Novosibirsk State Pedagogical University Bulletin, 2018, vol. 8, no. 6, pp. 155–166
UDC: 
378

Developing students’ professional competencies within an active educational environment

Vinichenko V. A. 1 (Novosibirsk, Russian Federation), Zajko T. I. 1 (Novosibirsk, Russian Federation)
1 Siberian State University of Water Transport
Abstract: 

Introduction. The authors investigate the problem of developing students’ professional competencies. The purpose of the article is to identify the characteristics of developing students’ professional competencies within an active educational environment.
Materials and Methods. The study is based on the following approaches and theories: the systematic approach within the framework of systems theory and synergetics (I. V. Blauberg, A. N. Averyanov); the competence approach (V. I. Baidenko, E. F. Zeer, I. A.Zimnyaya) and facilitation theory (the humanist approach) (K. Rogers and V. A. Slastenin). To achieve the aim of the research the authors conducted an analysis of pedagogical and psychological literature, as well as dissertation research on the problems of competence approach, peculiarities of its implementation in Russia and abroad; survey and group reflection. The questionnaire was used as an empirical method: personal – among the academic staff and mediated - for students. The sample consisted of 30 teachers and 150 students. The authors also relied on the Pareto Principle.
Results. The authors revealed the reasons for paradigm change in education from knowledge to competence. The features of interrelations within the "teacher - student" system are summarized and the necessity for change of forms and methods of interaction and instruction is proved. The results of empirical research have shown that active learning environment contributes to deeper understanding of the material by the students. The study identified the advantages of active learning for students. The authors reviewed international practices of using competence approach and active learning. The appropriateness of implementing active and interactive training for developing professional competencies is substantiated.
Conclusions. In conclusion, the authors identify the main characteristics of developing students’ professional competencies within an active educational environment.

Keywords: 

Аctive educational environment; Foreign experience; Educational process; Competence paradigm; Theory of generations; Competence approach; Facilitation approach.

https://www.scopus.com/record/display.uri?src=s&origin=cto&ctoId=CTODS_1...

