Formation Of Competence Research Articles

Formation of professional competence in students of industry mechanical engineering specialties at chemistry tuition

The peculiarities of chemical education in training future specialists of the machine-building industry in the conditions of distance learning were considered. The need to update the content and quality of chemistry education based on a competency-based approach according to its structure was founded. A thorough review of the created distance course "1M Chemistry " and the algorithm for the formation of competencies in it according to Bloom's taxonomy, i.e. according to six main categories: knowledge, understanding, application, analysis, synthesis, evaluation were provided. The relevance of a purposeful, competent approach to the teaching of chemical material for the students of the Faculty of Mechanics and the importance of an emphasis in the distance chemistry course on the practical orientation of education, a combination of informational and problem-based methods of teaching the material were shown. Package of test tasks and calculation tasks of various levels of complexity were developed for the formation of the competence to analyze and evaluate. The role of independent work of students as a separate element of the distance course for the formation of higher-order cognitive skills that allow students to work at a creative level was proven. An analysis of students' assimilation of theoretical material and the ability to apply theoretical knowledge to solve problems of different levels of complexity was carried out. A diagram of students' qualitative success according to different types of knowledge diagnosis was presented. The ability of students to establish the correspondence between theoretical knowledge and the ability to apply it practically was assessed. Organizational and pedagogical conditions that allow the effective formation of professional competences when teaching chemistry in a technical university of a non-chemical profile were determined. The possibility of improving chemical education of students due to the development of educational and methodological materials in the distance course, which create an opportunity not only to form a system of subject skills and abilities, but also to carry out a qualitative diagnosis of the acquired knowledge in the discipline, was shown. Provision of effective teaching of chemistry based on new information and educational technologies and a modern strategy for effective training of qualified personnel were implemented

ЕКОЛОГІЧНА КОМПЕТЕНТНІСТЬ СУДНОВОДІЇВ В УМОВАХ СТАЛОГО РОЗВИТКУ

Relevance: Under current conditions, the problem of ship navigation gains particular relevance – the formation of ecological competence of ship operators in the context of sustainable development, the study of important aspects of the interaction of vessels and the surrounding environment, particularly their impact on water resources, water pollution, emissions of harmful substances, and other ecological aspects. Objective: To determine the role of ecological competence of ship operators in the context of sustainable development. Methods: Theoretical methods: analysis, synthesis, generalization of scientific works on the issue of ecological competence of future professionals in the field of ship navigation and official documents – to define the theoretical and methodological bases of the phenomenon; study and generalization of the existing problem status with the aim of choosing pedagogical tools – for the development of ecological competence of ship operators; comparison – to identify various approaches to solving the researched problem; modeling – to justify the structural elements of the model for the development of ecological competence of ship operators. Results: Key characteristics of ecological competence and its components have been identified; ecological competence of ship operators is considered as a complex integrative characteristic of the personality, reflecting motives of ecological activity, possession of ecological knowledge and natural science bases, practical skills and abilities regarding environmental protection; the necessity of forming ecological competence in ship operators during their professional training has been substantiated, as it directly affects the conservation of the marine water state, protecting them from pollution. It is noted that under current conditions, when sustainable development has become one of the priority directions of global policy, the ecological competence of ship operators is a key factor in ensuring safe navigation, and ecological education in the maritime sector is an important tool for forming this competence in ship operators. Conclusions: Education acts as a catalyst for the development of sustainable thinking and practices in the maritime sector, promoting ecological safety and sustainable development in this strategically important industry; as the maritime sector continues to develop, the results of the conducted research emphasize the important role of education in preparing future ship operators to navigate the ecological complexities of the global maritime industry and to contribute to sustainable development and effective communication.

Pedagogical Conditions for the Formation of Communicative Competence of Students of Higher Education

This article explains the concept of “communicative self-efficacy of university students,” emphasizing its pedagogical significance in fostering effective communication skills. The development and testing of an assessment diagnostic toolkit, incorporating criteria, indicators, and levels of communicative self-efficacy, are discussed. Pedagogical interventions for enhancing communicative self-efficacy are designed, implemented, and empirically evaluated. Communicative self-efficacy is posited as a meta-quality of personality, reflecting mastery of communication strategies, confidence in their implementation, and achievement of constructive outcomes. The process of forming communicative self-efficacy unfolds through distinct phases: “orientation,” facilitating students’ understanding of their communicative characteristics and competence; “enrichment,” consolidating confidence in diverse communicative contexts; and “activation,” fostering independent and flexible communicative behaviors through active participation in communication-oriented practices. This research underscores the importance of nurturing communicative self-efficacy among university students for effective interpersonal interactions across various situations.

