Formation Of Key Competencies Research Articles

Професійна діяльність вихователя в сучасному закладі дошкільної освіти

The article is devoted to the topic of professional activity of a teacher in a modern preschool education institution, which is relevant in pedagogical theory and practice. The article reveals the peculiarities of professional activity of a teacher of a modern preschool education institution based on the competence approach and in the context of conceptual changes of the New Ukrainian School. Emphasis has been placed on the values, the main task and the content of modern preschool education, which must be implemented by a teacher of a preschool education institution, as well as on the special requirements for the personal qualities of a modern teacher. The article states that the purpose of professional activity of a teacher is to organize the education, upbringing and development of educatees during their pre-school education through the formation of key competencies. For its implementation, a teacher of a preschool education institution needs to have established competencies – general and professional, which are defined by the Professional Standard. The essence of the professional competences of a teacher of preschool education institution has been revealed in view of the peculiarities of his professional activity in modern conditions of education reform. In the scientific research, attention has also been focused on the main functions of a teacher, their essence has been characterized. The labor functions of a teacher of preschool education institution in unity with professional competences have been presented.

Реалізація технології проєктного навчання в курсі математики 6 класу НУШ

The effectiveness of project-based learning technology has been proven by advanced pedagogical experience, while some aspects of the process of implementing this technology, which is provided for by the Concept of the New Ukrainian School, require clarification and improvement. In the submitted article, the authors present the methodical development of a system of educational projects for the implementation and deployment of the 6th grade mathematics course: «Time Absorbers», «Volunteer Activity», «Journey along the Rivers of Ukraine», «Ukrainian Borscht», «Golden Intersection», «Journey across the Air Ocean», «Green clothes of the plane», «World of professions and mathematics». The system of educational projects is presented in the textbook «Mathematics. 6th grade» (in two parts) by S. Skvortsova and K. Niedyalkova, according to which each section or topic ends with an educational project that has its own topic, purpose and structure. The purpose of each educational project is determined, first of all, by the requirement of the formation of subject mathematical competence, the need to generalize and systematize the educational material. Each educational project developed by the authors has as structural components a motivational component, the creation and setting of a problem situation, advice on the implementation of the project, and reflection. The authors of the article present some results of the testing of the presented methodology; an analysis of the survey of sixth-graders of the Odesa Lyceum «Mriya» who participated in the experiment was conducted. The authors demonstrated that project-based learning allows for the integration of the content of various educational fields based on key competencies, in particular, competence in the field of natural sciences, engineering and technology, information and communication, environmental, cultural competencies, innovativeness, entrepreneurship, and financial literacy, among others. Under the condition of successful implementation of project-based learning, students’ motivation to study the subject improves and the level of educational achievements increases. Keywords: mathematics, basic school, New Ukrainian school, project learning, integrated learning, activity approach, formation of key competencies.

БИОЭКОЛОГИЧЕСКИЕ НАУЧНО-ИССЛЕДОВАТЕЛЬСКИЕ ПРОЕКТЫ ШКОЛЬНИКОВ (МЕТОДИЧЕСКАЯ ПОДГОТОВКА СТУДЕНТОВ В ХОДЕ ПРОИЗВОДСТВЕННОЙ ПЕДАГОГИЧЕСКОЙ ПРАКТИКИ)

The methodology and content of the project activities of students in biology is relevant in a modern school and should be applied in educational activities. Project activities have a fruitful effect on the personality of students, include them in social and research work. This work provides for the implementation of a system of sequential actions, makes it possible to express one's opinion and realize individual goals and objectives, to realize ideas, forms competencies aimed at searching and analyzing information, collecting data, observing and experimenting, helps develop communication skills and contribute to the product by group or individual work. Also, students most often acquire competence in the use of ICT. Each student acts simultaneously as an organizer, executor, expert of activity. Since the biology curriculum includes knowledge from many academic disciplines, the project activity clearly implements interdisciplinary connections. The knowledge acquired by students in the course of project activities is more solid. The analysis of work on project activities shows that students increase the level of formation of key competencies (problem setting, goal setting, planning and evaluation of the result, search and processing of information, written communication, oral presentation, group work), which is recommended in the Federal State Educational Standard.Based on the data of various events for students in the Samara region, an analysis of the topics, content and quality of projects in biology and ecology was carried out, the main shortcomings were identified, and recommendations were given for their elimination. Developed, implemented and presented as examples of projects in grades 5-9 on the general topic «Medicinal plants». The proposed study is of practical importance, since the materials and conclusions can be used in the organization of educational and scientific and educational work of schoolchildren in the process of bioecological education and methodological training of students in the course of industrial pedagogical practices on the basis of Samara State University of Social Sciences and Education.

