Open AccessTHE WORKING PROGRAMME OF THE ACADEMIC COURSE: THE COMPETENCE VECTOR
Author(s) -
Iryna Humeniuk
Publication year - 2021
Publication title -
naukovij vìsnik užgorodsʹkogo unìversitetu. serìâ pedagogìka, socìalʹna robota
Language(s) - English
Resource type - Journals
ISSN - 2524-0609
DOI - 10.24144/2524-0609.2021.48.97-103
Subject(s) - ukrainian , competence (human resources) , mathematics education , relevance (law) , pedagogy , higher education , medical education , psychology , sociology , political science , medicine , social psychology , philosophy , linguistics , law
The article considers the problem of effective construction of the working programme as the main kind of the educational and methodical support for a course. The relevance of the topic of the research is caused by the existence of significant differences between the evaluation criteria and the expected results of teaching, the content of the course and the requirements of the educational programme. The quality of the architectonics and contentual logic of a working programme illustrates the professional competence of the scientific and pedagogical worker. The aim of the article is to raise the awareness of the methodical problem of construction of the working programme of the Ukrainian Language for Professional Purposes course on the basis of the competence approach. The research process was based on the systemic structural and comparative methods of analysis of methodical materials, as well as generalisation and systematisation of the detected disadvantages. The selection of the working programme s for the analysis has been conducted considering the geographical criterion of the location of the pedagogical institution of higher education and the criterion of the free access to the educational programmes of the specialities 012 Pre-School Education, 013 Primary Education and the corresponding working programme s in the Ukrainian Language for Professional Purposes course. The results of the research have been formulated according to the determined parameters. A gradual decrease in the interest in teaching the course at pedagogical institutions of higher education has been indicated, as well as its replacement with the Bases of Academic Writing course at non-pedagogical institutions of higher education. The author emphasizes the non-systemic use of the competence approach, the absence of a clear correlation between the programmatic competences and their concretisation within the course. Clearly determined teaching results concerning each topic in accordance with the educational programme have not been detected in any of the analysed programmes.