The specificity of legal terminology in implementation of the competence approach in learning English

Legal terminology is considered one of the most significant branch terminologies and is a complex aspect of foreign language learning. Legal terminology is an intermediate link between different fields of knowledge and spheres of human activity. Therefore, the system of higher education took a course to train specialists capable of translating legal texts in both written and oral forms, thus implementing a competency-based approach to teaching foreign languages. The relevance of the research is determined by the study of modern approaches to teaching the translation of legal terminology within the framework of the implementation of the competence approach. The implementation of a comprehensive and balanced approach to mastering communicative linguistic, intercultural, as well as primary professional competences will undoubtedly contribute to the improvement of English in purely professional communication situations at each subsequent stage of education. Thus, while following a comprehensive approach, we give priority to the formation of communicative linguistic competences, as well as a number of professional communicative competences in general and professional communication situations in accordance with level B2 of the European standard, while special attention is paid to the ability to correctly select the meaning of special terms. At the same time, one of the important tasks remains the development of professional competences through the mastery of legal terminology in English, which is a complex and multifaceted process. Difficulties arising in the process of its study, of course, are not limited to the problems described above. However, the competence approach and cross-cultural perspective of the presentation of the material will undoubtedly contribute to a deeper, meaningful and creative study of English legal terminology.

Digital competence among pre-service teachers: A global perspective on curriculum change as viewed by experts from 33 countries

In the intensely developing information society, the education of pre-service teachers presents an organisational, methodological, and conceptual challenge. Recent years have necessitated reflection on the content and modalities of the formation of digital competence in pre-service teachers. This article – considers which components the digital competences of the new generations of teachers should contain and how this area can be effectively developed within academic education. The article is the result of interviews conducted with 35 experts (recognized scholars in the field of media pedagogy) from North and South America, Africa, Australia and Oceania, Asia, and Europe. Qualitative interviews using the Delphi methodology were conducted between June and September 2022. Using grounded theory principles, it was noted that there is a need to modify pre-service teachers' curricula in the following areas: creating, retrieving and managing digital content; integrating ICT into subject content; developing soft skills; enhancing interactivity in the classroom; social aspects of ICT; distance learning; new socio-technical processes; advanced digital competencies; predictive learning; analysing the impact of ICT on human life; data protection; e-risks; low digital competencies; understanding media messaging; and supporting people with disabilities.

Quasi-educational Strategies for Diagnosing Readerly Reflection: Timeline as an Intertext in Literary Studies and Educational Aspects of the Formation of Reading Competence

Quasi-educational Strategies for Diagnosing Readerly Reflection: Timeline as an Intertext in Literary Studies and Educational Aspects of the Formation of Reading Competence

Взаимосвязь инновационных и классических методик профессиональной направленности обучения физике в техническом вузе

The introduction of two forms of conducting a laboratory workshop in physics for students for engineering and technology studies in the sphere of marine heat and power engineering, electrical equipment and automation means is considered to the process of studying at the Federal State Budget Educational Institution of Higher Education “Astrakhan State Technical University”. The possibility of developing students' working skills in natural conditions with industrial devices and an engineering approach taking into account the multifactorial conditions of the experiment as an independent work in the framework of the workshop of technical creativity Applied Physics organized at the Department of General Engineering Disciplines and Ground Transport is shown. The formation of the professional orientation of interdisciplinary connections of students of the specialty Thermal Power Engineering and Heat Engineering is illustrated by the example of the development of the laboratory work Determination of the specific heat capacity of metals. The advantages of virtual laboratory work and the possibility of their use on the educational portal of the “Astrakhan State Technical University”, built on the Moodle virtual learning environment, are examined. An example of creating a virtual laboratory work Studying the law of conservation of momentum is considered. It is theoretically proved that the introduction of these types of work into the educational process in physics contributes to the optimally effective formation of general professional competencies and the professional orientation of students' education. The importance of introducing these types of laboratory work into the educational process of physics at the university for the development of students' analytical abilities, creativity and innovation, which is a prerequisite for studying of modern engineers in demand in the labor market in a rapidly changing world, is shown.

