KEY
COMPETENCES OF THE FUTURE SPECIALISTS OF
ELECTROENERGETICS
Botagoz Talgatovna Kerimbaeva
– making for degree of doctor, department of general pedagogics and
ethnopedagogics
Place of occupation: department of general
pedagogics and ethnopedagogics, International Kazakh-Turkish University by H.A.
Yasaui. E-mail: Kerimbaeva-bota@mail.ru
Post address: 160400, Kentau Institute of
International Kazakh-Turkish University by H.A. Yasaui, the B. Momyshuly Street
65, the Kentau town, South-Kazakhstan oblast, the republic of Kazakhstan.
Nowadays English language plays a lot of roles in the
modern era of globalization. Regardless of how one views English as a second
language, globally, a lot of people are interested in acquiring English
proficiency.
One option for teaching English as a foreign language
in technical university is using competent approach. Nowadays the globalization era
has affected peoples’ lives which
demand people to build networks across nations and languages as well as to
build interdependencies. This era of
information is not only occuring in terms of knowledge and technology but also in terms of politics,
social economy, culture as well as education. These development challenges give
implications towards the important roles of education to produce qualified
human resources.
As the agents of changes,
electeoenergetics always have the demand to up-date their knowledge and improve
their professionalism. In their hands, the quality of technical resources is
trained and established which determine the future of the technicues; so if
electroenergetics are not qualified and professional, it can not be imagined
how qualified technical resources can be produced. This reality virtually puts
the role of electroenergetic as one of paramount importance and becomes a real
challenge which must be countinously improved.
Examples of the
particular results includes the following: engineers in teaching and engineers
out of teaching process demonstrate the similar communication characteristics,
and very rarely differences: electroenergetics
(professionals in practical process) choose the indulgence style of
conflict resolution frequently than non-engineers. The conclusion is that
teaching work doesn’t make spontaneous socialization of communication competence
at the communication level formative to more effective teaching interaction. It
is necessary to teach teachers’ communication skills both at the initial
education level for the teaching work, and continually in the professional
domain.[1]
Competence is
translated from the Latin «competentia» means a subject a person is versed in,
a special area of knowledge and experience. A person who is competent in a
certain area possesses a certain standard of knowledge and skills which makes
it possible for him to judge soundly about this very area and act efficiently
in it.
The idea of «competence» is not a new one in methodology of
teaching foreign languages of the future electroenergetics.
Competence is a
totality of interrelated qualities of a person (knowledge, skills, experience,
command of methods of working), assigned with respect to a certain sphere of
objects and processes and necessary for efficient and productive activity in
respect to them [2].
Level of Competence refers to the possession of a
relevant competence including a personal attitude towards it and towards the
object of activity.
Competence is understood as a
requirement (norm) relation to the standard of achievement of the future specialist and Level of
Competence is understood as his personal quality or totality of qualities and a
minimum experience in the relevant activity. A level of competence achieved is
always something which has a personal dimension to it, which is reflected in
the future specialists’ personal qualities.
In recent investigations the following functions of
competence and level of competence in relation to the personality of the future
specialists are singled out [3]:
·
reflect and develop personal relevance to the future electroenergetics
of the objects under study;
·
characterize the personal component of a the future specialist’s education, the degree of his abilities
and practical skills;
·
set a minimum standard of experience in practical activities;
·
develop possibilities of solving real problems in everyday life – from common
problems to professional and social ones;
·
they are many-dimensional – they certain to all the basic groups of
personal qualities of the future specialist to be developed ;
·
represent integral characteristics of the quality of the future
specialist’s training;
·
in the aggregate, they determine and reflect the functional competence
of the future specialist.
Functions
and content of educational competence:
·
multifunctional, in as much as they let
the future specialists to solve problems of different spheres of life;
·
they are shaped by means of the contents of education;
·
they give a possibility to construct purposes, the contents of education
(Educational standards) and educational technologies as a system;
·
they transcend individual subjects – through separate elements or as a
whole they are present in different subjects and educational spheres.
·
allow to use theoretical knowledge to solve specific problems;
·
allow to pick out clear criteria to assess the success of students in achieving the purposes and aims in
question;
·
are verified in the process of performing a certain series of actions.
Educational
competence is a totality of interconnected semantic orientations, knowledge,
skills and the future specialists of electroenergetics’ experience which are
necessary for performing personally and socially relevant productive activities
in relation to the objects of reality[4].
