The Educational Paradigm as a Conceptual Model of Developing Competencies During Learning

Authors

  • Iryna Tamozhska Doctor of Pedagogical Sciences, Associate Professor of Department of Educational Sciences, Digital Education and Academic Entrepreneurship, Institute of International Education for Study and Research, V. N. Karazin Kharkiv National University, Kharkiv, Ukraine
  • Olha Rud Candidate of Philological Sciences, Associate Professor, Associate Professor of Ukrainian Language and Literature Department, Sumy State Pedagogical University named after A.S. Makarenko
  • Serhii Medynskyi Doctor of Pedagogical Sciences, Professor, Professor of the Department of Theory and Methods of Physical Education and Sports, Bogdan Khmelnitsky Melitopol State Pedagogical University
  • Tetiana Polukhtovych Candidate of Science in Pedagogy, Docent, Docent of the Department of socio- humanitarian technologies, Lutsk National Technical University
  • Nataliia Kuzemko Ph.D. of Technical Sciencies, Associate Professor of the Department of Applied Information Technologies and Electrical Engineering, Ternopil Ivan Puluj National University
  • Nataliia Rudenko-Kraievska Сandidate of Art Studies, Senior Lecturer at the Department of Monumental Painting, Lviv National Academy of Arts

DOI:

https://doi.org/10.18662/rrem/16.2/851

Keywords:

Professional competences, values, educational process, innovations

Abstract

The article discusses the paradigmatic nature of today’s education. A detailed analysis of the problem in question reveals that the competency-based paradigm takes the lead role in the paradigm complex. It is profoundly and extensively responsible for executing the social requirement of society and the state regarding teaching, upbringing and value-shaping of children in educational institutions. The goal of revising and updating secondary education is to enhance its quality and bring it in line with international standards. The entire structure of paradigms in secondary education is the primary source of its objective transformation, which highlights the relevance of this article. The research process shows that the overall cultural and professional competencies of educators are shaped when the competency-based paradigm is integrated with the knowledge-oriented, personal and cultural ones. During the learning process, these competencies assist in the formation of individuals, experts and citizens who can take effective action in the name of societal interests. Research methods include analysis, synthesis, as well as explanatory, scientific and descriptive methods. Importantly, this article is the outcome of looking into the conceptual model of producing a qualified individual through the educational process, which was grounded in scientific inquiries into the mentioned problem. Although all aspects have not been completely explored, the obtained results serve as a critical basis for forming fundamental ideas and meaningful lines of the study.

References

Abulalrub, I. & Stensaker, B. (2017). How are universities responding to demands for improved learning environments? Journal of Further and Higher Education, 45(5), 721732. https://doi.org/10.1080/0309877X.2017.1311991.

Allman, B. (2018). Socioculturalism. In R. Kimmons & S. Caskurlu (Eds.), The Students’ Guide to Learning Design and Research. EdTech Books. https://edtechbooks.org/studentguide/socioculturalism

Atzory, M. (2015, December 1). Blockchain technology and decentralized governance: Is the state still necessary? SSRN. https://ssrn.com/ abstract=2709713

Demchenko, I., Maksymchuk, B., Bilan, V., Maksymchuk, I., & Kalynovska, I. (2021). Training future physical education teachers for professional activities under the conditions of inclusive education. BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 12(3), 191213. https://doi.org/10.18662/brain/12.3/227

Dykan, V., Pakharenko, O., Saienko, V., Skomorovskyi, A., & Neskuba, T. (2021). Evaluating the efficiency of the synergistic effect in the business network. Journal of Eastern European and Central Asian Research, 8(1), 5161. https://doi.org/10.15549/jeecar.v8i1.646

Evsyukov, O., & Telegina, S. (2013). Vyznachennia znachushchosti innovatsii v osviti (teoretychnyi aspekt) [Determining the significance of innovation in education (theoretical aspect)]. Molod i rynok [Youth & Market], 12, 111114. http://nbuv.gov.ua/UJRN/Mir_2013_12_25

Gardner, H. (2011). Frames of mind: The theory of multiple intelligences. Basic Books.

