THEORETICAL AND FUNDAMENTAL ASPECTS OF ASSESSING TEACHERS’ PROFESSIONAL COMPETENCE
DOI:
https://doi.org/10.37547/Keywords:
teacher, professional competence, assessment, theoretical foundations, competency-based approach, pedagogical diagnostics, professional development, reflection, quality of education.Abstract
This article analyzes the theoretical and fundamental aspects of assessing teachers’ professional competence. The study identifies the structural components of competence based on pedagogical diagnostics, competency-based approaches, and the paradigm of teachers’ professional development. The cognitive, operational-technological, communicative, reflective, and axiological components of professional competence are theoretically explained. Moreover, the impact of assessment effectiveness on teachers’ practical activity, pedagogical decision-making, and the improvement of educational quality is examined. The theoretical foundations provide opportunities for developing modern assessment tools and for conducting a systematic evaluation of teachers’ professional growth.
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