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Journal articles on the topic 'Scientific and methodological competence'
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1
Martynova, R., and S. Bodnar. "Levels of methodological competence in foreign language teaching." Vìsnik KNLU. Serìâ “Psihologìâ ta pedagogìka” / Visnyk KNLU. Series "Pedagogy and Psychology" 37 (December 30, 2022): 17–25. http://dx.doi.org/10.32589/2412-9283.37.2022.272881.
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The notions “methodological competence” and “methodological competency” are differentiated in the scientific literature but their use in the methodological works is not always appropriate according to their essence. There is no gradation of these terms to different levels depending on knowledge, skills and abilities in teaching if to speak about people having different scientific and methodological potential. Therefore, it brings to the necessary to determine the level of methodological competence/competency of pedagogues who teach foreign languages in preschool, secondary, higher educational institutions and scholars-didacts and methodists. Due to the limited number of pages of a scholar paper only the problem of “methodological competence” differentiation is highlighted in the presented work. Purpose is to determine the levels of methodological competence of foreign language teachers with different scientific and methodological potential. Methods. Literature review on the topic of the research, comparative analysis of different definitions of methodological competence, generalization of the scholars-didacts and methodists’ experience. Results. This study analyses the notion “methodological competence” and determines its definition. Three levels of methodological competence have been developed and substantiated. The precise distinction between three levels has been defined and described taking into account the content of seven links of the teaching process introduced by us in the work. The first level of methodical competence correlates with the first level of language and speech competences (Martynova, Bodnar, 2022), as well as with the ability of calendar and lesson planning; the second correlates with the second level of language and speech competences, as well as with the ability to plana foreign language teaching process during the academic year and semesters, with the subsequent composing professional educational programs and syllabus; the third correlates with the third level of language and speech competences, as well as with the ability to plan foreign language self-study process, both in language and communicative and speech aspects, to the possibility of students creating their own speech products in a foreign language. Conclusion. It has been concluded that three established levels of methodological competence will clarify the essence of this concept, detail its components and become objective characteristics of educators’ methodological knowledge and skills.
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PAPACH, Olha. "SCIENTIFIC AND PRACTICAL ANALYSIS OF THE LEVEL OF DEVELOPMENT OF COMPONENTS OF METHODOLOGICAL COMPETENCE OF A TEACHER OF MATHEMATICS." Cherkasy University Bulletin: Pedagogical Sciences, no. 2 (2022): 127–33. http://dx.doi.org/10.31651/2524-2660-2022-2-127-133.
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The article is dedicated to the scientific and practical analysis of the level of development of the components of the methodological competence of a mathematics teacher during the development of model curricula in advanced training classes. A review of the scientific literature on approaches to determining the methodological competence of teachers, including mathematics teachers. Attention is focused on the components of methodological competence required for the implementation of methodological activities during the implementation of the State Standard of Basic Secondary Education. The content and organization of educational activities within the module "Educational and methodological support of the educational process of the New Ukrainian School" curriculum for teachers who will teach mathematics in 5th grade in 2022/2023 academic year. Based on surveys and observations in-service training courses, the level of readiness of teachers according to the model curriculum in mathematics in 5th grade is described. With the help of scientific and practical analysis the main shortcomings in the development of methodological competence of mathematics teachers and its components, primarily normative and variable competences, are highlighted. Identified the prospects for further scientific exploration: the study of the components of the positive impact on the development of the components of the methodological competence of teachers of natural sciences, mathematics, and computer science.
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Stezhko, Yurii. "FORMATION OF THE RESEARCH COMPETENCE DUE TO REQUIREMENTS OF «THE SPECIALIZED EDUCATION STANDART IN THE SCIENTIFIC DIRECTION»." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(50) (May 31, 2022): 273–76. http://dx.doi.org/10.24144/2524-0609.2022.50.273-276.
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The relevance of the chosen research topic is conditioned by the need for the theoretical and methodological support of the new «Specialized education standard in the scientific direction» implementation, in the process of the students' research competence formation. The purpose is lighting the structure, content, role of knowledge in the competence of a researcher and the determination of the value-motivational reasons for the formation of competence. The ground research methods are the analysis of domestic and foreign experience in reforming the education system, methods of analogy, moving from an abstract one to the concrete, the generalization of innovative scientific and pedagogical achievements. The article highlights the theoretical-and methodological and methodological aspects of the problem of implementing the «Specialized education standard in the scientific direction» in the framework of postmodern transformations. The carrying out analysis of the well-known definitions of the concepts «competency» and «competence», their essence and interrelation are revealed. Arguments about the structure of competence, its conditionality by the sociality of personalities are expressed. It is about a possess necessity of such competences as citizenship, morality, communication skills, etc. It is substantiated the reorientation necessity of curricula from a simple accumulation of disciplines disparate in the subject of study to a holistic comprehension of reality as the integration of natural and humanitarian knowledge, the need to rethink the very methodology of the educational process in favor of anthropocentrism, and the assertion of non-scientific spiritual values. It is noted the dominant role of ways to encourage students to get knowledge and research skills. The motivational factor for students should be the awareness of the competence effectiveness and its social significance. The condition for achieving qualitative competence is the coherence of internal and external motives. Reaching positive results in research activity is possible technologically in the project-based learning process. The study effectiveness lies in the conceptualization of key concepts «competency» and «competence», highlighting their structure and conditionality, as well as in the proposed recommendations about improving the curricula content.
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Martynova, R. U., and S. V. Bodnar. "Levels of competences and competencies of foreign language proficiency." Vìsnik KNLU. Serìâ “Psihologìâ ta Pedagogìka” / Visnyk KNLU. Series "Pedagogy and Psychology" 36 (July 29, 2022): 18–26. http://dx.doi.org/10.32589/2412-9283.36.2022.262035.
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Nowadays the notions “competence” and “competency” are strictly differentiatedin the scientific literature but their use in the methodological works is not always appropriate according to theiressence. The problem is in the following: 1) some methodologists simply do not want to take into account thatcompetence in something is not only the proficiency of relevant knowledge, skills and abilities, but also the possibility of their creative application by making own product; 2) the terms “competence” and “competency”don’t still have different levels of proficiency depending on the amount of the material learned and the rangeof its practical application. Purpose. 1) To specify the competence approach in teaching foreign languages toschoolchildren and students, as well as young scientists and well-known Ukrainian theorists and practitionersin the field of Philology and Linguodidactics; 2) to determine the levels of competences and competencies ofstudents and their teachers with different scientific and methodological potential. Methods. Literature study onthe topic of the research, comparative analysis of different types of competences and competencies, generalizationof the scholars-philologists’ experience. Results. This study analysed the notions “language competences andcompetencies” and “speech competences and competencies” and determined their correlation. Three levels oflanguage and speech competences and competencies depending on the volume of normativity, the depth ofprevalence and scientific character of speech have been developed and substantiated. The precise distinctionbetween three levels has been defined and described. Conclusion. It has been concluded that three establishedlevels of language and speech competences and competencies will clarify the essence of these concepts, detailtheir components and become objective characteristics of real foreign language knowledge and skills.
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VODOLAZHSKA, T., and A. ZHEVED. "SCIENTIFIC AND METHODOLOGICAL ENSURING THE PROCESS FORMATION OF THE EMPLOYEE COMPETENCE MODEL." Economics of the transport complex, no. 43 (March 25, 2024): 182. http://dx.doi.org/10.30977/etk.2225-2304.2024.43.182.
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The article outlines the expediency of application and the main problematic issues of implementing the principles of the competency approach in personnel management of current enterprises, in particular, related to the process of formation and practical use of its main tool - the model of employee competencies. A scientific survey of the significant assets of scientists and practitioners on this topic was carried out, as a result of which it was established that there is a need to finalize currently unresolved tasks regarding the clarification of the sequence and the development of scientific and methodological support and practical recommendations for the construction of such models, since the given processes are mostly abstract, difficult for practical application due to the lack of clear instructions and tools for the implementation of each stage. The main goal of the article is to improve the process of forming the model of employee competencies by clarifying the sequence of its development, specifying actions at each stage and developing methodological tools for practical application. The process of forming the model of employee competencies was compiled, presented in the form of a logical sequence of specific actions and decisions with the use of a specially developed toolkit, based on the choice of a certain approach and involves the construction of a model of competencies for employees of different categories with a different number of constituent elements. For example, for employees in managerial positions there are 4 constituent elements; for specialists and workers in labourer’s positions - 3 constituent elements etc. A scientific-methodical toolkit and relevant recommendations for its implementation were developed, an approbation was carried out on an example (a model of the competences of fitters in mechanical assembly works was developed). Competences of mechanical assembly fitters included in the developed model were assessed using the "360° method"; taking into account the weight factor of each competence, the general level of their competence is determined. The results of scientific research are the basis for making recommendations for improving the level of employees’ competence.