Giddens, A. (1991). Modernity and self-identity: Self and society in the late modern age. Standford University Press.

Gygli, S., Haelg, F., Potrafke, N., & Sturm, J. E. (2019). The KOF globalisation index-revisited. The Review of International Organizations, 14, 543–574 https://link.springer.com/content/pdf/10.1007/s11558-019-09344-2.pdf

Konjuh, V. V. (2010). Osvitni eksperymenty v URSR doby “vidlyhy” [Educational experiments of the Thaw period]. Visnyk Cherkaskoho universytetu. Seriia: Istorychni nauky [Bulletin of the Cherkasy University. Series: Historical Sciences], 182, 110114. http://nbuv.gov.ua/UJRN/VchuI_2010_182_22

Kornosenko, O., Khomenko, P., Taranenko, I., Zhamardiy, V., Shkola, O., Tolchieva, H., Saienko, V., Batieieva, N., & Kyzim, P. (2021). Professional competencies as a component of professional training of a fitness trainer-teacher in higher education institutions. Journal for Educators, Teachers and Trainers, 12(1), 7281. https://digibug.ugr.es/handle/10481/69165

Kosholap, A., Maksymchuk, B., Branitska, T., Martynets, L., Boichenko, A., Stoliarenko, O., Matsuk, L., Surovov, O., Stoliarenko, O., & Maksymchuk, I. (2021). Neuropsychological bases of self-improvement of own physical health of future teachers in the course of university education. BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 12(3), 171190. https://doi.org/10.18662/brain/12.3/226

Kryukov, О. І., & Lutsenko, S. М. (2015). Innovatsiina osvita yak odyn iz osnovnykh resursiv modernizatsii suchasnoi derzhavy [Innovation education as one of the main resources in modernisation of the modern state]. Pedahohika vyshchoi ta serednoi shkoly [Pedagogy of Higher and Secondary Education], 44, 221226. http://nbuv.gov.ua/UJRN/PVSSh_2015_44_43

Kuhn, T. (1996). The structure of scientific revolutions. University of Chicago Press.

Lazurenko, O. O. (2015). Do pytannia shchodo rozvytku poniattia “emotsiina kompetentnist” u psykholohii [Developing the concept of “emotional competency” in psychology]. Naukovyi ohliad [Scientific Review], 1(11), 110. https://www.naukajournal.org/index.php/naukajournal/article/view/370/55

Leu, S. О. (2016). Uchnivstvo v profesiinii osviti y navchanni krain YeS [Apprenticeship in vocational education and training in EU countries]. Profesiina pedahohika [Professional Pedagogics], 12, 116127. http://www.irbis-nbuv.gov.ua/cgi-bin/irbis_nbuv/cgiirbis_64.exe?I21DBN=LINK&P21DBN=UJRN&Z21ID=&S21REF=10&S21CNR=20&S21STN=1&S21FMT=ASP_meta&C21COM=S&2_S21P03=FILA=&2_S21STR=Nvipto_2016_12_15

Mateiuk, O. P., Mateiuk, Yu. O., & Mateiuk, O. A. (2016). Innovatsiina osvita yak sotsialno-kulturnyi fenomen, tsinnisne nadbannia osobystosti ta osnova rozvytku sotsialno-profesiinoi kompetentnosti maibutnoho fakhivtsia [Innovative education as a social and cultural phenomenon, a valuable personal asset and the basis for developing social-professional competence of prospective specialists]. Visnyk Natsionalnoi akademii Derzhavnoi prykordonnoi sluzhby Ukrainy. Seriia: Pedahohika [Bulletin of the National Academy of the State Border Guard Service of Ukraine. Series: Pedagogy (Electronic Edition)], 1. http://nbuv.gov.ua/UJRN/Vnadped_2016_1_5

