• L. Bakhmat Kharkiv Humanitarian-Pedagogical Academy
  • I. Fursa Kharkiv Humanitarian-Pedagogical Academy
Keywords: professional competency, professional training of future teachers, adequate self-assessment, self-assessing, competency-based approach.


The article deals with the problem of educating highly qualifi ed teachers in pedagogical establishments as they are an important condition of reorganizing the education system in Ukraine effi ciently. Worldwide, especially in the US, much attention is drawn to training teachers, leading to establishment of special teacher-centered organizations. There, professional competences are under much scrutiny as well as the process and result of assessing them.

The aim of the article is to explore interconnections between high professional competency and adequate self-assessment of teaching activities. Both of them are inseparable from effective teaching. Depending on the subject to be taught, teachers need to master different competences concerning solely their specialty. Though there are competences common for all teachers. They include motivation, organization and other competences.

The article also explores the origins and defi nitions of the terms «competence» and «competency», their similarities and differences because they are a basis for applying competency-based approach successfully. The approach is widely used and has lots of followers. It centers on competences taught and not hours spent.

When assessing competences, special tools are used. They include charts, tables, multiple-choice tests and even simulations. They are especially needed for certifi cations/attestations of pedagogical staff. Answering questions and rating abilities, teachers are able to get a clear understanding of skills and knowledge to study. There are lots of ways to demonstrate results visually, but leaf diaphragms are one of the most popular. They combine results of both expert assessment and self-assessment.

The article also deals with the structure of self-assessment. Scientists point out its complex nature, stressing operational activity and personal aspects to be the most important components. Sometimes it’s viewed from the points of result and potential.


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Author Biographies

L. Bakhmat, Kharkiv Humanitarian-Pedagogical Academy

Liudmyla Bakhmat,

Сandidate of Pedagogical Science, tutor of Foreign PhilologyDepartment,

Municipal Establishment

«Kharkiv Humanitarian-Pedagogical Academy» of Kharkiv Regional Council


I. Fursa, Kharkiv Humanitarian-Pedagogical Academy

Iryna Fursa,

Сandidate of Pedagogical Science, tutor of Natural Sciences Department,

Municipal Establishment

«Kharkiv Humanitarian-Pedagogical Academy» of Kharkiv Regional Council Е-mail:

How to Cite
Bakhmat, L., & Fursa, I. (2017). PROFESSIONAL COMPETENCY AS A BASIS FOR ADEQUATE SELF-ASSESSMENT OF FUTURE TEACHERS. Professional Education: Methodology, Theory and Technologies, (5(1), 33-44. Retrieved from