Development Of Key Competencies Research Articles

Psychological analysis and essence of the «development of adult key competencies» concept

The article clarifies the essence of the "development of key competences of adults" concept (the process of quantitative and qualitative changes in the abilities of subjects to solve a class of tasks as products of purposeful learning and assimilation of progressive experience, self-development of individuals, their personal maturity). The operationalization of this definition has gave the possibility to the author to highlight in its composition the following simpler concepts such as self-development, subjectivity, readiness for activity, personality abilities, and experience. It is proved that the development process in adulthood is directly related to professional activity and depends on the experience of work and increase of knowledge, skills and abilities necessary for the solution of professional tasks. The development of key competencies involves professional training of organizations` and enterprises` personnel based on a certain strategy.

Product Management: Managing Product Development in the Era of Digital Transformation

A high percentage of failures of new products is considerably associated with management issues at the initial, with a large amount of uncertainty, stage of product development. Taking into account the fact that the characteristics and functionality of the future product are determined exactly at the initial stage, the management of the process here is of decisive importance. In the digital transformation process, companies rethink the product development management process and, correspondingly, the competence model of product managers. The purpose of the paper is to identify the key competencies (qualities, personal characteristics and abilities allowing to carry out professional activity key tasks) of the digital era product managers, as well as testing the design and project approaches in developing their competencies. Getting primary information about the main professional tasks was provided through in-depth interviews with successful product managers from the following industries: internet and telecommunications, software, pharma and finance. Two typical profiles/types of product managers were identified and called «technologically-oriented» and «business-oriented». As a result of the empirical research the key universal competencies of product managers to manage innovative products development effectively have been revealed. The partial overlap with the competences of innovation entrepreneurs, identified earlier, was discovered. for the development of key competencies, the innovation training program was developed and tested. The statistical analysis results showed that project based learning in combination with design thinking, Lean Startup & Customer Development, as well as modern digital rapid prototyping technique application, provide positive dynamics in the development of revealed key competencies for beginning product managers.

Značaj ključnih kompetencija iz perspektive nastavnika stranih jezika

This paper presents the results of a research on the importance of key (intercultural, digital, social, personal and methodical) competences in foreign languages curricula. We devised a questionnaire for the purposes of this research and interviewed 100 foreign language teachers in the Republic of Serbia employed at elementary schools, high schools and higher education institutions, as well as language schools, with the goal of identifying the manner and the extent to which foreign language teachers assist and enable students to develop key competences as part of foreign language curricula. Furthermore, the research had the purpose of shedding light on teachers' experiences regarding the development of their own key competences, as well as their attitudes towards the importance of key competences for the further education and professional life of students. The results of the analysis emphasize the fact that teachers devote significant attention to the development of key competences and that they are aware of their importance for the future professional life of their students. The interviewed teachers believe that personal and social competences are of key importance, whereas they perceive intercultural, digital and methodical competences as slightly less important. As regards curricular activities that teachers devise in order to facilitate the development of students' key competences, digital competences are associated with the largest deficit. On the other hand, teachers are highly satisfied with their level of key competences. They have mostly acquired such competences on their own and through professional training. Their academic education has contributed to the satisfactory development of key competences to the least extent.

ПЕДАГОГИЧЕСКИЕ УСЛОВИЯ РЕАЛИЗАЦИИ МЕТОДА ПРОЕКТОВ В ОБРАЗОВАТЕЛЬНОМ ПРОЦЕССЕ ВУЗА

The objective of article is to determine pedagogical conditions of foreign language teaching to implement a project method at a tertiary level. Theoretical and practical methods, such as analysis, synthesis, generalization, observation and study of teaching experience were applied to design the pedagogical conditions and to implement a project method into an educational practice. The paper interprets the main terms, such as a method, project, project-based activity and pedagogical conditions, highlights the feasibility of project method in the process of foreign language teaching, as well as particularizes a project-based learning. As a result, a set of pedagogical conditions with the regard for peculiar features of projects has been designed to implement the project method. The paper tackles content authoring to implement the project method in curricular and extracurricular settings and guides how to teach foreign language following Federal State Education Standards of Higher Education 3+ in traditional Bachelor groups of Journalism to develop key general and professional competencies. The article for the first time substantiates a set of pedagogical conditions for the effective implementation of the project method in the educational process of a higher education institution on the example of teaching a foreign language with regard to the development of key competencies. The authors’experience can become the basis for teachers when they use the project method in foreign language teaching at a university, aimed to form key general and professional competencies.

