EVALUATION OF TEACHER READINESS FOR PROFESSIONAL DEVELOPMENT
Abstract
The article deals with scientific approaches to evaluation of teacher's readiness for professional devel- opment. It is emphasized that readiness is a logical result of special training, self-determination, education and self-education, upbringing and self-upbringing, development and self-development. Readiness regulates activity, ensures its effectiveness. One of the important qualities of a teacher, the conditions for his/her success as a professional is readiness for professional development. The article attempts to determine the parameters, factors, criteria of teacher's readiness for professional development. It is noted that such factors as readiness for changes and susceptibility to innovations are attributed to such a parameter as motivational readiness; the factors of theoretical and methodological awareness, technology of decision-making, technology of search activity are attributed to the parameter of technological and pedagogical preparedness; factors of value atti- tude to pedagogical activity, professional self-improvement, communicative culture characterize the attitude to pedagogical activity. The defined criteria serve as refinement characteristics. The factor-criterial model of evaluation of the readiness of a comprehensive educational institution teacher for professional development was developed.
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