Competence-based approach to education: sociological conceptualization through the prism of dispositional theory

Abstract

The article is devoted to the problems of the competency-based approach to the implementation of the educational process and the evaluation of its results. It is noted that in modern science there is a conceptual inconsistency regarding the meaning of the competence concept, which leads to a misunderstanding of “what exactly” and “how exactly” should be formed in the educational system and in the educational process. The relevance of the search for sufficient theoretical and methodological foundations for a full-fledged scientific (including sociological) conceptualization of the concept of competence is emphasized. As such, it is proposed to consider the disposition theory and V. Yadov’s conception. Thus, the purpose of the article is to sociological conceptualization of competence and the competence-based approach to education, through the prism of dispositional theory. To achieve this goal, various interpretations of the competence concept are analyzed. The importance of the motivational component of competence is emphasized, which, on the basis of the value-semantic interpretation, determines the interest in certain knowledge and readiness for its practical application. Emphasis is placed on the fact that motives are the basic structural element of both competence and disposition. This becomes the starting point for the author to build a conceptual relationship between competence and certain personal dispositions. The expediency of considering the competency-based approach through the prism of dispositional theory is substantiated, which opens up prospects for the development of relevant tools for measuring competencies. It is proved that the V. Yadov’s conception of dispositional (self)regulation has sufficient explanatory power to serve as a theoretical and methodological basis for establishing the process of formation and development of competencies in the education system by creating special educational conditions, organizing the education space and the environment of the education institution. It is concluded that the consideration of the competence approach through the prism of dispositional theory, the derivation of logical relationships between competencies and dispositions, allows us to consider the former as components of habitus.