COMPETENCY-BASED APPROACH IN THE FUTURE TEACHER OF BIOLOGY TRAINING SYSTEM

Іn the article the modern scientific researches on building and development of key competencies in theory and practice of pedagogical science are analyzed. The peculiarities of the professional activity of the teacher of biology through the interrelation of his/her informative, developmental, orientation, mobilizing, constructive, communicative, and organizational and research functions are researched.The analysis of modern approaches in the preparation of the future teacher of biology made it possible to determine leading functions in the educational process of a secondary school: informative, developmental, orientation, mobilization, constructive, communicative, and organizational and research. All functions are interrelated; they complement and refine each other.A large number of researchers prove that the competency-based approach most completely reflects the modern processes in European countries.Taking into account the world experience and needs of the development of the Ukrainian school in the domestic pedagogy, three types of competencies characterizing the results of learning on the basis of a competency-based approach are recognized: key, interdisciplinary and knowledge of subject.The notion of "competency-based approach" refers to the orientation of the educational process on the building and development of the key (basic, main) and substantive competencies of the individual. The result of this process will be the formation of a general competence (professionalism) of a person, which is the integrity of key and substantive competencies, an integrated personality trait. Such a characteristic should be formed in the process of learning and contain knowledge, skills, attitudes, experience, values and behavioural models of personality.The competency-based approach takes special place in the process of building and development of competencies of the future specialist in the system of higher education. In the scientific sense, the concept of "approach" is interpreted as the starting point for forming the basis of research activity. The general idea of a competency-based approach is competence-oriented education, which aims at the complex of knowledge acquisition and methods of practical activity, through which a person successfully implements himself/herself in various fields of life. The most important specificity of the competency-based approach lies in the fact that not the "ready-made knowledge" transmitted by the teacher is assimilated, but "the conditions of the origin of this knowledge are traced".

NATION-BUILDING CONCEPTION Olena Semenoh BY IVAN ANDRIIOVYCH ZIAZIUN IN THE CONDITIONS OF REFORMING PEDAGOGICAL EDUCATION

In the article, based on the analysis of scientific research, the artistic and pedagogical narrative "Pedagogy of good" in the numerous speeches of the Doctor of Philosophical Sciences, professor, academician of the National Academy of Sciences of Ukraine I. A. Ziaziun, the main concepts of the nation-building conception of the founder of pedagogical mastery, scientist-philosopher, esthete, teacher and psychologist are outlined in the context of the challenges and prospects for the implementation of the Concept «New Ukrainian School» (2016).It is determined that in the philosophical and pedagogical, philosophical and psychological studies of Ukrainian scientist the nation-building conception of pedagogical education is presented, in which the humanistic and axiological approaches to solving numerous educational and scientific issues are organically combined, and the core of national education is «pedagogy of good and human creation».Among the conceptions of the ideological concept of Ivan Ziaziun, a special place is occupied by the concepts of a person, a personality, a school, a student, and a teacher. The basic principles, concepts, basic values of the researcher are relevant and demanded in the context of the implementation of the objectives of the Concept «New Ukrainian School»: life – as lifelong learning, child-centered approach, transition from school of knowledge to the school of competences, pedagogy of student and teacher partnership; continuous process of upbringing, which forms values, leads to a reflection on how to preserve and develop the identity of a student and a teacher in the modern globalized world and to realize through pedagogical action.Among the defining features of a personality, which Ivan Ziaziun skillfully justified and served as an example, an important role assigned to spirituality, intelligence, honor and dignity. I. Ziaziun always was a supporter of a return of a sense of honor and dignity to public education in the society.Implementation of the principle of «life as a lifelong learning» in I. Ziaziun's prognostic concept is represented through the provision of sensuality. The new school is competency-oriented, and a definite list of ten competencies is based on the «Recommendations of the European Parliament and the Council of Europe on the development of key competences for lifelong (all-life) education» (2006). The most important of these is the lack of certain knowledge, personal qualities and abilities of the student, and the ability to apply competence in specific educational and life situations. I. Ziaziun also supported the following ideas: the child is not a clay from which it is possible to sculpt everything, it is an active person who percepts educational and nurturing influences desirable for him/her.Ivan Ziaziun proved that a modern teacher works in the format of independent creative searches based on the achievements of fundamental sciences and traditional methods. Their uniqueness lies in the axiological basis of the teacher's action, which is based on three psychological factors: intelligence – affection – will.

