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Abstract

Monitoring has become the widespread tool in the modern education. This is due to wide functional capabilities of monitoring as the effi cient means of
 informational support for operational and strategic management of educational systems. The effi ciency of monitoring is determined primarily by the
 thoroughness of its scientifi c basics.
 Technologically, the monitoring process needs a conceptually specifi ed object, and as such an object various educational processes and phenomena
 can be chosen, including the teachers� professional activities. The educators� professional competence is chosen as the object of monitoring deliberately,
 being considered as the key factor for enhancing quality of education. Now, when the value orientation and benchmarks of national education are being
 renewed as a result of paradigm shift, the teachers� professional competence is considered to be the key factor for achieving the new quality level of education.
 The author attempts to accomplish the thorough analysis of the very concept of �a teacher�s professional competence�, because considers it as the
 essential modeling object to be incorporated in the monitoring procedure.