Psychological and pedagogical basic of development of readiness pedagogical staff to professional certification

Abstract

Today the demand for certification of pedagogical staff is the priority issue. It is related to rebranding teaching and educators’ competitiveness. The research purpose was to investigate psychological and pedagogical features of forming readiness of educators to certification.The results of the accomplished questionnaire of respondents of Zaporizhzhia region in 2016-2017 about their attitude toward certification show that 85 % of respondents refer critically. It speaks to the absence of readiness of respondents to educational reform, changes in the system of postgraduate pedagogical education in general and implementation of procedure of certification in particular.According to the investigation, 62 % of respondents are engaged systematically in self-education. The third of respondents (31 %) pay attention to self-education with the frequency of several times a year. Among basic barriers of professional self-education, respondents name external factors (lack of time (56 %), large academic load (38 %)), and personal factors (emotional fatigue (33 %), lack of motivation to self-education (34 %)). Basic motivators of the professional development are the personal interest in professional activity (60 %) and internal satisfied of the necessity of professional development (48 %). Financial stimulation is the main reason of professional development for 45 % respondents.Forming of readiness of pedagogical staff to the certification requires learning not only the standard professional knowledge and skills but also the development of professionally meaningful qualities. It is possible due to the implementation of the technology of psychological and pedagogical support of the professional development of pedagogical staff into the process of continuous formation