Competence Approach in the Scientific Paradigm of Russian Education
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...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Ulyanina O.A. [verfasserIn] |
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| Format: |
E-Artikel |
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| Sprache: |
Russisch |
| Erschienen: |
2018 |
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| Schlagwörter: |
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| Übergeordnetes Werk: |
In: Psihologo-Pedagogičeskie Issledovaniâ - Moscow State University of Psychology and Education, 2018, 10(2018), 2, Seite 135-147 |
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| Übergeordnetes Werk: |
volume:10 ; year:2018 ; number:2 ; pages:135-147 |
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10.17759/psyedu.2018100212 |
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DOAJ067999786 |
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| 520 | |a 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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10.17759/psyedu.2018100212 doi (DE-627)DOAJ067999786 (DE-599)DOAJ8afeab14934d4c94bc966df575e7d0b9 DE-627 ger DE-627 rakwb rus Ulyanina O.A. verfasserin aut Competence Approach in the Scientific Paradigm of Russian Education 2018 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier 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. competence approach competence Education L In Psihologo-Pedagogičeskie Issledovaniâ Moscow State University of Psychology and Education, 2018 10(2018), 2, Seite 135-147 (DE-627)1760630020 25876139 nnns volume:10 year:2018 number:2 pages:135-147 https://doi.org/10.17759/psyedu.2018100212 kostenfrei https://doaj.org/article/8afeab14934d4c94bc966df575e7d0b9 kostenfrei http://psyedu.ru/eng/journal/2018/2/Ulyanina.phtml kostenfrei https://doaj.org/toc/2587-6139 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ AR 10 2018 2 135-147 |
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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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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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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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2024-07-03T15:17:42.634Z |
| _version_ |
1803571547486552064 |
| fullrecord_marcxml |
<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">DOAJ067999786</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230309073258.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">230228s2018 xx |||||o 00| ||rus c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.17759/psyedu.2018100212</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)DOAJ067999786</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)DOAJ8afeab14934d4c94bc966df575e7d0b9</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">rus</subfield></datafield><datafield tag="100" ind1="0" ind2=" "><subfield code="a">Ulyanina O.A.</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Competence Approach in the Scientific Paradigm of Russian Education</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2018</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">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.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">competence approach</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">competence</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Education</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">L</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">In</subfield><subfield code="t">Psihologo-Pedagogičeskie Issledovaniâ</subfield><subfield code="d">Moscow State University of Psychology and Education, 2018</subfield><subfield code="g">10(2018), 2, Seite 135-147</subfield><subfield code="w">(DE-627)1760630020</subfield><subfield code="x">25876139</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:10</subfield><subfield code="g">year:2018</subfield><subfield code="g">number:2</subfield><subfield code="g">pages:135-147</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doi.org/10.17759/psyedu.2018100212</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doaj.org/article/8afeab14934d4c94bc966df575e7d0b9</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">http://psyedu.ru/eng/journal/2018/2/Ulyanina.phtml</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="u">https://doaj.org/toc/2587-6139</subfield><subfield code="y">Journal toc</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SYSFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_DOAJ</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">10</subfield><subfield code="j">2018</subfield><subfield code="e">2</subfield><subfield code="h">135-147</subfield></datafield></record></collection>
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| score |
7.39964 |