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Svitlana, Tolochko. "Professional-synergetic scientific-methodic competency of teachers in the postgraduate pedagogical education system." ScienceRise: Pedagogical Education, no. 4(31) (July 31, 2019): 23–27. https://doi.org/10.15587/2519-4984.2019.174305.
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This article analyzes synergetic parameters of pedagogy as determinants of creative learning, reveals conceptual, theoretical-methodological, functional and competence bases of synergetic pedagogy formation as a new interdisciplinary field of the professional-pedagogic activity. There is determined the author definition of the notion “synergetically oriented scientific-methodical competence of teachers” as a multi-component integral system of equivalent general (universal, key) and professional competences, realized through all learning stages during life by combining, mutually using and adding forms, methods, means and technologies, creating the methodical support of the educational process and based on it, scientific statements and argued results as a consequence of making studies in a certain field of science, solving complicated scientific-theoretical or practical problems. There are defined and concretized system qualities, abilities, readiness to form the professional-synergetic scientific-methodical competence of teachers. There is considered in detail the importance of the professional-synergetic scientific-methodical competence of teachers, conditioned by its functions: for teachers: self-determination, self-motivation; self-reflection and creativity; self-education, self-improvement and self-development self-realization and self-regulation adaptive socialization; ego-protection; self-prophylaxis and self-rehabilitation; for a staff of postgraduate pedagogical educational institutions: treating-monitoring functions; organizational-projecting; methodical, methodological; partner-socializing; psychological-emotional; supporting-realizing; analytic-regulating. There is concretized, that depending on content of the professional-synergetic scientific methodical competence of teachers, educators and levels of cognitive and technological operational components, main functional groups of partial competences are determined: functional-philosophical, general scientific, concrete scientific, scientific-methodical competence and their structure is determined for defining the categorical apparatus and terminological base of this study. There is summarized, that the effectiveness of forming the professional-synergetic scientific methodical competence of teachers in the system of postgraduate pedagogical education, from our point of view, depends on integration of possibilities of its realization in formal, non-formal and informal education. It is vitally important for a teacher, educator to realize continuous professional education, applying innovative forms and methods, forming a personality of students and also demonstrating such attitude to learning on own example, realizing own individual educational trajectory
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Baisseitova, Zhanar, Yerzhan Amirbekuly, Arman Kudaibergenov, and Zulfiya Shavaliyeva. "SCIENTIFIC AND METHODOLOGICAL SUPPORT FOR DEVELOPING INDIVIDUAL’S INTERACTIVE COMPETENCE DURING FOREIGN LANGUAGE TEACHING AT THE UNIVERSITY LEVEL." 3i intellect idea innovation - интеллект идея инновация 4 (2024): 188–94. https://doi.org/10.52269/22266070_2024_4_188.
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In modern conditions, foreign language education is positioned as one of the key factors in the socio-cultural and socio-economic development of a country, with its effectiveness directly influencing the nation's competitiveness and international standing. Accordingly, qualifications as an outcome of professional training imply that graduates possess specific professional skills and abilities. A modern specialist requires not only professional competencies in their specific field but also competencies in interactive communication. The development of an interactive competence of individuals within the process of learning a foreign language is enabled through purposeful and step-by-step activities. The development of a system of professional training relies on administrative, organizational, material resources, but scientific and methodological support form the basis of progressive trends. Scientific and methodological support of the process of teaching a foreign language, acting as an important component of the model, enables using all the resources of higher education in the formation of interactive competence of specialists, determines the general methodology of selection, scientific principles, methods, criteria and applied mathematical apparatus. This article provides a detailed analysis of the main tasks at each stage of the model for developing an individual's interactive competence. Particular attention is given to competency-based tasks as one of the pedagogical methods for fostering interactive competence, specifically in the context of communication.
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Kazakhbaeva, D., Sh Karbaeva, and Ali Choruk. "Methodological principles for the development of scientific literacy." Bulletin of the Karaganda University. Pedagogy series 109, no. 1 (2023): 14–23. http://dx.doi.org/10.31489/2023ped1/14-23.
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Nowadays, the international research is being conducted in different countries for the determination of the quality of education, indicators of which help to define the leading countries and their competitiveness. To achieve the high results of participation in such international research, it is necessary to correspond the level of tasks offered to Kazakh students with the level of international research tasks. In that way, the article aims to identify the methodological principles for the development of natural literacy, which is one of the components of the implementation of national education. The development of students’ knowledge and skills in a modern school and their education as a creative, ingenious personality responding to a query of the information society reveals the main directions and ideas of the research. The research methodology is based on competence, personal-oriented, and activity approaches. The implementation of the competency-based approach means the readiness of students to apply the acquired theoretical knowledge, skills, and abilities in real-life situations and practical activities. In addition, the personal-oriented approach provides the access to modern teaching, which includes the goals, content of education, and the forms of organization of students’ educational activities. Therefore, the definition of methodological principles for the development of scientific literacy will improve the functional literacy of students. The completeness of the creation of the school education’s national system and, accordingly, the methodological system of education increases the actuality of this considered issue. The development of practical tasks taking into account the objectives of PISA (Program for International Student Assessment) and other international research is the basis for the updating content of knowledge in each subject
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Berezyuk, O. "Scientific And Methodological Foundations Of Developing Ethnocultural Competence Of Personality." Zhytomyr Ivan Franko state university journal. Рedagogical sciences, no. 2(88) (March 30, 2017): 47–50. http://dx.doi.org/10.35433/pedagogy.2(88).2017.47-50.
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The article deals with the necessity of ethno-cultural education of young people as an urgent issue of modern educational theory and practice in the context of the new educational paradigm. The components and scientific- methodical foundations of developing ethno-cultural competence of personality are considered. It is found that the technology of enhancing ethno-cultural competence of personality is a certain pedagogical system of many interrelated and interdependent holistic components constituting a single whole in its structure aimed at the gradual developing the personal, epistemological, operational, projective components of ethnocultural competence of the youth.The mechanism of ethnic culture and its main functions are analyzed. The stages of ethno-cultural competence levels of a person are identified; the main methods, forms and means of its implementation into the pedagogical process are outlined.
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Ruslana, NAIDA. "METHODOLOGICAL COMPETENCE OF FUTURE EDUCATORS AS A SCIENTIFIC PROBLEM." Humanities science current issues 2, no. 57 (2022): 239–43. http://dx.doi.org/10.24919/2308-4863/57-2-37.
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Aleksіeіenko-Lemovska, Lyudmila. "METHODOLOGICAL COMPETENCE DEVELOPMENT OF PRESCHOOL TEACHERS IN THE SYSTEM OF CONTINUOUS EDUCATION." Scientific Journal of Polonia University 53, no. 4 (2022): 9–20. http://dx.doi.org/10.23856/5301.
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The article deals with methodological competence as one of the important components of preschool teachers’ professional activity the system of continuous education. The content of methodical competence’s is considered within the system of three components: scientific-andtheoretical, personal, practical. The objectives of methodological competence development in preschool teachers are achieved in the process of professional training and retraining the system of continuous education. The development of methodical competence by the educators from the pre-school educational institutions in the developed structural-and-functional model is grounded on the basis of developing methodical readiness and educator’s personality traits. Two groups of pedagogical conditions were distinguished for the development of methodical competence of the educator in the course of his pedagogical activity: organizational and download. The technology of methodical competence of teachers of preschool the system of continuous education is based on productive professional experience; which will reflect the system level of functioning of methodological, methodical and research knowledge, skills, motivation, abilities and readiness for creative self-realization in scientific-methodical and pedagogical activity as a whole, provides for an optimal combination of methods of professional pedagogical activity.
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Yanjun, Guo, and Halyna Nikolai. "Methodological and Methodical Foundations of Studying the Issue of Future Voice Teachers’ Artistic-Didactic Competence Formation." Professional Education: Methodology, Theory and Technologies, no. 15 (November 4, 2022): 70–91. http://dx.doi.org/10.31470/2415-3729-2022-15-70-91.
