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Journal articles on the topic 'Socioconstructivist approach to competence'

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Author: Grafiati

Published: 11 October 2023

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1

González Davies, Maria, and Christopher Scott-Tennent. "A Problem-Solving and Student-Centred Approach to the Translation of Cultural References." Meta 50, no. 1 (March 31, 2005): 160–79. http://dx.doi.org/10.7202/010666ar.

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Abstract Exploring possible answers to questions such as “Can we translate a cultural reference?” or even “What is a cultural reference?” is a highly relevant issue for translation students.1 These are matters that have been addressed by academics and full time translators alike, and no final or definite solutions have been found to the problems generated by the uncertainties, just as there are no final or definitive definitions of the concept of culture itself. In an attempt to help and guide our students to improve this specific aspect of translation competence, a syllabus was designed within a pedagogical setting based on humanistic and socioconstructivist principles as well as on task and project-based learning, and an experimental study was carried out within that pedagogical setting to explore specific effects of such training. In this article, we will deal mainly with the experimental training itself, whereas the study will be reported on in a forthcoming publication.

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2

Pla-Campas, Gil, Verónica Jiménez, Montserrat Benlloch, and Francesc Martínez-Olmo. "Estudio de la evolución de la competencia acuática en bebés participantes en un programa acuático desde un enfoque socioconstructivista (Study of the evolution of the aquatic competence in babies participating in an aquatic program from a socio-construct." Retos 45 (April 5, 2022): 390–99. http://dx.doi.org/10.47197/retos.v45i0.90342.

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La noción de competencia acuática en la infancia es un enfoque de análisis emergente que demanda de mayor apoyo científico. El presente estudio se enmarca en el ámbito del desarrollo motor y tiene impacto en el área del aprendizaje. Mediante una aproximación cualitativa, descriptiva e intrasujeto; el estudio observa cuatro díadas bebés-adulto (n = 4) durante un programa cuatrimestral de natación para bebés. Para ello se diseña un sistema ad-hoc de categorías de observación del comportamiento motor acuático del bebé y la actividad conjunta de la díada. El sistema de categorías se diseña sin habilidades apriorísticas a observar y de acuerdo con niveles crecientes de dificultad a través de dimensiones: respiración y equilibrio. Los resultados indican que es posible observar la evolución de la competencia y describir su naturaleza social sin observar habilidades. La aproximación del estudio sugiere posibilidades emergentes de análisis de los procesos de aprendizaje y desarrollo motor. Abstract. The water competence in childhood is an emerging study approach that demands further scientific support. This work is framed in the field of motor development and has an impact on the study of learning. Through a qualitative, descriptive and intrasubject approach; the present study looks at four infant-adult dyads (n = 4) during a four-month baby-swimming program. Thus, an ad-hoc system of categories, built for observing the baby's water motor behaviour and the joint activity of the dyad, is used. The category system is designed without deductive skills to observe and, instead, is based on increasing levels of difficulty of aquatic motor behaviour in two dimensions: breathing and balance. Results indicate that it is possible to observe the evolution of the competence and describe it in its social nature without the observation of skills. The study suggests emerging approaches to analyse motor learning and development in other motor learning environments.

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3

Cela-Ranilla, Jose María, Vanessa Esteve González, Francesc Esteve Mon, Juan González Martínez, and Mercè Gisbert-Cervera. "EL DOCENTE EN LA SOCIEDAD DIGITAL: UNA PROPUESTA BASADA EN LA PEDAGOGÍA TRANSFORMATIVA Y EN LA TECNOLOGÍA AVANZADA." Profesorado, Revista de Currículum y Formación del Profesorado 21, no. 1 (April 1, 2017): 403–22. http://dx.doi.org/10.30827/profesorado.v21i1.10371.

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Resumen:Este documento presenta una visión transformadora de la docencia en el contexto de una sociedad actual marcada por la complejidad y su componente tecnológico. Esta visión se inspira en la denominada pedagogía transformativa cuyos fundamentos descansan en planteamientos socioconstructivistas y se orientan al desarrollo de un espíritu crítico y de cambio personal a partir de un proceso reflexivo. Estas ideas podrían ayudar a diseñar procesos que promuevan la formación de un profesorado comprometido con una idea transformadora de la acción docente y con una competencia digital que le permita diseñar escenarios de aprendizajes de calidad para sus estudiantes. Abstract:This paper presents a transformative vision of teaching in the context of a society marked by complexity and a large technological component. This view is based on the so-called transformative pedagogy, whose foundations begins on a socio-constructivist approach and focus on developing critical thinking and personal change from a reflective process. These ideas could be the base to design processes that promote the formation of a faculty committed to a transformative idea of the teaching and a digital competence to design high quality learning environments for their students.

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Riera i Romaní, Jordi, and Miquel Àngel Prats i Fernández. "A systemic approach and socioconstructivist about models for teacher support and update educational innovation-based ICT. EDUTICOM Project." Educar 41 (February 1, 2008): 29. http://dx.doi.org/10.5565/rev/educar.139.

