DOI 10.51955/2312-1327_2025_4_

Dmitry. V. Fedotov

Abstract. The article presents a comprehensive analysis of the formation and institutional development of pedagogical expertise in Russia (1920-2020s) as a key mechanism for assessing and regulating teachers’ professional competencies. The specific features of the formation of domestic expert practices are revealed; their interrelation with the socio-political and technological transformations of Russian society is substantiated; the cyclical nature of the problems of the institute of expertise in education (ideologization, formalization, crisis, standardization) is determined. The various innovative approaches for its improvement are being considered. The potential for the development of tools for measuring the effectiveness of pedagogical practice is shown through a multimodal system for evaluating pedagogical effectiveness; a digital ecosystem of expert communities; personalized professional growth trackers, etc. The materials of the article can be useful in developing new criteria for evaluating teachers, taking into account not only formal indicators (length of service, qualifications), but also pedagogical effectiveness, innovative methods.; to create algorithms to reduce the bureaucratic workload during evaluations; to develop educational programs for experts, including courses in pedagogical analytics, as well as to prevent systemic crises and predict risks. The conclusions of the study emphasize the uniqueness of the Russian experience of pedagogical expertise and the need to develop local solutions that take into account the specifics of the national education system.

Key words: pedagogical expertise, expert practice, teacher’s professional activity, professional effectiveness, assessment mechanisms, teacher evaluation criteria, evaluation system reform.

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