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Pedagogical competence of Ukrainian medical colleges’ teachers as a scientific problem (concept analysis)

Svitlana Bukhalska

Rivne base medical college

Miriushchenka Street, 53, Rivne, Ukraine

Pedagogical competence of Ukrainian medical colleges’ teachers as a scientific problem (concept analysis)

         The social and economic situation, which is now developing in Ukraine, demands scientific rethinking of higher medical education tasks, imposes the need in qualitatively new training of medical specialists, updates optimal forms search of medical students’ professional competence gaining and development both while studying at higher establishment of professional education and in the process of medical colleges’ teachers pedagogical activity.

         Pedagogical competence of medical colleges’ teachers, which is determined by professional and value priorities, provides efficiency and qualitative results of educational process in higher medical educational establishment.

         Key words: pedagogical competence, medical college.

         Introduction

         The recognition of the independent state Ukraine in the world imposes principally new requirements for higher medical education. These requirements are in relation to preparation of professional and competitive medical and pharmaceutical specialists on home and foreign labor markets. According to the above-mentioned requirements such preparation should be done by competent pedagogical workers with high vital value orientations.

         The preliminary study of scientific and educational sources certifies that in professional education theory and practice the problem of teacher’s personality as a subject of pedagogical activity, competent and able to self-development and self-realization is reviewed in the works of home and foreign scientists.

         But the problem of the development of medical colleges’ teachers pedagogical competence remains poorly examined. Then the problem acquires special relevance concerning scientific research.

         The article purpose is in the analysis of the concept “pedagogical competence of medical college teacher”.

         The concepts “competence”, “pedagogical competence” are used in professional education since the last century. But psychological and pedagogical competence of the person gain more importance even in the XXI century, in the context of globalization and world integration processes, when achieving consensus and agreements both on the state level and on the level of each organization becomes the decisive factor in the successful development of society [8].

         Let us consider the genesis of the concepts “competence”, “pedagogical competence”.

         Education oriented on the competence (competence-based education – CBE) appeared in the 70ies of the last century in the USA according to the general context of the concept “competence”, proposed by N. Khomskyi in 1965 (University of Massachusetts).

         Three stages of becoming (competence-based education – CBE) in education are allocated conditionally:

  • the first stage (1960 - 1970) is defined by the introduction of the category “competence” into the scientific terminology, preconditions creating of distinction between the concepts of “competence”/”competence”;
  • the second stage (1971 – 1990) is characterized by application of categories “competence” / “competence” in the theory and practice of language studies, professionalism in management; the content of the concept “social competence/competence” is developed at this time;
  • the third stage (the end of the XX century – the beginning of the XXI century) is accompanied by scientific research, in which professional competence becomes the subject of special comprehensive analysis.

At the present stage of pedagogical thought and practice of the concepts

“competence”, “professional competence”, “pedagogical competence” do not have unambiguous interpretation.

         According to Ukrainian scientists, in particular L. Khoruzha, competence comes out in person’s effective activity and includes his/her personal attitudes to the subject and this activity’s product, integrates knowledge, competence, skills, experience and personal properties, which condition desire, ability, readiness to solve problems that appear in real life and professional situation, efficiently perform professional tasks [9].

         O. Pometun understands the competence as structures in a special way set of knowledge, skills and attitudes, which are acquired in the studying process and give a person the opportunity to define, namely to identify and to solve problems (regardless of context), typical for certain areas [6].

         S. Sysoeva interprets the concept “competence” as a specific ability that is necessary to perform effectively a certain action in a certain area, which includes highly specialized knowledge, specific subject skills, ways of thinking, and also understanding of responsibility for their own actions [7].

         Russian scientists have their own understanding of the concept “professional competence” content.

         A. Markova considers professional competence as “person’s ability and skills to perform certain working functions” [2]. In his researches the scientist singles out the following kinds of professional competence: special competence – ability to perform professional activity on the sufficiently high level, ability to plan his/her further professional development; social competence - possession of a common professional activity, cooperation, and also professional communication methods defined in the certain profession, social responsibility due to the professional work results; personal competence – possession of self-expression and self-development methods, means of confrontation of personality’s professional deformation; individual competence – possession of individuality autoregulation methods within the profession, readiness to professional growth, ability to individual survival, independence from professional aging, ability to rationally organize their work [2].

         B. Gershunskyi proposes to define professional competence as a category according to the level of professional education, experience and personal skills, his/her motivated desire to continuous self-education and self-improvement, creative and responsible attitude to work [5].

         It should be mentioned that the researcher N. Kuzmina firstly combined the concepts “professional” and “pedagogical competence” and distinguished its basic elements: special competence – deep knowledge in the taught discipline, acquired skills, work experience; methodical competence – knowledge, competence and skills formation, possession of different methods of studies; psychological and pedagogical competence – possession of pedagogical diagnostics, psychology knowledge; knowledge of interpersonal and pedagogical communication; differential-psychological competence – in the sphere of motives and skills, orientation of those, who study, ability to reveal personal peculiarities, to define and pay attention to the emotional state of people, ability to build relationship competently; auto-psychological competence – ability to understand the level of your own activity, your skills, ability to see the disadvantages in your work, desire to self-improvement [1].

