Design and Organization of Self-Assessment of Competencies by Subjects of Higher Education in the Training of Specialists in the Profile “Preschool Education”

The article reflects the results of the research related to the study of theoretical approaches, existing practices and design of methods for organizing self-assessment of professional competencies (hereinafter – Competencies) of students and teachers of pedagogical professions in the conditions of higher education. The analysis of existing research and practice of implementation on the problem has shown that despite the declared reflexive component in the educational process, it, as a rule, has a formality, more often exists “on paper” and in reports, is not realized in real practice and does not solve those significant problems that affect the subsequent stages of professional formation and development of all subjects of the educational process. The aim of the research was to study the specifics of existing practices of organizing self-assessment of students’ and teachers’ professional competencies as a result of professional development of students of pedagogical professions in the conditions of higher education. The article presents the experience of development and implementation (including pilot approbation) of the Herzen State Pedagogical University of Russia on the development of ways of self-assessment of students’ and faculty members’ competences within the framework of the project “Integrated approach to the organization of competence assessment as a result of students’ professional development in higher education” (2024). The study revealed the variability in the use of assessment tools by higher educational institutions (HEI), identified formal ways of self-assessment of students’ competencies during different types of practice, as well as the reflexive component of self-assessment of teaching staff, initiated by external factors related to the re-election and contracting of HEIs with teachers. The data obtained in the course of the study allow us to introduce adequate and relevant self-assessment of students and teachers in the context of the implementation of the educational process, as a control of the professional competencies formation and prolonged effect of professional formation of graduates of pedagogical universities of specialties in training profiles “Physical Education”, “Preschool Education”, “Special Psychology” (Psychological Support of Education of Children with Developmental Disabilities) within the framework of the enlarged group of specialties and directions “Education”.