Designing an evaluation inventory for identifying teachers’ professionalism deficits in the context of transformation of contemporary education

Introduction. The article is devoted to the problem of identifying teachers’ professional deficits in the context of transformation of modern school education. The purpose of this study is to describe a set of diagnostic methods aimed at identifying professional deficits of teachers in the context of transformation of contemporary education, which can be used both by teachers for self-assessment in order to subsequently overcome the detected deficits, and by school leaders to support teachers’ professional growth. Materials and Methods. In order to develop the set of diagnostic methods aimed at revealing teachers’ professional deficits, the author has used the following methods of educational research: conversations, focus-group method, in-depth and narrative interviews, action research, and soft systems methodology. The study involved 25 teachers and 720 students of grades 5-9. Results. The author has clarified the concept of ‘professional deficits’ and analyzed advantages and drawbacks of quantitative methods used in identifying teachers’ professional deficits. The study justifies using the set of diagnostic methods aimed at identifying teachers’ professional deficits in the context of contemporary education. Moreover, it has been proved that the presented evaluation inventory contributes to enhancing teachers’ professional self-assessment and reflection. Conclusions. In conclusion, the author summarizes the research findings about the implementation of the presented evaluation inventory and its contribution to teachers’ continuing professional growth.