Professional deficits of teaching staff in the field of educational work with minors

Relevance. Professional development of teaching staff is a complex multi-stage and multi-level pro­cess. Professionalism, competence is related to the quality of the acquired general cultural, general professional, professional competencies aimed at solving professional tasks. The process of profes­sional development is also associated with some difficulties caused by external and internal factors. In scientific literature, the concept of “professional deficits” is used to describe this phenomenon. In the article the aspects of the essence and content of professional deficits in the field of educational work with minors are considered, which is related to the quality of education.

Aim. The purpose of the study is to theoretically and practically substantiate the teaching staff's professional deficits in the field of educational work with minors in the conditions of professional education at the master's level.

Methodology. Analysis, synthesis, analysis of scientific and methodological literature on the profile of professional activity, case method, documentary examination, method of self-examination of pro­fessional deficits of a teacher (S. V. Smirnova, A. K. Kiseleva).

Scientific novelty and/or theoretical and/or practical significance. The process of professional ped­agogical education will be effective in case the peculiarities of achieving a high level of competence of pedagogical workers in the field of educational work are taken into account. The quality of pro­fessional education and practical activities of specialists depend on timely identified professional deficiencies in the field of educational work. The characteristic of professional deficits is given taking into account the author's approach, as well as based on the analysis of domestic and foreign studies on the designated scientific problem. The practical significance of the research lies in the possibility of improving the content of the curricula for the formation and development of the necessary com­petence model of students at the master's level.

Results. The professional risks of professional deficits among teaching staff in the field of educa­tional work with minors are substantiated. Diagnostic tools were selected to identify professional deficits of students and experienced teaching staff. The directions of the professional development track for overcoming the professional deficits of the deputy director for educational work (students of the master's program) are determined.

Conclusions.The conducted research on studying teaching staff's professional deficits in the field of educational work with minors allows us to formulate the following conclusions: 1. According to the results of students' self-analysis the causes of professional deficits in educational work with minors are as follows: minimal or zero experience, “blurred” employee functionality, lack of feedback from direct management, low employee motivation, “false” support of the teaching staff, formal approach to activity. 2. Professional deficits in educational work with minors should be prevented through vocational education, additional education, self-education and self-development of the teacher. 3. Professional deficits of a teacher depend on both external and internal factors. The professional mo­tivation of employees of an educational institution, the general organizational and corporate culture, the creation of organizational and pedagogical conditions for continuous pedagogical education is of great importance. 4. The emergence of professional deficits among teachers is a prerequisite for pro­fessional burnout and professional deformation due to difficulties in performing pedagogical tasks of the increased complexity. 5. Professional deficits are the norm of professional activity, the “point of professional growth”. Pedagogical reflection contributes to the professional self-improvement.

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