간호정보역량이 간호업무수행능력에 미치는 효과: 환자안전역량의 매개효과

간호정보역량이 간호업무수행능력에 미치는 효과: 환자안전역량의 매개효과

FORMATION OF ENVIRONMENTAL COMPETENCE OF THE FUTURE BACHELOR OF NAVIGATION: THEORETICAL ASPECT

The relevance is driven by the fact that the ecological crisis both globally and in Ukraine particularly, is characterized by a trend of increase. The war with the Russian Federation, which severely destroys the country's ecosystems, has become a challenge for domestic ecology. We now face significant losses of hundreds of species of animals and plants. This requires replenishment of organizations and institutions, including maritime and water transport, with specialists who have a thorough professional-ecological training. Meanwhile, maritime higher education institutions are still insufficiently focused on activating ecological education for students, on fostering ecologically aware seafarers with developed ecological thinking. The problem of targeted formation of ecological knowledge, skills, and consciousness among future navigation specialists is further actualized by the fact that pedagogical science has not yet substantiated detailed methodological approaches, effective principles, specific conditions, and rules for productive ecological training of future specialists in maritime and inland water transport, nor has it developed effective technologies and methodologies for systemic acquisition of professionally oriented ecological knowledge, skills, and abilities by marine education seekers. Objective: To substantiate the pedagogical system of targeted formation of ecological competence in future navigation bachelors and to develop its conceptual model. Methods: To achieve the objective, the study utilized theoretical methods (theoretical analysis of scientific works, study of the requirements of environmental legal documents to clarify the level of problem development and identify directions of scientific exploration; comparison to study scientific approaches to solving the problem; analysis and synthesis to clarify the features of ecological-professional training of navigation bachelors, substantiating the content of their ecological competence formation; modeling to develop the structural-content model of the pedagogical system) and empirical methods (pedagogical observation, discussions, surveys to identify directions, stages, forms, technologies of forming ecological competence in future navigation bachelors). Results: Based on the analysis of pedagogical theory and educational practice, the peculiarities of professional-ecological training of future navigation bachelors in higher education institutions were clarified; it was determined that ecological competence of future navigation bachelors is a complex scientific object and requires a systemic approach in its research, and the process of its targeted formation should be considered as a pedagogical system; a conceptual model of the system has been developed that combines the conceptual positions of the studied process into a single ideal construct, illustrating the sequence of "movement" from the goal to the expected result. Conclusions: The substantiated model is a theoretical construct that reflects the conceptual foundations of the systemic formation of ecological competence in future navigation bachelors; the positions embedded in this ideal object regarding the formation of this integrative property of the personality combine the possibilities of intradisciplinary and interdisciplinary directions of ecological education for students with the acquisition of experience by future seafarers in environmental protection, research, ecological-enlightenment, and other activities; the implementation of the developed pedagogical system in a higher education institution will significantly enhance the level of formation of ecological knowledge, ecological thinking, ecological consciousness, and eco-safe behavior among future navigation bachelors.

UKRAINIAN EPISTOLARY HERITAGE AS A MATERIAL FOR THE DEVELOPMENT OF FOREIGNERS’ WRITING SKILLS: LETTERS OF LESIA UKRAINKA

The paper deals with writing as a type of speech activity in terms of linguodidactics. The purpose of the study is to highlight Lesya Ukrainka’s epistolary heritage as a material for developing the writing skills of foreigners learning Ukrainian. The choice of material is due to a number of factors, including the outstanding figure of Lesya Ukrainka, her powerful epistolary talent, multilingualism, the artist’s cultural and translation activities. The free access to the letters on the website of the publication, where spelling and punctuation are presented per the norms of modern spelling, makes it possible to use these texts in teaching Ukrainian as a foreign language. Although the use of Lesya Ukrainka’s texts as teaching material for foreign language students already has a good tradition, her epistolary heritage is only beginning to attract the interest of teachers of Ukrainian as a foreign language. The paper focuses on theoretical and practical recommendations for developing writing skills in a foreign audience. The paper highlights the place of writing Ukrainian letters in the methodology of teaching the language as a foreign language. It outlines the materials and tasks for foreigners to develop their skills in writing friendly and business letters in Ukrainian. The paper emphasizes the importance of the preparatory stage, which includes a set of tasks for working on the forms of the vocative case, formulas of address, greetings, farewells, expressions of gratitude, etc. Special attention is paid to the structure of a letter in the Ukrainian language. It has been proved that working with Lesya Ukrainka’s letters can effectively develop writing skills. The article presents language materials and a list of tasks for different levels of Ukrainian language proficiency that students can do based on Lesya Ukrainka’s letters. Such tasks will help foreigners develop their writing skills, improve their knowledge of the Ukrainian language, and contribute to the formation of socio-cultural competence. Key words: Ukrainian as a foreign language, writing as a type of speech activity, epistolary, letter, Lesya Ukrainka.

