Analysis of professional deficits of teachers of the Republic of Tatarstan

Abstract

The research relevance is due to the need for regional education systems to develop tools and assessment techniques that allow identifying professional deficits in Russian teachers. This article analyses the results of approbation diagnostics of professional competencies of teachers in the state information system “Electronic Education of the Republic of Tatarstan”. Diagnostic tools were developed by scientific and pedagogical workers of organisations of higher and additional professional education of the Republic in accordance with the provisions of the professional standard “Teacher”.Aim. The present research aims to analyse and summarise the results of the monitoring of professional deficits of teachers of the Republic of Tatarstan in the field of subject, methodological, psychological, pedagogical and regulatory competencies for further building individual development trajectories and targeted professional development programmes.Methodology and research methods. Teachers were tested in their personal accounts in the information system “Electronic Education of the Republic of Tatarstan”. Evaluation materials were divided into blocks that differ in content and purpose in accordance with the labour functions of the professional standard “Teacher”: legal, subject, methodological and psychological-pedagogical blocks. Each option consisted of 25 tasks. The maximum participant in the diagnostics could score 100 points. The interpretation of the level of professional deficits was carried out in accordance with the scale recommended by the Ministry of Education. The results of the diagnostic work were processed using visual and mathematical- statistical methods implemented within the tools and libraries of the Python programming language.Results and scientific novelty. The authors identified the target blocks corresponding to certain labour functions of a teacher. When performing the tasks from the identified target blocks, teachers experience the greatest and least professional difficulties. The authors identified control and measuring materials, which are associated to be the most difficult. The deficit level was analysed among subject teachers. The authors separately analysed the results of testing in the field of inclusiveness and individualisation of the educational process, the formation of digital competencies in the context of teachers of the humanities, natural sciences and primary school teachers. A correlation analysis of block diagnostic results was carried out. The influence of the territorial factor on the differentiation of test results was analysed. Difficulties, equally pronounced for both urban and rural teachers, in most cases are associated with the unwillingness of teachers to fully solve professional tasks in the formation of functional literacy of schoolchildren, the development of inclusive and personalised learning; with insufficient knowledge of the psychological and pedagogical features of the development of children of different ages to resolve conflict situations.Practical significance. The results obtained and the conclusions drawn can become the basis for the preparation of methodological recommendations in the field of organising the educational environment for advanced training courses, taking into account teachers’ urgent needs.