Competence Approach In Education Research Articles

Компетентности и умения в часовете по втори чужд език

Teaching a foreign language is increasingly challenging in the context of a rapidly changing environment and the need for integrated, practically oriented education and high adaptability to modern living conditions. This article presents a specific pedagogical practice that demonstrates in practice the importance of the competence approach in education as a source and stimulus for the development of competencies and skills in students and leading to a higher motivation for learning and self-improvement. The lesson described in the article refers to the acquisition of new and further development of old competencies and skills with the ultimate goal of creating a real product of the educational activity – advertising material. The stages that are passed through in order to achieve the final goal have been examined, the benefits of this kind of activity have been proven and the relevant conclusions have been drawn.

TRAINING OF FUTURE SPECIALISTS WITH HIGHER EDUCATION FOR PROFESSIONAL AND COMMUNICATIVE INTERACTION

The research outlines important aspects of the preparation of highly qualified specialists aimed at increasing the efficiency of their professional activity by improving their communication skills, which are used to transfer significant amounts of information of crucial importance for professional decision-making.
 The article studies the formation of personal competences of future specialists with higher education with the priority of communicative competence as the basic means of prospective students’ training. The authors focus the attention on development of key competences that are formed in the process of learning humanitarian subjects as well as on determining the aspects of the competence approach in education. Thus, the main features of key competences of prospective specialists are distinguished and analyzed.
 The article studies the concept and the essence of the competence approach and its practical implementation into the system of higher education. The authors have identified that the formation of the communicative competence is a reliable tool of creative-motivational thinking formation in the higher education seekers.
 It is concluded that according to the results of the research conducted, professional self-realization is an important component of the system of personal self-development of the modern specialists, as well as the formation of professional competences. Communicative competence is identified as the activity aimed at improving future specialists’ personalities in accordance with professional requirements. In particular, the professional culture of a student-foreigner is determined as a set of practical and spiritual attributes that determine the quality of their professional activity, which are closely related to their intellectual, general pedagogical and psychological, methodological, and informational, theoretical, practical and cultural activities as well.

Критериальное оценивание образовательных результатов будущих учителей в вузе

The article discusses the concept of criterion assessment, provides a refined definition of this concept from the standpoint of the competence approach in education. The structural components of the criterion assessment are identified and described, including the concepts of an educational result, an in-dicator and the level of its achievement, an evaluation tool. The article describes the technology of constructing the evaluation object, presented in the form of an educational result obtained by correlating the formulation of competence from the Federal State Educational Standard and labor functions from the Professional Standard of the teacher. It is shown that the formation of an educational result makes it possible to identify indicators of its achieve-ment as criteria for evaluation, which can be different degrees of performance of a specific type of activity or individual actions of the student. The article presents examples of their construction. The mechanism of criteria-based assessment of the competencies of future teachers at the university is described.

Philosophy for Children as a Method of Interaction in Situations of Religious Education in the Third Group in Kindergarten

The article is based on the results of many years of practical experience and presents a working model of interaction in the process of religious education in the third age group in kindergarten and the methodology “philosophy with children” in a pedagogical context. This approach is corresponding with the principles of non-formal learning and the competence approach in education. Examples of activities are presented in which the transition from knowledge acquisition to the development of children's functional literacy is revealed. The use of “philosophy for children” in religious education classes in kindergarten is argued as supporting the process of awareness and acquisition of values and virtues, which are crucial for children's acquisition of cultural, social and emotional competence and for their successful personal and professional expression in democratic society. It is also argued that religious education in preschool is meaningfully and substantively coherent with the current strategic and normative documents on education in Bulgaria.

Theoretical, methodological and conceptual foundations of professional training of the future psychologists

The article reveals the actual problem of higher psychological education in the specialty 053 Psychology. It is related to the pragmatic issue of creating educational and scientific and educational and professional programs. In the conditions of autonomy of a higher education institution, it is necessary for the developers of these programs to have a modern scientific understanding of the peculiarities of competence approach in education, the types of competencies that should be formed in future psychologists, as well as the key concepts on which these educational documents should be based.