         Concerning the methodical and pedagogical staff of secondary professional education in Russia T. Rezer distinguishes methodical and pedagogical competence as the totality of professionally meaning skills and competence necessary for full duties performance of the medical teacher and regulatory approved types of pedagogical activity in the system of professional training [3].

         Polish scientists also pay great attention to professional competence of educational establishments’ teachers. R. Kvasnitsa proposed new typology of teacher competence, which covers the complex of teacher’s practical and moral skills, competence and experience, and also the complex of technological and analytical skills [10].

         Scientific works analysis certifies different author approaches concerning the concept “professional competence” of the teacher and its interpretation essentially though different concepts and categories, such as functional duties, knowledge, skills, experience in different spheres, characteristics of the personality, desire to self-education and self-improvement and so on.

         We divide the approaches of home and foreign scientists concerning the concept “professional competence”. In our opinion, functional activity approach is efficient. According to this approach competence is regarded as a unity of theoretical and practical readiness of the teacher to conduct pedagogical activity, which main parameters are determined by the functional structure of teacher’s activity, and that includes a number of theoretical and practical skills: analytical, prognostic, design, reflexive, organizational, communicative and so on.

         It should be noticed that pedagogical competence of higher educational establishment teacher becomes meaningful and acquires special and professional orientation according to the profile training of junior specialists, bachelors, masters.

         So, summarizing the above-mentioned approaches concerning the concept “professional competence”, we consider it appropriate to substantiate our own definition of pedagogical competence of medical college teacher, as holistic formation in specialist’s and personality’s characteristics, which is:

  • one of the manifestations of his professionalism and proficiency;
  • index of professionally significant qualities’ and behavioral characteristics’ formation on the basis of the system;
  • psychological and pedagogical knowledge, competence and skills;
  • proper readiness to pedagogical activity [4].

    On the basis of our scientific research the factors, which provide pedagogical competence development of medical colleges’ teachers, are determined:

  • obtained higher education;
  • encyclopedic knowledge and scientific outlook;
  • motivation and professional direction to pedagogical activity;
  • favorable educational environment;
  • mobility and intuition;
  • communicational skills;
  • ability to get to know something new;
  • creativity;
  • desire to self-education.

Conclusions

The definition “pedagogical competence of higher educational establishment

teacher” is defined as a complex of professional skills and competence, value orientation in the society, motives of his/her activity, culture, ability to personal creative development; and also possession of subject teaching methodic; time and subordination in the communication with colleagues and students; respect and authority, professionally meaningful and personal qualities.

         Pedagogical competence is the characteristic of medical college teacher as a subject of professional and pedagogical activity, which includes the complex of professional, psychological and pedagogical and administrative knowledge, professional and pedagogical skills and competence, behavioral and personal and professional qualities, which provide effectiveness and qualitative results of educational process in higher educational establishment.

Literature

  1. Kuzmina N.V. Acmeology: ways to achieve heights of professionalism / N.V.Kuzmina. – Moscow: Russian academy of Management, 1993. – 73 pages.
  2. Markova A.K. Psychology of teacher’s work: Book for teacher. – Moscow: Prosvita, 1994. – 192 pages.
  3. Rezer T.M. theory and technology of medical pedagogical staff preparation in secondary professional education. – Moscow: VLADOS, 2007. – 316 pages.
  4. Bukhalska S.Ye. Grounding of medical college teacher pedagogical competence structure / S.Ye.Bukhalska // Pedagogical process: theory and practice. – Kyiv, 2012. – Edition 2. – pages 3-12.
  5. Gershunskyi B.S. Conception of person’s self-realization in the system of values and education aims’ formation / B.S.Gershunskyi // Pedagogics, 2003. - № 3. – pages 3-7.
  6. Pometun O.I. Competence approach is the most important guide of modern education development / O.I.Pometun // Native school: scientific and pedagogical magazine. – Kyiv: Phoenix, 2005. - № 1. – pages 65-69.
  7. Sysoeva S.O. Pedagogical technologies: definition, structure, implementation problems / S.O.Sysoeva // Continuous professional education: theory and practice: scientific and methodical magazine. – Kyiv, 2002. – Edition 4. – pages 69-79.
  8. Sysoeva S.O. Psychological and pedagogical competence formation among students of higher educational establishments of non-teaching profile / S.O.Sysoeva // Education problems in Poland and Ukraine in the context of globalization and euro-integration processes: Proceedings of International scientific and practical conference – April 22-24, 2009 Kyiv – Zhytomyr / Edited by V. Kremen, I.Levovytskyi, S.Sysoeva. – Kyiv: KIM, 2009. – 800 pages.
  9. Khoryzha L.L. Pedagogical deontology: textbook / L.L.Khoryzha. – Kyiv: Kyiv University after Grinchenko, 2008. – 96 pages.

      10. Kwasnica R. Wprowadzenie do myslenia o wspomaganium nauczycieli w rozwoju. /   
           w: / Studia Pedagogiczne, LXS. «Z zagadnien pedeutologii  i ksztalcenia nauczycieli»/
           pod. Red. H. Kwiatkowskiej i T.Lewowickiego.- Warszawa, PAN, 1995. – s. 9-43.

 

 

 

 

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