THEORETICAL ANALYSIS OF THE CONCEPTUAL PRINCIPLES OF PROFESSIONAL AND PEDAGOGICAL COMPETENCES OF FUTURE TEACHERS OF VOCATIONAL EDUCATION

The article is devoted to the theoretical analysis of the conceptual foundations of the problem of formation of professional and pedagogical competencies of future teachers of vocational education. The relevance of diagnostics of the levels of formation of key competencies among future teachers of vocational education in the context of the new standard of higher education is substantiated, and an analysis of scientific research on the outlined problem is carried out.
 Competence characterizes the specialist's ability to realize their human potential for professional activity. Competence of a specialist with a higher education is the desire and willingness to realize one's potential (knowledge, skills, experience, personal qualities, etc.) for successful productive activity in the professional and social sphere, being aware of its social significance and personal responsibility for the results of this activity. activity, the need for its constant improvement. The article analyzes the concepts of "competence" and "competency", defines the essence of the concepts "competent" and "competence approach". The problem lies in the large number of definitions and the lack of a generally accepted one.
 In addition, the article analyzes the regularities of the functioning of the higher education system, considers the problem of criteria for determining pedagogical competencies. In the context of the formation of the professional competence of the future teacher of vocational education, its components are defined; the professional and pedagogical competencies specified among the program outcomes of study according to the new standard of higher education are explained. The essence of the formation of professional and pedagogical competence in the process of educational and cognitive activity according to the new standard of higher education is revealed. The content of evaluative competence, the essence of evaluative skills of a teacher of vocational education was analyzed, and the specifics of modular training were revealed. The need to develop a new toolkit for assessing the competencies of future specialists, teachers of vocational education is substantiated.

МЕТОДИ РОЗВИТКУ КРИТИЧНОГО МИСЛЕННЯ В УЧНІВ НА УРОКАХ ФІЗИКИ У ЗАКЛАДАХ ЗАГАЛЬНОЇ СЕРЕДНЬОЇ ОСВІТИ

The article describes the methods of developing critical thinking, which were developed based on the improvement of existing methods and their adaptation to the teaching of physics in institutions of general secondary education. The new Ukrainian school envisages the formation of key competencies and the ability to think critically in students. Therefore, it is important that future physics teachers possess competence-oriented technologies and teaching methods based on which critical thinking and appropriate competences can be formed in students. It is shown how the described methods can be used to develop critical thinking in gymnasium and lyceum students in physics lessons.

За предизвикателството „формиране на ключови компетентности“ чрез природонаучно образование на учениците в началното училище

The formation of key competencies as a contributing factor to the development of human personality is among the many challenges of our time. Based on the results of the participation of fourth graders in national and international assessments, the article presents the author’s conceptual model for developing key competencies through natural science education of elementary school students, structured and operating at a synergistic level. The synergistic approach is applied in the complex and unbalanced process of developing key competencies, which emphasizes the paradoxical property of ‘emergence’ as a consequence of the overactive effect of forming competencies in the development of the student’s personality. Adaptive solutions for sustainability of the processes are proposed through progression and multiplication of the effects of developing competencies in the field of natural science education.

РАЗВИТИЕ ФУНКЦИОНАЛЬНОЙ ГРАМОТНОСТИ ОБУЧАЮЩИХСЯ НА УРОКАХ ИСТОРИИ

The article is devoted to the problem of the importance of the development of functional literacy of students in the lessons of history and social disciplines. The paper substantiates the importance of using activity-based teaching methods that contribute to the formation of key competencies of the graduate. Examples of tasks for students in history lessons with the aim of developing functional literacy are given.

Philosophy of Education and Science in the Context of Digitalization of Society

In the field of education and science, changes are taking place at the level of space and time, and digitalization is becoming a key direction for the development of education and science. The aim of the study is to provide a philosophical understanding of the nature of cultural and socio-economic transformations that have a significant impact on Education, Science and society in the digital age. In the article, theoretical and empirical research methods are used. In the results, it was noted that digitalization appears as a key factor in improving the education and science system. In addition to directly affecting the effectiveness of the educational process, digitalization provides a chain of indirect advantages, in particular, optimal use of time for more effective formation of key competencies. In the conclusions summarized that mission of modern education and science is to help everyone feel comfortable in a digital society. Prospects for further research consist in analyzing various aspects of digitalization of scientists’ activities, features of the transition to digital services of professional periodicals and changes in Scientometrics associated with the development of the global digital educational and scientific space.

