DETERMINING THE QUALITY OF BIOLOGY TEACHERS’ PROFESSIONAL TRAINING THROUGH PEDAGOGICAL QUALIMETRY
Keywords:
pedagogical qualimetry, biology teacher, professional training, education quality, assessment criterion, indicator, methodological competence, diagnostics, pedagogical monitoring, reflective assessment.Abstract
The article examines the theoretical and methodological foundations for
determining the quality of biology teachers’ professional training through pedagogical
qualimetry. Professional training is interpreted as an integrative unity of subject
knowledge, methodological performance, skills in organising laboratory and practical
activities, the use of digital educational tools, pedagogical communication, and reflective
assessment. The potential of pedagogical qualimetry for objectively evaluating
professional training quality through a system of criteria, indicators, descriptors, and
development levels is substantiated. The assessment framework includes cognitive-
methodological, practical-activity, digital-technological, communicative, and reflective
components. Particular attention is paid to combining tests, practical tasks, microteaching,
laboratory performance, electronic portfolios, expert assessment, and self-assessment.
The results of qualimetric assessment make it possible to identify the level of teachers’
professional readiness, monitor their development dynamics, reveal methodological
difficulties, and design individual pathways for further professional improvement.
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