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5

Zhumaliyeva, Rakhima, and Akbota Muratkyzy. "Intercultural communicative competence: findings from competence-based approach." Pedagogy and Psychology 42, no. 1 (March 30, 2020): 56–62. http://dx.doi.org/10.51889/2020-1.2077-6861.07.

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Globalization is a fact in our era arising from many various factors. The process and results of this phenomenon affect each nation, community and almost every single person somehow in almost all spheres. The current stage of development is characterized by the formation of the global challenges facing society, civilization as a whole, which inevitably impacts on the state of education. The demand of transition to a new Kazakhstan educational paradigm is a target for the implementation of competence-based approach. The study is dedicated to the logical, conceptual approach towards understanding of cognition, language and culture, which can be found in the fundamental works of researches on competency-based approach. Moreover, this paper describes the nature, mechanism and importance of forming intercultural-communicative competence of future specialists. This research is carried out within the framework of the Ministry of Education and Science of Republic of Kazakhstan grant project “Developing and implementing the innovative competency-based model of multilingual IT specialist in the course of national education system modernization”.

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6

Subanova, Barno. "COMPETENCE AND KEY FACTORS OF COMPETENCE INNOVATIVE APPROACH." European International Journal of Multidisciplinary Research and Management Studies 02, no. 06 (June 1, 2022): 41–45. http://dx.doi.org/10.55640/eijmrms-02-06-08.

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This article discusses the key factors of competency and competency innovative approach. Information is provided on the views of national and foreign pedagogical scholars on competence and competence.

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7

Ermolaeva, Marina Valeryevna. "Competence approach to personnelmanagement." Mir psikhologii, no. 3 (2021): 110–15. http://dx.doi.org/10.51944/2073-8528_2021_3_110.

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8

Marguerite, Ruth. "Competence: A Transformative Approach." World Federation of Occupational Therapists Bulletin 45, no. 1 (May 2002): 7–11. http://dx.doi.org/10.1080/20566077.2002.11721108.

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9

Іваницька, Марія. "Translator’s Personality Shaping: Competence Approach." PSYCHOLINGUISTICS 26, no. 2 (November 12, 2019): 135–56. http://dx.doi.org/10.31470/2309-1797-2019-26-2-135-156.

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The aim of the article is to highlight the role of psycholinguistic factors in shaping the linguistic personality of the translator and in developing the translator’s professional competence. The research method is based on the notions of the linguistic personality of the translator (LPT) and comprehensive professional competence of the translator (CPCT). LPT is defined as the sum total of language abilities, skills, and language behaviour of a bilingual individual, determined inter alia, by socio-cultural and psycho-cognitive conditions of formation/development of his or her personality. CPCT is treated as a complex of interrelated subcompetences that includes such components: abilities, knowledge, language behaviour and skills. The procedure of research proceeds from the postulate that LPT becomes apparent in translation decisions, style, language priorities, forms of speech activity, aims and guidelines of the translator. The development possibilities of LPT and CPCT are studied on the basis of such empirical methods: a) observation of novice translators’ work with the non-standard translation commissions that presuppose creativity, research and text-creating competences; b) psycholinguistic analysis of translation decisions; c) identification of the deviations that occur in understanding of the translator’s task. Findings. The paper demonstrates the development possibilities of LPT and CPCT by means of orienting the academic process to the purposeful acquisition of all the subcompetences: from language and cross-cultural ones through translator, research and technological ones even to socio-communicative and personality ones, i.e. by orienting academic aims to the formation of CPCT. It presents the work on a German-Ukrainian translation textbook that is based on the theory of functional translation by Ch. Nord and is directed at fostering those academic aims, which progressively lead to the shaping of CPCT. The paper analyzes the results of the textbook’s approbation on the basis of exercises offered in the textbook. Conclusions. It is proven that the progression of academic aims is an important aspect of translators’ training. These aims presuppose gradual development of all the translator’s subcompetences, personality subcompetence, in particular, and take into consideration all four components of CPCT that are equally relevant for the successful performance of contemporary translators on the labour market.

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Dimitrova, Krasimira. "COMPETENCE APPROACH – PROJECTIONS IN EDUCATION." Education and Technologies Journal 11, no. 1 (August 1, 2020): 62–66. http://dx.doi.org/10.26883/2010.201.2180.

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The current generation is facing a number of challenges related to their future. The education system is looking for adequate ways to change and adaptively focus the learning process. The application of a competency approach in education has a positive effect. The article attempts to explain the essence of the competency approach and its projections in the preparation, education and upbringing of children and students. Basic elements that are leading in organizing the learning process are outlined. Concepts necessary for subsequent theoretical research and methodological formulations are defined.

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11

Kostenko, A. F. "Competence-based approach in education." Science Almanac, no. 1 (2014): 85–90. http://dx.doi.org/10.17117/na.2014.01.085.

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12

Krasteva, Antoniya. "The Competence Approach in Education." Pedagogical Almanac 30, no. 1 (June 29, 2022): 26–35. http://dx.doi.org/10.54664/mgoi9285.

