To The Question Of Foreign Language Teachers’ Certification

Abstract

This article identifies a range of topical issues related to the certification of teachers. Firstly, a brief review of experience of teacher certification abroad has been made, and general trends in the certification procedure in different countries, including the Russian Federation have been identified. Secondly, the directions of professional activity are indicated, which, in our opinion, are subject to certification of foreign language (FL) teachers; the basic principles of certification are described. Thirdly, the results of a large-scale survey of teachers of the Republic of Bashkortostan are presented, which made it possible to reveal their readiness to undergo the certification procedure. The purpose of this study is to describe the range of problems associated with the certification of teacher professional competence. One of the main tasks we see is the definition of groups of competencies that should be assessed as part of the certification of FL teachers, as well as levels of knowledge of these competencies within each group. An equally important task is to identify the attitude of FL teachers to the possibility of certifying their activities. In the methodological literature there are several options for professiograms of a FL teacher. A professiogram (job analysis) is a description of psychological norms and requirements for the activities and personality of a specialist, one of the components of a specialist model along with professional requirements and qualification profile (Markova, 1996). The professiogram reflects the invariant, idealized parameters of the personality and professional activity of the teacher.