Fundamentalization and Professionalization of Learning Content under the Competence Approach

Abstract

The purpose of this paper is aimed at studying the issue of formation of learning content based on its fundamentalization and professionalization under the competence approach. The presented paper demonstrates the process of professionalization and fundamentalization of training as a conceptual framework of shaping the content of disciplines in higher education. The basis of the presented work is the ideas of the competence approach, theory of fundamentalization and professionalization of vocational education. The paper presents the principles and mechanisms of fundamentalization and professionalization of the discipline's content and the algorithm of formation of fundamental and applied discipline content under the competence approach. This article is intended for teachers, researchers, heads of educational institutions involved in the formation and selection of the content of disciplines in higher education.

Mapeo sistemático de la formación de las personas investigadoras como elemento de análisis reflexivo en ambientes formativos educativos (2017-2021)

“…Asún-Inostroza et al ( 2013) abogan por un diseño que contribuya a la organización de un proceso enfocado en el desarrollo de cualidades personales profesionalmente significativas y la formación de competencias del estudiantado. En el mismo sentido (Nikitina et al, 2015), recomiendan el tema de la formación de contenidos de aprendizaje basado en su fundamentalización y profesionalización bajo el enfoque de competencia. Por su parte, Perines y Murillo (2017) argumentan sobre la necesidad de que las personas investigadoras trabajen según las necesidades que se reporten desde las aulas.…”

Elaboration of the Methodology for Assessing the Development of Managerial Competences in University Students Taught with the Use of Case-Technologies

“…The organizational and managerial competences formation among future graduates in modern conditions is possible only in the conditions of active and interactive learning forms; student-centered nature of education; professional and pedagogical conditions that are disclosed in the developing block -modular approach to training; organizational and methodological conditions that differ in innovative content of specialized disciplines; the introduction of an individual typological route; quasiprofessional activities; pedagogical conditions of technical support in the formation of professional skills (Krasikov, 2016;Nikitina, 2015). B. N. Gerasimov (2009) gave the multi-criteria classification of intensive types of educational technologies recommended for managerial competencies formation for future professionals.…”