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In this article, the competence approach is considered fundamental to modern educational philosophy. It is accepted as part of the reforms in education. The concepts of ‘competence’ and ‘competences’ are analysed. Separate opinions of the author are given on these concepts. The types of competences/competencies are defined according to individual views and ideas of the author. Special attention is paid to the professional competence of the teacher.

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Ignatiev, Vladimir P., Larisa F. Varlamova, and Anisija A. Daramaeva. "Competence Approach: Problems and Solutions." Prepodavatel XXI vek, no. 2-1 (2022): 34–45. http://dx.doi.org/10.31862/2073-9613-2022-2-34-45.

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14

Prokhorovska, Svitlana. "COMPETENCE APPROACH IN HR-MANAGEMENT." Regional’ni aspekti rozvitku produktivnih sil Ukraїni, no. 23 (2018): 86–90. http://dx.doi.org/10.35774/rarrpsu2018.23.086.

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In the article the role of сompetence approach is in vestigational the management of organization a personnel. The most widespread methods of development of competenses of employee and rule of forming of model of competenses are certain. Setting of raditional and modernapproaches is exposed to forming of model ofcompetenses. Basic principles of application of сompetence approach are found out in a management a personnel. The model of competenses of modern HR-of manager is offered.

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15

Taborsky, Barbara, and Rui F. Oliveira. "Social competence: an evolutionary approach." Trends in Ecology & Evolution 27, no. 12 (December 2012): 679–88. http://dx.doi.org/10.1016/j.tree.2012.09.003.

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16

Romanovtseva, O. V. "The Competence Approach in Education." Contemporary problems of social work 2, no. 4 (November 1, 2016): 83–91. http://dx.doi.org/10.17922/2412-5466-2016-2-4-83-91.

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Astakhov, Yury V. "COMPETENCE APPROACH IN PERSONNEL TRAINING." SCIENTIFIC REVIEW. SERIES 2. HUMAN SCIENCES, no. 3-4 (2022): 20–27. http://dx.doi.org/10.26653/2076-4685-2022-3-4-02.

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The article substantiates the institutional prerequisites for the reproduction of the personnel potential of state and municipal authorities. It is emphasized that for local governments, which are actually a mechanism for the implementation of at least three major social and legal phenomena: firstly, municipal government, secondly, municipal service, and thirdly, municipal personnel policy. Particular attention is paid to the problems associated with the professional education of municipal personnel, their competence, necessary for the implementation of sustainable socio-economic development of municipalities and regions. This circumstance testifies to the demand for a competency-based approach to the training, assessment and professional development of managerial personnel in municipalities. The personnel potential of municipalities in the new Russia in the 21st century is the aggregate ability of the population to ensure in practice the adopted and updated strategies for sustainable socio-economic development of the territories of municipalities and, in fact, is one of the priority factors and the most important resource for staffing the executive administrative bodies of the municipal government. In this context, analyzing the quantitative and qualitative indicators of the personnel potential of local authorities, we believe that the quantitative characteristics mainly depend, firstly, on the demographic indicators of the municipality, within which the monitoring of personnel potential is carried out; Firstly, we note that the qualitative indicators are formed due to the well-established system of training and retraining of municipal employees according to the standards of the third generation in the universities of the region, in the Academy of National Economy and Public Administration under the President of the Russian Federation. However, as sociological research conducted by us in the Belgorod, Kursk, Lipetsk and Voronezh regions of the Central Federal District shows, the existing practice of regulating the vocational and educational structure of residents of local communities often still does not provide the required balance of personnel potential of municipal authorities and management. In the context of the formation and development of the digital economy, the requirements for the quality of training and activities of municipal personnel and persons in the managerial personnel reserve are significantly increasing, which necessitates the formation of preventive management decisions in the process of training and promotion of professionally trained personnel. Thus, we believe that the problem and relevance of our study is determined by the practice of the need to create evidence-based forms, methods and personnel technologies that ensure the achievement of strategic indicators of the socio-economic development of territories during the functioning, which to a large extent will allow solving this problematic problem. situation.

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De Corte, Erik, Lieven Verschaffel, and Fien Depaepe. "Unraveling the Relationship Between Students’ Mathematics-Related Beliefs and the Classroom Culture." European Psychologist 13, no. 1 (January 2008): 24–36. http://dx.doi.org/10.1027/1016-9040.13.1.24.

