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The Herald of South-Ural state Humanities-Pedagogical University ЧГПУ

ISSN: 2618–9682; ISSN 1997-9886
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BACK TO ISSUE CONTENT | HERALD OF CSPU 2020 № 3 (156) Pedagogical sciences
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DOI: 10.25588/CSPU.2020.156.3.005
UDC: 378.1
BBC: 67.0
E. A Gnatyshina ORCID
Professor, Doctor of Sciences (Education), Director of the Vocational-Pedagogical Institute, South-Ural State Humanities-Pedagogical University
E-mail: Send an e-mail
E. V. Evplova ORCID
Candidate of Pedagogical Sciences, Associate Professor of the Department of Economics, Management and Law, South-Ural State Humanities-Pedagogical University
E-mail: Send an e-mail
Ye. V. Malysheva ORCID
Postgraduate of the Department of Professional Education Teachers Training and Subject Methods, South-Ural state Humanities-Pedagogical University
E-mail: Send an e-mail
OVERPROFESSIONAL COMPETENCES OF TEACH-ERS: RESULTS OF THEORETICAL AND EMPIRICAL RESEARCH
Abstracts

Introduction. The main attention in this article is focused on the description of the results of theoretical and empirical research of overprofessional competencies of teachers, namely, the analysis of various definitions of the concepts of “competence” and “competence” is presented, some approaches to modeling the over-professional competencies of a teacher are listed. The article also examines the role of over-professional competencies in the professional activities of teaching staff.

Materials and methods. In this work, we aim to reveal some of the existing approaches to the conceptual apparatus in the field of competence development. The main task of the work from a theoretical point of view is to identify the main approaches that are of global importance to the study of skills and competencies in the professional sphere. The article also presents and analyzes the results of a study conducted jointly with the Ural State Economic University (Yekaterinburg).

Results. The TOP-10 of the most popular overprofessional competencies in 2020 was presented, as well as their description was carried out in relation to the teaching profession: complex problem solving, critical thinking, creativity, people management, cooperation with others, emotional intelligence, judgment and decision-making, client-oriented approach, skill negotiate, cognitive flexibility.

Discussion. The issues of the formation of overprofessional competencies among teachers deserve special attention, since in the future such teachers will be able to form this group of competencies in the younger generation, thereby causing their successful adaptation in professional activities and effective performance of labor duties.

Conclusion. The role of overprofessional competencies in the activities of a teacher is quite high, although it is not directly correlated with the labor functions and classifications of the teacher's occupation. So it will be difficult for a modern teacher to do the professional duties at a high level, having only professional competence.

Keywords

Competency; Competence; Overprofessional competencies of a teacher

Highlights

The definitions of the concepts "competency" and "competence" by foreign authors have been analyzed;

The TOP-10 of the most popular overprofessional competences in 2020 was presented, as well as their description in relation to the teaching profession;

Presented and analyzed the results of a study conducted jointly with the Federal State Budgetary Educational Institution of Higher Education “Ural State Economic University” (Yekaterinburg).

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