CRITERIA AND INDICATORS OF FORMATION OF PROFESSIONAL AND PEDAGOGICAL ENTREPRENEURSHIP OF PRIMARY SCHOOL TEACHER

Abstract

The article considers aspects of the formation of professional and pedagogical entrepreneurship of primary school teachers on the basis of determining the criteria and indicators that determine it. A definitive analysis of scientific research on the definition of criteria and indicators in pedagogical research, as well as identified the characteristics that they must meet. Determining the criteria and indicators of the formation of professional and pedagogical entrepreneurship of primary school teachers is one of the main tasks of the study, because in its absence it becomes impossible to diagnose the level of its formation. In determining the criteria and indicators of the formation of professional and pedagogical entrepreneurship of primary school teachers, it is necessary to take into account the integrative nature of the relationship of invariants of their professional competence, which provides a comprehensive approach to its evaluation. Based on the analysis of scientific and pedagogical literature, application of personality-activity approach with observance of conditions of objectivity, adequacy, validity, complexity and integrativity, and also taking into account informatization of educational environment, we have defined the following criteria: motivational, activity, cognitive, personality-reflective, evaluative, value-oriented, professional-cognitive, functionalcompetence, information-integrative. The evaluation criteria defined by us in the study are specified by indicators that allow to more accurately characterize the levels of formation of professional and pedagogical entrepreneurship of primary school teachers. The prospect of further scientific research is the selection and development of appropriate diagnostic tools. Also in the system of developed criteria and indicators it is advisable to set a minimum (threshold) value at which their formation and maximum value can be stated, as well as to talk about the high probability of using established professional pedagogical entrepreneurship in the process of professional development and self-realization.