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Over the past 2 decades the study of students’ (and teachers’) mathematics-related beliefs has gradually received more and more attention from researchers in the field of educational psychology as well as from scholars in the area of mathematics education. In this article positive beliefs about mathematics and mathematics learning are considered as a major component of competence in mathematics. Results of empirical studies are presented showing that primary school students often have negative and/or naive beliefs about mathematics learning, focused on the phenomenon of “suspension of sense-making” in mathematical problem solving. A design experiment is then described in which a learning environment was developed and implemented, which was intended to improve students’ performance in problem solving as well as their mathematics-related beliefs. This and related work support the hypothesis that changes in the classroom culture and practices can foster students’ mathematical thinking and learning as well as their beliefs, but they do not provide a more in-depth understanding of how the interaction processes and patterns in the classroom influence students’ math learning in general and their mathematics-related beliefs in particular. Using a socioconstructivist perspective as a theoretical framework, the article then discusses a recent investigation that precisely attempts to contribute to unraveling the reciprocal relationship and impact between students’ beliefs, on the one hand, and crucial components of the learning environment, especially teachers’ beliefs and the classroom culture, on the other hand. The article concludes with some critical reflections and suggestions for future inquiry.

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Johnson, W. Brad, Jeffrey E. Barnett, Nancy S. Elman, Linda Forrest, and Nadine J. Kaslow. "The competence constellation model: A communitarian approach to support professional competence." Professional Psychology: Research and Practice 44, no. 5 (2013): 343–54. http://dx.doi.org/10.1037/a0033131.

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Hrechanyk, Natalia. "Competence Approach to Forming Cultural Competence of Future Elementary School Teachers." IMAGE OF THE MODERN PEDAGOGUE 1, no. 2 (July 8, 2020): 20–25. http://dx.doi.org/10.33272/2522-9729-2020-2(191)-20-25.

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Kubova-Semaka, Julija. "An Integral Approach to the Meaning of Competence." Vilnius University Open Series 3 (December 28, 2020): 120–35. http://dx.doi.org/10.15388/sre.2020.11.

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Interest in the concept of competence is becoming crucial, as it is highly interconnected with the idea of life-long education and the requirement of continuing professional development. Improving competence and becoming a long-life learner are essential components of ensuring employability. From an educational perspective, a competence-based education addresses the problem of defining exactly what competence is due to the variety of interpretations of its meaning. On the one hand, the concept of competence is understood as an intermediate level of knowledge and skills developed in the future professional (the current student), and yet conversely competence implies efficient behavior in a non-standard situation that requires the highest level of knowledge, skill, and qualification. This paper is based on the analysis of the concept of competence and the variety of interpretations of its meaning. The goal of the paper is to discuss the different concepts of competence, seeking an integral approach to the meaning of competence. The literature review allowed the authors to conclude that the discourse that surrounds competence is widely analyzed in the scientific literature, and the meaning of competence depends upon the approach chosen. Each of these interpretations are rational, and majority of them resonate with Westera’s competence model. According to this model, competence can be considered to be comprised of an individual’s knowledge, experience, skills, abilities, attitudes, values, and other personal qualities that determine understanding and willingness to solve a concrete intellectual or practical challenge, and ensure success. An individual’s competence depends not only on what qualities they have as a whole (their “quality pool”) but also, most importantly, on the structure of qualities that they choose from their inner “pool” to solve a situation in life or in work. Attitudes and values are the bases of competence, which constitutes an action’s driving force and forms both commitment to an activity and confidence in its success. Competence has a dynamic structure, as in every activity a person not only makes decisions but learns in parallel, and as such their knowledge, experience, and skills are enhanced.

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Miminoshvili, Roman T., and Larisa A. Obukhova. "COMPETENCE-BASED APPROACH IN HIGHER PROFESSIONAL EDUCATION." EKONOMIKA I UPRAVLENIE: PROBLEMY, RESHENIYA 8/2, no. 128 (2022): 106–10. http://dx.doi.org/10.36871/ek.up.p.r.2022.08.02.016.

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The article analyzes the competence approach in the system of modern higher professional education. The key concepts of “competence” and “competence” are analyzed, the essence of the competence approach is characterized, the difficulties of its implementation in the system of vocational education are revealed. The validity of the introduction of interactive teaching methods is considered.

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23

Suarez-Fernandez de Miranda, Susana, Francisco Aguayo-González, María Jesús Ávila-Gutiérrez, and Antonio Córdoba-Roldán. "Neuro-Competence Approach for Sustainable Engineering." Sustainability 13, no. 8 (April 15, 2021): 4389. http://dx.doi.org/10.3390/su13084389.