МЕТОДОЛОГІЧНИЙ КОМПОНЕНТ ПІЗНАВАЛЬНОЇ ДІЯЛЬНОСТІ У НАВЧАННІ ФІЗИКИ В НОВІЙ УКРАЇНСЬКІЙ ШКОЛІ

The article analyzes the content of the methodological component of students’ subject competence in the context of teaching physics in the New Ukrainian School. It is shown that the methodological component is an important component of subject competence, which is an integral characteristic of the subject of educational and cognitive activity, which includes knowledge, abilities, skills, attitudes, values, and orientations. The key cognitive skills that form the basis of the methodological component of subject competence and reflect the connection with the subject’s intellectual and heuristic sphere of cognitive activity, which unites creative qualities and abilities, are defined. It was established that the solution to the problem of effective formation of the methodological component of subject competence lies in the plane of effective combination of two functions of education: informative and illustrative and innovative and creative. The dialectical unity of reproductive and creative activity in education is an objective factor in achieving the desired result. One of the forms of realization of such unity is the dominant transformation of reproductive activity into creative activity. Creative cognitive activity is an effective mechanism for the formation of methodological knowledge, therefore the methodological component is an important factor in the design and organization of creative educational and cognitive activity in the context of the implementation of the competence approach in education.

ЦИФРОВА КОМПЕТЕНТНІСТЬ ЯК СКЛАДОВА ПРОФЕСІЙНОЇ КОМПЕТЕНТНОСТІ СТУДЕНТІВ ФІЛОЛОГІЧНИХ СПЕЦІАЛЬНОСТЕЙ

The article presents a theoretical study of the essence and specifics of digital competence as a component of the professional competence of the students-philologists . It was determined that an important result of the professional training of the students-philologists is the formation of one of the key competencies, namely digital. The categorical field of research and the content of basic concepts: digital competence and professional competence are analyzed. It was found that during the training of future specialists, the following competencies are formed: key, subject, general branch. Professional competencies are divided into basic and key. The first are formed on the basis of abilities, knowledge, skills that are easily applied in professional activities. Key competences are manifested in all types of activity and interaction with the world, characterize the spiritual world of an individual. It was found that the effective formation of the digital competence of the future philologist is determined by the structural content of the educational process in a set of implementation components: motivational-value, operationally technological, reflective-evaluative and creative. Today, a modern translator has a wide functional field of activity, and as a result, various tasks in the field of humanitarian studies in general and philology in particular, the quality of which depends on the level of training of philologists in a higher education institution, on the purposeful implementation of the leading provisions of the competence approach in education, which involves the effective direction of the educational process, from the formation of a specialist capable of creativity, the creation of various types of scientific products, self-analysis and work in tough competitive conditions. It was investigated that the mechanisms of forming the digital competence of the future philologist are: motivation, attitude, reflection and creative style.

The Formation of Student's Foreign Language Communicative Competence as a Component of Social Culture Within the Context of Educational and Scientific Globalization

