DOI: 
http://dx.doi.org/10.15293/1813-4718.2406.09
UDC: 
378.14
Nadia Sh. Tyurina
Кандидат педагогических наук, Assoc. Prof. of the Institute of Psychology and Complex Rehabilitation, Moscow City University, TjurinaNSH@mgpu.ru, Moscow
Elena V. Ushakova
Кандидат психологических наук, Director of the Institute of Psychology and Complex Rehabilitation, Moscow City University, Ushakova@mgpu.ru, Moscow
Irina A. Filatova
Кандидат педагогических наук, Assoc. Prof. of the Institute of Psychology and Complex Rehabilitation, Moscow City University, FilatovaI@mgpu.ru, Moscow

Analysis of the Social Demand for the Formation of communicative Competencies in Future Speech therapy Teachers

Abstract: 
An independent assessment of the quality of professional training is now recognized as an urgent problem of vocational education. The issue of independent assessment of the competencies of future teachers, including through the certification system, has been actively developed in the last decade, but the issue of independent assessment of future speech therapy teachers based on certification procedures has not yet been sufficiently developed. The article analyzes the approaches existing in pedagogical theory and practice to the study of the phenomenon of independent assessment, identifies its key parameters that must be taken into account when developing the certification procedure for future speech therapists. One of the significant factors in the organization of such a procedure, the researchers call the involvement of interested social partners at the design stages. Purpose of the article. The purpose of the article is to determine the priority criteria for independent certification of future speech therapy teachers based on the analysis of the results of a study of the social demand for the formation of communicative competencies among representatives of this profession. Methodology and methods of research. The methodological basis of the conducted research was the systematic and competence-based approaches, which allow to identify the characteristics of professional competencies of the communicative orientation of a speech therapist teacher. The study used methods of analysis, questioning and interpretation of experimental data. Results of the study. The authors of the article present the results of the analysis of the request of employers, parents and teachers of speech therapists for the formation of priority professional competencies of a communicative orientation for future graduates of speech therapy training profiles. Conclusion. In conclusion, conclusions are drawn about the differences in the priorities of the assessed criteria of professional competencies of a communicative orientation among the survey participants, which may be significant for the development of tools for independent assessment of the quality of training of future speech therapy teachers.
Keywords: 
independent assessment of the quality of teacher training; certification; professional competencies of a communicative orientation; types of tasks of professional activity of a speech therapist teacher
Please register
References: 

1. Bolotov, V. A., Levitsky, M. L., Remorenko, I. M., Serikov, V. V., 2020. Pedagogical education in the context of challenges and problems of the XXI century: the relevance of transformation. Pedagogical education in modern Russia: strategic development guidelines: a monograph. Rostov-on-Don; Taganrog: Southern Federal University Publ., pp. 23–42. (In Russ.)
2. Bolotov, V. A., Serikov, V. V., 2003. Competence model: from an idea to an educational program. Pedagogy, no. 10, pp. 6–12. (In Russ.)
3. Zimnaya, I. A., 2004. Key competencies as the effective and target basis of the competence approach in education. The author’s version. Moscow: Research. Centre. sample quality of the preparation. specialists, 42 p. (In Russ.)
4. Zimnaya, I. A., 2003. Key competencies – a new paradigm of educational outcome. Higher education today, no. 5, pp. 11–17. (In Russ.)
5. Rusetskaya, M. N., Velichenkova, O. A., Ushakova, E. V., Presnova, O. V., 2021. Development and approbation of screening of speech development of senior preschoolers. Modern preschool education, no. 5 (107), pp. 70–80. (In Russ.)
6. Tyurina, N. Sh., Prochuhaeva, M. M., 2023. Social practice of bachelor students as a new type of practical training of future teachers for professional activity in conditions of inclusion. Science and school, no. 4, pp. 121–134. (In Russ.)
7. Filatova, I. A., 2023. Interaction between personality and profession of a teacher-defectologist. Special education and socio-cultural integration, no. 6, pp. 232–236. (In Russ.)
8. Ryabov, V. V., Frolov, Yu. V., Makhotin, D. A., 2012. Certification of teaching staff as a tool for independent assessment of their qualifications and competencies. National education, no. 8, pp. 163–171. (In Russ.)
9. Starichenko, B. E., Sardak, L. V., 2023. Features of conducting a demonstration exam at a university. Pedagogical education in Russia, no. 2, pp. 123–132. (In Russ.)
10. Nesgovorova, N. P., Savelyev, V. G., Prokopyeva, M. Yu., 2018. Methodological aspects of pedagogical assessment activity. Modern problems of science and education, no. 4 [online]. Available at: https://science-education.ru/ru/article/view?id=27933 (accessed 08.08.2024). (In Russ.)
11. Andrienkova, Yu. D., Medvedev, P. N., Maliy, D. V., 2021. On the issue of independent assessment of the quality of training of students at the university. Modern problems of science and education, no. 2, pp. 82–91. (In Russ.)
12. Aigunova, O. A., Vachkova, S. N., Remorenko, I. M., 2017. Evaluation of the professional activity of a teacher in accordance with the professional standard of a teacher. Bulletin of the Moscow State Pedagogical University. Series: Pedagogy and Psychology, no. 2 (40), pp. 8–23. (In Russ.)
13. Aigunova, O. A., Osipenko, L. E., Smirnova, P. V., 2016. Certification of school teaching teams as an effective mechanism for quality management of education. Bulletin of the Moscow State Pedagogical University. Series: Pedagogy and Psychology, no. 2 (36), pp. 8–18. (In Russ.)
14. Bolotova, E. L., 2014. Professional certification and certification of teachers. National education, no. 5 (1438), pp. 46–51. (In Russ.)
15. Yakovleva, E. N., Krasilova, I. E., 2015. From the experience of certification of teachers in foreign countries. Education and science, no. 9 (128), pp. 147–160. (In Russ.)
16. Gevorkyan, E. N., Savenkov, A. I., Aigunova, O. A., 2015. The national system of independent assessment and certification of qualifications in the pedagogical field of activity: a collective monograph. Moscow: Publishing house “Pero”, 161 p. (In Russ.)
17. Ivanova, E. V., Vinogradova, I. A., 2016. Certification in the system of assessment of professional competencies of a teacher. Bulletin of TSPU, no. 12 (177), pp. 75–81. (In Russ.)
18. Margolis, A. A., 2019. Teacher qualification assessment: review and analysis of the best foreign practices. Psychological science and education, vol. 24, no. 1, pp. 5–28. (In Russ.)
19. Ghamrawi, N., Abu-Tineh, A., Shal, T., 2023. Teaching Licensure and Education Quality: Teachers’ Perceptions. Sustainability, no. 15, p. 10886. DOI: https://doi.org/10.3390/su151410886 (In Eng.)
20. Lucksnat, C., Richter, E., Henschel, S. et al., 2024. Comparing the teaching quality of alternatively certified teachers and traditionally certified teachers: findings from a large-scale study. Educational assessment, evaluation and accountability, no. 36, pp. 75–106. DOI: https://doi.org/10.1007/s11092-023-09426-1 (In Eng.)