The Structure of Professional Competence of a Teacher in Russia
Volume 2, Issue 5, September 2013, Pages: 186-191
Received: Jul. 10, 2013;
Published: Sep. 10, 2013
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Irina Mikhailovna Zakharova, Faculty of Pedagogy, Institute of socio-pedagogical technologies and resources; the city of Naberezhnye Chelny, Republic of Tatarstan, Russia
Liliya Mustafovna Fayzrakhmanova, Faculty of Foreign Languages and Methods of Teaching, Institute of socio-pedagogical technologies and resources; the city of Naberezhnye Chelny, Republic of Tatarstan, Russia
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The change of the educational paradigm in Russia leads to a need to revise not only the content of education, but also the role and the place of a teacher in the educational process, and determination of the level of professionalism of teachers. In modern conditions of modernization of education, together with the transition from "knowledge" approach to competence approach, the professional functions, and accordingly, the requirements to psychological and pedagogical competence of a teacher increase. In modern Russia new Federal Educational Standards (FES) are adopted in the field of General education. Thus, a number of questions and contradictions appear: the introduction of new educational standards should entail modification of the content and criteria of estimation of professional competence of teachers. The article presents the experience of the teaching staff of the Institute in the aspect of the training of future teachers and educational psychologists in Russia.
Pedagogical Competence, Expert Evaluation, the Structure of Pedagogical Competence of a Teacher, Developmental Education, the Subject of the Training Activities, the Internship Program for Students
To cite this article
Irina Mikhailovna Zakharova,
Liliya Mustafovna Fayzrakhmanova,
The Structure of Professional Competence of a Teacher in Russia, Education Journal.
Vol. 2, No. 5,
2013, pp. 186-191.
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