Input diagnostics of professional deficits in the system of additional professional education of teachers (based on evaluation of information and analytical competence level of the history teacher)
The article is devoted to modern approaches to the organization of the system of additional professional education (APE) of teachers based on the priorities of the national system of professional and personal growth of teachers. On the basis of the presented experience of the Saint-Petersburg Academy of Postgraduate Pedagogical Education in the implementation of additional professional programs the possibility of revealing professional shortages and determining individual ways of improving the professional competence of a teacher within the framework of the programs of advanced training and professional retraining of history teachers is justified. The authors analyze the results of the study of input diagnostics and level evaluation of information and analytical competencies of history teachers. On the basis of the data obtained, conclusions are drawn about teachers' underestimation of the importance of purposeful design of information and analytical activities of schoolchildren in history education and about the expediency of using APE procedures, technologies, and forms of activity related to external diagnostics and self-assessment of various competence areas in preschool educational institutions. In conclusion, the authors identify ways to improve the diagnostic tools of teachers of the APE system, which include a coaching approach in the organization of input diagnostics, problem solving, methodological cases, educational practices based on reflection (tutoring, project training, internship - “learning by action”, Lesson Study, etc.), as well as in the construction of “relief of professional competence of the teacher”. The APE program, designed in accordance with these approaches and forms, direct the teacher on the prospects for development in professional and personal areas.