THE DEVELOPMENT OF THE PROFESSIONAL COMPETENCE OF ALECTURER IN A HIGHER EDUCATION INSTITUTION
DOI:
https://doi.org/10.58246/c4j3ep47Keywords:
competence, competency, student, professionalism, teacher, expertiseAbstract
This article explores the process of developing professional competence among teachers in higher education institutions during their professional activities. Modern understanding of competence is defined as the ability or readiness to apply acquired knowledge, skills, and abilities in real-world situations. Key components of competence include subject and
operational knowledge, skills, and the ability and readiness to use them in practice, along with confidence and responsibility for the outcomes of their work. In contemporary society, undergoing continuous change, significant emphasis is placed on the high level of professionalism and professional competence of educators and teachers. The competitiveness of professionals becomes a highly relevant issue for higher education institutions. This pertains not only to education professionals but also to educators, who are expected to possess a high level of competence in their field of activity. Professional education is always geared towards
the comprehensive development of individuals for active and effective participation in public production for their own benefit and the benefit of society as a whole. In global educational practice, the concept of competence serves as a central and pivotal notion. Competence, as a personal attribute, amalgamates intellectual and practical dimensions of
education. The concept embeds an ideology of interpreting the substance of education, which is formed as an outcome. Personal competence possesses an integrative nature, as it incorporates a range of homogeneous or closely related knowledge and experiences spanning
various cultural and activity spheres (informational, legal, etc.). Personal competence has a specific structure, with components linked to an individual's ability to address diverse problems in everyday, professional, or social life. The structure of personal competence encompasses competence in self-directed cognitive activity, civil-societal activity, socio-labor activity, household activity, and cultural-leisure activity. Among the knowledge and practical experience cultivated in the process of achieving a certain level of competence, skills such as self-education, critical thinking, independent work, self-organization and self-control, teamwork, the ability to forecast outcomes and potential consequences of various solution options, establishing cause-and-effect relationships, and identifying, formulating, and solving problems are prominent.