PEDAGOGICAL POTENTIAL OF EDUCATIONAL GAME TECHNOLOGY IN THE CONTEXT OF FOSTERING THE KEY COMPETENCIES OF 6‒7-YEAR-OLD SCHOOLCHILDREN

In degree research the problem of forming of key competences of primary school students is considered by facilities of game technologies. Modernization of modern primary education today is above all things related to introduction in the educational process of technologies which create the terms of the active including of students in independent cognitive activity. Game technologies play a considerable role among such technologies. Theoretical aspects of the organization of the process of formation of key competencies of primary school students by means of game technologies are introduced and substantiated in the article. The existing eleven key competencies of primary school students are considered. Effective methods of learning using game technologies in primary school lessons are characterized.The types of game technologies are considered, the concepts of “game technologies”, “game activity”, “game” are described. Research results were obtained, which can be implemented in further practice in general educational institutions of Ukraine.We consider the prospects for further scientific research to be research aimed at the study and formation of key competencies of junior high school students in various types of game activities.
 Keywords: pedagogical potential; pedagogical environment; key competencies; competence approach; 6‒7 years old primary schoolchildren; game technologies; game activity; classification of games technologies.

Typology of competence characteristics of pupils with intellectual disabilities

The purpose is to develop a typology of competence characteristics of pupils with intellectual disabilities as a measure of a child’s integration into educational activity. The following methods were applied: retrospective analysis and generalization; empirical measurement of relevant parameters of the research subject by means of valid and proprietary methods; k-means clustering, mathematical methods for data processing. The experiment participants: the total number (n=114) of the children from the first to the fifth grades: the pupils with intellectual disabilities (Group 1: n=57; 50.0%) and the pupils with normal development (Group 2: n=57; 50.0%). Key differences were found in the following competences of the research participants: intellectual-cognitive, emotional-motivational and social. It was established that deficiency of cognitive and adaptive skills, violation of social norms and limited communication prevail in the children with intellectual disabilities. Three types of competence characteristics in the pupils with intellectual disabilities in education were determined: Operational-Reproductive (ORT), Limited-Practical (LPT), Limited-Fixed (LFT). The prospect is to create a conceptual model and correction-development program for the formation of key competences of pupils with intellectual disabilities.

APPLYING THE COMPETENCY APPROACH TO QUALITY MANAGEMENT OF EARLY CHILDHOOD EDUCATION AND CARE

Early childhood education and care is a policy that aims to improve access to education and ensure the well-being of children by creating an environment for learning, nurturing, socialization, support and cooperation. In this process, the formation of key competences in children, not only academic, but also personal and social, has an essential role, in order to prepare them for life in modern society, in which they can realize themselves successfully. The article examines basic competencies of children and those working with them in the context of quality assurance of early childhood education and care. Interrelationships are made between the application of the competence approach and the improvement of quality. A focused study of parents is presented regarding their satisfaction with the provided educational, health and social services, the importance of key competences for the development of children and the support they provide through cooperation with specialists for high quality services. The findings of the study show a good degree of satisfaction, but insufficient participation of families in the general care for the education, upbringing and socialization of children. Parents attach more importance to the personal qualities that children acquire and develop in kindergarten, compared to academic knowledge.

Formative assessment as a mechanism for achieving planned educational results: professional readiness of teachers

The article considers the current conditions for the formation of key competencies that are necessary and in demand in the XXI century in accordance with the objectives of state policy in the field of education. The analysis showed that it is possible to ensure the improvement of the quality of education by developing a system of their assessment with the help of new, dynamic solutions, including the introduction of one of the educational technologies – formative assessment. The paper uses the results of a regional study «The attitude of teachers of the Altai territory to the development of formative assessment technology». Based on the results of a study conducted among teachers of General education organizations in the Altai territory, the author developed a textbook «Paths of formative assessment» as part of the author’s team.

