USING CASE METHOD TO DEVELOPMENT OF PROFESSIONAL COMPETENCE IN ECOLOGICAL EDUCATION

More and more stringent requirements are imposed on the training of a vocational education teacher. Therefore, there is a need to search for technologies that would meet the requirements of the state and society. One of these technologies is the problem learning technology. The purpose of the article is to consider the main aspects of educational technology implementation in the preparation of a vocational education teacher to form his professional competence. The article demonstrates the essence of problem-solving technology in education, reveals the levels of solving the problem task and describes the steps for students to solve the problem situation. The case method, the project method, the dialogue method, and the research methods are identified as the methods used in technology of problem-based learning implementation.

Download Full-text

Development of compensatory and pragmatic competence in teaching foreign language to students of medical programmes

Tambov University Review Series Humanities ◽

10.20310/1810-0201-2021-26-190-60-68 ◽

2021 ◽

pp. 60-68

Author(s):

Oksana A. Glushchenko

Keyword(s):

Higher Education ◽

Foreign Language ◽

Language Learning ◽

Teaching Methods ◽

Professional Competence ◽

Necessary Conditions ◽

Pragmatic Competence ◽

Search Process ◽

Case Method ◽

Teaching English

The purpose of this work is to find ways to develop compensatory and pragmatic competencies in teaching English to future doctors using the case method. The relevance is due to modern trends in combining skills developed in higher education under a single professional competence, which requires the combination of all elements of education. The definitions of compensatory and pragmatic competences are given, their features are described. The components of these competencies in their systemic connection with each other and with teaching methods are consi-dered, the necessary conditions for their formation are identified. The scientific novelty lies in the fact that in order to achieve the goal, the case method was adapted to the specifics of medical programmes. The proposed changes made it applicable in problem language learning by shifting the emphasis of control from a solution to the communicative part of the search process. The methodology of the work included abstracted modeling of educational and language situations and their subsequent analysis. The stages of work with the case are highlighted: problematization, discussion, consensus, aimed at the development of compensatory and pragmatic competence. An algorithm for carrying out a case on medical topics is proposed.

Download Full-text

Definition and Assessment of Competences in the Context of the European Diploma in Psychology

European Psychologist ◽

10.1027/1016-9040.10.2.93 ◽

2005 ◽

Vol 10 (2) ◽

pp. 93-102 ◽

Cited By ~ 34

Author(s):

Dave Bartram ◽

Robert A. Roe

Keyword(s):

Professional Competence ◽

Professional Psychology ◽

European Standard ◽

Course Content ◽

Training Course ◽

And Training ◽

Oriented Approach

Abstract. The European Diploma in Psychology defines a common European standard for the competences required to practice as a psychologist. This paper describes how that standard was developed and defined, and why it was considered important to bring together the traditional input-based specification of professional competence, in terms of curriculum and training course content, with a more outcome-oriented approach that focuses on the competences that a professional psychologist needs to demonstrate in practice. The paper addresses three specific questions. What are the competences that a psychologist should possess? Are these competences the same for all areas of practice within professional psychology? How can these competences be assessed?

Download Full-text

Defining the Competence of Psychologists with a View to Public Accountability *

European Psychologist ◽

10.1027/1016-9040.2.4.293 ◽

1997 ◽

Vol 2 (4) ◽

pp. 293-300 ◽

Cited By ~ 4

Author(s):

Ype H. Poortinga ◽

Ingrid Lunt

Keyword(s):

Scientific Knowledge ◽

Professional Training ◽

Professional Competence ◽

Codes Of Ethics ◽

The Body ◽

The European Union ◽

Rigorous Evaluation ◽

Judicial Proceedings ◽

Psychological Knowledge

In national codes of ethics the practice of psychology is presented as rooted in scientific knowledge, professional skills, and experience. However, it is not self-evident that the body of scientific knowledge in psychology provides an adequate basis for current professional practice. Professional training and experience are seen as necessary for the application of psychological knowledge, but they appear insufficient to defend the soundness of one's practices when challenged in judicial proceedings of a kind that may be faced by psychologists in the European Union in the not too distant future. In seeking to define the basis for the professional competence of psychologists, this article recommends taking a position of modesty concerning the scope and effectiveness of psychological interventions. In many circumstances, psychologists can only provide partial advice, narrowing down the range of possible courses of action more by eliminating unpromising ones than by pointing out the most correct or most favorable one. By emphasizing rigorous evaluation, the profession should gain in accountability and, in the long term, in respectability.

Download Full-text