Since cultural and professional contacts between representatives of different countries are actively developing, the ability to establish intercultural relations and solve operational problems in professional and social spheres is one of the critical professional characteristics of higher education graduates. The intensification of global integration processes determines the state's social order for the education of high-skilled, communicatively competent graduates, highly mobile and competitive in the European and global labor markets. The increasing scale of international cooperation requires future specialists not only the rapid and effective implementation of innovative technologies but also the use of foreign experience in the relevant professional sphere, effective professional communication with international partners, change, and adaptation to new social conditions. In the Ukrainian higher education sector standards, a communicatively competent specialist is characterized as a person who can understand and accept the ethical norms and models of communicative behavior of other cultures, shows adaptability and interpersonal skills in communication, and has tolerance to foreign partners. Furthermore, the future specialists' tasks include the organization of fruitful cooperation with foreign partners, including the lifelong learning ability, managing information flows, preventing potential communication difficulties, and identifying and eliminating the causes of conflict situations. Therefore, training professional skills that promote the development of foreign language communicative competence is a priority task of higher education. Thus, the ability to effectively communicate is one of the most popular qualities in today's market because, in different spheres of activity, there is a constant need for people who can present new projects, stand up for ideas, lead discussions, and refute and convince opponents. Understanding the importance of the multicultural society problem within the context of globalization and especially the Ukrainian society, and the need for multicultural education is becoming increasingly important. While applying the competence approach in education based on one's abilities and social status, it is crucial to form multicultural competencies and acquire the appropriate level of interpersonal relationships experience for successful social functioning. This research aims at the theoretical and practical study of the process components of forming students' foreign language communicative competence within the context of their activities in the educational and scientific sphere, taking into account the rapid development of social culture and worldwide globalization of education and science. Methodology. We used the analytical method of studying the set question together with synthesis, abstraction, generalization, explanation, and classification to analyze scientific research on this issue. We applied observations, comparisons, and measures to prepare the practical part of the work. Results. According to the study results, the research team systematized and determined the opinions of domestic and foreign scientists on the structure and specific features of foreign language communicative competence development and the ways of this communicative skills optimization type among students.

TEACHING SCHOOLCHILDREN TO BE TOLERANT: THE EXPERIENCE IN UKRAINE

The experience of implementing the ideas of tolerance in schools of Ukraine from the end of the XX century to date is presented. In the study, tolerance stands as an integral part of the State standard of basic and complete general secondary education and the result of students mastering training courses on human rights and civic education. A review of school practice suggests that the introduction of tolerance began with the processes of democratization and humanization of education in the late twentieth century and was done purposefully and systematically through the organization of the educational process on the basis of mutual respect, harmony and democracy, and the introduction of separate courses. The authors conduct a retrospective review of the training courses introduced in the schools of Ukraine, highlighting the topics, forms, methods of tolerance formation, as well as various aspects of the implementation of the principles of tolerance. Research attention is focused on the effectiveness of the competence approach in education as a key in the process of forming student tolerance and partnership pedagogy as a necessary condition for learning in a modern school.

Поняття «життєтворчість» та «життєтворча компетентність» у парадигмі професійної підготовки педагога спеціальної освіти

The article deals with the problem of the competence approach in education. The article is based on careful analysis of the scientific literature and highlights the concept of “life-creating competence”. The necessity and expediency of such competence forming in the future special education teacher result from the practice of living in an open information society, where the individual is required to show a new level of abilities that could ensure his/her effective functioning in any dynamic changes and circumstances, successful and comprehensive life both in personal and professional spheres. The article analyzes the subject matter of the life creation concept in philosophical, psychological and pedagogical aspects. A review of the scientific literature demonstrated that in philosophical and sociological discourse life-creation is mainly considered in the perspective of one’s own life building and culture of life creation, and it made it possible to highlight the following points: life-creation is a process based on two constitutive components: life and creativity; these components are purely individual; life creation depends on both personal characteristics and social factors; the individual must be in some way ready to carry out life creativity; thus, consequently, life-giving competence can be an indicator of readiness for life-creation. It was found that psychology studied the problem of life creation most thoroughly; psychologists present life creation as a manifestation of the subject’s personality, an active attitude to life, the result of self-development, a special type of life, etc. The author found that the life of an individual is one of the key phenomena in the philosophy of education, where it is considered in terms of the activity approach: it is a special kind of life, creative activity of the individual, life-creation, the art of living. One of the determining factors of life creation is education. In terms of pedagogy, the study of life creation of an individual at the beginning of the 21st century has grown into a separate area – the pedagogy of life, which formed the basis of the concept of the New Ukrainian School. It was found that the phenomenon of “life-creating competence” in pedagogy is not considered as a separate achievement of an individual, but there is “life-creating competences”, represented as a component of life competence of that individual. Based on the analytical review, the author summarizes that life competence provides the solution of vital tasks, productive life, the ability to perform certain life roles; life-creating competence, according to the author, brings an individual to a higher level of life, at which a person realizes self-design, selfconstruction, self-education and other self-practices; it is an active, creative and responsible subject of his/ her own life and social development, as he/she is able not only to adapt to dynamic circumstances, but also to change the environment for the benefit of him/herself and others, which is crucial for special education teachers in the light of modern educational paradigm.