Digital technologies in the formation of communicative competence in the situation of multicultural bilingualism and modern real/virtual urbanism

Digital technologies in the formation of communicative competence in the situation of multicultural bilingualism and modern real/virtual urbanism

LINGUODIDACTIC PRINCIPLES OF DEVELOPING PROFESSIONAL COMPETENCE FOR SIMULTANEOUS INTERPRETATION TEACHERS

This article identifies and describes the language teaching principles for the formation of professional competence in simultaneous interpretation teachers. An analysis of domestic and foreign theoretical and practical research reveals that the problem of developing professional competence for simultaneous interpretation teachers, despite its undeniable significance, is still in the early stages of study. In the scientific, pedagogical, and translation discourses, the search for effective solutions has only just begun. Determining the linguodidactic principles of preparing translation teachers in general and forming their professional competence provides the basis for a comprehensive study of this complex issue. It is established that the professional competence of a translation teacher is an integrative characteristic of personality, which presupposes the formation of a complex of necessary competencies for effective pedagogical and translation activities, including various components of pedagogy and translation, and pedagogical communication within the framework of intercultural communication. The professional competence of a simultaneous interpreter is a complex formation that includes both general translation competencies, reflecting the main functions of translation activities, and specific competencies necessary for oral interpretation, including the simultaneous one (as readiness and ability to perceive and understand the oral speech of communicators from different cultures, to transmit it by the communication situation, genre, style, and register; ability to immerse oneself in situations of interlingual and intercultural interaction; ability to activate necessary competencies for translation and teaching activities; readiness for enriching communicative experience while mobilizing already developed skills and abilities; capacity for reflection and self-reflection). Linguodidactic principles of developing professional competence for simultaneous interpretation teachers are defined, taking into account the interdisciplinary nature of this process, namely: pedagogical, translation studies, linguistic, and psychological principles, without which it is impossible to organize the training process for future specialists qualitatively.

INTERNET RESOURCES AS A MEANS OF LEARNING THE UKRAINIAN LANGUAGE AS A FOREIGN LANGUAGE

The article is devoted to researching the relevance of Internet resources as an educational component in the system of teaching Ukrainian as a foreign language. Research and development of linguists, which were feasible in the direction of foreign language training using computer technologies and Internet tools, were studied. The work identifies the motives that encourage foreign citizens to learn the Ukrainian language. The content of popular sites was analyzed for the possibility of independent mastering of the Ukrainian language by foreign citizens with their help. Special attention is paid to researching the content of Internet resources, namely to what extent their content contributes to: mastering phonetics at the proper level, familiarization with grammatical features, mastering communication skills in accordance with modern needs, vocabulary formation. It was determined that the proposed system of interactive exercises and tasks of Internet resources allows for explanations in an interesting and accessible form, consolidation and generalization of material on the example of communicative situations from modern life, which contributes to increasing interest in the educational process. The article examines how the sociocultural and country studies component is reflected in the process of selection and formation of thematic blocks and sections of online resources. It was found that Internet resources contribute to the formation of foreign language speech competence at a sufficient level by combining theoretical knowledge and practical skills. As a result, it was concluded that the use of the Internet in the system of teaching a foreign language and Ukrainian, in particular, has a number of advantages, namely: the distance learning format allows you to independently manage the educational process, in particular, to personally determine the time and place; choose material according to your level; work on topics guided by one’s own goals and interests; students have the opportunity to learn from native speakers, not just from textbooks. The article examines the feasibility and relevance of using Internet resources in the process of learning another language. Positive prospects of using the Internet in the process of mastering the Ukrainian language as a foreign language and in raising the qualification level of teachers working in this direction were identified. Key words: Internet network, Internet resources, Internet tools, Internet technologies, Ukrainian language as a foreign language.