Nychkalo, N. H. (2008). Transformatsiia profesiino-tekhnichnoi osvity Ukrainy [Reforming vocational education in Ukraine]. Pedahohichna dumka. https://core.ac.uk/download/pdf/159616071.pdf

Nychkalo, N. H. (2014). Rozvytok profesiinoi osvity v umovakh hlobalizatsiinykh ta intehratsiinykh protsesiv [Advancing professional education in the era of globalization and integration]. Vydavnytstvo NPU imeni M. P. Drahomanova. https://lib.iitta.gov.ua/709906/1/%D0%9C%D0%BE%D0%BD%D0%BE%D0%B3%D1%80%D0%B0%D1%84%D1%96%D1%8F%20%D0%9D%D0%B8%D1%87%D0%BA%D0%B0%D0%BB%D0%BE.pdf

Padalka, O. S., & Kalenyuk, I. S. (2013). Ekonomika osvity ta upravlinnia [The economics of education and management]. Pedagogichna Dumka. http://enpuir.npu.edu.ua/bitstream/handle/123456789/4691/padalka-ekonom-osvita.pdf;jsessionid=EAF84CB6C7F6F9575432F698126538FE?sequence=1

Parzhnytskyi, V. V. (2012). Profesiina pidhotovka kvalifikovanykh robitnykiv u profesiino-tekhnichnykh navchalnykh zakladakh Ukrainy: dosvid 60–80-kh rr. khkh st. [Professional training of skilled workers in vocational education institutions in Ukraine: The Experience of the 1960s-1980s]. Naukovi zapysky Nizhynskoho derzhavnoho universytetu im. Mykoly Hoholia. Seriya: Psykholoho-pedahohichni nauky [Research Notes. Series “Psychology and Pedagogy Research” (Nizhyn Mykola Gogol State University)], 2, 188190. http://nbuv.gov.ua/UJRN/Nzspp_2012_2_50

Prots, R., Yakovliv, V., Medynskyi, S., Kharchenko, R., Hryb, T., Klymenchenko, T., Ihnatenko, S., Buzhyna, I., & Maksymchuk, B. (2021). Psychophysical training of young people for homeland defence using means of physical culture and sports. BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 12(3), 149171. https://doi.org/10.18662/brain/12.3/225

Tamozhska I., Tymofiienko N., Demianiuk A., Klyap M., & Tsurkan M. (2023). Features of professional and pedagogical activity of a higher education teacher. Amazonia Investiga. 12(63). 148–155. https://doi.org/10.34069/AI/2023.63.03.13.

Vdovych, S. M., & Palka, O. V. (2013). Suchasni osvitni tekhnolohii movnoi pidhotovky maibutnikh fakhivtsiv sfery obsluhovuvannia [Current technologies to equip service industry professionals with language skills]. Pedahohichna dumka. https://lib.iitta.gov.ua/4599/1/Vdovych_Palka_2013.pdf

Downloads

Published

2024-05-31

How to Cite

Tamozhska, I., Rud, O., Medynskyi, S., Polukhtovych, T., Kuzemko, N., & Rudenko-Kraievska, N. (2024). The Educational Paradigm as a Conceptual Model of Developing Competencies During Learning. Revista Romaneasca Pentru Educatie Multidimensionala, 16(2), 152-164. https://doi.org/10.18662/rrem/16.2/851

Issue

Vol. 16 No. 2 (2024): Revista Romaneasca pentru Educatie Multidimensionala

Section

Reform, Change and Innovation in Education

License

Copyright (c) 2024 The Authors & LUMEN Publishing House

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Authors who publish with this journal agree to the following terms:

  • Authors retain copyright and grant this journalright of first publication, with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work, with an acknowledgement of the work's authorship and initial publication in this journal.
  • Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g. post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  • Authors are permitted and encouraged to post their work online (e.g. in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as an earlier and greater citation of published work (See The Effect of Open Access).

Revista Romaneasca pentru Educatie Multidimensionala Journal has an Attribution-NonCommercial-NoDerivs
CC BY-NC-ND

CC_BY_NC_ND