Abstract:

Assessment of the teacher’s professional competence at different stages of his/her professional career is one of the most important directions of the state educational policy. In many countries there is a fairly stable system of requirements for the teacher and the criteria for assessing their readiness for teaching. In this regard, the authors of the article analyze the experience of some foreign researchers (Educational Testing Service - ETS) in assessing the formation of the professional competence of future teachers and their partial implementation in the Teacher-Training University of the Republic of Tatarstan. The article considers the concept of "professional competence" and its components, the approaches to qualification examinations, the purpose and procedure for conducting a competency-oriented examination in Naberezhnye Chelny State Pedagogical University. Examination assignments examples and criteria for their assessment are given. Some data on the methodological foundations of the professional development, the forms of improving the quality of education, the development of students’ interest in working with children, teenagers and the youth are given. The main goal of the competence-oriented exam is to check the ability of the senior students to carry out their professional activities, to perform labor functions regulated in the professional standard of a teacher.

Keywords:

Professional competence, competence-oriented examination, professional standard, evaluation, competence-oriented exam.