THEORETICAL AND METHODOLOGICAL FOUNDATIONS FOR ASSESSING TEACHERS’ PROFESSIONAL COMPETENCE
DOI:
https://doi.org/10.5281/zenodo.17662866Abstract
This article examines the theoretical and methodological foundations for assessing teachers’ professional competence within modern educational systems. The study analyzes the conceptual nature of professional competence as an integrated construct that encompasses teachers’ knowledge, skills, pedagogical methods, reflective abilities, and professional values. Special attention is given to theoretical approaches derived from competency-based education, pedagogical diagnostics, and professional development paradigms. Methodologically, the paper highlights the significance of multi-component assessment tools, including criteria-based evaluation, portfolio analysis, classroom observation, self-assessment, peer review, and standardized testing. The article also reviews international frameworks that influence teacher assessment standards, such as UNESCO and OECD competency models. The findings emphasize the need for scientifically grounded, reliable, and comprehensive assessment systems that support quality assurance in education and foster continuous professional growth among teachers..
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