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The article reveals the issue of forming future voice teachers’ artistic-didactic competence during their professional training at the university. Consequently, an important result of the latter is acquisition by the student of the artistic-didactic competence, which becomes one of the key competences in the process of fulfilling the functions of a voice teacher. The purpose of the article is to highlight methodological and methodical foundations of forming future voice teachers’ artistic-didactic competence, in particular to justify the expediency of using certain principles and general scientific approaches with their concretization in the methodological plane. To achieve the aim of the scientific publication, a complex of theoretical research methods was used – general scientific (analysis, generalization, systematization, extrapolation) and specific scientific, in particular, retrospective and comparative analysis and pedagogical discourse, which helped to generalize scientific opinion on the methodological foundations of research in the field of music pedagogy and to clarify the ways of solving the task of forming future voice teachers’ artistic-didactic competence. The results. In the course of a comparative and comparative analysis of the intelligence of Ukrainian and Chinese scientists, it was established that the specification of general scientific approaches and principles in the field of vocal teaching methods allows researchers to use a set of didactic principles, in particular of: continuity, individualization of the educational process, integrity, scientificity, systematicity and consistency, visibility, the unity of the technical and artistic component of vocal art, etc. Conclusions. The article establishes that among the methodological foundations there should be singled out, first of all, anthropological, culturological, personal and dialogical approaches. The latter includes opportunities for interaction of the cultural-anthropological approaches as meeting and interpenetration of artistic and human, artistic-aesthetic and creative-volitional beginnings. The concretization of general scientific approaches and didactic principles in the methodical plane creates methodical foundations for the future voice teachers’ artistic-didactic competence formation, in particular: the principle of continuity ensures preservation of performance traditions of academic vocals and methodical experience of their teaching; the principle of integrity allows considering formation of artistic-didactic competence in the unity of theoretical, methodological and artistic-performing aspects; the principle of scientificity directs development of the author’s methods and their practical verification; the principle of consistency and systematicity in combination with the principle of accessibility provides a gradual complication of the content, methods and techniques of forming future voice teachers’ artistic-didactic competence.
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Khatsrinova, Olga Yurevna. "Scientific and methodical support of intra-corporate teachers training." Samara Journal of Science 7, no. 1 (2018): 293–97. http://dx.doi.org/10.17816/snv201871313.
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The paper deals with problems of industry experts professional development. The author reveals problems of additional educational programs of engineering personnel training. The author reveals conditions that help to create a system of intra-corporate training in the system of additional professional education on the basis of engineering pedagogy achievements. The following methodological approaches are chosen: competence-based, akmeological and andragogical. These approaches provide orientation to progressive professional development and self-development, creative self-realization in the professional sphere and consider individual experience of each listener. Professional standards define competences which have to be developed. The author shows that in the course of additional professional education developed competences have integrative character, i.e. they have to unite all training results. Competence content includes traditional results of education - knowledge, abilities and skills as well as personal components: ability of an individual to solve professional problems, mobilizing at the same time all internal and external resources. The author shows possibilities of the Pedagogical skills of intra-corporate training teacher program. It is defined that the teacher needs to develop methodical competence. Indicators of teachers methodical competence assessment are developed.
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Lubyanova, Marina A., and Tatyana F. Belousova. "Methodological Competence of a Foreign Language Teacher: Psychological Component." Proceedings of Southern Federal University. Philology 2020, no. 4 (2020): 193–202. http://dx.doi.org/10.18522/1995-0640-2020-4-193-202.
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The article is dedicated to the examination of integral approach to the methodological competence concept of the teacher of the foreign language. The authors consider it a necessary component of the methodological competence – the possession by teacher of the psychological knowledge, which has direct influence on the mastery by the students of the foreign language. In the article it is represented the survey of scientific literature regarding the interrelation of psychological data in the field of general psychology and psycholinguistics with the process of teaching foreign languages, possibility of their application in the practice of instruction, and also training of specialist. The important condition of moulding the psychological component of the professional competence of the teacher is the support of the educational and developmental psychology, however, for the teacher of the foreign language it is especially important to manage scientific information about the psychological features of creation and perception of speech, the processes of communication and vocal behaviour, and the knowledge of the processes of memorization, keeping in mind and forgetting the material, special features of the formation of lingual habits and vocal skills.
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Romanyshyna, Liudmyla, and Oleksandr Polishchuk. "Methodological bases for the formation of professional competence of future art specialties teachers." Professional Education: Methodology, Theory and Technologies, no. 13 (June 25, 2021): 232–45. http://dx.doi.org/10.31470/2415-3729-2021-13-232-245.
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The article is devoted to the theoretical analysis of methodological bases for the formation of professional competence of applicants of higher art and pedagogical education. The purpose of the article is to substantiate the leading methodological approaches to the formation of professional competence of future teachers of art specialties. Methods. The following methods were used in the research process: analysis of scientific and pedagogical literature, generalization, synthesis, formulation of conclusions. The results. The authors of the article highlight the essence of the concept of "professional competence of future teachers of art specialties" and outline the directions of formation of this pedagogical category. The article suggests the analysis of the concept of "methodology" and "methodological approach". The benefit of the study is that the authors proved that the successful formation of professional competence of future teachers of art specialties will contribute to the implementation in the educational process of higher pedagogical education ideas of competency, system, activity, culturological, axiological and acmeological approaches. The essence and content of the mentioned methodological approaches in the context of art pedagogy are characterized. Conclusions. The authors of the article state that the analysis of scientific literature together with the essence and specifics of forming the professional competence of future teachers of art specialties enabled definition and theoretical substantiation of the leading methodological approaches, which realization in educational process of establishments of higher pedagogical education will promote achievement of the stated purpose. Among the outlined methodological approaches, the authors define the most important as studies have shown, they are acmeological, culturological and competence approaches. The competence approach helped to increase the professional competence of future teachers of art history. The acmeological approach allowed us to outline new plans and tasks, more complex than the previous ones. The culturological approach allowed outlining the main tasks of professional training of future teachers of art history. Their use should be done due to a number of factors defined by the authors according to every approach.
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Moliaka, Inna. "ENGLISH PHONETIC COMPETENCE AS A SCIENTIFIC-METHODOLOGICAL ISSUE IN EDUCATION." Science and Education, no. 2 (2023): 42–47. http://dx.doi.org/10.24195/2414-4665-2023-2-7.
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Khlystov, Evgeny A., and Irina L. Turaeva. "Scientific and Methodological Competence of a University Teacher as a Component of Human Capital." Общество: социология, психология, педагогика, no. 2 (February 28, 2024): 102–8. http://dx.doi.org/10.24158/spp.2024.2.13.
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The article actualizes the issue of the necessity to consider the scientific and methodological competence of university teachers as one of the most important components of the formation and development of human cap-ital of higher-level educational institutions. Based on the functional approach, the authors analyze its structure as a special type of professional competence. In relation to the components of the human capital of the indi-vidual, five elements have been identified, corresponding to the main types of scientific and methodological activities of a university teacher at the present stage: motivational, planning-prognostic, subject-activity, social-orientation and evaluative-reflective. It is emphasized that the real competence of a higher school teacher in the scientific and methodological sphere is provided by structural relationships of the above elements, which forms the intellectual capital and the capital of experience of professional and pedagogical activity of a univer-sity teacher's personality. Conclusion dwells upon the fact that the result of the formation of scientific and methodological competence among the teaching staff in this case becomes pedagogically appropriate and competent organization of the educational process in the university as an economic product.
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Smaldino, Paul E., and Cailin O’Connor. "Interdisciplinarity can aid the spread of better methods between scientific communities." Collective Intelligence 1, no. 2 (2022): 263391372211318. http://dx.doi.org/10.1177/26339137221131816.
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Why do bad methods persist in some academic disciplines, even when they have been widely rejected in others? What factors allow good methodological advances to spread across disciplines? In this paper, we investigate some key features determining the success and failure of methodological spread between the sciences. We introduce a formal model that considers factors like methodological competence and reviewer bias toward one’s own methods. We show how these self-preferential biases can protect poor methodology within scientific communities, and lack of reviewer competence can contribute to failures to adopt better methods. We then use a second model to argue that input from outside disciplines can help break down barriers to methodological improvement. In doing so, we illustrate an underappreciated benefit of interdisciplinarity.
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Koval, Valentyna, and Tetiana Hryhorenko. "MODERN APPROACHES TO THE PROFESSIONAL DEVELOPMENT OF PHILOLOGY TEACHERS’ METHODOLOGICAL COMPETENCE: THEORETICAL ASPECT." Zeszyty Naukowe Wyższej Szkoły Technicznej w Katowicach 16 (June 2023): 75–82. http://dx.doi.org/10.54264/0063.