APPROACHES TO THE DEVELOPMENT OF KEY COMPETENCIES OF THE 21ST CENTURY IN THE NATIONAL RESEARCH UNIVERSITY HIGHER SCHOOL OF ECONOMICS

The question of transformation of the Russian education, so that it better meets the requirements of the new reality, is more acute than ever. The aim of the study is a system of educational tools that implement individual trajectories in the National Research University Higher School of Economics (HSE) undergraduate program to form the key competences of the 21st century. The subject of the study are the methods of developing key competencies in the implementation of the “Minors” program and the “Bachelor+” program. The study was based on surveys and interviews with representatives of the administration, organizers of minors, organizers of additional programs and students of 2,3 and 4 courses (634 students). The data were processed by structuring, generalizing and then analyzing. The results of the research revealed an unambiguous positive aspect of the introduction of programs for the development of key competencies, especially communications. A new research question has been formulated. Directions for further research are suggested.

Análisis de la investigación sobre Aprendizaje basado en Proyectos en Educación Física

<p>La Educación Física, como materia escolar, debe responder a las demandas educativas de una sociedad compleja y diversa. En este marco es comprensible apostar por modelos centrados en el aprendizaje y no en la enseñanza, lo que nos invita a generar una renovación de los enfoques, modelos y estrategias metodológicas. Las metodologías activas son una oportunidad única para responder a estos nuevos retos formativos. El presente artículo se centra en revisar el estado de la cuestión sobre estrategias de aprendizaje en Educación Física, como es el Aprendizaje basado en Proyectos. El procedimiento empleado para el análisis se ha centrado en registrar los proyectos, experiencias e investigaciones publicadas en diferentes bases de datos de acceso restringido y de libre acceso. Entre los criterios de inclusión, se han considerado que fueran pertinentes con la temática, tuvieran calidad científica y relevancia en el área de conocimiento. A través del análisis efectuado, podemos señalar la proliferación de experiencias e investigaciones centradas en el Aprendizaje basado en Proyectos. Las conclusiones del trabajo revelan la apuesta por la mejora de la calidad de los aprendizajes en Educación Física, además de su orientación por contribuir al desarrollo de las competencias clave.</p>

METHODICAL ASPECTS OF FORMING KEY COMPETENCIES FOR STUDENTS IN THE STUDIES OF CHEMISTRY

The article substantiates the priority of the formation of key competencies of students of natural sciences in the process of professional training, the search for optimal forms and methods for organizing training in chemistry in higher education. The forms of organization of teaching of chemistry, which play the first priority in the formation of mathematical, natural sciences and environmental literacy, life skills, information and digital, social and public competencies, are analyzed.The leading form of study at the university is a lecture. Lecture classes on chemistry have an enormous potential, since they form not only the natural sciences competence of students, but also environmental literacy, ability to study, communicate in the state language. The study of chemical formulas, the solving of settlement and situational tasks will contribute to the development of mathematical literacy.The use of different types of counseling forms the ability to generate new ideas, navigate the educational information space, and opens up new opportunities for establishing feedback. Alternatives are e-mail consultations, via Skype- connection, local information network.Excursions in the study of chemistry perform a number of important functions: implement the principle of visibility, enhance the science of learning, communication with life, contribute to polytechnic training, the formation of a holistic natural science picture of the world.The most effective in the development of key competencies are the following forms and methods of teaching chemistry, such as case-method, problem-solving, design-technological activity, independent work of students.

The approach to detection and application of the company’s technological competences to form a business-model

The most important condition for increasing the competitiveness of business is the formation, retention, and development of key competences of the organization, which reflect the competitive advantage. This problem is especially urgent for high-tech industries, which are the most sensitive to all kinds of changes and innovations. The ways of applying the company’s technological competences to form a business model, the proper form of competence description and analysis on the example of the company “Teplolux” are considered. The following from is recommended to use in IT solutions for competence databases.

