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

Желанова, Вікторія В'ячеславівна and Рій, Юлія Володимирівна (2025) Criteria, indicators and levels of formation of readiness of teachers of general secondary education institutions for professional self-improvement Освітньо-науковий простір, 2 (8 (1)). pp. 30-38. ISSN 2786-6084

Text V_Zhelanova_ESS_8_FPO.pdf - Published Version Download (369kB)

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 selfimprovement, 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.

Item Type:	Article
Uncontrolled Keywords:	readiness of teachers of secondary vocational schools for professional self-improvement; criteria; indicators; levels of readiness formation; axiological criterion; gnostic criterion; praxeological criterion; reflective criterion of readiness for professional self-improvement
Subjects:	Статті у періодичних виданнях > Фахові (входять до переліку фахових, затверджений МОН)
Divisions:	Факультет педагогічної освіти > Кафедра освітології та психолого-педагогічних наук
Depositing User:	К.пед.наук Світлана Павлівна Паламар
Date Deposited:	17 Jul 2025 12:49
Last Modified:	17 Jul 2025 12:49
URI:	https://elibrary.kubg.edu.ua/id/eprint/52638

Actions (login required)

View Item