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The article reveals the main concept - methodical competence of Ukrainian language teachers of the secondary educational establishment - as the most important component of the professional competency of the language teacher. The dependence of the development of professional competency on the efficient and system activity of language teachers in the subject methodical and scientific-methodical types of activity has been defined. Besides, the development of Ukrainian language philology teachers’ methodical competency has been presented. This competency is connected with a rational combination of traditional methods of study, analysis of certain situations of the interactive technologies of group work, and project study at every stage of the advanced training system, which is built in order to remove difficulties in the subject methodical pedagogues’ activity. The specificity of the professional activity and professional training of a philology teacher consists in the organic integration of psychological-pedagogical and philological components, which are aimed at the formation of linguistic, cultural, pedagogical, psychological, literary, communicative, methodical, digital competences. Modern methodical principles of professional training of future philology teachers are based on the key provisions of linguistics, linguocultural studies, hermeneutics, and pedagogical comparativistics. The article highlights the current trends in the development of pedagogical and philological education in the context of the integration of scientific fields; methodological and methodical principles of training of philology teachers are substantiated; the structural-content, procedural, educational-methodical, normative-legal aspects of the organization of the educational process in the foreign experience were investigated; a comparative pedagogical analysis of models and systems of professional training of philology teachers in Ukrainian and foreign experience was carried out; possibilities of creative use of progressive ideas of foreign experience in the educational space of Ukraine are argued.
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Ying, He. "Methodological foundations for the formation of methodological competence of pre-service Piano teachers in the process of ensemble music-making." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2022, no. 1 (141) (2022): 41–48. http://dx.doi.org/10.24195/2617-6688-2022-4-6.
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The article highlights the problem related to the training of pre-service Piano teachers in teaching ensemble music to students of art schools and other applicants for art education. The focus is on the popularity of ensemble music-making with children and youth, which requires special methodological training intended for teachers to ensure a high-quality artistic and educational process. It is shown that this type of music-making has certain types and genres, which implies taking into account their features and developing special methods for teaching ensemble playing. The importance of methodical competence as a professional quality that ensures the competitiveness of pre-service Piano teachers in the labour market has been determined. Some aspects of ensemble music-making existing in the scientific discourse have been presented in a pedagogical projection. It is presented that there is a certain contradiction between the importance of mastering methodological competence by pre-service Piano teachers in teaching ensemble and the absence of appropriate constructs of methodological content in the educational program as well as conditions for the introduction of a separate methodology into the educational process. The development of a methodology for the formation of appropriate methodological competence involves a selection of methodological foundations. The purpose of the article is to substantiate the methodological basis for the formation of pre-service Piano teachers’ methodological competence in the process of ensemble music-making. In order to achieve the goal, the content of the article substantiates the expediency of using certain scientific approaches, in accordance with which pedagogical principles of methodical direction have been proposed. The expediency of using the following scientific approaches as the methodological basis for the methods of forming the methodological competence of pre-service Piano teachers in teaching ensemble playing have been substantiated: motivational-acmeological; systemic-cognitive; interpersonal, artistic and communicative; hermeneutic-synergistic. Each of the nominated approaches combines two mutually consistent scientific approaches, which corresponds to the phenomenon of the professional quality under research. The corresponding pedagogical principles have been presented.
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HENSERUK, HALYNA, and MARTYNIUK SERHII. "METHODICAL COMPONENT OF THE SYSTEM OF DEVELOPMENT OF DIGITAL COMPETENCE OF FUTURE TEACHERS OF THE HUMANITARIAN PROFILE." Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy 1, no. 1 (2021): 123–31. http://dx.doi.org/10.25128/2415-3605.21.1.15.
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The development of digital competence of new generation teachers is a priority of a modern higher education institution. It is important in this context to develop a methodological component of the system of digital competence development of future teachers of humanities, which will determine the goals, content, methods, forms and means of digital competence development. Therefore, the aim of the article is to substantiate the methodological component of the model of development of digital competence of future teachers of humanities. The study analyzes the international framework of digital competence for citizens, in particular the framework of digital competence DigCompEdu, UNESCO standards “UNESCO ICT Competency Framework for Teachers. Version 3”, which reflects the latest technological and pedagogical advances in the use of ICT in education. It is important to describe the digital competence of the pedagogical worker, which includes the requirements to a humanities teacher and a set of skills to acquire, as well as the levels of digital competence of a pedagogical worker. A new Digital Education Action Plan (2021–2027) has been substantiated, outlining the European Commission's vision for high-quality, inclusive and accessible digital education in Europe. In the context of the study the analysis of the Concept of development of digital competencies adopted in Ukraine in 2020, the ways and means of solving the problems outlined in the document and the expected results are very important. The action plan for the implementation of the Concept of development of digital competencies includes regulatory, scientific and methodological, information support, deadlines and performance indicators. The described methodical component of the system of digital competence development of future teachers of humanities is developed in accordance with the European framework of digital competences, the concept of digital competence development and the description of digital competence of a pedagogical worker. This system is focused on application in the system of higher education. The methodological component of the system of development of digital competence of future teachers of humanities, which is carried out in the digital educational environment of Ternopil Volodymyr Hnatiuk National Pedagogical University, has been also substantiated.
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Sviridyuk, V. "Methodological prerequisites for intercultural communicative competence development of prospective teachers during individual work." Vìsnik KNLU. Serìâ “Psihologìâ ta pedagogìka” / Visnyk KNLU. Series "Pedagogy and Psychology" 35 (January 13, 2022): 14–23. http://dx.doi.org/10.32589/2412-9283.35.2021.251143.
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Abstract. Introduction. The article provides an overview of scientific works devoted to the preparation ofprospective teachers of the German language in the process of their individual work. The works of linguodidactistsare analyzed, as well as their scientific contribution to the development and formation of prospective foreignlanguage teachers' intercultural communicative competence. The article presents the scientific works of Ukrainianmethodologists and linguodidactists and demonstrates the current state of the research that concerns the problemof intercultural communicative competence development of the prospective German language teachers inthe process of their individual work. Purpose. Consideration of existing scientific works that touch upon theintercultural competence of prospective German language teachers' development in the process of individualwork. Methods. Analyzed the work ofscientists on each aspect of the topic under study. The analysis of these worksmade it possible to assess the level of elaboration of the issue. Reviewing the scientific papers, dissertationsand articles to determine the importance of our scientific research. There are presented publications that revealthe specifics of teaching undergraduate students in the process of individual work. The necessity of scientificresearch for the intercultural competence of prospective German language teachers' development in theprocess of individual work is determined. Conclusions. The educational and methodological support of theeducational process of undergraduate students majoring in Philology is considered. The relevance of the developmentof a scientific approach to highlighting the specifics of training future teachers of the German language duringtheir individual work is indicated. The absence of scientific and theoretical substantiations was revealed in orderto develop prospective German language teachers' intercultural communicative competence in the process ofindividual work.
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Kokhan, Natalya V., and Elena L. Petrenko. "Scientific and Methodological Support of the Educational Activities of the Teacher." Journal of Pedagogical Innovations, no. 4 (December 31, 2022): 24–36. http://dx.doi.org/10.15293/1812-9463.2204.03.
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The article is written on the basis of the analysis of materials of professional competitions on the example of Novosibirsk, participation in the program of Interregional Pedagogical Scientific and Practical Gatherings “Synthesis-Schoolˮ (Ulyanovsk), observation of the practice of educational activities. The key condition for solving the problems facing the modern education system is the development of the teacherʼs professional competence. Readiness for educational activities is the most important component of professional competence. Consequently, the content of the scientific and methodological support of the teacherʼs educational activities is updated at a new level. The object of the analysis was the process of scientific and methodological support of the educational activities of teachers, the subject of the analysis were directions, examples of practices of scientific and methodological support of the educational activities of teachers. The purpose of the article is to identify directions, trends and deficiencies in the scientific and methodological support of the educational activities of teachers
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Liashenko, Kateryna. "Methodological Approaches to the Formation of Innovative Competence of the Future Primary School Teacher." Bulletin of Luhansk Taras Shevchenko National University 2, no. 6 (344) (2021): 66–74. http://dx.doi.org/10.12958/2227-2844-2021-6(344)-2-66-74.
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The article deals with the methodological approaches to the formation of innovative competence of future primary school teachers, in particular competence, system, activity and innovation, are studied. In the course of the study, the author notes that the competency approach involves a comprehensive mastery of knowledge and methods of practical activities, which ensures successful activities and promotes self-realization in modern society of professionals. The relevance of the combination and close connection of scientific approaches: systemic and competence, as characterizing the systemic features of the formation of specialist competence, should take into account the fact that the characteristics are constantly changing according to events in the context of professional activities. It is concluded that the individual-creative approach promotes the formation of innovation and involves the implementation of individual and unique activities of future primary school teachers, which is realized through the creation of creative products.
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Cherepekhina, Olha. "THE CONCEPT RESEARCH OF DEVELOPMENT PEDAGOGICAL COMPETENCE OF A FUTURE TEACHER OF PSYCHOLOGY IN MAGISTRACY." Continuing Professional Education: Theory and Practice, no. 1 (2020): 17–22. http://dx.doi.org/10.28925/1609-8595.2020.1.2.
