Проблема управління розвитком науково-методичної компетентності вчителів закладів освіти першого ступеня в педагогічній теорії та освітній практиці

Abstract

The article analyzes the problem of managing the development of scientific and methodological competence of teachers of educational institutions of the first level in pedagogical theory and pedagogical practice, gives the final analysis of the categories «competence», «scientific and methodological competence», «scientific competence» and «methodological competence of primary school teachers». It has been established that the reform of general secondary education has led to significant changes in the management of educational institutions, in particular, to the allocation of the problem of managing the development of scientific and methodological competence of teachers of educational institutions of the first level. The interdisciplinary nature of the research will lead to problems of determining the need and justifying scientific approaches, taking into account their constructive capabilities.The methodological substantiation of the problem of managing development of scientific and methodological competence of primary school teachers at the interdisciplinary level is a set of principles, categories, methods and techniques of the social sciences. It is generalized that the reform of general secondary education is a catalyst that encourages the subjects of management of educational institutions of the first stage to optimize the activities of in-school methodological work to develop the scientific and methodological competence of teachers. A special place in the management of the scientific and methodological competence of primary school teachers is given to practical pedagogical activity in the process of their direct inclusion in the performance of professional functions.Generalization of the experience of educational institutions of the first level made it possible to find out that the development of the scientific and methodological competence of teachers of educational institutions of the first level is ensured, first of all, by the effective, purposeful organization of teaching, the purpose of the school. The methodological service of the 1st level educational institutions should create conditions for primary school teachers not only for the implementation of ready-made curricula, but also for active participation in their development and experimental testing, innovative and author's approaches to the educational process in full, stimulating the development of potential for improvement and personal and professional qualities.