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Manufacturing systems under Industry 4.0, and their transition towards Industry 5.0, take into account the Quintuple Helix innovation model, associated with the sustainable development goals (SDGs) set by the UN and Horizon 2030, in which companies focus on operational efficiency in terms of the use and minimisation of resources for the protection of the environment. In this respect, the implementation of the circular economy model, which requires engineers to acquire appropriate competencies, enabling companies to establish this model at the manufacturing level. Moreover, competence has always been a priority for both the professional and the company. In this sense, connectivism has been called a learning theory for the digital era; this is the reason why a review of the state-of-the-art developments of this paradigm focused on engineering has been carried out. In this sense, the potential of the digital transformation in instruction to formulate an engineering model based on neuro-competences is of great interest, taking the connectivist paradigm as a methodological axis. To this end, a first bibliometric analysis has been carried out to identify the drivers on which to base the design of the neuro-competencies of the instructional engineering environment and the trend towards curriculum development under dual training models. The bibliographical research carried out on the connectivist paradigm has served to identify the trends followed to date in education within the subject area of engineering. These trends have not fully taken into account the leading role of the human factor within the socio-technical cyber-physical systems of sustainable manufacturing (SCSSM). The focus was more on the technology than on the adaptation of the uniqueness of the human factor and the tasks entrusted to him, which entails an additional complexity that needs to be addressed in both academic and professional contexts. In light of the foregoing, an improvement to the acquisition and management of competencies has been proposed to the academic, professional and dual engineering contexts. It is based on the transversal inclusion of the concept of neuro-competence applied to the competence engineering (CE) model, transforming it into the neuro-competence engineering (NCE) model. The foregoing provides a better match between the characteristics of the human factor and the uniqueness of the tasks performed by the engineer, incorporating activity theory (AT), the law of variety required (LVR), the connectivist paradigm and neuroscience as a transversal driver of innovation through fractality. This proposal enables a ubiquitous and sustainable learning model throughout the entire academic and professional life cycle of the engineer, placing it sustainably at the heart of the instructional and professional cyber-physical socio-technical system, thus complying with the SDGs set by the UN and Horizon 2030.

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Kassymova, R. "Student’s portfolio in context competence approach." Pedagogy and Psychology 43, no. 2 (June 30, 2020): 128–36. http://dx.doi.org/10.51889/2020-2.2077-6861.17.

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The article substantiates the importance of using portfolio technology as a method of evaluating personal growth and reflecting the real achievements of future teachers. To implement the competence approach in higher education, it is necessary to Supplement the traditional system of evaluating learning outcomes with technologies that allow us to track the formation of professional competence of students. The article considers the possibilities of using this technology in the educational process for mastering and consolidating the educational material on the method of teaching the Russian language, when the content of the portfolio will be gradually filled by the end of the training course. Examples of design of separate categories of students ‘ portfolios are given. The author comes to the conclusion that reflexive technology allows students to develop their ability to self-analysis and self-education, and also helps to implement professional knowledge and skills during the course of pedagogical practice in an educational school.

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Ovsiienko, L. "COMPETENCE APPROACH TO EDUCATION: THEORETICAL ANALYSIS." Pedagogical Process: Theory and Practice, no. 2 (2017): 82–87. http://dx.doi.org/10.28925/2078-1687.2017.2.8287.

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Korovkina, M. Ye, A. L. Semenov, and V. I. Ershov. "COMPETENCE-BASED APPROACH TO LSP-TRANSLATION." Philology at MGIMO 21, no. 2 (July 3, 2020): 69–75. http://dx.doi.org/10.24833/2410-2423-2020-2-22-69-75.

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The article presents the model of professional translator competences related to three levels of the ‘second language personality’. The article describes the development of translator competences (communicative, extra-linguistic and specialized ones) on the basis of the well-formed competence in the basic branch of study (the student’s major). Taking stock of the earlier research that has studied the relation between thinking and speech, the authors look into the process of generating the utterance on the basis of a stable mental image that can be interpreted in other language codes. The language interpretation of a conventional familiar mental image requires communicative skills, background knowledge and practical experience. In this case the language interpretation is regarded as an analytical and synthetic process that interpolates similar mental images into the base of stereotyped utterances in a specific subject matter developed through speech experience. Practical translation skills can be built on the basis of well-developed communicative competence and enhanced specialized translator competence.The article highlights the need to introduce integrated programs that include several LSP areas, as they may facilitate the development of the specialized translator competences on the basis of the knowledge in the LSP area of the student’s major in the mother tongue and the communicative competence in the foreign language.

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Tikhonovich, Tatiana Igorevna. "Gamification in the competence-based approach." KANT 39, no. 2 (June 15, 2021): 428–32. http://dx.doi.org/10.24923/2222-243x.2021-39.75.

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The rapid and widespread introduction of education based on competencies is the creation of a competent approach to learning, where the main goal is to train specialists who can skillfully respond to a rapidly changing world. The competence-based approach forces us to change the usual pedagogical beliefs that occur in the educational process: methods of leaving are replaced by more modern methods and techniques. The purpose of study is to describe a new method "Gamification" in the system of competence-based approach. The scientific novelty lies in the fact that the described method is only being introduced into the educational environment. As an example, the article describes a new form of education – gamification, which is widely used in modern educational environment.

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ORLOVA, OLGA, LYUDMILA MAKHINA, and NATALIA SPIRIDONOVA. "COMPETENCE-BASED APPROACH IN PROFESSIONAL EDUCATION." World of academia: Culture, Education, no. 3 (April 23, 2021): 73–79. http://dx.doi.org/10.18522/2658-6983-2021-3-73-79.

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Lebіd, S. "COMPETENCE APPROACH TO TEACHING MEDICAL CHEMISTRY." Pedagogy of the formation of a creative person in higher and secondary schools 2, no. 76 (2021): 112–16. http://dx.doi.org/10.32840/1992-5786.2021.76-2.19.