Development of Didactic Culture for Educational Cooperation in Eurasia

In the paper, we analyze the research on didactic culture conducted in the world. Within the study, we aim to create the didactic culture theory as a methodological platform for expanding educational cooperation in Eurasia. In particular, we consider the definitions of the conceptual content of didactic culture and compare the approaches to identifying its functions, subjects, and types. Furthermore, we differentiate didactic culture and didactic competence and present various points of view on the stages, technologies, conditions, and means of forming the didactic culture of a teacher, educational organization, pedagogical community, and society. Within the dominant orientation to implementing the competence approach in education, the scientific novelty of the research is appealing to the didactic culture as a condition for expanding the Eurasian educational cooperation. When writing the paper, we use a comparative method of analyzing research materials in chronological order.

MATHEMATICAL COMPETENCES AS A BASIS OF PROSPECTIVE ENGINEERS TRAINING IN HIGHER TECHNICAL EDUCATIONAL INSTITUTIONS

The article analyzes theoretical and methodological basics of formation of mathematical competences as a key condition of training prospective engineers in higher technical educational institutions. The study considers the problem of prospective engineers’ mathematical training implementation based on the competence approach aiming at future activity in industrial production field on the level of world standards. On the basis of the analysis of modern concepts essence, purpose, and management of prospective engineers’ training in higher technical educational establishments from the perspective of the competence approach realization are reconsidered. Mathematical education is considered as a basis for the training of technical specialists. Despite the fact that the issue of professional development of higher technical educational institutions students was given considerable attention in the research of the scientific community, the problem of forming their mathematical competences remained insufficiently covered and was not the subject of a dedicated special research. The aim of the article is to study the theoretical and methodological foundations of prospective engineers’ mathematical competences formation as a basis for their professional training. Theoretical research methods were used during research, namely: study and analysis of psychological-pedagogical, legal and special literature on the researched issue; analysis of state educational standards, programs, textbooks and teaching materials. The specifics of teaching mathematical disciplines in higher technical educational institutions are determined. The basic techniques and principles of realization of the competence approach in education are reviwed. The stages of prospective engineers’ professional competence formation are characterized. The article focuses on personal values of a prospective engineering specialist in the process of professional competence formation. Procedural, technological, logical, research and methodological components of mathematical competence of technical specialists are described. The article proves on the effectiveness of prospective engineers’ mathematical competences formation in order to train highly qualified specialists of technical field in higher technical educational institutions.

FROM RESEARCH SKILLS TO RESEARCHER’S TRANSVERSAL COMPETENCE

Different intellectual traditions imbedded in cultural and education settings and theoretical approaches to the understanding of skills, competencies, and transversal skills bring about many uncertainties in the conceptualization of research skills and competencies; together with the social demands towards the quality of graduates' competencies these draw heavily on the changing process of education, quality of educational provision, and interferes with the quality of the graduates’ achievements. Doctoral students usually face a large number of theoretical sources to analyze and make an appropriate theoretical underpinning of research; they also have to meet the uncertainties, experience incompetence that interferes with the allocated time and quality of investigation. While the shift to competence approach in education is thus more complex than many accounts suggest, it does have major implications for important aspects of studies and educators' work. This article aims to initiate doctoral students' thinking of the cultural background of different intellectual traditions in education and identify the most appropriate theoretical sources for their research. The article does not, however, provide final definitions or completed ideas. Based on the experience of the most popular projects in skills’development and theoretical analysis the published considerations might trigger new problems for doctoral students’ investigation and start their navigation in the enormous pool of literature. The article introduces some approaches to understanding and defining research skills, researcher’s competencies, and researcher’s transversal competencies, their structure, and experiences of measuring.

