STRUCTURAL AND FUNCTIONAL FORMATION MODEL OF KEY AND SUBJECT COMPETENCES OF FUTURE TEACHERS OF PRACTICAL EDUCATION IN THE FIELD «TRANSPORT»
Keywords:
competence, key competence, subject competence, field competence, structural and functional modelAbstract
The purpose of the article is to develop and substantiate a structural and functional model of the competency-based approach to the training of teachers of practical education in the field of «Transport».
The methodological basis of the article is the concept of a competency-based approach, personality and oriented approach to the organization of education and upbringing in modern schools and institutions of higher education. Scientific novelty: developed and substantiated structural and functional model of the competency-based approach to the training of future teachers of practical education in the field of «Transport».
The article considers an important problem of the creation and justification of a structural and functional model of key and subject competences formation of future teachers of practical education in the field of «Transport». The authors of the article note that the beginning of the 21st century was marked by huge changes in both the industrial and humanitarian spheres of life. They definitely affect each of us and society as a whole. In such conditions, the formation of a highly educated personality, with a highlighted individuality, creative critical thinking, creative approach to activity, the ability to cognitive independence, and self-realization becomes especially important. In accordance with these changes, approaches to teaching and education of young people should be reconsidered. It is the driving force of all changes for the better. Therefore, the work of the national school is based on a progressive competence approach.
To implement it, first of all, it is necessary to prepare teachers, including teachers of practical education in the field of «Transport». The authors of the article believe that the implementation of the competency-based approach, its implementation in the educational process, should begin with the creation of a structural and functional model. According to the authors, it provides an opportunity to comprehensively grasp, plan, predict the tasks that are needed to be solved in competency-based learning.
The structural and functional model of training of a teacher of practical education in the field of «Transport» is based on the formation of key (educational) and subject competences. The authors of the article believe that educational competences are formed while studying all the disciplines provided by the curriculum. These models include – educational, communicative, adaptive, moral, volitional, civic, research and valeological ones. The sequence of their inclusion in the model does not determine the priority. They are all equally important.
Subject competences, which are the basis of field competences, are formed during the study of general technical and professional disciplines.
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