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Hlushko, Oksana. "COMPETENCE APPROACH IN EDUCATION: EUROPEAN EXPERIENCE." RESEARCH AND EDUCATIONAL STUDIES, no. 5 (2021): 8–21. http://dx.doi.org/10.32405/2663-5739-2021-5-8-21.

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Juraeva, G. B. "Teacher competence in lingua-coaching approach." Asian Journal of Research in Social Sciences and Humanities 12, no. 1 (2022): 276–82. http://dx.doi.org/10.5958/2249-7315.2022.00048.x.

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�� and Elya Khachatryan. "Competence Approach in Education: Theoretical Aspects." Standards and Monitoring in Education 3, no. 5 (October 19, 2015): 35–41. http://dx.doi.org/10.12737/14340.

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The article focuses on the competence approach in education, analyzes foreign and domestic psychological and pedagogical research on this issue and gives a detailed analysis of the interpretation of the concepts "competency", "competence" of foreign and domestic scientists. The author suggests his own interpretation of the basic concepts of the competence approach. The American approach to the defi nition of "competency" aims at solving the problem of what personal traits of the individual determine the successful action while the English one aims at studying on the characteristics of activities and their implementation. According to the author, both approaches represent separate sides of the considered concept. Successful activity is determined not only by personality traits of the individual but the ability to update knowledge and skills and choose the right ways of behavior and activity for each specifi c situation. Study on the characteristics of activities and their implementation without regard to the individual that carries it and specifi c conditions for the implementation doesn�t reveal the concept of "competency". The article emphasizes that the activity approach is predominated in Russian psycho-pedagogical studies that determine the nature of competency / competence.

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AZZONE, G., and A. RANGONE. "Measuring manufacturing competence: a fuzzy approach." International Journal of Production Research 34, no. 9 (September 1996): 2517–32. http://dx.doi.org/10.1080/00207549608905042.

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Gherardi, Silvia. "A symbolic approach to competence development." Human Resource Development International 2, no. 4 (December 1999): 313–34. http://dx.doi.org/10.1080/13678869900000036.

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Иванов and Gennadiy Ivanov. "Competence approach to descriptive geometry syllabus." Geometry & Graphics 1, no. 2 (July 25, 2013): 3–5. http://dx.doi.org/10.12737/775.

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In connection with the introduction of third generation educational standards, which are designed to form the educational programs adequate to global trends and labor needs, the descriptive geometry syllabus for bachelors seen from the competence approach positions is discussed. The objectives, aimed to overcome the higher education’s inertia and weak response to the external factors are considered. The task of employers’ role enhancement in professional personnel’s competences training is putting forward. The idea of including the computer graphics questions in the descriptive geometry syllabus is considered. It is arguing that improving of descriptive geometry syllabus’ quality will contribute to achievement of a number of competencies.

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Zhafyarov, Akryam Zhafyarovich. "Competence approach: Consistent theory and technology." Science for Education Today 9, no. 2 (April 30, 2019): 81–95. http://dx.doi.org/10.15293/2658-6762.1902.06.

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Yanova, M. G., T. A. Kondratyuk, and M. S. Zaitseva. "Designing educational plan: module competence approach." Alma mater. Vestnik Vysshey Shkoly, no. 10 (October 2018): 33–37. http://dx.doi.org/10.20339/am.10-18.033.

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Edwards, Jonathan, and Simon Wolfe. "A compliance competence partnership approach model." Journal of Financial Regulation and Compliance 14, no. 2 (April 2006): 140–50. http://dx.doi.org/10.1108/13581980610659459.

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Sundberg, Lennart. "A holistic approach to competence development." Systems Research and Behavioral Science 18, no. 2 (March 8, 2001): 103–14. http://dx.doi.org/10.1002/sres.405.

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Perepelitsa, S. A. "Competency-Based Approach in Teaching Сardiopulmonary Resuscitation." General Reanimatology 18, no. 6 (December 20, 2022): 59–68. http://dx.doi.org/10.15360/1813-9779-2022-6-59-68.

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Aim of the study: to develop an additional professional competence «Emergency care in cardiac arrest» and to evaluate a set of tools for its development among the graduating students majoring in general medicine (code 31.05.01).Material and methods. The study was done in two stages. During the first stage, within the framework of PC (professional competence)-11 «Readiness to participate in providing first medical aid in conditions requiring urgent medical intervention» an additional professional competence «Emergency care in cardiac arrest» was developed with the definition of performance assessment. During the second one, the scientific research was conducted at the medical institute of the Immanuel Kant Baltic Federal University during the study of Anesthesiology, resuscitation, and intensive care, which has been included in the block 1 discipline (module) list, being a basic part of the General Medicine curriculum (code 31.05.01). The study involved 140 six-year students majoring in general medicine (code 31.05.01). The students were divided into two groups. The main group included 80 students who studied in 2021 (average age 25±1.5 years), while the control group comprised 60 participants who studied in 2019 (average age 25.9±1.6 years, retrospective analysis).Results. An additional professional competence «Emergency care in cardiac arrest» and its stratified structure have been developed. Specific elements were elaborated for each component stratum. Based on the developed elements, which were mastered by the student in the process of training, the necessary competence was developed. The novel pedagogical technologies in the curriculum contributed to more effective learning and development of the competence. The levels of development of additional professional competence «Emergency care in cardiac arrest» differed between the groups. Most students in the control group had a threshold level of competence. The basic and advanced levels of competence were significantly higher among the students in the main group compared with the control group (P<0.05).Conclusion. We have shown the necessity of developing an additional professional competence «Emergency treatment in case of cardiac arrest» within the «Readiness to participate in providing first medical aid in conditions requiring urgent medical intervention» PC-11. We have successfully implemented and validated in practice the system of development of additional professional competence using pedagogical innovations, including those based on advanced information and communication technologies.

