Abstract:

The results of a study conducted in one of the regions of Russia (winter of 2022) are presented. The subject and methodological competencies of the graduating class teachers were evaluated in the subjects: Russian, History, Social Studies. This assessment is necessary to provide the education system with relevant data on the level of various subject competencies of school teachers and to correlate the teachers’ difficulties with the students’ learning outcomes. For this purpose, we have developed the evaluation materials, methods for identifying subject and methodological difficulties of teachers based on the evaluation results, methods for correlating the evaluation results with the students’ success in mastering subjects. Assessment of teachers' professional deficits is considered as an important source of information about possible barriers (obstacles) in the quality management system of Russian school education.

Empirical scientific and pedagogical methods were used: questionnaires, testing (knowledge of the subject area), analysis of methodological difficulties (solving pedagogical problems). Additionally, we have used two methods of information collecting: a questionnaire of teachers and collecting the context information from the information system for collecting data on the education system ("School Passport"). The contextual data: age, education, diploma qualification, work experience in this school, general experience, number of lessons conducted, subject load, qualification category. We also used the detailed data of the results of the final attestation of school graduates. The study participants - teachers with specialized education and workload in the relevant subject: Russian - 828, History - 501, Social studies - 438 people, respectively. The quality of verification of responses to tasks with a detailed answer was ensured by the involvement of independent experts.

The average percentage of diagnostic work tasks: 75.9% in Russian, 72% in History, 61% in Social studies. At the same time we revealed a significant decrease in the results of tasks aimed at establishing methodological difficulties of teachers (from 77.5% in Russian to 38.8% in Social studies). This indicates the insufficient ability of teachers to apply methodological knowledge in everyday pedagogical practice.

The comparative analysis of the results of the final attestation of school graduates and the results of the diagnostic of teachers revealed a correlation between the professional deficits of teachers and the success of graduates. A number of subject areas and tasks have been identified that have caused the same difficulties for both teachers and students.

The diagnostic results should be used for the timely modification of curricula in the professional development system. This will minimize the impact of existing barriers in ensuring the quality of school education by eliminating subject and methodological deficiencies in teachers.
The article was prepared as part of the implementation of the state task of the FIRO RANEPA.

Keywords:

Teachers' subject difficulties, quality management system, barriers in the education.