Structural
components of educational competence:
·
name;
·
type in their general hierarchy (key, general subject, subject);
·
circle of objects of reality with respect to which the competence is
introduced;
·
its determination by social and practical factors as well as its
significance (why and what for it is necessary in society) ;
·
personal significance/relevance of competence (in what and what for the
future specialist of electroenergetics has to be competent);
·
knowledge of a range of objects of reality;
·
skills and experience related to this very range of real objects;
·
methods used in respect to them;
·
minimal standard of experience of the future specialists of
electroenergetics in the sphere of competence;
·
«indicators» - tests and tasks which are used to determine the level of
a the future specialists of electroenergetics’ competence.
Communicative competence is an ability to solve by
means of language communicative problems important for an individual and for
society, arising in the everyday, educational, professional or cultural spheres
of life. It is an ability to realize competence in different situations of
communication [5]. Communicative
competences have been discussed for a long time and are used by specialists in
the area of methods of teaching foreign languages where the communicative
competence is also analyzed.
Professional competences are the system of knowledge,
skills, abilities and motivational disposition which provide the effective
realization of the professional activities. The future specialists of
electroenergetics’ professional competences are determined by the
social-interaction characteristics of the instructional process. Professional
competence is ability for successful
professional activity. It includes knowledge of theory and other sciences which
are important for a successful and effective activity of the future specialists
of electroenergetics, possession of professional skills (constructive,
organizational, and communicative) and skills in organizing professional
activity and in the management of this activity. Professional competence is one
of the main goals of training of the future specialists of electroenergetics in
any Technical University [6].
Generally educational competence is an ability to
make use of rational ways of intellectual work and to make independent progress
in the chosen area of study .
Subject competence is a totality of
knowledge, experience, skills which are formed during the process of studying a
subject. Subject competence, acquired during the process of studying
educational subjects and characterizing a certain level of activity, includes
the some types of competence .
Functional competence refers to the ability to
accomplish communication purposes in activity. There are a number of different
kinds of purposes for which people commonly use language .
The pragmatic aspects of communicative competence
are those that have to do with how theory is used in communication situations
to achieve some practical purposes [7.
Social Competence is an ability to
have communicated successfully with other people. A wish for entering
communication is explained by the presence of need, motives, a definite
attitude toward the future partners of communication and personal experience.
An ability to enter communication requires an ability to behave adequately in a
social situation and to manage it.
Summarizing from
the findings above, it can be stated that competency-based curriculum is not
entirely applied by most of the scientists under observation. The ‘competency’
is applied in the level of professional activities and even though it is
applied in the practice, the application only touched the ‘surface’ level and did
not really touch the intended level expected by the curriculum, yet. Based on
this reality, it can be stated the key competencies of the future specialists
of electroenergetics were not adequately performed. For that reason it is
suggested that the keycompetencies need to be continuously improved not by
theoretical training only but also by providing them with concrete models and
examples through workshops.
The analysis of
research sources and teaching practice shows that for realization competent
approach in professional training it is necessary to form communicative
competence on the base of professional activities of the future specialists of
electroenergetics.
In conclusion we
can say that he realization of competent approach technologies suggested by the
author in professional training of future specialists of electroenergetics
connects with the modernization of educational process, the renovation of
content of English language course; in addition it reflects professional
training of future specialists. Suggested by the author theoretical parts of
the research is considered as the base for professional training of the future
specialists of electroenergetics using competent approach in higher education.
LITERATURE
1.Hymes D. On communicative
competens.In: J.B.Pride and J.Holmes.Sociolinguistics-Middlesex:Penguin Books
LTD, 1972.-67
2. M.Canale, M.Swain.From
communicative competence to communicative language pedagogy. Language and
Communication. London: Longman, 1983. - 122 p.
3. Brown G., Malmkjaer K.,
Williams J.Performance and competence in Second Language Acquisition.-
Cambridge University Press, 1996. – 25-34 p
4. Littlewood W. Communicative
Language Teaching. An Introduction. – Cambridge, Cambridge University Press,
1981 – 33 p.
5. Brumfit S. Communicative
Methodology in Language Teaching – Cambridge,
Cambridge University Press, 1984 – 88 p.
6. Chomsky N. Syntactic
structure. New York, 1957.- 80 p.
7. Widdowson H.G. Aspects of
Language Teaching.-Oxford: Oxford University Press, 1990.-218-260 p.
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