CRITERIA AND INDICATIVE COMPOSITION OF TEACHER’S PROFESSIONAL POTENTIAL

Abstract

The article reveals a modern view on the role of the development level of teacher’s professional potential in his becoming as a specialist. The aim of the paper was to attempt a system-wide evaluation and to identify the main criteria and indicators of the phenomenon under investigation in order to provide a scientific approach to the implementation of teacher’s work, professional development, selfdevelopment, to determine the types of activities to be pursued for external evaluation and selfevaluation. The results of the work are definition of four development levels of teacher’s professional potential: pre-professional, initial, normalized, generalizing, which generalizes the following criteria and indicators: results of practical activity (the resulting criterion), success, the development of their own work style (productive and stylistic), the impact of the environment of professional development on the quality of involving the teacher in innovative processes (environmental); achievement of professional competence (competency); manifestations of teacher’s personal qualities (personallyprofessional). The main indicators of the teacher’s professional potential are characterized: the system organization of his consciousness, the psyche, the relation to himself and the outside world, otherpeople, activities; intellectuality, creativity, development of professionally meaningful qualities; motor skills; self-regulation; development of cognitive processes (attention, thinking, memory, imagination); experience and culture as a professional; health. Studies of teacher’s professional potential are carried out using a variety of methods: pedagogical observation, educational monitoring, sociological methods, mathematical methods, as well as experiment, questioning, testing, scaling, expert estimation method, rating estimation.