TEACHER EVALUATION IN VOCATIONAL EDUCATION INSTITUTIONS IN THE CONDITIONS OF ATTESTATION

The problem of improving pedagogical practice reinforces the need to develop tools for the adequate evaluation of a teacher’s performance and the development of their personal qualities. This article presents the experience of evaluating the competence results of professional activities of about 3900 teachers of professional educational organizations in the Sverdlovsk region in the process of their certification for the first and the highest category during 2013—2017. The indicators of formation of activity components are used as criterion-evaluation system in the expert sheets. The article analyses the types of leading activity identified by D. B. Elkonin, A. N. Leontev, L. S. Vygotskiy, V. V. Davydov, L. I. Bozhovich and other methodologists of the activity approach. In the course of the study, the author identified the following components of activity: emotional and psychological, corresponding to direct-emotional communication; regulatory, corresponding to object-manipulative activity; social, corresponding to play activity of preschooler; analytical, corresponding to learning activity; creative, corresponding to the leading activity of teenager; self-improvement, corresponding to professional activity. The analysis of the formation of pedagogical activity components revealed a relatively low level of development of analytical, creative and self-improvement components in the structure of pedagogical activity. There were revealed such deficits in the professional activities of teachers of secondary vocational education as the lack of a program to monitor the educational achievements of students, the lack of correction of educational and methodological documentation and methodological support of academic disciplines and professional modules, difficulties in justifying the choice of technology, poor communication with employers, shortcomings in the preparation of materials to generalize and disseminate the experience of teaching staff. This enables further adjustment of the activities of the methodological services of vocational educational organizations.

secondary vocational education, evaluation of a teacher’s qualification, the attestation, activity’s components, the formation of the emotional and psychological component, the formation of the regulatory component, the formation of the social component, the formation of the analytical component, the formation of the creative component, the formation of the self-improvement component.

Temnyatkina O. V. Teacher evaluation in vocational education institutions in the conditions of attestation. Business. Education. Law, 2021, no. 3, pp. 472—478. DOI: 10.25683/VOLBI.2021.56.353.