The study of the teachers professional competencies assessment and self-assessment

the article presents the results of a study aimed at the assessment of disciplinary and methodological professional competencies of future primary school teachers, as well as reflexive skills in the field of self-assessment of relevant competencies. The assessment methods were testing and questioning of graduate students using diagnostic materials. The data obtained as a result of the study allowed us to draw the following conclusions about the level of formation of professional competencies among graduates: the majority (58 %) of students have an acceptable level; 15 % of graduates correspond to the threshold level of formation of professional competencies; 27 % of students have reached the highest, optimal level. The analysis of the results of students' self-assessment of professional competencies showed that only 50% of students adequately assessed their competencies, 40% of graduates are characterized by overestimated self-esteem and 10 % of graduates are characterized by underestimated self-esteem. Self-assessment of methodological competencies was carried out by students more successfully and accurately than subject competencies. A comparative analysis of the results of self-assessment in the tasks of the subject and methodological part allows us to conclude that the indicators are quite similar and consistent both for complex tasks and for those that caused minor difficulties. There is no direct relationship between the success of tasks and the success of self-assessment. The results of the study made it possible to determine the deficits of the future teachers' subject-methodical competence, the main professional difficulties of graduates of pedagogical universities. The study revealed a number of problems and relevant areas for improving the training of future primary school teachers, in particular, the need to: adjust the content of work programs in specialized disciplines, pedagogical practice programs, taking into account the identified professional deficits; purposeful development of graduates' reflexive skills in the field of self -assessment of professional activity.