Psychological and pedagogical competence of a teacher – as an object of pedagogical measurement

Abstract

The article examines the current problem of pedagogical measurement and assessment of professional competencies of future teachers. The main innovative essence and content of the competency-based approach in education is the description, formation, and assessment of educational results in the form of competencies and competencies as the main criteria for the quality of education. In light of modern challenges to the educational system, the relevance of this problem lies in the need for high-quality training of teachers with psychological and pedagogical competencies. The article begins with a review of existing theoretical approaches to understanding the psychological and pedagogical competence of a teacher, the characteristics of its manifestation, and its significance for effective teaching. The study uses a combined method, including analysis of basic concepts, questionnaires, and self-assessment by students and future teachers. The authors formulate a hypothesis about the possibility of pedagogical measurement and assessment of the psychological and pedagogical competence of teachers, based on the questionnaire they developed. The results obtained are analyzed and interpreted. The main conclusion of the article is to confirm the possibility of measuring the psychological and pedagogical competence of future teachers.

In conclusion, the authors conclude that it is necessary to develop and assess the psychological and pedagogical competence of future teachers in the process of their training at the university. It is noteworthy that the developed methodology for assessing competence can be useful for educational institutions when conducting teacher certification. The results and conclusions obtained can be used in practice to develop programs and methods for the professional development of teachers aimed at developing and strengthening their psychological and pedagogical competence. In general, the article contributes to improving the system of training and development of teachers, taking into account their psychological needs and capabilities.