teachers in the system of methodical work.

The qualitative method of information processing regarding the state of professional competence development of primary school teachers is applied.

During the experimental verification, we involved 32 people for testing, who were asked to answer three test tasks (see Table 1.3). Task 1. Testing The answer number is marked with the numbers 1,2, 3, which are assigned according to the rules of the order scale according to the descriptive characteristics, for example, the first task had 4 answer options and did not provide a clear choice, in this case the respondent could prefer two or more answers This task was evaluated with the maximum number of points - 128. T ask 2 involved a clear choice of answer: «yes» or «no». That is, the respondent had to choose between two answers and give preference to only one. This task was evaluated with the maximum number of points - 32. In task 2, «Yes» answers were assigned 1, and «No» answers - 2.

Table 1.2

Factorial and criterion (qualimetric) model of determination the effectiveness of methodical work on the development of the professional competence of primary school teachers (based on the corresponding qualitative model byH. Yelnikova)