STRUCTURE AND CONTENT OF THE CONCEPT "COMPETENCE"

Маkhashova P.M., Espanova A.S.

Taraz State Pedagogical Institute, Тaraz, Kazakhstan

In a study of the problem of training university students in the conditions of the credit system a special place is occupied by issues related to the formation of professional and personal competencies of future teachers.

Nowadays, there are many different classifications of competences of future specialist, which are reflected in various legal documents, state standards of higher education, scientific journals, and research papers. Accordingly, "competence" is the key and commonly used concept, which was introduced in the scientific and educational evolution, but its content and place in the other categories of pedagogy, still remains uncertain.

Analysis of scientific studies on competencies, suggest that the interpretation given depending on the backbone factor, which emphasizes, in this connection, this pedagogical phenomenon is studied under a certain angle or in a certain perspective. In addition, we can say that, firstly, is currently in the pedagogical literature there is no settled definition of the term "competence"; secondly, it can be argued that the formation of professional and personal competencies - is a complex process of becoming professional and personal qualities.

Key words: competence, competency, higher education, credit system, skills, pedagogy, profession.

Originality of the study

The study of scientific and educational literature, psychological and pedagogical periodicals contributes in the existing literature by showing the diversity of the concepts as "competence", "competency" and a variety of definitions, which did not conclusively reveal the qualitative definition of "competence" and is similar in content to it the concept of "competency". This study is one of very few studies which have investigated the conceptual differences between such synonymous terms as ‘competence’ and ‘competency’. In the current researches a substitution of these concepts often takes place. Of course, in some point, these concepts are similar; however, they are not equivalent and cannot replace each other, since each of these concepts has its own characteristics. Using the method of citation, some definitions from theoretical works are presented in the table below.

Interpretation of the concept “competence”

	The essence of the concept	Author of the definition
COMP ETENCE	1. Competence is a wide range of questions, which are known by someone and included into a framework of one’s rights and authority. 2. 2. Competence is a characteristic (description) of the position. 3. Competences are understood as psychological growth, that is an organic symbiosis of knowledge, action algorithms, experience, which allow a student, a future specialist, successfully solve professional and lifetime tasks. 4. Professional competence is based on: 1) professional qualities of the employee (professional knowledge, abilities and skills as experience of action); 2) social and communicative abilities; 3) individual abilities, providing self-dependence of professional activity. 5. Competence is proved readiness of an individual (specialist) to use all his potential (knowledge, abilities, experience and individual qualities) for successful activity in a certain field, acknowledging one’s own responsibility for its results. 6. Competence is an integral characteristics of an individual, where not only knowledge, abilities and skills, but also motivation to an activity and practical experience, and a necessary level of intellectual development, personal qualities, as well as a level of cultural and ethic norms acquisition are taken into account. 7. Competence is a generalized description of the person (specialist), which determines its willingness to use its capacity (knowledge, skills, experience and personal qualities) to be successful in a particular social or professional field. 8. Competence is a set of training requirements necessary for a successful career. 9. Competence is interpreted by the term "skill": the ability is an action in a particular situation; skills are presented as competence in action; competence is what generates skills. 10. Competence is a collection of mutually related personality traits (knowledge, skills, ways of life), defined with respect to a certain range of objects and processes necessary to efficiently and effectively act against them. 11. Competence is learning outcomes; learning outcomes are statement of what the student should know, understand and demonstrate after completion of the learning process; Competence is a dynamic combination of attitudes, knowledge and skills. 12. Competence is a collection of related personality traits, defined with respect to a certain range of objects and processes.	S.I. Оzhegov, [1, p. 256] V.Suchkov, Ivanov, Е. Коrchagin, [2, p. 111] О. Shalamova, [3, p. 81] Encyclopedia of professional education, [4, Т.1., p. 454] Y.G. Tatur, [5, p. 171] V.Меskov, Y.G. Tatur, [6, p. 74] V. Medvedev, Y. Татyr, [7, p. 46] V. Shershneva, [8, p. 49] S.Е. Shishov, V.А. Каlnei, [9, p. 79] А.V. Khutorski, [10 , p. 60] Tuning Educational Structures in Europe // Universities contribution to the Bologna Process // An introduction. – Socrates – Tempus.[11] А.G. Bermus, [12]

Analysis of the given citations shows that the concept of "competence" due to theoretical benchmarks, from the standpoint that the authors examine the pedagogical reality. In addition, there is a wide range of opinions, but still in the theoretical sources one and the same range of issues is considered within the training, which focuses on the future teacher (specialist).

In determining the nature of the definition of "competence" the position of Y.G. Tatur, according to which the competence is confirmed by the readiness of experts to use their full potential, namely, knowledge, intelligence, experience and personal qualities to be successful in the professional field impressed us. In the same vein, the position by V. Shershneva is represented, who understands the competence as a set training requirements necessary for a successful career. Solidarity this position is reflected in the definition of V.A. Slastenin [13], who explains competence as "a set of professionally caused requirements defined as professional readiness to teaching." Also, we adhere to the point of view of the European expert group consisting of highly skilled professionals from 135 prestigious universities in twenty seven European countries and carrying out research activities in line with the Bologna process in accordance with the methodology of "Tuning" that competence is learning outcomes, that the student must know, understand and demonstrate after completion of the learning process. In this case, there are some common (instrumental, interpersonal, systemic) and specific (for a particular sphere) competence.

However, it should be stated that in analysis of conceptual rows very often there is a shift methodological orientations.

As a result of the analysis committed to determine the nature of the definition of "competence", it is natural that the following question arises: if "competence is a set of personality traits (knowledge, abilities and skills, ways of working) or willingness to use their professional potential, namely, knowledge, skills, experience and personal quality", what distinguishes them from traditional knowledge, abilities and skills?

Referring to the current research directly or indirectly gives an answer to this question.

From the outset, the use of competencies in practice was defined praxeological methodology and methods, which consist of the following: a description of the behavior and performance of the work of high, medium and low efficiency of employees; practical application of the method of behavioral interview; identification and measurement of quality, ensuring the efficiency of the employees.

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