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Savchenko, O. V. "COMPETENCE APPROACH IN FOREIGN LANGUAGE TEACHING AND COMPOSITION OF PROFESSIONAL-COMMUNICATIVE COMPETENCE." Scientific notes of Taurida National V.I. Vernadsky University, series Philology. Social Communications 2, no. 2 (2020): 218–24. http://dx.doi.org/10.32838/2663-6069/2020.2-2/38.

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Thị Lan Hương, Hà. "Developing assessment competence of learners for pre-service teachers following competence approach." Journal of Science, Educational Science 61, no. 8A (2016): 128–37. http://dx.doi.org/10.18173/2354-1075.2016-0139.

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Ильченко, Е., E. Il'chenko, О. Соськова, and O. Sos'kova. "Competence Approach to Competence Assessment (Certification) of the State and Municipal Employees." Management of the Personnel and Intellectual Resources in Russia 8, no. 2 (May 13, 2019): 49–54. http://dx.doi.org/10.12737/article_5cb70d16b25859.35382059.

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In Russia, the social and economic development of society is significantly influenced by the activities of state bodies. The complexity and instability of the processes occurring in all spheres of life of the Russian society, increase the requirements for the activities of public authorities. Today, civil servants are a key tool for the effective and consistent implementation of both domestic and foreign policy of the state. The scale of the tasks facing the state authorities of the Russian Federation, actualizes the problem of managerial competence of civil servants [1]. The state programs of national projects emphasize the importance of continuing the reforms of the public administration system, taking into account the ideology of the new state management. The article demonstrates the competence approach to assessing the professional competence of public servants. In the framework of which models are presented for managing the development of professional competencies of civil servants.

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Miloradova, N. E., and V. V. Shevchenko. "COMPETENCE APPROACH AS A METHODOLOGICAL BASIS FOR RESEARCH OF PROFESSIONAL PERSONALITY COMPETENCE." Habitus, no. 16 (2020): 233. http://dx.doi.org/10.32843/2663-5208.2020.16.38.

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Yuldashevna, Ashurova Oyistaxon. "Competence Approach Is An Integrating Factor Of Training Future Doctors." American Journal of Medical Sciences and Pharmaceutical Research 03, no. 03 (March 31, 2021): 89–93. http://dx.doi.org/10.37547/tajmspr/volume03issue03-13.

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The article reveals the essence of the concepts of "competence" and "competence-based approach", highlights the signs of competence. The difference between the content of the competence-based approach and the traditional one (knowledge-centric) is shown. The role of the competence-based approach in the training of future doctors is revealed.

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Semenova, Natalia Nicolaevna. "Features of a competency approach to the university education content implementation." Samara Journal of Science 5, no. 4 (December 15, 2016): 224–28. http://dx.doi.org/10.17816/snv20164316.

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The following paper deals with the reasons for the reorganization of the educational system, as well as the reasons for updating the content of education and technology. The author describes the goals of modern education, the problems of future teacher training, the problems of the Russian education system modernization, requirements for graduates of higher education institutions, the reasons of the transition from the knowledge and skills to competences, the content of the competence concept with respect to educational activities, the problems of professional competence development at graduates whose major is Teacher Education, the process of future teacher professional competence development. The author states that the competence approach implementation will affect the quality of education. The paper also deals with the problem of raising the level of future teacher professional competence. Crucial competencies are described. The paper contains the definition of professional competence, focusing on the professional competence of the teacher, the definition of value-semantic competence, general cultural competence, educational and cognitive competence, informational competence, communicative competence. The article analyzes the problems of competence-based approach implementation in the educational system, as well as the necessity of educational activities content change in higher education institutions.

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Ulyanina, O. A. "Competence Approach in the Scientific Paradigm of Russian Education." Psychological-Educational Studies 10, no. 2 (2018): 135–47. http://dx.doi.org/10.17759/psyedu.2018100212.

