KUZMENKO M., KAZKO E., MAKAROVA E. PROFESSIONAL COMPETENCIES OF PRIMARY SCHOOL TEACHERS: ASSESSMENT AND SELF-ASSESSMENT STUDY. LIFELONG EDUCATION: The 21st Century.
2024. № 4 (48). DOI: 10.15393/j5.art.2024.9988


Issue 4 (48)

Human and teaching resources of continuing education
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PROFESSIONAL COMPETENCIES OF PRIMARY SCHOOL TEACHERS: ASSESSMENT AND SELF-ASSESSMENT STUDY

KUZMENKO Maria V.
PhD in Pedagogical Sciences, Associate Professor, Associate Professor of the Department of Theory and Methods of Primary Education, Institute of Pedagogy and Psychology
Petrozavodsk State University
(Petrozavodsk, Russian Federation)
kuzm476@mail.ru
KAZKO Elena S.
PhD in Pedagogical Sciences, Associate Professor, Associate Professor of the Department of Theory and Methods of Primary Education, Institute of Pedagogy and Psychology
Petrozavodsk State University
(Petrozavodsk, Russian Federation)
helenkazko@gmail.com
MAKAROVA Elena D.
PhD in Pedagogical sciences, senior methodologist, department of general education development
Educational Development Institute
(Petrozavodsk, Russian Federation)
lm0907@mail.ru
Keywords:
teacher competencies
professional competencies; teacher professional deficits
subject-specific competencies
methodological competencies
competency assessment
competency self-assessment
primary school teachers.		 Abstract: the issue of diagnosing and assessing teachers' professional competencies remains relevant and in demand in pedagogical science. This article examines various research directions in this field, including the classification of professional competencies, the development of diagnostic tools, the identification of professional deficits and ways to address them, as well as the assessment and self-assessment of teachers' subject-specific and methodological competencies. The aim is to conduct a comparative analysis of the assessment and self-assessment of primary school teachers' professional competencies to identify their consistency and determine teachers' professional deficits. The assessment of teachers' professional competencies was carried out through testing, which included subject-specific and methodological tasks. Self-assessment of teachers' professional competencies was conducted using questionnaires through the completion of self-assessment forms. The analysis was based on the developed criterion-diagnostic tools, which allowed for identifying the consistency between assessment and self-assessment. The study involved primary school teachers from urban and rural general education institutions in the Republic of Karelia. The results of the competency assessment showed that the level of teachers' subject-specific competencies is higher than that of methodological competencies. Professional deficits are associated with tasks requiring detailed answers, analysis of educational situations, argumentation of their position, and planning of the educational process. A comparative analysis of assessment and self-assessment revealed that 53 % of teachers adequately assess their professional competencies. For both methodological and subject-specific competencies, there is no direct correlation between the correctness of task perfor-mance and the success of their self-assessment. It was concluded that it is advisable to improve teachers' reflective skills and develop a number of subject-specific and methodological competencies.
Paper submitted on: 07/20/2024; Accepted on: 11/18/2024; Published online on: 12/26/2024.

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DOI: http://dx.doi.org/10.15393/j5.art.2024.9988