Inwestycja w rozwój kompetencji kluczowych wśród dzieci i młodzieży - studium przypadku

Artykuł traktuje o rozwoju kompetencji kluczowych ze szczególnym uwzględnieniem dzieci i młodzieży, wskazuje również na ich kreatywność i zdolność do tworzenia innowacji. Głównym celem badawczym pracy jest ocena świadomości i dojrzałości ekonomicznej tej grupy oraz wskazanie roli, jaką w procesie kształtowania kompetencji kluczowych odgrywają pozaszkolne formy edukacji, w tym uniwersytet dziecięcy. Badania przeprowadzone zostały wśród małoletnich „studentów", uczestniczących w programie w województwie zachodniopomorskim w roku 2016. Wyniki badań pokazały, iż pozaszkolne projekty edukacyjne stanowią główne źródło wiedzy ekonomicznej, inspirują też do domowych dyskusji na temat procesów społeczno¬gospodarczych, najczęściej w skali mikro. Dzieci kojarzą wiele pojęć z tej dziedziny, aczkolwiek nie zawsze umieją precyzyjnie je zdefiniować i użyć we właściwym kontekście. Najbliższe są im zagadnienia związane z pieniądzem, są też bardzo racjonalne w gospodarowaniu posiadanymi zasobami finansowymi, a prawie wszystkie zarządzają własnym kieszonkowym. Większość dzieci wykazuje postawy proprzedsiębiorcze, a poszerzanie wiedzy ekonomicznej uważa za czynnik sukcesu w przyszłości.

АКМЕПРОФЕСІОГЕНЕЗ ПЕДАГОГА НОВОЇ УКРАЇНСЬКОЇ ШКОЛИ В СУСПІЛЬСТВІ ЗНАНЬ

Under the Concept «New Ukrainian School» implementation, the educational community received creative modernization challenges, in which the social and professional mission of the teacher changes in the context of European professionalism, while preserving the best mental Ukrainian characteristics. In the system of the New Ukrainian school, the professional development of a teacher implies his self-development and self-realization throughout his life as actual socio-cultural priorities and meanings. Such a social order highlights the need for training specialists who meet the challenges of a society of knowledge capable of continuous intellectual, cultural and spiritual development throughout their lives through formal and non-formal education, focused on preserving, multiplying and transferring humanistic social values, assimilation of new professional roles and functions. The article continues the cycle of publications by the author devoted to the development of theoretical and methodical principles for the acmeprofessionogenesis of the teacher of the New Ukrainian School in the system of continuous education. The explication of the basic concepts of acmeprofessionogenesis of the teacher, the «knowledge society», «continuous professional development», «acmeprofessional», «formal education», «informal education», «informational education» is carried out. Pedagogical acromeprofessionogenesis is defined as continuous prolonged process of professional development of a teacher in the conditions of formal, informal and informal education, comprehensive formation of personality and professional, including the successive periods of its self-realization and self-examination, changes and transformations of the psychological structure of professional activity, motivational sphere, values-ideological landmarks, development of key competencies, assimilation and implementation of innovative professional roles and functions. The basis of acmeprofessionogenesis of the teacher of the New Ukrainian school is the transformation of four aspects into their integrity and interdependence: biological, mental, spiritual and professional. The acmeprofessionogenesis of the teacher is traced through his continuous self-development and self-actualization as actual socio-cultural priorities and meanings. One of the key competencies is life-long learning through formal, informal and informal education. Alternative models, forms of improvement of qualification of the teacher of the New Ukrainian school are considered.