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The article analyzes the essence and content of the competence approach in education from the position of domestic researchers. The stages of formation and development of the indicated approach are described: the first stage of categorically–conceptual uncertainty; the second stage of the existence of multiple interpretations of key categorical units and the blurring of the boundaries of concepts competence / competence; the third stage of legal consolidation of the above–mentioned concepts at the state level. The necessity of changing the educational paradigm is substantiated, the existing problems in the preparation of specialists competitive on the labor market are noted. The circle of unresolved questions in the competence approach and the ambiguity of the interpretations of its key conceptual units are outlined. In this connection, the existing views of the scientific community are being studied both on the correlation of the concepts of competence / competence and on their content characteristics. Based on the examination of existing approaches, it is concluded that competence is a systemic concept, as an important new formation of the individual, which arises in the course of training and the subsequent development of professional activity, and competence as its component. Through the prism of the description of the categorical–conceptual apparatus of the competence approach, its conceptual positions in the theory and practice of modern education and training of personnel are examined.

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Sans Antolí, Xavier. "Connectivisme: mirada i tendència de futur en els centres presencials / Connectivism: the current state and future trends in classroom learning." Aloma: Revista de Psicologia, Ciències de l'Educació i de l'Esport 35, no. 2 (November 15, 2017): 53–57. http://dx.doi.org/10.51698/aloma.2017.35.2.53-57.

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Resum. Mitjançant la base reflexiva sobre el connectivisme, en l’article es fa l’abordatge del paradigma socioconstructivista i les seves derivades vers el procés d’aprenentatge i els canvis de models necessaris. Es proposen les figures dels b-docents i els b-aprenents en relació directa amb el model b-learning (o blended learning), com també la definició de les competències i perfil que cadascun d’aquests agents o partícips educatius hauria de tenir: nous rols canviants i elevada participació en el procés respectivament. Finalment es recull la mirada sobre les estructures necessàries en els centres educatius presencials, com també el no menys determinant canvi en el web. Es conclou amb un eix de compromís i participació per part dels implicats en el procés d’aprenentatge que hauria de facilitar el procés de transformació.Summary. This article uses a reflection of connectivism as the starting point of its approach to the socio-constructivist paradigm and related theories on the learning process and on the changes in educational models that are needed. The article suggests a model of blended (b) learning viewed in terms of b-teachers and b-learners. It also sets out definitions of the competencies and profiles that should be required of the various players involved in education, examining new and evolving roles and the need for a greater degree of participation in the process. Finally, there is a discussion of views both of the structures required of classroom-based educational institutions and of the equally critical changes that must be made online. The article concludes with the suggestion of a framework for commitment and participation on the part of those involved in the learning process, with the aim of providing a tool to foster the transformation process.

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A. Belevitin, V., S. A. Bogatenkov, V. V. Rudnev, M. L. Khasanova, and A. I.Tyunin. "Integrated Approach to Modeling IC Competence in Students." International Journal of Engineering & Technology 7, no. 4.38 (December 3, 2018): 60. http://dx.doi.org/10.14419/ijet.v7i4.38.24321.

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A strong correlation of the problem of guaranteed information security provision with the human factor and the escalation of threats to information security for professional activity in information society prove the importance of the relevant proper training of highly qualified personnel.The theoretical justification of the integrated approach to modeling students’ information and communication competence (IC competence), including new structure and content of students' preparation under integration of the classical system and e-learning with the development of adequate forms and methods of teaching, promotes the high level of professional competence.The scope of research is represented by the principles of computational modeling of IC competence, formed as a result of continuous staged personnel training in "Professional Education (by Industries)" based on the Federal State Educational Standard of Russia.The research offers an integrated approach to computational modeling of students’ IC competence based on the classification of competencies demonstrating the projection of a professional competency vector on a plane of information and communication technologies (ICT plane) acting as a model of students’ IC competence. Here, any ray of the ICT plane may act as a model of IC competence in a certain specialization of proper training of highly qualified personnel in any industry. Such an approach to IC competence of a graduate of an educational organization is determined by respective aims and fields of professional activity corresponding to IC competencies.The methodology of content design has been developed for educational disciplines in continuous information and academic training of graduates under e-learning, as well as an algorithm based on the competence approach, making it possible to explicitly determine the generation path of IC competence of professional education organization graduates having different basic training, which eliminates the threat of insufficient or excessive content of the intended study materials.

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Ebere, Wagbara S., and Obilor Esezi Isaac. "Fostering Teacher’s Education Competencies for Global Competitiveness: A Motivational Approach." Journal of Advances in Education and Philosophy 7, no. 1 (January 31, 2023): 34–40. http://dx.doi.org/10.36348/jaep.2023.v07i01.005.

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Educational output is measured by the competence of teacher, and for any teacher to be competitive enough to withstand the global capability, he or she required acquisition of some level of competence skill, thus fostering teacher’s competencies for global competitiveness is a necessary issue in teacher education. Two areas of teacher's competence (teacher’s pedagogical and intercultural competence) for global competitiveness was discussed. It was pointed out that in order to enhance teachers' capacity to instruct, the subject of teacher teacher’s pedagogical and intercultural competence becomes one that calls for critical consideration. To fosters teachers’ competence motivation is essential for teachers to maintain their zeal and enthusiasm and have a greater global impact.

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