EXTERNAL QUALITY ASSESSMENT OF GENERAL EDUCATION AS A FACTOR OF TEACHERS’ PROFESSIONAL DEVELOPMENT

Introduction. Nowadays, foreign and Russian researchers state the lack of reliable tools for diagnostics of professional gaps among teachers. It is unjustified to draw conclusions about skill level of teachers, relying only on results which are shown by pupils when holding unified state examinations and monitoring tests. However, information on results of an external assessment of quality of the general education (the USE, OGE, All-Russian test works and national researches of quality of education) corresponds to professional development of teachers and more rational organization of this process.

The aim of the article is to consider and discuss the relationship between professional development of teachers and external assessment of the quality of general education; the search of opportunities and terms of the results use of external evaluation procedures in teacher training.

Methodology and research methods. The authors analyzed the publications (available on the Internet and in periodicals) to determine the relevance of the problem and compare approaches to its solution by Russian and foreign researchers. The methods involve content analysis, problem-based and comparative analysis for the diagnosis of the current practices of teachers’ professional development. The purpose of the analysis is the inclusion of education quality assessment and evaluation results in the contents of programs of professional development of teachers.

Results. The created request for the profitability analysis results of an external assessment of general education quality of professional development of pedagogical staff is observed. However, the analysis of modern practice of additional professional pedagogical education showed that the preparation to prevails; certification procedure results for improvement of pedagogical activity are rarely used. The main reasons for this situation are found out: lack of the target information products for system of professional development prepared by results of certification and monitoring procedures; lack of unified methodological and methodical approaches to development of programs of professional development of teachers; insufficient development of expert and analytical activity at regional institutes of professional development. Change of the situation is possible based on the following complex measures: development of practice of direct diagnostics of teachers’ competences; adoptions of administrative decisions following the results of estimated procedures; interactions of institutes of professional development, higher education institutions, schools, methodical services and governing bodies of education for creation of flexible and mobile organizational and methodical resources for professional development; combinations of formal and informal teachers’ education experience.

Scientific novelty. The practicability of results implementation for external education quality evaluation organization promoting professional growth of teachers is proved. The generalized characteristic of current practice in professional development of teachers based on an assessment of the quality of education is given.  

Practical significance. Organizational and pedagogical conditions for the improvement of the system of educators’ professional development are proposed. 

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