CREATIVE WRITING ON THE BASIS OF BLOG-TECHNOLOGIES AS ONE OF THE MOST EFFECTIVE PEDAGOGICAL TECHNOLOGIES FOR DEVELOPMENT FOREIGN LANGUAGE TEACHERS' KEY COMPETENCES

Ponte Academic JournalJan 2018, Volume 74, Issue 1 CREATIVE WRITING ON THE BASIS OF BLOG-TECHNOLOGIES AS ONE OF THE MOST EFFECTIVE PEDAGOGICAL TECHNOLOGIES FOR DEVELOPMENT FOREIGN LANGUAGE TEACHERS' KEY COMPETENCESAuthor(s): Elena Vasilievna Kostina ,Natalya Gennadyevna Kizrina, Lyudmila Andreevna Lazutova, Elena Aleksandrovna Levina, Larisa Pavlovna KarpushinaJ. Ponte - Jan 2018 - Volume 74 - Issue 1 doi: 10.21506/j.ponte.2018.1.5 Abstract:The problem of foreign language teachers preparation in the context of the competence-based approach encourages to search for new educational technologies aimed at the development of key competences of foreign language teachers. The gist of the key competences is the creative activity of the individual, which develops by using one of the most effective pedagogical techniques � creative writing. The purpose of the article is to develop the model of teaching the future foreign language teachers creative writing on the basis of blog-technologies. The leading method to the study this problem is the simulation method to conduct the experiment and organize a process of improving the key competences of the foreign language teachers because precisely these competences are necessary for the effective realization of teaching. The article proves the effectiveness of using three types of exercises: preparatory exercises, reproductive and productive exercises, productive exercises, forming a system of exercises for teaching creative writing. The proposed model of teaching students who study at foreign languages department of Pedagogical University creative writing has the aim to develop skills and abilities in writing, ensuring the formation of special competences and enabling the development of students creative activity, that provides the development of key competences of future foreign language teachers. Download full text:Check if you have access through your login credentials or your institution Username Password

ФОРМУВАННЯ КОМПЕТЕНТНОСТІ "ПІДПРИЄМЛИВІСТЬ ТА ФІНАНСОВА ГРАМОТНІСТЬ": СУЧАСНІ ОРІЄНТИРИ

he article focuses on the coverage of the current issue of modern pelagic theory and practice - the implementation of a competent approach. The focus of recent educational reforms is to analyze modern legal documents (Law of Ukraine "On Education (2017), "New Ukrainian School, Conceptual Principles of Reforming the Secondary School" (2016), "New Ukrainian School: Fundamentals of the Education Standard" (2016) regarding the use of the competence potential of each educational sector. It was clarified that the experience of the EU countries was based on the Ukrainian approach to reforming educational programs, in particular, the following guidelines were adopted as the main benchmark: "European Parliament and Council of Europenian recommendations for the development of key competences for lifelong learning" (2006), "European Framework entrepreneurial competence" (2016), "Europe 2020" (2010). It is noted that in the last edition of the Law of Ukraine "On Education" there was represented a list of key competencies, one of which is "entrepreneurship and financial literacy". The concept of entrepreneurship in the scientific-pedagogical discourse is clearly presented. The leading role of the teacher in solving problems such an important task as competent growth of the younger generation is emphasized. The study found that modern reforms lead to the exclusion of the academic discipline "Economics" from the curricula from the teaching process at the Ukrainian schools. As a result, all educational subjects should be oriented towards the formation of entrepreneurship and financial literacy, but this is possible only due to the integration of interdisciplinary relations of educational disciplines, an integrated approach to learning, a creative approach to the organization of the educational process by teachers of all, without exception, academic disciplines. Thus, the standard creates a field for creative search for subject teachers in the formation of entrepreneurship and financial literacy in their students' lessons in the student's youth without involving the teacher of the economy. Teachers should also ensure continuity between primary and secondary education. The conclusions noted that the integration of modern educational process acquires the goal of implementing a competence-oriented approach in education. Today, the educational process must be designed in such a way that key competencies come into all educational branches and educational subjects. A modern graduate must have a key set of competencies aimed at enhancing the human capital, competitiveness and professionalism.

Development of Key Competencies for Elementary School Teachers and an Analysis of Teacher Perceptions

Development of Key Competencies for Elementary School Teachers and an Analysis of Teacher Perceptions