Особенности развития общепрофессиональных компетенций и профессиональной идентичности студентов в условиях интернационализации образования

The use of the competence approach in education, the internationalization of the educational environment requires an understanding of the students' attitude to the formed competencies, the peculiarities of the formation of professional identity in the process of study and the factors influencing this. All these phenomena are directly related to the educational motivation of future specialists. The paper examines the ideas of undergraduate students of different courses from Russia and China in the field of personnel management about the importance and degree of formation of their general professional competencies in accordance with the Federal State Educational Standard for Higher Education, and examines the features of professional identity. It was noted that the influence of cultural characteristics and mentality on the students' opinion about the significance and degree of formation of certain competencies exceeded the influence of the duration of the training. The limitations of the method of determining the level of self-competence based on self-assessments are indicated. Recommendations are given for the organization of the educational process, taking into account the found patterns.

PHILOSOPHY OF THE UNITY OF KNOWLEDGE, COMPETENCIES, AND VALUES OF THE NEW UKRAINIAN SCHOOL

The formation of a powerful, active, and dynamic axiological foundation of personality is one of the essential tasks of the competency approach because even a high level of knowledge and skills acquired in the process of learning and education cannot ensure the integrity and progressively oriented unity of personal and professional competencies for future successful life, socio-cultural and professional self-realization. Given this, within the competence paradigm of education, qualitatively new content is the unity of learning and education. If before a significant amount of theoretical knowledge, detached from real life, had a shallow educational potential, now any pedagogical action, even focused on the cognitive assimilation of basic scientific knowledge, will have a worldview. An essential characteristic of the competency approach in education is that it can ensure each student’s unique structure the unity of knowledge, competencies, and values.

КОМПЕТЕНТНІСНИЙ ПІДХІД В ОСВІТІ: ЄВРОПЕЙСЬКИЙ ДОСВІД

The article deals with the competence approach in secondary education of the European Union. In the last decades of the XXI century scientific studies on the theory and practice of implementing the competency approach in the educational systems of the European Union have been intensified. Education in today’s world plays a fundamental role in ensuring acquisition of key competences by European citizens, needed for adaptation to constant changes. In the increasingly complex world where technologies are being introduced actively, creativity and the ability to continue learning and introduce innovation will be relevant and valuable. Lifelong learning should be a norm and important necessity.The article reveals the competence terminology (for such concepts as “competence”, “key competencies”, “skills”) in the educational documents of the EU member states. The essence of the concept of “key competencies”, which refers to a set of fundamental skills and abilities, has been clarified. The relevant knowledge, skills, values that students must master in order to respond efficiently to the challenges of the modern world, have been identified. It has been noted that the key competencies outlined in the European Reference Framework of Key Competences for Lifelong Learning (2018), equally important for personal development and for a successful life in society, should contribute to improving the level of education, development of quality education.Emphasis has been placed on the fact that the updated structure of key competencies will be successful if it is for use in various sectors of education, as well as at the level of non-formal and informal learning in the European countries.The article concludes that introduction and acquisition of key competencies in school education takes place through different approaches and depends on the individual capabilities of the EU member states. In this context, the application of the interdisciplinary approach deserves special attention. It has been noted that the EU countries are currently at different stages of implementation of key competencies in school curricula.

