PROFESSIONAL AND PEDAGOGICAL SELF-REALIZATION OF THE UNIVERSITY TEACHER IN THE SYSTEM OF QUALITY ASSURANCE OF HIGHER EDUCATION
The article proves the necessity of raising the level of professional and pedagogical self-realization of the university teacher in the system of quality assurance of higher education as a strategic priority in the activity of the university. It is determined that an urgent task and a guarantee of the quality of educational services provided by an educational institution is the creation of a "portrait" of a quality teacher. The competence approach is used as a methodological basis. Its development in the domestic education testifies that at present, in science, the given problem is effectively developed and is widely considered. The quality of teaching is presented as one of the main values in the modern university and the professionalism of the teacher of higher education. The quality of teaching is also considered as an integral characteristic of the teacher's activity, expressing a measure of the correspondence of the prevalent in society views about what the teaching process should be and what goals it should serve. Professionalism of the teacher of higher education is the ability to perform scientific, methodological, educational, research and educational activities in unity. A short review of the results of a study on the distribution of teachers according to the levels of their professional and pedagogical self-realization in the priority areas of pedagogical activity was made. The authors present the indicators of satisfaction of the bachelors of the higher educational institution with the quality of educational services and provide the indicators of satisfaction of teachers with certain aspects of their professional and pedagogical self-fulfillment. Based on the data obtained, conclusions are drawn that in the system of Russian education there is a tendency to underestimate the quality of teaching, which leads to the need for an expanded use and introduction of a universal concept into pedagogical practice, which means an ongoing process of assessing the quality of teaching.
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