Abstract
The article examines the problems of developing the methodological competence of a chemistry teacher in a dynamically developing education system. The components of the subject competence of a chemistry teacher, the directions of their development, the structure and content of the directions of development of professional competence are analyzed: course training in the system of additional professional pedagogical education, self-educational activities. The issues of self-education and the formation of motivational and value components of the professional activity of a chemistry teacher are considered. In addition, the article examines the development of a chemistry teacher’s subject competence throughout his entire professional career, based on the unity of four components - self-forecasting, self-education, self-education and achievement motivation as the driving force of professional self-improvement. One of the key directions in the process of developing a teacher’s professional competence is self-education - systematic, purposeful independent cognitive activity to master psychological, pedagogical, subject and methodological knowledge. Self-education is determined by the personal, social and professional needs of the teacher, the desire to maximize one’s creative potential, the presence of achievement motivation and a value-based attitude towards one’s own professional activities.
Published Version
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