Formas de formación de las competencias profesionales de estudiantes de instituciones de educación superior pedagógicas
Palabras clave:
Bachillerato pedagógico, competencias profesionales, clasificación de competencias, delimitación de conceptos, competencias, competencias epistemológicas, perceptivas, comunicativas, adaptativas, competencias profesionales.Resumen
Hoy en día, en diversas ramas del conocimiento psicológico y pedagógico, las competencias se caracterizan como unidades constitutivas de programas educativos que definen los requisitos para el desarrollo del conocimiento y las habilidades de los graduados de instituciones de educación superior. En este sentido, las instituciones de educación superior se enfrentan a la tarea de formar competencias clave que conduzcan al concepto de "competencia profesional". El propósito de este artículo es describir los componentes de su competencia y determinar las condiciones didácticas para su formación en relación con la formación de futuros docentes en la universidad. La necesidad urgente de aclarar las competencias clave incluidas en el concepto de "competencia profesional" llevó a una búsqueda de sus componentes: los autores del artículo propuesto determinan sus características en función de las decisiones del simposio del Consejo de Europa sobre el tema "Competencias clave para Europa "en la que está marcada esta lista. Hoy en día, el modelado de las características profesionales de un maestro se percibe como una condición didáctica para su desarrollo universitario, diseñado para reflejar los niveles epistemológicos, perceptivos, constructivos, organizativos, comunicativos, informativos y adaptativos del maestro. Parece bastante razonable que el estudio de la correlación de estas competencias en el modelo que se está desarrollando con la actividad de un maestro en particular permita determinar el grado de su competencia profesional. Los autores del artículo se prepararon para su publicación y se probaron en las condiciones de los auxiliares docentes universitarios, en los que se expresa claramente el enfoque de competencia. La idea principal del estudio es utilizar el potencial de los enfoques integrados para la formación de competencias clave de un futuro maestro en términos de tecnología crediticia como un instrumento que estimula el interés y el deseo de los estudiantes de comprender las formas de formar la competencia profesional de un futuro. Especialista que tiene pensamiento constructivo y tiene un nivel de capacitación que cumple con los requisitos.
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