ПРОБЛЕМЫ МОДЕРНИЗАЦИИ ВЫСШЕЙ ШКОЛЫ В ФОРМАТЕ КОМПЕТЕНТНОСТНОГО ПОДХОДА

Evaluation of educational achievements of university students on the basis of rating and competency-based approaches is an urgent problem of pedagogy, psychology and methodology and requires the study of various approaches and the search for effective methods for such an assessment. The main emphasis in the article is made on the study of the existing problems of the formation of the competence model of a university graduate, the formation of key competencies, the development of professional skills and their assessment. This study is devoted to determining the main functions and the importance of their observance when organizing the control of knowledge, skills and abilities, ensuring the availability and quality of the educational process, the result of which should be the formation of a competitive graduate. Object of study: the quality of education at a technical university. Subject of study: assessment of the professional development of students of a technical university as a tool for managing the quality of education. The methodological basis of the study is a systematic approach as a way of researching and designing functional systems that ensure the achievement of educational goals. The theoretical basis of the study is the foundations of a competency-based approach to building the content and technologies of vocational education, which aims at modeling professional activity in the learning process. The result of this article is to identify the components of the competency model, which include: a sign of ownership of an activity (competence) - the ability to achieve a result (receive a product); criteria for ownership of activities: meaning, orienting basis, experience; conditions for mastering competence - solving problems for the design and implementation of the process of creating a product (project-based learning method); the essence of the project method of teaching is the inclusion of students in the construction of a "road map" of the process, intra-team distribution of functions, the translation of knowledge into productive action.

ORAL AND WRITTEN COMMUNICATIVE COMPETENCE AT THE LESSONS OF FOREIGN AND NATIVE LANGUAGES IN PRIMARY SCHOOL IN THE PROCESS OF BLENDED LEARNING

Nowadays the paradigm of the Ukrainian educational system determines that the main task of the educational process is the formation of key competencies during teaching primary schoolchildren. Modern educational technologies should be aimed at creating vital abilities and skills.
 The article is devoted to one of the essential issues of the organization of the educational process in primary school in Ukraine, namely the peculiarities of the formation of schoolchildren’s oral and written communicative competence at the lessons of literacy (1st grade), Ukrainian language and Reading (2-4 grades) and Foreign Language (1-4 grades) in terms of blended learning due to the coronavirus pandemic.
 In the article we have analyzed and summarized the practical experience of the primary school teachers in terms of the formation of key and subject competencies in the conditions of blended learning in the educational process on the one hand, and the creation of the mobile educational environment during quarantine restrictions on the other hand. Also, we suggest the newly designed methodological tools for providing effective techniques while teaching primary schoolchildren at the lessons of linguistic and literature educational branch in general, and communicative (native and foreign) oral and written competencies in particular.
 The article offers a list of digital resources, modern pedagogical technologies, methods, assessment tools, the peculiarities of planning and conducting online lessons, which allow organizing the educational process effectively in the conditions of the pandemic. We have paid attention to the radical changes in the teachers and pupils’ activities, caused by the active usage of digital resources and innovative educational technologies in the blended learning conditions.
 In the off-line mode, the way of learning, transferring knowledge and vital skills acquisition is planned and managed by a teacher directly and the results of schoolchildren’ success depend on him/her. In the mode of online education, the role of the pupil becomes of paramount importance, because the independence, and hence: autonomy, self-regulation of educational activities prevail here.
 The teacher, conducting the subjects of linguistic and literature educational branch, performs the functions of a mentor-consultant, tutor, coordinator of cognitive activity, and pupils become active participants in the dynamic learning process, which provides a productive implementation of oral and written communicative approach to mastering subject and life skills.

Distance Learning of Physical Education as a Component of the System of Modern Education within the Framework of the "New Ukrainian School" Reform

The deals with the features of the formation of key competencies of the educational reform "New Ukrainian School" in the process of distance learning of physical culture. The ways of realization of each key competence during the lesson of physical training and other forms of physical education are described. The attention is focused on educational resources, with the help of which it is possible to introduce any competence into the practice of secondary education institutions at the present stage. Distance learning in the modern sense has been formed relatively recently and, therefore, it focuses on the advanced methodological experience accumulated by various educational institutions of the world space, on the use of the latest and operational pedagogical technologies to meet demands of modern education and social security. Certainly, the definition of ‘distance learning’ is characterized by a pluralism of definitions, which indicates a wide range of approaches to its interpretation.