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The article is devoted to presentations the author’s concept research of development pedagogical competence of a future teacher of psychology in a magistracy. Author build their own concept of further research based on such scientific-theoretical and methodological foundations such as: axiological; acmeological; activity; competence, professionography; system, personal and human-centered approaches. It is established that the phenomenon of pedagogical competence was studied by scientists from various conceptual approaches, which allowed the author to build his own concept of further research, based on scientific, theoretical and methodological principles.
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Saudabayeva, G. S., and A. D. Toleukhanova. "SCIENTIFIC BASIS FOR THE FORMATION OF SOCIAL COMPETENCE OF HIGH SCHOOL STUDENTS." BULLETIN Series of Pedagogical Sciences 67, no. 3 (2020): 123–28. http://dx.doi.org/10.51889/2020-3.1728-5496.16.
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The article deals with the need to study the high level of social competence of high school students in modern conditions and new methodological approaches to the study of social problems. Of particular importance in the education system is the issue of studying the experience of implementing the social competence of high school students. The article analyzes the main theoretical approaches in scientific research on the social competence of high school students in the context of cultural and national values. An excursion into the history of problems of social competence of high school students was conducted. Based on the analysis of scientific research by Russian and domestic scientists, it was decided to determine the main methodological approaches to the social competence of high school students. When considering this issue, it is necessary to pay special attention to the historical, cultural and spiritual values of the ethnic group, along with modern socio-cultural realities.There is an urgent need for an interdisciplinary study of the problems of social competence of high school students.
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Lyktey, Liudmyla. "STATE OF DEVELOPMENT OF TEACHERS' METHOD COMPETENCE IN FOREIGN COUNTRIES." Three Seas Economic Journal 2, no. 1 (2021): 42–47. http://dx.doi.org/10.30525/2661-5150/2021-1-7.
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In the review article the development trends of teachers' competence in the educational institutions from abroad are analyzed. Based on the scientific analysis of psychological, pedagogical and methodological research, the emphasis is put on the importance of the concept of «competence». The role of competence and its influence over methodical growth, improvement of teachers’ professional qualities is defined. It was found that the multi-vector nature for the method competence improvement depends on the conditions of development of scientific and educational space. The necessity of borrowing European experience and continuous integration development of teachers' method competence in Ukrainian educational institutions taking into account the world а scientific and methodological thought is substantiated. It is proven that due to globalization social processes, competence in the foreign scientific and educational environment is rapidly transforming. Thus, the development issue of teachers method competence is relevant for our study, because the concept of «competence» is the subject of numerous scientific researches, meetings, conferences of domestic and international scientists in the European Union and beyond it. The issue of studying and borrowing international practices and world experience that would contribute to the full development of the domestic educational sector remains extremely important. To obtain a complete picture of the development of teachers' method competence, it is advisable to study the experience of foreign scientists and educational institutions from abroad, as well as clarification the essence of numerous methodological and pedagogical concepts. In the context of the study of this problem, we draw attention to the fact that the presentation of world best pedagogical experience, embodied in cooperation, study and promotion is not only relevant and important, but is also very necessary.
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Yakovenko, O. I. "Development of methodological competence lecturer as a scientific and pedagogical problem." Pedagogical sciences reality and perspectives, no. 86 (2022): 221–27. http://dx.doi.org/10.31392/npu-nc.series5.2022.86.43.
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Vlasova, Anna S. "Related methodological categories in the conceptual construct of intercultural didactics." Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics 27, no. 1 (2021): 12–16. http://dx.doi.org/10.34216/2073-1426-2021-27-1-12-16.
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A new educational paradigm associated with an intercultural approach allows a new look at the traditional models of the process of teaching a foreign language in a pedagogical university, to determine the state of development of modern linguodidactics as a science, to determine the prospects for the development of this scientific field. The transition from the educational paradigm of an industrial society to a post-industrial one is marked by the emergence in scientific circles of increased interest in issues of culture and intercultural communication. The principle of cultural conformity of education (Friedrich Adolph Wilhelm Diesterweg) currently reactivates in teaching methods. In general pedagogic meaning, this principle implies the importance of familiarising a person with various layers of society, culture and the whole world. The principle of cultural conformity serves the ideas of harmonising the surrounding space and education in general, the determinism of the educational and upbringing process by the sociocultural environment, considering the educational sphere as a factor in the development and stabilisation of this environment. Thanks to the current process, closely related concepts appear in Russian and foreign methodological science – cultural competence, intercultural competence, universal cultural competence, socio-cultural competence and others, each of which occupies its own gap in the scientific and methodological space.
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Yue, Yanfeng. "An intralinguodidactic reform of STEM English curricular design: a case study of scientific literature reading." Vestnik of Samara State Technical University Psychological and Pedagogical Sciences 20, no. 2 (2023): 45–60. http://dx.doi.org/10.17673/vsgtu-pps.2023.2.4.
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To match the teaching demands of STEM talents with global competence, an innovative intralinguodidactic methodological approach has been designed and experimented in curricular constructions of STEM English education. In this research project, the construction of English reading course is focused on achieving the training aim of global competence. The aim of this paper is to develop a practical curricular framework of Scientific Literature Reading on the methodological base of intralinguodidactics. The object of this paper is to evaluate the intralinguodidactic curricular framework of STEM English course. The subject is to examine the effectiveness of employing intralinguodidactics as a methodological basis for curricular design. The relevance of this project has been proven by the teaching practice in three aspects: interconnection, decentration, and compatibility. The teaching practice proves that global competence is a set of knowledge, skills, competencies and personal qualities allowing STEM talents to develop communicative competence of a foreign language. And global competence is shaped by future careers of a graduate. Hence, the educational process of STEM English acquires a new meaning, that is, it becomes a process of the autonomous cognition and digestion of English information literacy materials entertaining professional and sociocultural significance.
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Tabachuk, Natalia. "Methodical Approaches to the Development of Information Competence of University Students." Russian Digital Libraries Journal 23, no. 1-2 (2020): 187–94. http://dx.doi.org/10.26907/1562-5419-2020-23-1-2-187-194.
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The article defines the understanding of methodological approaches to the development of information competence of university students. It describes modern scientific concepts and methodological foundations that formed the basis for the selection of methodological approaches of the process under study. The combination of the content component, methods, means and forms of organizing the process of developing the information competence of university students is highlighted.
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Romanchuk, N. "MATHEMATICAL COMPETENCES AS A BASIS OF PROSPECTIVE ENGINEERS TRAINING IN HIGHER TECHNICAL EDUCATIONAL INSTITUTIONS." Zhytomyr Ivan Franko state university journal. Рedagogical sciences, no. 4(107) (December 30, 2021): 32–40. http://dx.doi.org/10.35433/pedagogy.4(107).2021.32-40.
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The article analyzes theoretical and methodological basics of formation of mathematical competences as a key condition of training prospective engineers in higher technical educational institutions. The study considers the problem of prospective engineers’ mathematical training implementation based on the competence approach aiming at future activity in industrial production field on the level of world standards. On the basis of the analysis of modern concepts essence, purpose, and management of prospective engineers’ training in higher technical educational establishments from the perspective of the competence approach realization are reconsidered. Mathematical education is considered as a basis for the training of technical specialists. Despite the fact that the issue of professional development of higher technical educational institutions students was given considerable attention in the research of the scientific community, the problem of forming their mathematical competences remained insufficiently covered and was not the subject of a dedicated special research. The aim of the article is to study the theoretical and methodological foundations of prospective engineers’ mathematical competences formation as a basis for their professional training. Theoretical research methods were used during research, namely: study and analysis of psychological-pedagogical, legal and special literature on the researched issue; analysis of state educational standards, programs, textbooks and teaching materials. The specifics of teaching mathematical disciplines in higher technical educational institutions are determined. The basic techniques and principles of realization of the competence approach in education are reviwed. The stages of prospective engineers’ professional competence formation are characterized. The article focuses on personal values of a prospective engineering specialist in the process of professional competence formation. Procedural, technological, logical, research and methodological components of mathematical competence of technical specialists are described. The article proves on the effectiveness of prospective engineers’ mathematical competences formation in order to train highly qualified specialists of technical field in higher technical educational institutions.
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Ryabtseva, L. A. "Methodology for developing professional and communicative competence of cadets – future employees of internal affairs agencies and the system of its scientific and methodological support." Vektor nauki Tol'yattinskogo gosudarstvennogo universiteta. Seriya Pedagogika i psihologiya, no. 1 (2024): 17–27. http://dx.doi.org/10.18323/2221-5662-2024-1-17-27.
