Самооценка способствует выявлению у

Самооценка способствует выявлению учителем причин профессиональных затруднений с помощью получения систематической оперативной информации и установления педагогического диагноза. Данный процесс обеспечивается самодиагностикой, с помощью которого учитель, с одной стороны, сам выстраивает информационные потоки, определяет круг педагогических проблем и выделяет главные, с другой – ориентируется на внутреннее развитие, видение своих сильных и слабых сторон, осознание существующих противоречий и проблем, прогнозирование дальнейшего самосовершенствования. Иными словами самодиагностика рассматривается как инструмент по выявлению и установлению причинно-следственных связей. В этом случае учителю как минимум необходимо обладать определенной степенью репрезентативности в деятельности других людей и тем самым видеть и сравнивать себя с окружающими.
С вышеизложенных позиций развитие способности педагога к профессиональной самооценке можно рассматривать как сложный аналитический процесс изучения учителем своего педагогического опыта, основанного на самоконтроле, самодиагностике, осознании затруднений и оценке дальнейших перспектив самосовершенствования.
Согласно характеристикам и критериям оценки выделены следующие уровни сформированности профессиональной самооценки педагога: низкий (эмоциональный), средний (осознанный), высокий (системный) – разработаны показатели их развитости (таблица 1)

결과 (영어) 1:

Self-assessment helps identify teacher reasons professional difficulties by obtaining systematic operational information and establishing pedagogical diagnosis. This process through self-tests, whereby the teacher, on the one hand, the ranks of information flows, determines the range of pedagogical problems and highlights the main, on the other hand, is focused on internal development, a vision of your strengths and weaknesses, awareness of the existing contradictions and problems, forecasting further self-improvement. In other words, the self test is seen as a tool to identify and establish cause-effect relationships. In this case, the teacher must have at least a certain degree of representativeness in the activities of other people and thus see and compare themselves with others.With the foregoing positions of the ability of the teacher to professional self-assessment can be seen as a complex analytical process study teacher of his pedagogical experience based on self-control, self-diagnostics, awareness of the difficulties and assessing future prospects for self-improvement.According to the characteristics and criteria of assessment identified the following levels of professional teacher self-evaluation: low (emotional), average (informed), high (System)-developed indicators of their level of development (table 1)

결과 (영어) 2:

Self-assessment helps to identify the causes of teacher professional difficulties by obtaining a systematic operational information and the establishment of pedagogical diagnosis. This process is provided by self-diagnosis by means of which the teacher, on the one hand, he builds the flow of information, determines the range of pedagogical issues and highlights the main, on the other - focused on internal development, the vision of their strengths and weaknesses, the awareness of the existing contradictions and problems forecasting future self-improvement. In other words, the self-test is seen as a tool to identify and establish causality. In this case, a teacher at a minimum, you must have a certain degree of representativeness in the work of others, and thus to see and compare yourself with others.
With the above positions developing the ability of the teacher to professional self-esteem can be seen as a complex analytical process of studying teacher of his teaching experience based on self-control, self-diagnosis, awareness of difficulties and evaluating the future prospects of improvement.
According to the specifications and evaluation criteria identified the following levels of formation of professional self-teacher: Low (emotional), average (informed), high (system) - developed indicators of development (Table 1)

결과 (영어) 3:

self evaluation helps to identify reasons for the difficulties, with the help of teacher professional systematic operational information and establishing educational diagnosis.this process is самодиагностикой, by means of which the teacher, on the one hand, it brings the flow of information, defines a range of pedagogical issues and highlights the majoron the other hand, focuses on domestic development, the vision of its strengths and weaknesses of the existing contradictions and problems, the prediction of further improvement.in other words the self-test is regarded as a tool for identifying and establishing causal relationships.in this case, the teacher must possess at least a certain degree of representativeness in the activities of other people, and thereby to see and compare yourself with others.with the development of the ability of teachers to professional self-esteem can be regarded as a complex analytic process study of teacher of teaching experiencebased on the control, самодиагностике, awareness of difficulties, and the evaluation of prospects improve.
according to the characteristics and the evaluation criteria are as follows сформированности teacher professional self: low (emotional), average (calculated)high (system) is developed by their rate of development (table 1).