Cognitive and Content Component of Professional Stability of Higher Education Teacher

Рассматривается когнитивно-содержательный компонент феномена профессиональной устойчивости преподавателя высшей школы. Представлены результаты диагностики сформированности профессиональных компетенций преподавателей. Исследование показало, что профессиональные компетенции сформированы на достаточном уровне у 59 % участвовавших в диагностике преподавателей, не в полной мере – у 41 %. Большинство респондентов, попавших в группу педагогов, у которых не в полной мере сформированы профессиональные компетенции, имеют возраст от 22 до 35 лет и стаж работы от трех месяцев до девяти лет. В статье предложены формы работы по формированию и развитию профессиональных компетенций преподавателей, определяющих их профессиональную устойчивость. The article focuses on the cognitive and content component of the phenomenon of professional stability of higher education teachers. The results of diagnostics of the formation of higher education teachers’ professional competencies are presented and mechanisms for their formation and development are proposed. To estimate the level of professional sustainability cognitive and content component formation, we carried out the diagnostics of teachers’ professional competences in the following blocks: 1) knowledge of modern concepts of education; 2) knowledge of the psychological foundations of learning; 3) knowledge of disciplines taught; 4) pedagogical skills; 5) knowledge of normative documents; 6) ability to form students’ educational motivation, 7) application of modern training technologies; 8) implementation of an individual approach to learning; 9) the ability to adequately assess the integrity and effectiveness of the training process, and 10) the ability to form students’ creative conscious and active attitude to the future profession. The study showed that professional competencies were formed at a sufficient level in 59 % of the teachers involved in the diagnosis, not fully – in 41 %. Most of the respondents with underdeveloped professional competencies are between 22 and 35 years of age and have a teaching experience between three months and nine years. The article proposes the forms of work aimed at development of teachers’ professional competences that determine their professional sustainability.