Criteria, indicators and levels of formation of readiness of teachers of general secondary education institutions for professional self-improvement

Abstract

The article addresses the problem of forming the readiness of a teacher of a general secondary education institution (hereinafter referred to as a general secondary education institution) for professional self-improvement. The necessity of assessing the level of readiness of teachers of secondary vocational education for professional self-improvement is proved. The purpose of the article is to determine the criteria, indicators and levels of formation of readiness of teachers of secondary vocational education for professional self-improvement. The logic of substantiation of criteria, indicators and levels of formation of readiness of a teacher of secondary vocational education for professional self-improvement is revealed. It is determined that the criterion is a sign by which the level of formation of readiness for professional self-improvement is determined, and the indicator is a component of the criterion that reveals the essence and features of the readiness of a teacher of secondary vocational education for professional self-improvement. It is proven that the criterion basis of the study is based on the structure of the readiness of the teacher of the secondary vocational school for professional self-improvement, which contains motivational-value, cognitive-cognitive, operational-activity and reflective-analytical components.
It has been established that the motivational and value component of the structure of a teacher’s professional self-improvement corresponds to the axiological criterion; the cognitive and cognitive component corresponds to the gnostic criterion; the operational and activity component corresponds to the praxeological criterion; and the reflective and analytical component corresponds to the reflective criterion. The requirements for determining criteria are disclosed, such as: objectivity, reliability, adequacy, additivity, agreement with the components of a teacher’s readiness for professional self-improvement, the interdependence of the criterion with its indicators. A description of the low, medium, and high levels of readiness of a teacher of secondary vocational education for professional self-improvement is given.