PECULIARITIES OF DETERMINING THE FORMATION OF FUTURE VOCATIONAL TEACHERS’ INFORMATIONAL COMPETENCE IN DIGITAL TECHNOLOGIES

According to the results of a number of studies, the formation of information competence in future digital vocational teachers involves targeted and systematic work on the development of critical thinking, improving the ability to analyze and characterize, and skillfully implement innovative approaches in information and communication technologies. Ukrainian and foreign scholars emphasize the need for targeted activities in the area of informatics competence formation as one of the key factors for the formation of a modern specialist, which provides him / her with an undeniable opportunity to increase the level of ability to think, communicate and work effectively. In this situation, the issue of determining the initial state of formation of future vocational teachers’ informational competence in digital technologies deserves special attention. The effectiveness of this process depends on determining the algorithm for the formation of relevant competencies, the choice of forms, methods, and means to be implemented in the educational process.To accomplish such a task, it is necessary to analyze all components of informatics competence and prove the presence or absence of statistical equivalence between the experimental and control groups at the beginning of the experimental study. It should be assumed that the motivational sphere is the basis for effective activities to form informational competence. That is why we began to study the motives and value orientations of future teachers of digital technologies in the control and experimental groups. In particular, in order to establish the real state of formation of the motivational and value component, which covered the motivational and axiological criteria, we chose standardized methods that were adapted to establish a four-level scale to clearly define the level gradation of the state of formation of a specific indicator of information competence by all criteria.

PRACTICAL ASPECTS OF DEVELOPING SKILLS AND ABILITIES OF INDEPENDENT WORK OF FUTURE HISTORY TEACHERS

An important task of the educational process in a higher institution of pedagogical education is the purposeful formation of the readiness of students ‒ future teachers for professional self-education as a comprehensive characteristic of their personality, which includes the needs and motives of self-education, professionally significant qualities, as well as necessary knowledge, skills and abilities. A student’s ability to self-education is developed in the process of learning. Self-education skills require purposefulness, systematicity, consistency, and self-motivation of the subject of education. One of the factors contributing to the development of this ability can be research and creative tasks for independent performance in the content of methodological disciplines.The article reveals various types of independent work aimed at the formation of self-educational competence of higher education students, the ability to learn throughout life. Examples of practical tasks from the course “Theory and teaching methods of civic education” are given, which form cognitive and operational- procedural components of the independent activity of higher education students. In the course of the study, the technical conditions for the performance of the tasks, their procedural characteristics, and examples of the implementation of metacognitive strategies in the formation of the subject-methodical competence of future history teachers are given. It was found that independent work allows students to build their educational and professional trajectory and is an area of mutual responsibility of subjects of the educational process.

MODELLING OF PROFESSIONAL QUALIFICATIONS OF HEALTHCARE PROFESSIONALS BY MEANS OF LABOUR FUNCTION EXPERT ANALYSIS

To substantiate the modern model of professional competences of healthcare workers based on expert modelling of labour functions in a professional standard as a basic element of the system of assessment of their qualifications and continuing professional development. In the system of healthcare professionals' training, a prognostic approach to designing a structural and functional model of a specialist remains the main one. Using the analysis of modern data on the relations between the labour market and the system of doctors' professional training, the pragmatic (actualisation) model of professional competences is substantiated. The latter is based on the analysis of experts who observe the actual work of doctors in real conditions, build their expert opinion on the basis of self-reflection and analysis of their own professional experience. In contrast to the prognostic model, this model can be used as a basis for the formation and assessment of professional competences of healthcare professionals, in particular those acquired through non-formal and informal education based on constructivist learning principles. The features of the pragmatic (actualisation) model of doctors' professional competences are as follows: methodological reliance on constructivism; expert method of forming the content of labour actions and competences; results of professional self-reflection of healthcare professionals; fixation of professional competences in professional standards by medical specialities; evaluation of the results of non-formal and informal learning; analysis of current labour market information, up-to-date descriptions of activities in the workplace and relevant job functions; realism and pragmatism. In order to develop the National Qualifications System in the field of healthcare, it is necessary to implement the following: implementation as regulated by the current legislation of the procedures for assessment of formal, non-formal and informal results of professional training in the system of continuing professional development; development of professional standards for all specialities of healthcare professionals — doctors, nurses, pharmacists and managers of healthcare facilities; development of a system of independent qualification centres in the healthcare sector.

