Methodology and results of diagnosing the state of formation of scientific and methodological competence of primary school teachers

The article analyzes and defines the current state of formation of the development of scientific-methodical competence (SMC) of primary school teachers; the difficulties that are barriers in the professional activity of teachers are singled out; developed and tested the author's diagnostic toolkit using the Rediker Software platform within the author's project "Alpha" with the use of the AdminPlus Interactive panel for comprehensive measurement of the formation of the components of the investigated competence. It has been established that the development of the SMC of each primary school teacher is facilitated by such an organization of methodical work in an educational institution, under which: all members of the teaching staff have a clear idea of the importance of scientific and methodical improvement and the importance of its availability in the conditions of a specific institution; all members of the teaching staff have internal motivation aimed at improving the results of their scientific, methodical and professional activities, which is supported and regulated by the administration of the educational institution; educational activity in the institution is built on the principles of the new educational paradigm of the National Academy of Sciences Concept, taking into account the context of subject-subject relations (teachers and students) based on compliance with the requirements of program, target and system management; changing the system of moral and value guidelines of teachers is aimed at continuous improvement of professional competence in order to improve the quality of education, upbringing and life of students [14]. Summarizing the experience of elementary school work made it possible to find out that the development of scientific and methodological competence of elementary school teachers is ensured, first of all, by effective, purposeful organization of intra-school work. The methodical service of the primary school should create conditions for teachers not only to implement ready-made curricula, but also to take an active part in their development and experimental verification, innovative and original approaches to the implementation of the educational process, comprehensively stimulating the development of potential aimed at improving personal and professional qualities [8]