Theoretical analysis of the concept of «technological competence»

Abstract

The article reveals the problem of defining technological competence, analyzes various approaches to the concept of technological competence from the standpoint of personality quality, specificity of activity, or a personal-activity approach to learning. The scientific work reflects fundamental research on the problems of the competence approach in education and technological competence of V.I. Zagvyazinsky, V.V. Kraevsky, V.M. Polonsky, M.N. Skatkina, E.F. Zeera, A.V. Khutorsky, L.S. Vygotsky, A.N. Leontiev and others. The authors also analyzed scientific works on the problem of technological competence among young researchers such as S.M. Markova, V.V. Borisov, S.Yu. Yagupets, E.I. Nikiforova, N.N. Shumilkin, Ya.V. Chub, showing a versatile attitude to this concept. The feasibility of a complete constructive and correct definition of the concept of "technological competence" is due to the presence of unsettled definitions in science, that is, researchers often use different terms to denote the same phenomenon, or use the same term to designate different concepts, and do not reflect the methodological essence of technological activities. In addition, there was a lack of clarity, mixing or substitution of the concepts of "technological competence" and "technical competence", "technology" and "technique", "technological means" and "technical means". The presented material allows us to consider technological competence as an integral component of professional competence from the standpoint of the personality-activity approach, taking into account the personality characteristics and the specifics of technological activity, as generalized for all areas.