Consideration of the Basic Competencies of a Preschool Teacher in Curriculum Modernization

Rakhila Zh. Aubakirova; Gulbanu A. Kabzhanova; Oxana G. Вelenko; Nelli Yu. Pigovayeva; Alyona A. Kostyunina

doi:10.23947/2334-8496-2021-9-1-91-103

Authors

Rakhila Zh. Aubakirova Pavlodar State University named after S. Toraighyrov, Pavlodar, Republic of Kazakhstan https://orcid.org/0000-0002-7984-2387
Gulbanu A. Kabzhanova Pavlodar State University named after S. Toraighyrov, Pavlodar, Republic of Kazakhstan https://orcid.org/0000-0002-3290-4894
Oxana G. Вelenko Shakarim State University of Semey, Semey, Republic of Kazakhstan https://orcid.org/0000-0003-3065-6054
Nelli Yu. Pigovayeva Pavlodar State University named after S. Toraighyrov, Pavlodar, Republic of Kazakhstan https://orcid.org/0000-0002-7533-2849
Alyona A. Kostyunina Gorno-Altai State University, Gorno-Altaisk, Russian Federation https://orcid.org/0000-0001-9055-6472

DOI:

https://doi.org/10.23947/2334-8496-2021-9-1-91-103

Keywords:

pedagogical technologies, professional competences of the teacher, methodological competence, preschool education

Abstract

The work deals with an important aspect of teacher training — the formation of competence in the field of technologization of the pedagogical process. An updated theoretical model of a holistic pedagogical process is presented, which is the basis for coverage of the criteria for the formation of abilities for the constructive and systematic introduction of technologies into pre-school education. The author’s questionnaire The Scale of Self-Assessment of Pedagogical Abilities for the Technologization of the Pedagogical Process was presented. The article provides the results of its testing on a sample of a total of 412 respondents, including 170 preschool teachers with work experience from 1 to 25 years, 200 — students-future teachers, 42 - PEF coordinators. Based on the comparison of samples of teachers with different work experience, it describes how the nature of professional activity determines the specific structure of competences in the field of TPP. The experiment was a part of research; authors showed the conditions for the implementation of a special curriculum, which helps effectively prepare teachers for the use of modern educational technologies.

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