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ORGANIZING METHODOLOGICAL SUPPORT FOR THE PEDAGOGICAL TEAM IN THE INTRODUCTION AND IMPLEMENTATION OF EFFECTIVE EDUCATIONAL TECHNOLOGIES: FROM SCHOOL EXPERIENCE // Tomsk State Pedagogical University Bulletin. 2020. Issue 6 (212). P. 57-66

Introduction. A school graduate enters the changing, complex and uncertain world. In order to navigate the huge flow of information modern students should have fundamental knowledge and soft skills of the 21st century (communication skills, critical and creative thinking, teamwork). Teachers are managers of educational activities. It is necessary for teachers to organize productive and effective activities using different organizing forms. Management teams of schools need to organize methodological support for teachers and to motivate school teams to develop their professional skills. Aim and objectives. The aim of the article is to present intermediate results of the experience of the management team to prepare the team for changes, to introduce educational technologies in the learning process, to motivate teachers for self-development. Material and methods. The author presents the experience of the management team of municipal autonomous educational institution «Ulu-Yulskaya secondary school» Pervomayskiy region Tomskaya oblast. The management team organizes methodological support for teachers who use effective methods of development of soft skills. Also, the author presents the experience of teaching the course «Modern educational technologies as a resource for improving quality of education». The subject of discussion in this article is the model of creating a motivating educational environment focused on the continuous development of teachers of municipal autonomous educational institution «Ulu-Yulskaya secondary school» Pervomayskiy region Tomskaya oblast. Results and discussion. A model of creating a motivating educational environment for the systematic use of educational technologies by teachers. The interim results of the management team’s activities on preparing the team for changes, on introducing educational technologies into the learning process, and on motivating teachers to selfdevelopment are presented. Conclusion. Team forms, new approaches, social contracts, team-building activities, distributive training, systematic methodological support allows creating a motivating environment for the introduction and implementation of educational technologies and makes teachers to self-develop.

Keywords: educational activities, team forms, soft skills, educational technologies, model of motivating educational environment, team building activities, social contracts, distributive training

PRESENT-DAY SCHOOL TEACHER MATRIX OF COMPETENCIES // Tomsk State Pedagogical University Bulletin. 2020. Issue 6 (212). P. 118-125

Introduction. The purpose of the paper is to analyze the term “competency” in relation to primary or secondary school teachers, present the competencies model for the 21st century teacher identifying four crucial pedagogical competencies such as subject, methodology, psycho-pedagogical, communication and six key skills for any personality that determine his/her successful life as well. Aim and objectives. The aim of the paper is to clarify and formulate, in accordance with the related educational documents of Russian Federation, the composition of those competencies that determine the ability of school teachers to successfully solve not only familiar, but new professional tasks that confront them in connection with the acceleration of the pace of development of society. An attempt has been made to present the matrix of 21st century teacher competencies in relation to the skills of a modern person, ensuring successful future for him/her. Material and methods. The research materials provided are the Teacher Professional Standard establishing requirements needed at present for the personality type and professional competencies for school teachers and the Model of Teacher Certification based on the use of Unified Federal Assessment Materials. The detailed analysis of the above materials demonstrates that, on the one hand, they all declare the application of the competency-based approach in educational activities. On the other hand, the list of competencies identified in them differ in both quantity and definitions. Thus, in the education community there is still no unified understanding of competencies for school teachers. The research methods used are the analytical survey for analyzing pedagogical texts, guidelines and regulations in the field of education and the modeling method as the model of the 21st century teacher competencies has been developed. Results and discussion. The economic future of our planet requires the design and implementation of a new educational system already in the 21st century. Students’ learning outcomes in the latest educational standards are associated not only with the development of subject knowledge and skills, but also with the formation of their personality mastering them by universal methods of educational activity, which ensure the successful solution of individual cognitive and other tasks both in the learning process and in other practices. In this regard, today the demand for a highly qualified, creatively working, socially active and competitive teacher who is able to educate a socialized personality in a rapidly changing world has increased. Teachers working with students should have a set of certain professional competencies that meet urgent needs of modern life. Conclusion. Based on the results of educational environment research, the idea of 6 (six) key skills meeting the following needs of modern society has been configured: cooperation, communication, critical thinking, content, creativity, self-confidence. The development of these competencies just provides a competency-based approach in education.

Keywords: present-day technological challenges, modern model of education, teacher professional standard, school teacher, pedagogical competencies, competency-based approach, key skills for a modern person