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The process of developing professional communicative competence (PCC) of an employee of internal affairs agencies occurs during the period of learning at a higher educational institution of the Ministry of Internal Affairs. In this regard, the issue of how and by what means the specified competence can be formed during the educational process is quite relevant. The paper presents the author’s methodology for developing the professional communicative competence of cadets and describes the system of its methodological support. The author proposes the systematic implementation of the methodology for developing professional communicative competence. The content of each stage has its own specifics and depends on the communicative position of a cadet in educational interaction, which is expressed in particular strategies reflecting the repertoire of the cadet’s role positions, tactics of pedagogical actions, organizational forms, methodological tools, teaching aids, and the expected result inherent in a certain stage. The methodology for developing professional communicative competence has its own system of methodological support represented by a set of resources: scientific and methodological support, diagnostic support tools, methodological resources, electronic resources; it is easily reproducible and has a distinct practice-oriented nature. The presented methodology for forming professional communicative competence and the system of its methodological support proved their effectiveness during testing at the pilot stage of the experiment. Based on the results of its use, positive dynamics was recorded among the experimental group respondents expressed in an increase in the number of cadets with productive and constructive levels of professional communicative competence formedness.
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Nikitina, Alla, and Nadiia Karlova. "Methodological guidelines for preparing future language teachers for professional activity in the conditions of scientific education." Linguistics, no. 2 (50) (2024): 129–41. https://doi.org/10.12958/2227-2631-2024-2-50-129-141.
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The article analyzes educational regulatory documents that serve as the basis for developing methodological guidelines for preparing future Ukrainian language and literature teachers to teach students in conditions where elements of scientific education are being introduced. It is proven that scientific education is a pedagogical concept, the implementation of which involves the use of research, situational methods, and project methods as varieties of the problem method / problem-based learning. The main methodological guidelines / elements / models of professional training of future language teachers of literature for the implementation of their own scientific education and scientific education of gymnasium and lyceum students are formulated. These methodological guidelines include forming a scientific worldview; the value criterion of scientific education; integration of science and learning in the educational process; transition from traditional learning to self-learning and self-development, and research competence as a result of problem-based learning. It is established that in modern scientific education, the activity-based approach is applied in parallel with other key approaches – personally oriented and competency-based. The research activity of a student is an intellectual, creative activity aimed at acquiring and using new knowledge in life practice. This activity includes such a sequence of movement towards results as identifying and formulating problems; constructing hypotheses and selecting methods to verify their reliability or falsity; generalizing obtained results. The main ways of forming the research competence of higher education students at the first (bachelor's) and second (master's) levels are highlighted. The methodological guidelines defined in this article reveal the problem of preparing future language teachers for professional activity in conditions of scientific education development, which relies on an activity-based approach that involves forming competencies through active, independent, creative activity.
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Romankova, Kateryna. "FORMATION OF METHODOLOGICAL COMPETENCE OF FUTURE TEACHERS OF GEOGRAPHY." PEDAGOGY AND EDUCATION MANAGEMENT REVIEW, no. 1 (October 21, 2020): 62–70. http://dx.doi.org/10.36690/2733-2039-2020-1-62.
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The article reflects the features of methodological training of future teachers of geography in higher education institutions. The purpose of the article is to form the methodological competence of future teachers of geography, which would meet modern requirements for the training of specialists in higher education institutions. Methodological approaches (systemic, personality-oriented, competence-oriented, activity-based, contextual, environmental) and principles of methodical training (scientific, professional orientation, integrativeness, coherence, connection of theory and practice, consciousness and activity, systematicity and sequence, strengthening creative orientation, variability, personal orientation). The components of methodological competence, such as methodological knowledge, methodological skills, pedagogical reflection are revealed their mastering by students during the study of the discipline "Methods of teaching geography" and during pedagogical practice is shown. Certain difficulties of students in mastering methodological knowledge and skills are outlined and a number of organizational and pedagogical measures that will contribute to the formation of methodological competence are identified on their basis. The purpose of training is defined as the formation of methodological competence of the future teacher of geography. A description of the process of formation of methodological competence of students - future teachers of geography through various forms of education (lectures, seminars, practical classes), independent research and teaching activities.
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Корягін, В. М., and О. З. Блавт. "Pedagogical Conditions of Shaping Motor Competence in Physical Education of Students of Special Medical Groups." Teorìâ ta Metodika Fìzičnogo Vihovannâ, no. 3 (September 30, 2016): 3–7. http://dx.doi.org/10.17309/tmfv.2016.3.1164.
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Study objective. To define the pedagogical conditions of shaping motor competence in students of special medical groups during physical education at higher educational institutions.
 Study methods: theoretical analysis, systematization, comparison of different views on the issue under study, methodological and special literature collation, general scientific methods of theoretical level: analogy, analysis, synthesis, abstraction, induction.
 Study results. The study addresses the issues of indicating the pedagogical conditions necessary for the effective shaping of the motor competence in students of special medical groups during their physical education at higher educational institutions. The data analysis and collation of the data collected from the scientific, methodological and special literature helped outline and organize their index, which is a pre-requisite for ensuring the process effectiveness. We recommend using the study results as a major foundation for re-organization of the scientific and methodological aspects of physical education of students with health problems to ensure their motor competence effectively shaped.
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Ktitorov, Maksym. "Organizational and methodological aspects of the formation and development of the professional competences of future officers of the NGU in the conditions of the martial state." 51, no. 51 (December 29, 2022): 30–38. http://dx.doi.org/10.26565/2074-8167-2022-51-04.
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The article is devoted to one of the urgent problems of the study of the formation and development of professional competences of future officers of the NGU in the conditions of martial law. An analysis of the key concepts of the research «professional competence», «professional competence of future officers of the NGU» was carried out. The main requests of modern society to the personality of a military serviceman are outlined. The organizational and methodological aspects of the formation and development of professional competences of future officers of the NGU in the conditions of martial law were defined and substantiated. A complex of general scientific methods of conducting the research was used, such as: the method of analysis and synthesis; scientific abstraction, induction and deduction; project method. The key professional competencies of future officers of the NGU have been determined, including: civil; administrative and informational; communicative; individual and psychological; socio-legal; moral and ethical; general military, tactical, tactical-special; psychological and pedagogical; military and technical. It has been proven that the successful formation and development of professional competence of future officers of the NGU in the conditions of martial law will be carried out under the condition of compliance with organizational and methodological aspects. The component structure of the author’s scheme of the approximate model of the formation of professional competence of future officers of the NGU in the conditions of martial law has been developed and substantiated.
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Arkhangelskaya, X. S., and Yu V. Chicherina. "Methodological training of students of linguodidactic specialities in foreign language classes." Tambov University Review. Series: Humanities 29, no. 6 (2024): 1578–89. https://doi.org/10.20310/1810-0201-2024-29-6-1578-1589.
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Abstract. The active development of international cooperation in new directions in various fields and areas of activity, changing positions in the labor market, have entailed increased demands on specialists in the teaching foreign languages field. The purpose of the study is to analyze the “professionally oriented foreign language communicative competence” concept, and also consider the formation methodological competence technology in the context of professional training of a future teacher in practical classes in English.Materials and Methods. Scientific and methodological literature analysis, systematization and comparative study of approaches to the characteristics and content interpretation of the “professionally oriented foreign language communicative competence” and “methodological competence” concepts – as a professionally significant structural component, educational activities design in the context of methodological competence formation among junior year linguodidactic students profiles in language classes constituted a complex of methodological approaches used in this work.Results and Discussion. The existing approaches to the interpretation of the term “professionallyoriented foreign language communicative competence” and its components – subcompetences, including methodological competence – have been studied. The number of work methods for developing methodological competence among 2nd year students of linguodidactic profiles in practical language classes are described.Conclusion. Methodological aspects’s integration into the linguistic education content in junior years helps to improve the professional training quality of students – future foreign language teachers. The methodological competence formation among students of linguodidactic profiles in practical classes in a foreign language is a necessary condition for the successful implementation of their future professional activities
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SHTAL, Tatyana V., Iryna LYTOVCHENKO, and Hanna A. POLIAKOVA. "Development of Professional Competency of Managerial Staff on the Basis of Acmeological Approach." Journal of Advanced Research in Law and Economics 9, no. 4 (2018): 1481. http://dx.doi.org/10.14505//jarle.v9.4(34).35.
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Currently, there is a change in the role of education in the direction of forming a vector of continuing education, cultivation of self-development skills, self-organization in order to improve the professional competences of management. The article examines the need to reorganize the existing education system at enterprises and formation of new technologies of development of professional competences of managerial staff. It is proved that the main objective of the competence approach in vocational education is the formation of a competent managerial specialist with appropriate competence sets needed for successful achievement of an organization's strategic goals. The acmeological aspects of professional competence of managerial staff with the use of basic acmeology categories are discussed in details. The process of development and application of archeological technologies at domestic enterprises is proposed. The theoretical and methodological basis of the research was: the principles of system, integrity, unity and mutual determination of the external and internal. As theoretical methods, theoretical-methodological and retrospective analysis, generalization and interpretation of scientific data were used.