FORMATION, MANAGEMENT AND DEVELOPMENT OF KEY COMPETENCES IN DESIGN MANAGEMENT OF ORGANIZATION

Relevance of basic and exclusive knowledge and abilities of company research making is confirmed by the fact that elements of organization competence are changed in each period of company strategic management development. Understanding of what is basic for strategy creation in company management is very important. In particular, what organizational knowledge and abilities are basic for competence forming and what are unique for project implementation. Now an important part in control policy is assigned to corporate models of competence. In some companies profiles of competences are used as application-oriented instruments of specific HR functions (for example, for performance appraisal or formation of an administrative reserve); in others - registered competence systems are key systems in staff operation. Use of competences in personnel assessment is widely used. Project management is getting more and more popular. Increasing number of companies implement project activities for different tasks. A key to project success to a large extent is competent use of appropriate tools and methods, knowledge, processes and skills. Relevance of research is caused by the fact that project management is management of a team, resources of the project with the help of special methods for goal achievement with efficiency set at set restrictions on time, means and quality of end results. Research objective is analysis of theoretical provisions of formation, management and development of key competences in design management of organization. Theoretical and empirical methods are used: literature review, logical and system analysis, comparative analysis of approaches to formation, management and development of key competences in design management of organization. As a result of this research it is stated that formation, management and development of key competences in design management of organization allow providing effective project introduction and implementation.

Model of the Students' Key Competences Development through Interactive Whiteboard in the Subject of Technology

The basis of the submitted study are the continuously rising demands to alter the curricula with the aim to develop students' key competences in order to increase their professional versatility. The lack of scientific research and discussions show that little investigation has been done on the issue of development of key competences. Therefore, the primary objective of our study is to present the teaching methodology, the process of creating the educational model and the pilot verification aimed at the development of key competences through interactive whiteboard in the subject of Technology. The partial results of the pilot research conducted on the research sample of 6th and 8th grade students of primary schools on Slovakia show its usefulness especially in the development of teamwork, in terms of interpersonal competences, problem solving in terms of learning competences and reading comprehension in terms of communication competences. The presented educational model reflects the contemporary requirements in terms of using information and communication technologies in the teaching of the subject of Technology, in which the acquisition of key competences becomes considerably important.

Innovation of education for the development of key competencies of university graduates

Abstract Competency-based education is a new trend in the process of teaching to support and develop the competencies of graduates. This challenge of the European Union aimed at changes in learning processes contributes to improvement in the educational qualifications of the population. Recently, in Europe and Slovakia, several research studies aimed at key competencies of graduates have been conducted. This paper provides the results of the study aimed at identification of key competencies of graduates of the study program Construction Technology and Management. A proposal for innovations in learning forms is presented as an output of the national project “Universities as Engines of Knowledge Society Development”. The innovations will influence the development of profession-specific and transferable competencies of graduates of the afore-mentioned study program at the Faculty of Civil Engineering in Technical University of Košice, Slovakia.

Problem-Based Learning: An Experiential Strategy for English Language Teacher Education in Chile

The Chilean education system requires English language teachers to be equipped with non-conventional teaching strategies that can foster meaningful learning and assure successful learners’ performances in diverse and complex settings. This exploratory, descriptive, research study aimed at discovering the perceptions of 54 pre-service teachers about the impact of a problem-based learning activity in the development of key competencies, including higher order thinking skills and reflective, research, knowledge transfer/integration, social, and self-management skills. Groups of participants chose a made-up, ill-structured problem which combined language teaching and socio-cultural issues, and devised holistic solutions. Findings suggest a comprehensive impact on the first four skills, but a limited impact on social and self-management skills.

Teacher leadership report: How student-led pedagogy in modern learning environments (MLEs) can improve literacy learning

Abstract Our teacher leadership story comes from two schools collaborating on a New Zealand Teacher Led Innovation Fund (TLIF) project exploring the effect of student-led learning practices on literacy achievement within modern learning environments (MLEs). Our rationale is that learning which is individualised for all learners leads to more equitable outcomes for all. It also enables student ownership of learning, which in turn increases success for all learners, measured through improved student engagement, positive shifts in attitude, and improved progress and achievement. We undertook two cycles of participatory action-based inquiry to find out how successful collaboration and student ownership within the MLEs could impact on literacy engagement and achievement. We noted considerable progress in the development of key competencies, influenced by the transfer of ownership from teacher to student through choice, sharing of the curriculum, and engagement with the wider range of resources readily available in an MLE. Giving students a say in their topic and context increased their engagement and led to improved outcomes in literacy achievement. The support provided by our school management for teacher-leadership of the innovations has enabled research-informed student-led pedagogy to be developed at both schools.