Conceptual Development Model for the Evaluative Competence of Primary School Teachers in the Postgraduate Education System

Abstract

The study highlights one of the main aspects of pedagogical research on the evaluative competence development of primary school teachers. For teacher training in the postgraduate pedagogical education system, it is necessary to build a modern model as an integral pedagogical process, which would be based on the leading pedagogical traditions and pedagogical innovations and help the teacher to evaluate the learning outcomes of primary school students. The aim of the research is to establish a conceptual development model for the evaluative competence of primary school teachers in the postgraduate education system. Methodological approaches used by the author in the course of the research: systems, activity-based, andragogical, competence-based, acmeological, communicative, synergetic. The authors analysed the theoretical aspect of teachers’ evaluation competence development and classified the existing views of researchers on the outlined issues. The authors also defined the essence of modelling as a process of building and studying models. The study covers the purposes, objectives, functions, principles, and components of modelling. In the research the essence and content of the evaluation competence of primary school teachers are considered, its main development components, criteria, indicators, and levels are highlighted. The study presents the characteristics of the model built by the author for the development of evaluative competence of primary school teachers in the postgraduate education system, reveals its conceptual and methodological foundations. The methodological basis for building the model is presented in the form of an analysis of the leading provisions – principles formulated based on the author’s previous research results. The teaching principles and forms, pedagogical conditions are described by the authors, and the main functional and structural components included in the model are covered. The model creation has become an effective means of testing the effectiveness of pedagogical conditions, due to the implementation of which a high or average evaluative competence level of primary school teachers has been achieved. The proposed methodology is adapted for use in institutions of postgraduate teacher education

Keywords

• teacher training
• postgraduate teacher education
• modelling
• model
• evaluation
• competence