Diagnostics of Methodological Competence Development of Preschool Teachers

Abstract

The article is devoted to the problem of methodical competence development of preschool teachers. It requires diagnosis of the real level of this competence development. The relevance of the study is justified by the need to develop and implement a pedagogical model of methodical competence development of preschool teachers. Checking the effectiveness of the pedagogical model of methodical competence development of preschool teachers requires the development of a special diagnostic system to determine the level of methodical competence development of preschool teachers. Objective determination of the level in the context of the implemented diagnostic system can be understood by selecting a set of criteria and their indicators. Thus, the purpose of this article is to develop a diagnostic system for determining the level of methodical competence development of preschool teachers. The article describes the process of experimental diagnostics of methodical competence development of preschool teachers. On the basis of application of universal methods of scientific knowledge (analysis, synthesis, modeling, generalization) theoretical aspects of levels of pedagogical education, criteria and indicators of their definition are studied in the article. By means of theoretical methods (idealization, design) the system of criteria and indicators of methodical competence development of preschool teachers was developed. On the basis of the application of empirical methods (observation, testing, questioning, pedagogical diagnostics, pedagogical experiment) professionally significant qualities of teachers through the use of diagnostic tools are determined. The elements of novelty in the study are presented by the developed diagnostic tools, a system of criteria and indicators for determining the level of methodical competence development of preschool teachers and characteristics of each possible level (creative, productive, basic).