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Berkimbayev, Kamalbek M., and Gulzhan Zh Niyazova. "Methodological approaches to the formation of a teacher’s digital competence." RUDN Journal of Informatization in Education 18, no. 4 (2021): 305–13. http://dx.doi.org/10.22363/2312-8631-2021-18-4-305-313.
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Problem and goal. Digital transformation in education requires a new approach to traditional teaching methods and leads to an accelerated change in methods and forms of education. The study and selection of the possibilities of effective networked environments in the creation of digital educational content today is becoming one of the main needs for educators. This highlighted the need for highly qualified educators who have developed digital competencies and lifelong learning skills that creatively combine continuous professional growth. In this regard, it is important to determine the methodological foundations for the formation of digital competence of teachers. The purpose of the study is to concretize the features of methodological approaches to the formation of teachers digital competence. Methodology. General theoretical research methods were used: study and analysis of theoretical literature data; systemic structural analysis; concretization of the role of approaches to the formation of digital competence of teachers. The analysis of the features of methodological approaches to the formation of digital competence of teachers. Results. The research deals with the problem of the formation of digital competence of teachers. It is shown that the need for the development of digital competence is touched upon in many scientific works, but is not sufficiently disclosed in domestic scientific and practical research. The systematic, activity-based, axiological, personality-oriented approaches to the formation of digital competence is presented. Based on the analysis of the relevant literature, the advantages of the selected approaches in the formation of digital competencies of teachers, their main characteristics were identified. Conclusion. The approaches used as the methodological basis of the research, not only do not contradict each other, but also complement each other, act as a basis for constructing a concept and a structural-meaningful model of the formation of the teachers digital competence.
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Atabekova, B. "Methodological Principles for Forming Intercultural Competence During the Teaching Process in School." Bulletin of Science and Practice 10, no. 1 (2024): 388–95. http://dx.doi.org/10.33619/2414-2948/98/49.
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The article is devoted to the development of methodological principles of teaching in schools with the aim of developing intercultural competence. The article also discusses didactic principles that reflect scientific ideas about the learning process in general and participate in the formation of intercultural competence.
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Moliaka, Inna. "Development of English Phonetic Competence in Future Primary School Teachers: Contemporary Challenges." Educological discourse 42, no. 3 (2023): 117–31. http://dx.doi.org/10.28925/2312-5829.2023.38.
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The modern paradigm of language training for future primary school teachers is oriented towards the implementation of a competency-based approach to student learning, which is a key element of the New Ukrainian School. This paradigm takes into account fundamental changes and everyday challenges faced by contemporary teachers, and is characterized by high quality, versatility, and flexibility. This article examines English phonetic competence as an important component of the language and methodological training of future primary school teachers. In order to investigate this relevant issue, a set of complementary scientific and theoretical methods were used, including critical analysis and synthesis of psychological-pedagogical, scientific-methodological, and linguistic literature on the research problem, as well as analysis of educational normative documents to determine the state of development of the problem. The theoretical foundations of the concepts of “language competence”, “phonetic competence”, “English phonetic competence”, and “phonetic competence of future teachers” were examined. The review of specialized literature allowed for the synthesis of a definition of “English phonetic competence of future primary school teachers”, which is the first attempt to formulate this competence and its components. Based on the characteristics of the basic concepts under study, the role and place of English phonetic competence in the structure of foreign language communicative competence were determined. Additionally, an analysis of the main trends and directions in the formation of English phonetic competence in higher education students was conducted. The article provides a detailed overview of various aspects of this problem and highlights relevant issues related to the development of phonetic competence in future primary school teachers. The research findings can be useful for the practical work of teachers and tutors involved in the preparation of future English language teachers in primary school.
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USPENSKAYA, VALENTINA. "METHODOLOGICAL APPROACHES TO THE MODEL OF PROFESSIONAL COMPETENCE OF “HEALTH BASICS” TEACHERS’ DEVELOPMENT DURING POSTGRADUATE TRAINING COURSES." Main Issues Of Pedagogy And Psychology 6, no. 3 (2014): 68–78. http://dx.doi.org/10.24234/miopap.v6i3.162.
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The article deals with the methodological approaches – systematic, competence–based, student–centered, pragmatist, andragogical, valeological that make the conceptual framework of the model of professional competence of “Health Basics” teachers’ development. Modeling as a modern method of scientific and educational research, is able to create a functional analog of original in order to consider the target of research systemically, to study the dynamic phenomenon indirectly and to find the optimal way to manage it. Methodological approaches of designated model have influenced the development of certain components of the professional competence of “Health Basics” teachers, that promotes the scientific substantiation of certain aspects of these educational phenomena. The approaches have their own effecton different periods of professional competence of “Health Basics” teachers’ development – course and inter–course that ground teacher’s self–education.
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Sergeeva, Larisa Anatolevna. "Innovative Games as a Means of Developing the Methodological Competence of Students - Future Primary School Teachers." Development of education 6, no. 4 (2023): 53–57. http://dx.doi.org/10.31483/r-108100.
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The article presents the theoretical justification and practical implementation of an educational environment aimed at developing the methodological competence of future teachers. Purpose of the study: to theoretically substantiate, practically define and experimentally create an educational environment aimed at developing methodological competence in future primary school teachers through game practice. Research methods: a) theoretical: analysis, synthesis, interpretation of scientific literature on the research problem; b) empirical: pedagogical experiment. The article describes approaches to defining the categories “competence”, “methodological competence”, “gaming practice”. The study shows the feasibility of using innovative games in teacher education and formulates the requirements for the development and implementation of innovative games. The results of the pedagogical experiment prove the effectiveness of using innovative games as a means of developing students' methodological competence. The practical significance of the study lies in the development of conditions for the use of innovative games in the methodological training of students - future teachers. The conclusions based on the results of the empirical study give reason to talk about the advisability of using elements of game practice in order to develop the methodological competence of future teachers.
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L.V., Aleksieienko-Lemovska, and Kaptiurov A.A. "DEVELOPMENT OF RESEARCH METHODS OF SCIENTIFIC AND METHODOLOGICAL COMPETENCE OF TOURISM SPECIALISTS." Collection of Research Papers Pedagogical sciences, no. 97 (February 8, 2021): 37–43. http://dx.doi.org/10.32999/ksu2413-1865/2021-97-5.
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Current trends in the development of the tourism industry require the updating, which will be focused on improving the quality and humanization of the training process for tourism specialists. We have to point that the society of the third millennium needs a fundamentally trained, educated specialist who is able to clearly define and flexibly delineate the directions and content of his professional activities. Such skills as planning, forecasting, modeling, designing are qualitative indicators of the professionalism of a modern tourism specialist. The current model of training future tourism experts has a subject-centric nature and is unproductive, because the modern education system needs a professional, personality-oriented researcher, who is able to creatively do his activities. One of the most important components of professional competence is scientific and methodological competence, which covers the field of ways of forming knowledge, skills and establishes the dependence of the development of this competence on the quality of professional activity. The need to determine methods of studying of the development of specified competence of tourism experts is associated with testing the effectiveness of research. During the preparation of the experimental study, considerable attention was paid to testing the probability of research hypothesis – creation of a model for the development of given competence of future tourism experts under the presented conditions. The purpose of research is testing the effectiveness of the proposed model. In order to implement the defined aim and check the hypothesis, the following tasks were set in the work, which were gradually solved in experimental groups. The proposed pedagogical experiment is considered as a set of research methods that allow to provide a convincing verification of the probability of the defined hypothesis.Key words: scientific and methodical competence, tourism specialist, tourism activity, tendencies of development of tourism field. Сучасні тенденції розвитку туристичної галузі викликають необхідність змін у про-цесі фахової підготовки майбутніх туризмологів, спрямовують організацію освітнього процесу на розвиток професійної компетентності, зокрема науково-методичної компетентності. Професійна компетентність розглядається як комплексна характеристика здатності фахівців галузі до вирішення професійних завдань в умовах фахової діяльності. У статті розглядається науково-методична компетентність як професійно значуща характеристика фахівця галузі, що відображає системне поєднання методологічних, методичних і науково-дослідницьких знань, включає практичні уміння, мотивацію та досвід, здібності та готовність до реалізації в науково-методичній і фаховій діяльності. Авторами визначаються теоретико-методичні засади розвитку науково-методичної компетентності майбутніх туризмологів: концепція, модель, методика, педагогічні умови, критерії та показники розвитку науково-методичної компетентності, методи та форми організації науково-методичної роботи. Висвітлено складники структурно-функціональної моделі розвитку науково-методичної компетентності майбутніх туризмологів. Зазначається, що під час підготовки експериментального дослідження значна увага приділялась перевірці вірогідності визначеної гіпотези дослідження, основний зміст якої передбачав створення моделі розвитку науково-методичної компетентності майбутніх туризмологів за представлених умов. Необхідність визначення методів дослідження розвитку науково-методичної компетентності майбутніх туризмологів пов’я-зана з перевіркою ефективності педагогічних умов. Зокрема, у процесі експерименту було застосовано такі методи, як: анкетування, тестування, інтерв’ювання, спостереження, бесіда, метод експертної оцінки тощо. Використання таких методів дало можливість проаналізувати отриману інформацію та модернізувати процес фахової підготовки. Це дозволило по-новому спланувати освітній процес у напрямі формування науково-методичної компетентності майбутніх туризмологів у закладах вищої освіти.Ключові слова:науково-методична компетентність, туризмолог, туристична діяльність, тенденції розвитку туристичної галузі.
