COMPETENCE APPROACH AS BASIS OF EDUCATIONAL AND PROFESSIONAL PROGRAMME FOR SPECIALISTS' TRAINING
Keywords:
bachelor's training, technological education, educational and professional programme, competence approach, competence, competencyAbstract
The article considers the issue of implementing a competency based approach in the system of training bachelors of technological education. The attention is paid to the fact that certain changes to the system of future teachers' training should be systematically implemented considering developed general and professional competencies of a future graduate. The authors focus on the introduction of programme outcomes diagnostics, which would allow not only to determine students' level of knowledge, skills and abilities traditionally, but also the level of competencies of their future professional activity. The purpose of the study is to specify the system of bachelors' competencies in the Field of Study 014.10 Secondary Education (Labour Education and Technologies) according to the requirements of competency based training.
The methodological basis of the study includes general theoretical methods such as analysis and synthesis of pedagogical, psychological, sociological literature on the problem; comparison, systematization, generalization and interpretation of existing theoretical approaches; analytical induction as a method for the formation of universal statements to determine the requirements of the competency based approach to spescialists' training in the Field of Study 014.10 Secondary Education (Labour Education and Technologies).
The scientific novelty is to determine the principles of competency oriented bachelors' training system in the Field of Study 014.10 Secondary Education (Labour Education and Technologies.
Conclusions. Higher education institutions for each specialty have developed educational and professional programmes for the first (bachelor's) and second (master's) levels. Among the structural elements these documents contain lists of programme competencies (integrated, general and professional competencies) and programme outcomes. The integral competence of a graduate is the ability to solve complex specialized tasks and practical problems, the application of certain theories and methods of science. This competence is characterized by complexity and uncertainty of conditions. General competencies meet the basic requirements for a teacher in general, while professional competencies outline clearly the purpose, objectives and content of the curriculum of the specialty. Programme outcomes are under particular analysis. We believe that it is necessary to create a system of education that would not only traditionally determine students' level of knowledge, skills and abilities, but also the level of competencies of their future professional activity. In order to create such a system it is advisable to combine traditional methods and means of skills and knowledge testing, innovative approaches focused on a comprehensive assessment of existing competencies. The result of this combination will be that the student will not only acquire the ability to apply knowledge, skills, values and practical experience to solve successfully personal and professional problems, but will also meet the requirements of labour market.
Thus, future teachers in higher education institutions need not only to be theoretically prepared for the implementation of competency based learning, but also to implement these principles in the system of future teachers' training.
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