NORMATIVE-COMPETENCE MODEL OF THE TEACHER OF THE ADDITIONAL PROFESSIONAL EDUCATION SYSTEM

Introduction. The growth of requirements for the quality and effectiveness of educational activities, identified in a number of government documents, determines the need to normalize the professional activities of teaching staff. The aim of this article is to present the normative-competence model of the teacher of additional professional education developed by the Department of Pedagogy and Andragogy of the Nizhny Novgorod Institute of Education Development, and to substantiate the potential of this model as an effective mechanism of intracorporate support of continuous professional development of the institutes of advanced training of specialists teaching staff. Methodology and research methods. The general theoretical basis for the design of the normative-competence model of the teacher consists of the system-activity, competency-based, andragogical, comparative general scientific approaches. The methods of the qualification and dispersive analysis, expert estimations, participant observation, stratified sampling were used to determine the efficiency of the model and diagnostics of professional competences of teachers of additional professional education. Processing of the data obtained was performed by the methods of mathematical statistics – the analysis of reliability of mathematical expectation differences and hypotheses checking on the basis of fitting criterion. Results and scientific novelty. The presented model contains a set of key qualities that provide the pedagogical worker with the ability to be successful in achieving the strategic educational goals. The structure of the model includes the clusters of universal, general professional and professional competencies; maps and indicators of competencies divided into three levels – monodisciplinary, multidisciplinary, metadisciplinary. The advantage of the model is that it can serve as a framework for objective assessment of professionalism of teachers of additional professional education as well as a standard framework to upgrade teachers’ qualification and self-development. The hypothesis on the conditions of the model realization was tested in the course of the project experiment conducted by the authors. The conditions of three types presented: content-activity, organizational-managerial, and the ability to transform the conditions of the first and second types for professional development of the teachers. The inputs and outputs research results on teachers’ competencies by the end of the three-year intra-corporate training curriculum “Andragogical School of Eventual Education” have shown the efficiency of application of the developed model in the format of self-training organization. Practical significance. The normative-competence model is universal and fully consistent with the requirements of the teachers’ career development system. The model presented provides the groundwork for scientific and educational activity of the teacher of additional professional education and can be used by everyone who is engaged in educational activity in the conditions of continuous pedagogical education.

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