The modern model of specialist training is based on a competency-based approach that involves the cognitive and activity-based organization of the educational process, in which students acquire not only solid knowledge but also sustainable practical skills. It becomes important to use not only the actual resources of the individual, but also the development and realization of his or her potential resources, which will ultimately ensure the successful acquisition of professional competencies of future specialists.
Competency-based approach in education is related to personality-oriented and activity-based approaches to learning, since, on the one hand, it concerns the student's personality, and on the other hand, it can be implemented and tested only in the process of performing a certain set of actions by a particular student [2, s.149]. The level of competence is a characteristic of the results of professional practice for an individual. Competence is considered as a set of competencies, the availability of knowledge and experience necessary for effective professional activity [1, s.85]. Competence is most often understood as an integral quality of a personality, manifested in its general ability and readiness for activities based on knowledge, values and experience acquired in the process of learning and socialization and focused on independent and successful participation in activities. The formation of competence in the educational process does not prioritize the student's awareness, but his/her ability to solve problems in various fields [2, s.150].
The psychology of forming readiness for professional activity, mastering professional knowledge, skills and abilities by higher education students has been studied by Ukrainian researchers, in particular: H. Ball, V. Bocheluk, L. Dolynska, H. Kostiuk, M. Levchenko, S. Maksymenko, V. Moliako, O. Moroz, O N. Pobirchenko, M. Savchyn, etc.
The choice of values that are important to the subject is made in accordance with his or her value competencies and is influenced by the person's socio-cultural experience. Values are the objective basis for the formation of value competencies, but they are learned only if they are accepted by the individual, if the needs and interests correspond to the value competencies, that is, if the individual identifies with them, finds personal meaning in them. Social values must be translated into personal values, into the values of a particular person, since a value that is unconscious and unprocessed by consciousness will never become the core of a person's active position. Without this, it is impossible to learn the moral norms inherent in a particular society [2, s.152]. The main factors of pedagogical interaction are ensuring the humanitarian and value-based content of professional training, the formation of a system of values and value orientation of vocational school teachers [1].
Thus, values express a certain aspect of ability, capability, namely, the quantitative value and qualitative characteristic of the realization aspiration, without which realization cannot take place in principle. It follows that values are motivational competencies, certain guiding and accelerating motives of human behavior and activity, including professional activity.
List of references:
1.Kairis O.D. Student group as a factor in the acquisition of professional competence. Competence-based approach in the professional training of future psychologists: monograph / team of authors; under the scientific editorship of Lozova O.M. Vinnytsia: Vindruk, 2014. P. 85-96.
2.Potapchuk T., Lyakisheva A. Formation of value competencies of the future social pedagogue as a scientific and pedagogical problem. Pedagogical journal of Volyn. №2(13). 2019. P.149-154.
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