Дослідження актуальних питань компетентнісного підходу у фармацевтичній освіті

The article is aimed at examining the emergence of a competence approach in higher pharmaceutical education due to the need to bring program requirements closer to the future specialist, society’s requests and the necessities of personal practical professional activity. The problems inherent in the development of professional training of specialists in the pharmaceutical industry in Ukraine are generalized. In particular, the growing need for the development of the pharmaceutical education system and insufficient attention to this sphere at both the State and local levels; imperfection of the regulatory framework for the professional training of specialists in the pharmaceutical industry; lack of foreign experience in professional training of specialists in the pharmaceutical industry. Etiology and interpretation of the concept of «competence» are studied. The lack of a unanimous approach to understanding the concept of «competence approach in education» is defined, various authors’ approaches to its content are explored. The reasons for the relevance of higher education development on the basis of competence orientation are determined. The problematic issues of the competence approach in the process of developing the higher education standards are researched, since pharmaceutical education cannot be separated from the strategic tasks of reforming the content of the educational process in Ukraine. Prospects for further research in this direction are the substantiation of methodological principles and organizational mechanisms for the formation of competence standards as a leading vector in the modernization of higher pharmaceutical education.

Evaluation of professional competence of future chemistry teachers in the current context

The implementation in the higher school of such new normative documents as Federal State Educational Standard, unit standard and others, set the goal for realization of competence approach in education. At the same time, such competence as the expected results serve as the evidentiary base for guaranteeing the quality of graduates training. There is currently no unified standard for assessing the quality of education overall. The subject of this research is the formation and assessment of formedness of professional competences of students on the discipline 44.03.01 Pedagogical Education with major in Chemistry and 44.03.05 Pedagogical Education with major in Biology and Chemistry.  The goal of this research consists in formation of professional competence of students in the conditions of a classical university through creation of the system of occupational assignments. For the development of theoretical platform of research, special attention is given to the theoretical questions of formation of professional competence of students majoring in pedagogy. The author describes the requirements to evaluation tools and the structure of evaluation tools. The article employs the general theoretical methods of summarization, systematization, analysis, and comparison. The scientific novelty consists in outlining approaches towards solution of the problem of formation of professional competence of the students majoring in pedagogy in the conditions of a classical university; determination of criteria and indicators of professional training of future chemistry teachers in the context of implementation of the new educational policy. The conclusion is made that the practice-oriented educational institutions are one of the means of formation and evaluation of the formedness of professional competences of the students majoring in pedagogy.

DIDACTIC COMPONENT OF THE COMPETENCY-ORIENTED EDUCATION IN INSTITUTIONS OF GENERAL SECONDARY EDUCATION

The didactic component of the competence approach in education is considered in the article. The purpose of the article, which is to distinguish the most relevant principles in the implementation of the competency approach among the didactic ones, is achieved by theoretical methods (analysis, synthesis, generalization of information) and empirical ones (own observations of the educational process). The result of the work is the definition of such principles as: provisions on the life-creating orientation of competence education; the necessity of personal and activity orientation of the educational process; the principle of reliance on previous experience, creative understanding of social experience, focus on the result. Mentioned above principles emphasize the specifics of the competency approach: formation and development of students' ability to act practically and creatively apply the acquired knowledge and experience in different situations. Each selected principle is described in relation to the competency approach. The principle of life-creating orientation promotes individual’s self-realization. Formation in personality of self-development, self-defense, self-education mechanisms is the principle of personal orientation. Competences are acquired through active activities and based on minimal experience (the principle of activity orientation and reliance on previous experience). Building of your own life strategy is (the principle of creative understanding of social experience). Possession of the potential to solve life's problems is (the principle of focus on the result). The study provides grounds for conclusions: the didactic component of competence education indicates its social (an important condition for competencies acquisition is social interaction, achieved by the principles of life-orientation, personal orientation, creative understanding of social experience), humanistic (competence approach promotes youth’s self-realization and self-improvement achieved by the principles of life-creating orientation, personal orientation) and practical-pragmatic orientation (solving issues that arise before people in various practical situations, which is the basis of the principles of result-oriented, activity-oriented).

THE THEORY OF COMPETENCE AND ITS VIEWS ON PEDAGOGICAL CONTENT

The paper describes the theory of competence approach in education and views on its content, history and stages of the emergence of competence.