For citation:
Vinichenko V. A., Zajko T. I. Developing students’ professional competencies within an active educational environment. Novosibirsk State Pedagogical University Bulletin, 2018, vol. 8, no. 6, pp. 155–166. DOI: http://dx.doi.org/10.15293/2226-3365.1806.10
References: 
  1. Bychkova N. V., Volkov V. V., Massarova T. L. The use of interactive teaching at the university in the context of the competency approach. Prepodavatel XXI vek, 2017, no. 3–1, pp. 78–84. (In Russian) URL: https://elibrary.ru/item.asp?id=30539808
  2. Guslistova V. N. Competence approach in Russian education as a condition of its competitiveness. Approbation, 2013, no. 2, pp. 85–87. (In Russian) URL: https://elibrary.ru/item.asp?id=22647719
  3. Ilyazova M. D. The problem of the competence approach in education. Integration of Education, 2007, no. 2, pp. 32–35. (In Russian) URL: https://elibrary.ru/item.asp?id=11658689
  4. Istomina V. V. Influence of active forms of training on education of professionally significant qualities of the personality of future bachelors of professional training to higher Education institution. Bulletin of the Chelyabinsk State Agroengineering Academy, 2013, no. 63, pp. 172–180. (In Russian) URL: https://elibrary.ru/item.asp?id=21025529
  5. Lyubimov L. The book that every school needs review of the Russian edition of the book: Leontiev A. pedagogy of common sense. Selected works on philosophy of education and educational psychology. Educational Studies Moscow, 2017, no. 3, pp. 232–239. (In Russian) URL: https://elibrary.ru/item.asp?id=30053456
  6. Popova E., Sheina M. Studying at a strong school – a guarantee of high academic results at the University? Educational Studies Moscow, 2017, no. 1, pp. 128–157. (In Russian) URL: https://elibrary.ru/item.asp?id=28879311
  7. Richter T. V. Development of higher school students'' professional competences and application of interactive teaching methods. Theory and Practice of Social Development, 2015, no. 22, pp. 254–256. (In Russian) URL: https://elibrary.ru/item.asp?id=25021220
  8. Pavlov A. A. Modern methods of the formation and assessment of company’s staff’s competences. Herald of the International Institute of Economic and Law, 2011, no. 1, pp. 72–79. (In Russian) URL: https://elibrary.ru/item.asp?id=28390886
  9. Starkova A. A. Application of practice-oriented and active forms of control of knowledge, skills and skills of students in teaching. Regional Education: Modern Trends, 2018, no. 1, pp. 128–133. (In Russian) URL: https://elibrary.ru/item.asp?id=32620148  
  10. Chepurenko A. Yu. How and why entrepreneurship should be taught to students: Polemical notes. Educational Studies Moscow, 2017, no. 3, pp. 248–276. (In Russian) URL: https://elibrary.ru/item.asp?id=30053458  
  11. Iudalevich N. V. Tendencies of development of modern means of interactive interaction in educational process. Business Education in the Knowledge Economy, 2017, no. 2 (7), pp. 131–134. (In Russian) URL: https://elibrary.ru/item.asp?id=29094135  
  12. Brown C. P., Weber N. B. Struggling to overcome the state’s prescription for practice: A study of a sample of early educators’ professional development and action research projects in a high-stakes teaching context. Journal of Teacher Education, 2016, vol. 67, issue 3, pp. 183–202. DOI: https://doi.org/10.1177/0022487116636452  
  13. Cheng M. H. M., Wan Z. H. Unpacking the paradox of Chinese science learners: insights from research into Asian Chinese school students’ attitudes towards learning science, science learning strategies, and scientific epistemological views. Studies in Science Education, 2016, vol. 52, issue 1, pp. 29–62. DOI: https://doi.org/10.1080/03057267.2015.1112471  
  14. Crisp G., Taggart A., Nora A. Undergraduate Latina/o students: A systematic review of research identifying factors contributing to academic success outcomes. Review of Educational Research, 2015, vol. 85, issue 2, pp. 249–274. DOI: http://doi.org/10.3102/0034654314551064
  15. Cozar-Gutierrez R., Saez-Lopez J. M. Game-based learning and gamification in initial teacher training in the social sciences: an experiment with MinecraftEdu. International Journal of Educational Technology in Higher Education, 2016, vol. 13, pp. 2. DOI: http://doi.org/10.1186/s41239-016-0003-4
  16. Deterding N. M., Pedulla D. S. Educational authority in the ‘‘Open Door’’ marketplace: Labor market consequences of for-profit, nonprofit, and fictional educational credentials. Sociology of Education, 2016, vol. 89, issue 3, pp. 155–170. DOI: https://doi.org/10.1177/0038040716652455  
  17. Doe P. F., Oppong E. A., Sarfo J. O. Students` demographic, academic characteristics and performance in registered general nurshing licensing examination in Ghana. European Journal of Contemporary Education, 2018, vol. 7, issue 1, pp. 73–81. URL: https://elibrary.ru/item.asp?id=32750440  DOI: https://doi.org/10.13187/ejced.2018.1.73  
  18. Kennedy M. Parsing the practice of teaching. Journal of Teacher Education, 2016, vol. 67, issue 1, pp. 6–17. DOI: http://doi.org/10.1177/0022487115614617  
  19. Kliziene I., Klizas S., Cizauskas G., Sipaviciene S. Effects of a 7-month exercise intervention programme on the psychosocial adjustment and decrease of anxiety among adolescents. European Journal of Contemporary Education, 2018, vol. 7, issue 1, pp. 127–136. URL: https://elibrary.ru/item.asp?id=32750444  DOI: https://doi.org/10.13187/ejced.2018.1.127
  20. Koellner K., Jacobs J. Distinguishing models of professional development: The case of an adaptive model’s impact on teachers’ knowledge, instruction, and student achievement. Journal of Teacher Education, 2015, vol. 66, issue 1, pp. 51–67. DOI: https://doi.org/10.1177/0022487114549599
  21. König J., Lammerding S., Nold G., Rohde A., Strauß S., Tachtsoglou S. Teachers’ professional knowledge for teaching english as a foreign language: Assessing the outcomes of teacher education. Journal of Teacher Education, 2016, vol. 67, issue 4, pp. 320–337. DOI: https://doi.org/10.1177/0022487116644956  
  22. Korpershoek H., Harms T., de Boer H., van Kuijk M., Doolaard S. A Meta-analysis of the effects of classroom management strategies and classroom management programs on students’ academic, behavioral, emotional, and motivational outcomes. Review of Educational Research, 2016, vol. 86, issue 3, pp. 643–680. DOI: https://doi.org/10.3102/0034654315626799
  23. Martin T., Baker Peacock S., Ko P., Rudolph J. J. Changes in teachers’ adaptive expertise in an engineering professional development course. Journal of Pre-College Engineering Education Research (J-PEER), 2015, vol. 5, issue 2, article 4. DOI: https://doi.org/10.7771/2157-9288.1050  
  24. Prada R., Prendinger H., Yongyuth P., Nakasoneb A., Kawtrackulc A. AgriVillage: A game to foster awareness of the environmental impact of agriculture. Computers in Entertainment (CIE) – Theoretical and Practical Computer Applications in Entertainment, 2014, vol. 12 (2), article no. 3. DOI: https://doi.org/10.1145/2701657.2633417
Date of the publication 31.12.2018