У статті розглядається процес формування готовності вчителів природничих спеціальностей до оцінювальної діяльності як один із напрямків підготовки педагогів у системі
післядипломної освіти, оскільки ця діяльність є елементом професійної компетентності. За результатами пілотного дослідження констатувального експерименту виявлені пріоритетні проблеми формування вище зазначеної готовності на підставі утруднень, що виникають у педагогів під час оцінювання, та визначені найбільш значимі форми підвищення кваліфікації, серед яких курси та самоосвіта.
The process of the formation of the teachers’ of the natural specialties readiness to evaluation as опе of the teacher’s areas of training in the system of the post-graduate education has been discussed in the article because this activity is a part of professional competence. The need for this process due to the
low level of training of the future teachers of the natural specialties and the introduction of the innovative forms and methods of control into the educational space has been determined. The priority of the problems in the formation of the above indicated readiness, based on the difficulty, which arising in the classroom during the evaluation and identified the most significant forms of the educational training, including courses and self-education has been found due to the results of the pilot study of the research experiments. It is indicated that correlation’s coefficient indicates the existence of a close connection of all the teacher’s reply, according to the qualification category and experience and therefore the forms of
the teacher’s training which has been determined are of the highest priority. A similar trend in identifying problems has been fixed. The greatest difficulties have been arised in natural specialty’s teachers during analysis of specific situation; the smallest one - in understanding of the evaluation’s functions and
application of the criteria’s evaluation. The reality of the solutions of the following problems through the creation in the system of the post-graduate education specific organizational and pedagogical conditions has been proved on the base of the experimental datas. In this regard, the need for the further
development of the structural and functional model, whose structure consists of the definition of the leading training objectives of the educational work due to form of the components of the meaningful unit of the above indicated readiness and the selection of specific forms and methods of the organization of training activities in the system of the in post-graduate education too, has been justified.
