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1

Competence-based approach to the formation of information competence of future translators

100%

AMELINA S., TARASENKO R.

Edukacja-Technika-Informatyka

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2014

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vol. 5

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issue 1

428-432

EN

The article deals with the questions of competence-based approach in training future translators. The regulatory requirements for the competence of translators for their professional activities are summarized. The place of information competence in the structure of professional competence of translators is defined. Formation of information competence of future translators as one of the key competencies will allow a systematic approach to dealing with foreign-language information, as the main object of translation.

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ФОРМУВАННЯ ІНКЛЮЗИВНОЇ КОМПЕТЕНТНОСТІ В УМОВАХ ІННОВАЦІЙНОЇ ПАРАДИГМИ ОСВІТИ

88%

Бондар Т.

Педагогічні науки: теорія, історія, інноваційні технології

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2014

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issue 7(41)

153-162

EN

Ukraine is building inclusive society by developing inclusive education. However, kindergartens, schools, and universities are facing the lack of professionals ready to work with children and youth with special needs. There is a contradiction to be solved between the necessity to move towards inclusion to meet the children’s special needs and the insufficient training provided to future teachers. The article considers the terms ‘competence’ identified as an individual’s ability to perform any professional activity. One should differentiate between key competences basics for social life and professional competence that is necessary for any professional activity. Professional competence includes motivational, cognitive, operational and reflexive components. Inclusive competence is identified as the combination of skills and knowledge that enables a person to work in inclusive setting and meet children’s special needs. Based on the idea of professional competence components, the inclusive competence components are motivational, cognitive, operational and reflexive components. These components were classified as content (motivational, cognitive and reflexive) and functional or operational components. Motivational component deals with teacher’s values, needs, and motives that determine the attitude to the professional activity in the inclusive setting. Cognitive component includes awareness, perception, judgment and reasoning. Reflexive component is understood as a foundation for professional development and teacher’s self-evaluation. The operational (functional) component includes the ability to perform in inclusive setting using the internalized skills and experience. It includes the lists of skills or competencies that could be used in efficient teaching – diagnostic, prognostic, analytic, constructive, organizational, communicative, technological, correctional, and research). Inclusive competence should be included in the list of key competences and professional competences. The future studies should focus on the content of inclusive competence for different categories and the ways how the inclusive competence should be developed.

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СТИМУЛЮВАННЯ ПОТРЕБ БАКАЛАВРІВ РОМАНО-ГЕРМАНСЬКОЇ ФІЛОЛОГІЇ В НАБУТТІ ПРОФЕСІЙНОЇ КОМПЕТЕНТНОСТІ ФАХІВЦЯ СФЕРИМІЖКУЛЬТУРНОЇ КОМУНІКАЦІЇ

63%

Колесниченко Н.

Педагогічні науки: теорія, історія, інноваційні технології

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2014

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issue 7(41)

243-253

EN

The article is devoted to the analysis of the nature of pedagogical experiment for testing the conceptual model of professional training of bachelors of Roman-Germanicphilology grounded on the ideas of competence-based approach. Particular attention is paid to encouraging bachelors of Roman-Germanicphilology in acquiring professional competence as a means of overcoming the contradictions between their desire to develop qualities of professionally competent, socially mature and competitive professionals in the sphere of interpreting/translation services and absence of appropriate techniques and methodological support for basic professional education. Both essence and ways of implementing active forms and problematic methods of teaching bachelors of Roman-Germanicphilology courses of their specialization are described, as well as the organization of their independent work when such methods as project-making and case studies are involved. These methods contribute to the formation of their professional, in particular interpreting/translation, competence and to the certification of academic achievements of bachelors of Roman-Germanic philology on the criteria of competence measurement. The components of competence of bachelors of Roman-Germanic philology according to the European requirements are singled out. The observations of the author showed that a clearer understanding of the essence of the requirements for theoretical and practical training of bachelors of Roman-Germanic philology, especially at the level of awareness of relevant competencies, have contributed to more efficient formation of the main components of professional competence, which constituted the core of their professional interest and academic achievement. In particular, special attention was paid to the acquisition and development of translation competence, which includes: language competence (all aspects of mastering foreign language); text-creating competence (the ability to create texts of various types in accordance with a particular language team rules and stereotypes); communicative competence (the ability to infer sense and the ability to correlate infering from two language groups and to draw a conclusion about the necessity of changing linguistic content of the speech in translation); technical competence (specific knowledge, skills and abilities required to perform a certain kind of activity).

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2 Педагогічні науки: теорія, історія, інноваційні технології

1 Edukacja-Technika-Informatyka

1 AMELINA S.

1 TARASENKO R.

1 Бондар Т.

1 Колесниченко Н.

3 2014

Competence-based approach to the formation of information competence of future translators

ФОРМУВАННЯ ІНКЛЮЗИВНОЇ КОМПЕТЕНТНОСТІ В УМОВАХ ІННОВАЦІЙНОЇ ПАРАДИГМИ ОСВІТИ

СТИМУЛЮВАННЯ ПОТРЕБ БАКАЛАВРІВ РОМАНО-ГЕРМАНСЬКОЇ ФІЛОЛОГІЇ В НАБУТТІ ПРОФЕСІЙНОЇ КОМПЕТЕНТНОСТІ ФАХІВЦЯ СФЕРИМІЖКУЛЬТУРНОЇ КОМУНІКАЦІЇ