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Oliinyk, Iryna Vю. "METHODOLOGICAL APPROACHES TO BUILDING RESEARCH COMPETENCE OF FUTURE DOCTORS OF PHILOSOPHY DURING THEIR POSTGRADUATE STUDIES." Bulletin of Alfred Nobel University Series "Pedagogy and Psychology» 2, no. 24 (2022): 60–71. http://dx.doi.org/10.32342/2522-4115-2022-2-24-6.
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The professional activity of a specialist in modern society is primarily determined by their ability to make competent information interactions. Definitely, information is one of the main resources for the scientific, technical and socio-economic development of society. It plays an important role in the process of educational space modernization where the formation of the ability to find, analyse and process this information takes on special importance, requiring the development of innovative approaches to the research competence shaping future Ph.Ds. in their postgraduate studies. The article is aimed at substantiation of methodological approaches to solving the problem of building research competence of future Doctors of Philosophy during postgraduate studies. The objectives of the paper are to define the meaning of the basic component of the article – “approach”, to analyse the fundamental approaches that provide building research competence of future Doctors of Philosophy as well as to substantiate the expediency of their use. Complex methods for solving the problems of a scientific paper have been used, including theoretical analysis and synthesis of ideas, results, theoretical statements (explained in scientific literature), generalization and systematization of the results of available investigations of the highlighted issue. Study results. The modern educational system focuses on building future specialists’ competence as a result of their readiness and ability to solve educational problems and carry out research activities. The present paper is devoted to the problem of training future Doctors of Philosophy during postgraduate studies because the transmission to new educational standards significantly increased the relevance of the problem of building research competence that determines a lecturer’s ability to investigate, plan and organize his /her work effectively to achieve the predicted result. The analysis of scientific and pedagogical studies established the conceptual core of methodological approaches to building future specialist’s competence during postgraduate studies. In order to have the holistic view of research competence, its structure and meaning, as well as the laws of its development in relation to future Doctors of Philosophy, fundamental methodological approaches have been systematized, namely acmeological, systemic, cluster, personality-oriented, technological, axiological, competence-based, praxiological, facilitative, participatory, synergistic, meta-subject, and hermeneutic ones. Taking into account the development of new standards and the features of educational paradigms that provide the effectiveness of building research competence of future Doctors of Philosophy, the above mentioned complex approaches have been considered as basic and optimal ones. The analysis of best practices clearly shows that there is no common vision of the principles of combining methodological approaches in solving the issue of building research competence. The article presents the experience of combining methodological approaches in solving the issue of building research competence based on the principle of mean full dominants. The author has found out that the use of these approaches will provide the successful process of building research competence of future Doctors of Philosophy, their ability to create fundamental scientific developments focused on the shaping of educational space that will develop and improve the personality qualities of future Doctors of Philosophy for successful self-realization.
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Zvereva, Ekaterina Yakovlevna. "Structural and functional model of the future mathematics teacher’s professional competence formation." Samara Journal of Science 6, no. 3 (2017): 283–87. http://dx.doi.org/10.17816/snv201763305.
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In this paper the author considers a structural and functional model of the future mathematics teachers professional competence formation through the contextual tasks of the mathematical analysis in the implementation of competence and contextual approaches in the training of bachelors majoring in Pedagogical Education. The author analyses scientific and methodological literature on the competence approach and Model as the basic concept of this paper. In the research the main components of the future mathematics teachers professional competence formation process are defined: information and methodological, subject and methodical, social and communicative, personal and valeological competences, development of which occurs in the process of solving contextual tasks of the mathematical analysis, which are subdivided into subject, interdisciplinary, practical and professional. The unity of the structural (goal, methodology, content and organization of the process, result) and the functional components of the model (stages, criteria, indicators, levels of the future mathematics teacher professional competence formation) are described. In each structural component of the model, the content and determining moments are described in detail. The author comes to the conclusion that the developed model of the future mathematics teachers professional competence formation can be used to develop the professional competence of the future teacher of another direction.
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Plokhuta, Igor. "PEDAGOGICAL MODELING OF THE DIAGNOSTIC COMPETENCEDEVELOPMENT OF THE FUTURE PHILOSOPHY DOCTORS IN THE PROCESS OF EDUCATIONAL AND SCIENTIFIC TRAINING." Innovative Solution in Modern Science 1, no. 56 (2023): 6. http://dx.doi.org/10.26886/2414-634x.1(56)2023.2.
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The article suggests the pedagogical model for the development of diagnostic competence of future Philosophy Doctors in the process of educational and scientific training with the content disclosure of all its blocks: goals and objectives, organizational and pedagogical conditions, content, methods, forms of educational activities organization, criteria and indicators for diagnosing its development.All blocks of the model are important and only in the system provide the necessary development of diagnostic competence of the future Philosophy Doctors in the process of educational and scientific training.It consists of the following blocks: target and methodological (it reflects the aim and objectives of developing the diagnostic competence of the future Philosophy Doctors in the process of educational and scientific training, taking into account their professional knowledge, skills, abilities, values and experience in the chosen occupation), substantive (it reflects the structure of their diagnostic competence and contains important requirements for its development), subject-subject (provides the interaction of at least two subjects - a teacher and the future Philosophy Doctor), methodological and procedural (reflects its gradual development among respondents, which is implemented in a certain sequence), evaluative and resultant (it contains the result of the development of diagnostic competence in the future Philosophy Doctors and the levels of its development clarification according to the criteria and indicators we have defined), the methodological basis of which is the subjective-activity approach to the development of their diagnostic competence.Key words: pedagogical modeling, model, diagnostic competence, the future Philosophy Doctors, formation, development, block.
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Stadniichuk, Iryna. "METHODOLOGICAL APPROACHES TO FORMATION OF PROFESSIONAL COMPETENCE OF FUTURE TECHNICAL AND TECHNOLOGICAL SPECIALISTS IN AGRICULTURAL COLLEGES." Науковий вісник Інституту професійно-технічної освіти НАПН України Професійна педагогіка, no. 2(19) (November 25, 2019): 4–10. http://dx.doi.org/10.32835/2223-5752.2019.19.4-10.
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Rеlevance: the need to justify the methodological foundations for the future professional competence of electrical technicians is determined by the needs of qualified specialists in the agricultural sector.
 The purpose of the study is to substantiate methodological principles, to specify and to cover the scientific approaches to the formation of professional competence of future electrical technicians in agricultural colleges.
 Methods: theoretical research methods: analysis of psychological and pedagogical literature on the problem – to identify the state of the problem under study in pedagogical theory and practice; analysis, synthesis, abstraction, generalization – for substantiation of methodological bases of formation of professional competence of future electrical technicians.
 Results. The article highlights a number of methodological approaches, such as: systematic, competent, humanistic, cultural, axiological, personality-oriented, activity-developmental, environmental, information, integration, technological, synergistic approaches, which it is expedient to rely on in the process of analysis of professional competence of future specialists of technical and technological specialties in agricultural colleges. The content and essence of these approaches are considered. This made it possible to set the basic requirements for the formation of professional competence of future electrical technicians and understanding of the construc- tion of the educational process in the higher school for the preparation of these specialists.
 Conclusions: the methodological principles for the future professional competence of electrical technicians should be based on the unity of such basic scientific approaches as competent, personality-oriented, activity-developmental, humanistic, cultural, axiological, informational, and, to a lesser degree, synergistic approaches.
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Porev, S. M. "ISSUES OF CREATING A FUNCTIONAL-ACTIVITY COMPETENCE MODEL OF A REGIONAL UNIVERSITY." Educational Dimension 27 (May 5, 2010): 241–49. http://dx.doi.org/10.31812/educdim.7104.
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In this article is considered methodological and competence aspects, scientific management issues of universities, which can be qualified as regional. Functional and competence model of regional university is formed. It presents values and parameters of education, science, technology and innovation activities, competence profiles for students according to regional needs.