ICT and current trends as a path to STEM education: implementation and prospects

The aim of the study is to build a model for the introduction of STEM education in institutions of general secondary education, to demonstrate the experience of using ICT in STEM education. Research objectives: to determine the role and place of information and communication technologies in the model of introduction of STEM education in general secondary education institutions for the formation of key competencies; to find innovative solutions to create conditions that will promote the interest of student youth in the choice of STEM professions. Object of research: the model of the introduction of STEM education in institutions of general secondary education Subject of research: information and communication technologies in the model of introduction of STEM education in institutions of general secondary education as a component of the school educational environment. Analysis of scientific publications makes it possible to determine the role and place of ICT in the model of introduction of STEM education in general secondary education institutions. The presented experience of the systemic implementation of STEM education in general secondary education institutions allows the formation of professional competencies of teachers in the field of STEM education and can be useful in their professional activities. The study shows that the systemic implementation of STEM technologies in the educational process increases the effectiveness of training, the level of motivation of participants in the educational process and the quality of knowledge in the subjects of the natural science cycle, and also contributes to the formation of key competencies of students.

Formation of key competencies of the organization: the concept «from points to space»

The urgency of the task of using key competencies in the formation of the competitive potential of an industrial enterprise has been substantiated. The role and place of key competencies in the implementation of the concept «from points to space» has been determined. The results of a study on the identification of key competencies of a large Russian enterprise engaged in the production of high – voltage bushings are presented.

THE ROLE OF A COMMUNICATIVE TASK IN THE DEVELOPMENT OF 21ST CENTURY SKILLS AT THE FOREIGN LANGUAGE CLASSES

Introduction. Modern higher education is aimed at the formation of students’ soft skills, giving them the opportunity to work successfully in a competitive environment and market instability of 21st century. The purpose of this study is to determine the role of a communicative task and reveal psychological and pedagogical conditions for the formation of the concept “4C” including such key competences as communication, creativity, critical thinking and cooperation.
 Research methods. The research was carried out by the analysis of scientific, educational and methodological literature and pedagogical experience in the formation of professional competences for undergraduates.
 Results. The article shows that during the process of dialogic foreign language speech the students get favorable conditions for the development of soft skills. Under this educational process foreign language speech-thinking activity is successfully realized through generation of ideas and arguments aimed at the joint communicative task solution. The obtained results contribute to the methodology and technology of modern professional education, expanding the understanding of the role of a communicative task in the formation of key competences. On the basis of theoretical analysis, the author has developed psychological and pedagogical conditions for the formation of soft skills at the process of foreign language teaching. These conditions are the formulation of a communicative task as a problem and a speech communication situation, teaching students the rules of cooperation and the establishment of trust relations between them. The communicative task plays the main role in the creation of conditions for the soft skills formation.
 Practical implications. The results of the study can be obtained in the practice of foreign language teaching in the university.
 Conclusion. It was revealed that the solution of a problem during the professional communication is the main condition of conscious study of the foreign language and leads to the development of soft skills.

IMPLEMENTATION OF COMPETENCE-BASED APPROACH IN TEACHING MATHEMATICS IN PRIMARY SCHOOL

The article deals with the formation of key competencies in primary school students. In the state standards of the Kyrgyz Republic, when determining the complexes of competencies, special attention is paid to the fulfillment of the requirements of the standard in the process of teaching mathematics in elementary school. When implementing the training of the competency-based approach, the formation of subject competencies along with key competencies is important. The goals and objectives of teaching mathematics in the context of student-centered learning have been established

Psychological and pedagogical support for students in the context of digitalization of the educational environment: analysis of the current state

Digitalization of education has led to the need to develop new means of psychological and pedagogical support for modern schoolchildren, focused on the formation of key competencies in demand in a rapidly changing world. In order to identify teachers' ideas about the problems of schoolchildren and the means used to support primary school students (grades 5-8), a survey of teachers was conducted at the first stage of the study. The total sample consisted of 788 respondents and is represented by teachers with different work experience in the general education system; with different levels of education; teaching subjects that cover all subject areas. The collected empirical material is systematized using the methods of factor analysis and discourse analysis. As a result of the study, the state of the real practice of psychological and pedagogical support of students in modern schools of megalopolis and rural areas with different levels of digitalization of the educational environment is characterized; groups of problems of adolescents are systematized, which, according to the respondents, have a significant impact on their development in the conditions of digitalization of general education; it is found that teachers identify problem-solving tools and means of supporting schoolchildren in the process of solving them.The results obtained confirm the importance of the implementation of psychological and pedagogical support as the most important pedagogical means of professional activity of a teacher in the conditions of digitalization of education; they are of practical importance for the actualization of humanistic interaction between a teacher and a student in the process of joint search for solutions to problems significant for a student in a digital educational environment.