Portfolio as an Instrument for Future Dentists’ Praxiological Competence Formation

Abstract

The article deals with the importance of a portfolio for future dentists’ praxeological competence formation in the way it can help assess objectively results accomplished in educational process. The definition of «portfolio» was provided and its structural components were established. They include a motivation letter, where the future dentist determines his/her own conception of education, goals, tasks of vocational training for each term of training on the basis of the Education sectorial standard, educational syllabus; a diary with the fixation of practical elements of preparation, and self-assessment of the achieved result; research work that contains presentations, abstracts, texts of speech at conferences, congresses, workshops, etc.; resume; glossary. These components demonstrate the dynamics of praxeological competence formation from the aim of professional training towards the level of its achievement. The importance of future dentists’ foreign language competence formation was substantiated for performing professional activity in international environment. The article sets out the criteria for determining the level of future dentists’ praxeological competence formation which include the availability of systematic training and special skills, integration of knowledge from different subjects; the ability to find, analyze and use information to solve professional problems; the ability to choose the best forms and methods of activity, identify drawbacks and resolve conflicts in working process; the ability to study, analyze, summarize and use the latest experience in the field of professional activity; the ability to design models of professional activity, anticipate and take into account possible obstacles.

The model of praxeological competence formation in future masters of dentistry

“…Main theoretical studies of the issue of future masters' of dentistry praxeological competence formation (PrCFDM) that became a base for creating the model of the studied process (then -model) were elucidated in works [3,4,18,19], published earlier. They disclose the essence of the notion "PrCFDM", determine the importance of methodological instruments, develop the structure, base principles, necessary to observe in the process of its formation.…”

“…This situation requires permanent improvement of theoretical and methodological bases of its quality provision at medical universities [3]. Achieving this aim in the context of competence approach introduction in higher education provides praxeological competence formation (further-PrC) of a graduate [4].…”

The development of creativity of foreign language teachers as a factor in their subjective well-being

“…Competencies depend on faculty's motivational content and competence, regulated by policies like the Ukrainian "On Higher Education" Law, the Standards and Guidelines for Quality Assurance in the European Higher Education Area, and Tuning Educational Structures in Europe [24]. These expect teachers to demonstrate advanced skills in applying innovative educational technologies, methods and techniques [36]. Teachers must interact effectively, respond to challenges, activate creative potentials, and perform novel professional tasks that exceed their knowledge and experience, demanding creative solutions.…”