Teacher’s Competitiveness at Different Stages of Professional Development

Abstract

Purpose of the study: The research is aimed at determination of the competitiveness level of teachers with different experience in pedagogy and different level of education, and at establishing of a connection between content components of competitiveness and full teacher’s self-realization in his/her professional activity.
 Methodology: The main methods include experimental research which allows comprehensive analysis of the issue of pre-school teachers competitiveness improvement; theoretical and methodological analysis of the subject and the problem of the research that is based on the studying of scientific literature and its logical compilation; empirical methods (analyses of documents, testing), plus mathematical-statistical and interpretative methods.
 Results: The article presents the empirical research of the competitiveness of pre-school teachers and the system for improvement of their competitiveness. The adequacy of psycho-diagnostic methodologies for research of competitiveness levels of pre-school teachers is proved, the interconnection between the competitiveness level of teachers and various experiences of pedagogical activity and the level of education is established.
 Applications of this study: The results of the study will be useful for developing educational strategies in the preschool education system, they can help pre-school education leaders creating social-psychological-pedagogical conditions for the effective interaction of all subjects of the educational process as well as for the full realization of the individual in the modern educational process and improving individual efficiency.
 Novelty/Originality of this study: The results of the empirical study show that the applied set of psychodiagnostic methods turned out to be reliable and valid tools that ensured the goals achievement: the level of competitiveness of teachers with different lengths of pedagogical activity and level of education was determined, the relationship between the content components of competitiveness and full self-realization of a teacher in professional activities was determined based on prioritizing social and psycho-pedagogical characteristics of the person.

Theoretical Background of Formation of Future Specialists' Value Attitude Towards Continuous Professional Self-Development When Studying a Foreign Language

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Influence of School Improvement and Teachers' Organizational Commitment to Teachers' Performance

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Higher education in Russia: problems of environmental personnel training

“…If the requirements for the qualification of teachers can be attributed to the beginning of engineering training, the criteria for selecting prepared applicants came to Russia from France, where entrance exams in physics, chemistry, and mathematics were first introduced for applicants to the Polytechnic school. This approach to selection has shown its effectiveness and has got used to Russian engineering education [1,[6][7][8][9][10][11]. In addition, in the middle of the XIX century in Russia, the first specialised classes were created (in-depth study of exact sciences), and the first documents of the Soviet government assigned free and compulsory, general and polytechnic education for all children of both sexes under 17 years of age; 3) wide development of vocational education for persons from the age of seven years in connection with General polytechnic knowledge [1].…”