PROFESSIONAL DEVELOPMENT OF TEACHERS WORKING WITH STUDENTS WITH INTELLECTUAL DISABILITIES

The article deals with the problems of professional development of teachers working with students with intellectual disabilities. The main challenges faced by teachers are outlined, including insufficient training, limited access to specialized trainings and seminars, and lack of proper support from the administrations of educational institutions. It is analyzed that the problem of professional competence and professional growth of teachers is gaining a separate development within the framework of inclusive education. It has been determined that the formation of such competence of an inclusive classroom teacher requires systematic scientific and methodological work and is the basis for professional growth and improvement of the teacher’s skills. It has been found that the process of continuous self-improvement and self-education plays a key role in the formation of professional self-awareness, further growth, contributing to the formation of a unique creative personality. The author outlines the personality's abilities for professional achievement and psychological conditions for the teacher's independent work on this problem. It is experimentally proved that the psychological readiness of the teacher for inclusive education has a positive impact on the self-perception of students with special educational needs and on the psychological positive climate in the children's team. Ways to solve these problems and challenges and to establish the basis for further development of the professional development system for teachers working with students with intellectual disabilities are presented. Strategies for the development of professional self-awareness are proposed that require a special education teacher to study the ways of communication in the classroom, friendly and empathetic attitude towards children, psychological control in the interaction between teachers and students, implementation of ways to modify the content of education in accordance with the psychological characteristics and possibilities of implementing this content for children with special educational needs. It is noted that for teachers of inclusive education it is necessary to organize and carry out, on the basis of self-analysis, their personal qualities, systematic improvement and comprehension of their own results as well as scientific and practical achievements in professional growth. It is proposed to deepen the work on the development of professional self-awareness in higher education institutions.

О физическом воспитании студентов с ограниченными возможностями здоровья

The analysis of the textbooks published in recent years and devoted to the improvement of the physical education of students with disabilities (health limitations) shows that all the authors point out negative trends in the health of students in most universities of the country, while the number of first-year students with disabilities and those disabled since childhood increases annually, many of them having the pathology of two or more systems simultaneously. The main task facing the teachers of the departments of physical education is the development of such students’ ability to assess their physical condition for a given period and training them in choosing available physical activities, i.e. the formation of universal competencies in the field of health preservation and promotion. The actual organization of physical education for students in all the universities of the country that includes 1-2 classes per week in the 1st-2nd-3rd years does not provide students with disabilities with physical rehabilitation they need during the study period. And it is not possible to form their universal competencies connected with performing physical exercises during extracurricular time (with self-training) due to the limited number of hours in the 1st semester that does not allow students to acquire the necessary amount of knowledge on the impact of physical activity on human health. Referring to Order No. 245 of the Ministry of Science and Higher Education of the Russian Federation, which went into effect on September 1, 2022, the authors propose to form groups of students with disabilities starting with the first year and plan physical education classes for them for 45 minutes at least 4 times a week throughout their studies, given that according to the State Standard 400 hours are allotted for physical education. In addition, in order to form universal competencies in the field of health preservation and promotion, the authors propose to introduce a theoretical course (module) during the first 3 years of studies in all universities of the country that will be devoted to the basics of health-improving physical education (72 hours) at the expense of the course “Elective disciplines in physical education”.

DEVELOPMENT OF PROFESSIONAL COMMUNICATIVE COMPETENCE OF ECONOMICS STUDENTS IN ENGLISH LANGUAGE TEACHING

This article discusses the development of the professional competence of future economists in the teaching of English in the higher education system with the help of modern methods and technologies. Also, the essence of the concept of professional competence and ways of its development, the importance and role of educational technologies, the role of a foreign language in preparing for professional activity and its role in the formation of sectoral communicative competence are highlighted.

Management of Religion Teachers’ Socioemotional Competencies in Information and Communication Technologies Integration: A Phenomenographic Study

Management of Religion Teachers’ Socioemotional Competencies in Information and Communication Technologies Integration: A Phenomenographic Study