PREDICTION OF THE DEVELOPMENT OF GENERAL SECONDARY EDUCATION: TEACHER LEVEL

Abstract

The article deals with theoretical, methodological, organizational and informational aspects of the participation of a teacher (pedagogical worker) in the functioning of the system of prediction of the development of general secondary education. The significance of the prognostic activity of a modern teacher in the context of his professional self-development, self-management is substantiated. It is indicated on the leading role of a trained teacher in the organization and realization of prediction of the development of general secondary education at the level of the structural unit of school (cyclic commission, methodological association of teachers, department, etc.), institution of general secondary education in general. The main tasks of a teacher as a subject of prediction of the development of general secondary education are determined (collection and dissemination of primary predictive information on the relevant objects of prediction, direct participation in the development of educational predictions, implementation of the results of prediction of the development of general secondary education (recommendations, plans, programs, models of development of general secondary education and its components, created on the basis of predictions); keeping, analysis and application of secondary predictive information (about the course and the results of prediction of the development of educational objects for prior periods). On the basis of analysis of scientific literature, the concept is defined, the components of the prognostic competence of a modern teacher are determined and substantiated, namely: value-motivational (values, motives, goals of prognostic activity in the system of general secondary education), cognitive (knowledge of the theory, methodology, methods of educational-pedagogical prediction), operationalactivity component (skills, practical experience of predicting activity in the field of education). The ways of preparing a modern teacher for predicting the development of general secondary education are outlined. The prospects for further research related to the development, approbation and implementation of theoretical and methodological support for the formation of the prognostic competence of a future teacher in a higher educational institution, its development in a teacher in the process of raising his/her qualification, as well as in the system of in-school science and methodical work, are determined