Matvievskaya E.G., Ganaeva E.A., Saitbaeva E.R.
VALUE SELF‑DETERMINATION OF A TEACHER IN PROFESSIONAL ACTIVITY ^{[№ 3 ' 2022]}
The modern educational environment needs appropriate professionals in their field — teachers, teachers, educators. The rapidly developing world dictates its own rules. These rules make adjustments in all areas of public activity. Thus, new global trends prepare the ground for the implementation of new activities to develop the value self­determination of the teacher’s professional activity.
Every academic year, a generation of young teachers comes to educational institutions who need correction and influence on their personal sphere. First of all, the value self-determination of a teacher’s professional activity is influenced by the surrounding world with its own tendencies and demands.
There are many requirements for the personality of the teacher. Requirements such as: be creative, be able to adapt to any situation, immediately resolve conflict issues. And secondly, the immediate environment — the teaching staff and management — influences the personal sphere. The influence on the personal sphere of young specialists is carried out by the mentor and the leadership of the school.
In the self-development of a teacher, the reading of scientific pedagogical literature has an impact on his personal sphere and value self-determination in the profession. It is in these literary sources that we can meet the names of important scientists: teachers, philosophers, psychologists, sociologists who dealt with the problem of the value self-determination of a teacher. This literature also reflects the significance of the teacher’s personality for modern society.
The Professional Teacher Standard, in part 4.3, paragraph 17, describes: “The ability to form and develop universal learning activities, patterns and values of social behavior, behavior skills in the world of virtual reality and social networks, multicultural communication skills and tolerance, key competencies (according to international standards ) etc. “is the task of the teacher. Also, the teacher’s task is to create a favorable background for the development of value self-determination among students of an educational organization. This is defined by the document — “The concept of spiritual and moral development and education of the personality of a citizen of Russia.” The authors are A.Ya. Danilyuk, A.M. Kondakov, V.A. Tishkov. The most important goal of modern domestic education and one of the priority tasks of society and the state is education, social and pedagogical support for the formation and development of a highly moral, responsible, creative, initiative, competent citizen of Russia.

Saitbaeva E.R., Muratova A.A.
ORGANIZATION OF PROFESSIONAL SELF-EDUCATION OF A TEACHER ^{[№ 2 ' 2022]}
Self-education of a person predetermines the motivational sphere, based on the values, directions and needs of a person. In the teaching profession, the motivational sphere is determined by the aspirations for continuous development and updating of knowledge. In this regard, self-education is the core trend of the teacher’s professional activity.
The federal project “Teacher of the Future” (dated December 7, 2018) aims the pedagogical community at the continuous development of professional skills, strengthening the professional readiness of the teacher in solving non-standard tasks in the field of education, and enhancing the cognitive activity of the teacher, taking into account his educational deficits. Thus, professional self-education of a teacher becomes a vector of his career growth and development. The success of the implementation of these processes depends on the conditions created in the practice of education for the teacher.
The organization of professional self-development implies, firstly, the actualization of the teacher’s motivational potential for self-educational activity by activating incentives for professional self-development. Secondly, the implementation of competent assistance and support to the teacher requires the enrichment of the content of his professional activity with value orientations and attitudes towards self-education. Thirdly, professional self-education of a teacher can be organized in various forms, taking into account the possibilities of additional (formal and non-formal) education. However, the most effective ways of organizing professional self-education of a teacher today are information technologies. Modern means of communication, computer technologies, software and various information resources make it possible to work with information in a new way, activating the professional resources of teachers in building a self-educational trajectory. The potential of information technologies in the process of self-education provides variability, individualization, flexibility, continuity in mastering new or improving existing knowledge.

Saitbaeva E.R., Kriskovets T.N., Sidorova V.O.
MODEL FOR IMPROVING THE QUALITY ASSESSMENT OF PRESCHOOL EDUCATION ^{[№ 3 ' 2021]}
Modern updates of Russian preschool education (its conceptual foundations, targets, content and technologies, quality assessment, management, financing, informatization) require changes in the thinking and style of activity of leaders in relation to the management of the preschool education quality assessment system in the context of the introduction of the Federal State Educational Standard of Preschool education. For this, in a preschool educational organization, appropriate conditions must be created, by which in the theory and practice of management are meant resources (regulatory, motivational, personnel, information, scientific and methodological, financial, material and technical) and methods of their use. However, in the scientific and methodological literature there is no description of the experience of designing a model for improving the system for assessing the quality of preschool education in a preschool educational institution.
The authors of the article made an attempt to create a similar model. For this, the concept of “quality of preschool education” has been clarified as a complex category that includes the quality of the main educational program, the conditions for its implementation and the results of mastering the educational program. The parameters of a comprehensive assessment of the quality of preschool education are highlighted, namely: the actual state of the educational program, conditions and results achieved and their compliance with the standard and consumer requirements. The organizational and pedagogical conditions for improving the system of assessing the quality of preschool education have been identified: development of local documents regulating the system for assessing the quality of preschool education in a preschool educational institution; creation of a motivational resource aimed at supporting teachers who improve the system for assessing the quality of preschool education; organization of professional retraining and advanced training of teaching and management personnel; creation of a humanitarian information and educational environment. These conditions were tested in the course of experimental work in the municipal preschool educational autonomous institution “Kindergarten No. 116” in Orenburg. The result of approbation of the model was the mastering by teachers of knowledge about the features of the new system for assessing the quality of preschool education, criteria and indicators of quality assessment; mastering modern technologies for assessing the quality of preschool education; increasing motivation and professional readiness for its implementation.
As a result of the study, the assumption was confirmed about the positive influence of the developed model of improving the system for assessing the quality of preschool education on the development of professional competencies of teachers in the context of the introduction of the Federal State Educational Standard of Preschool Education.

Matviyevskaya E.G., Saitbayeva E.R., Abdraimova Y.А.
MANAGEMENT OF PROFESSIONAL COMPETENCE DEVELOPMENT OF A TEACHER IN THE SYSTEM OF ADDITIONAL PROFESSIONAL EDUCATION ^{[№ 5 ' 2020]}
Modern updates of Russian general education (its content and structure, technologies, assessment of the quality of educational results, management, financing, informatization) impose new requirements on the teacher’s professional competence, which manifests itself in constructive and competent pedagogical decisions in favor of the student in the face of uncertainty in the educational situation. In order for a teacher to be able to implement the tasks of modernizing education, he needs support from the system of additional vocational education, in which appropriate conditions must be created, by which in the theory and practice of management resources are understood (regulatory, motivational, personnel, information, scientific and educational -methodical, financial, material and technical) and methods of their application. The article describes the experience of designing a model for managing the development of professional competence of a teacher in the system of additional professional education. The authors clarified the content of the teacher’s professional competence as an integrated professional and personal quality, including motivational-value, cognitive and operational components. The conditions are identified that ensure effective management of the development of the teacher’s professional competence in the system of additional professional education, including: taking into account the specifics of the teacher’s professional activity, his capabilities and difficulties in the program of additional professional education; providing the opportunity to master additional professional educational programs by means of distance educational technologies; resource provision of distance educational technologies. The results of experimental work at the Institute of Continuing Education of the Federal State Budgetary Educational Institution of Higher Education “Orenburg State Pedagogical University” on approbation of the model of management of the development of professional competence of a teacher in the system of additional professional education are presented. Its effectiveness has been proven on the basis of performance criteria, optimality and efficiency.