Mechanisms for identifying educational deficits of preschool teachers

The research problem and the rationale for its relevance. The problem of the study is the lack of continuity in assessing the professional activities of preschool teachers in the course of designing the process of continuous professional development at all levels of professional development management. The main reason is the insufficient development of mechanisms to identify educational and occupational deficits in terms of their use in the practice of building a comprehensive continuous professional development of teachers. The relevance of the study is confirmed by a comparative analysis of the requirements of regulatory documents and the existing practice of diagnosing professional activities of preschool teachers in order to identify educational and professional deficits. The goal of research is to study and describe the mechanisms for identifying educational deficits of preschool teachers at all levels of professional development management. Methodology. The following complex methods were used in the study: study and analysis of normative documents, pedagogical literature, and analysis of reports of self-examination of the activities of educational organizations obtained from educational organizations sites. Results. The author's vision of solving the problem of building continuous professional development of preschool education teachers on the basis of successive mechanisms for identifying educational and professional deficits of preschool education teachers at all levels of management of professional development of preschool education teachers is presented. It is concluded that there is a need for a comprehensive design of professional development programs, taking into account the identified deficiencies at each level. A list of competencies is proposed, the quality of implementation of which can be determined at a separate level of management of professional development of preschool teachers: subject, intra-company, municipal and regional. The theoretical significance lies in the description of mechanisms for identifying educational deficits at the levels of management of professional development of preschool teachers. The prospects of research in the development of continuity of tools for identifying scarce competencies at each level of management of professional development of preschool teachers are determined.