Structure and Content of Higher Professional School Lecturer Education Competence

Abstract

Article aims to develop the structure and content of higher professional school lecturer education competence as a lecturer professionalism should be evaluated not only on the quality of the studies, but also for his participation in education activities in higher school. It is needed to rely on a stating that education competence is an integral feature of professional and educational activities aimed at the effectiveness of the educational process in higher professional school in developing its structure and content. In the structure of the lecturer education competence there are four components: humanologic, socio-pedagogical, organizational and methodical, professional personal. Their content is disclosed in knowledge, skills, abilities and personal qualities as necessary for the implementation of the education activities in higher professional school. The presented structure of high school lecturer education competence facilitates the efficient evaluation of the competences, the identification of the gaps in the competencies development levels and their correction with additional measures and means aimed to their effective formation.

Value and Meaning Attitudes as a Factor of Forming Tolerant Ethnic Consciousness in the Multicultural Milieu of a Higher Education Institution

“…In the course of purpose-oriented work to reform value and meaning attitudes of the youth the smoothing of specific features of perception of reality takes place which are based on traditions of many generations, rested on prejudices and stereotypes; the emergence of a tendency to the expansion of interpersonal relations through communication with people of other national groups; a decline of a tension degree and level of concern to «defend» one's own nation; the rise of a level of understanding the importance of peaceful and friendly relations between nations [53,54,55,56,57,58]. The balance is achieved at the expense of developing and forming an optimum level of tolerant consciousness which incorporates value and meaning attitudes to interaction through a dialogue -the orientation to equal communication, cooperation, joint creativity, striving for mutual selfexpression, the development without suppressing another person's interests or the renunciation of one's own values and persuasions in the systems «teacher-student», «teacher-group».…”

Insights into Anticipation Capacity Development Programme at Interpersonal Interaction

“…Anticipation allows the formation of goal-setting and formation of time perspective of the subject of the activity. Shaping a world-view affect the motivation of the individual in their youth (Kalatzkaya, Kostyunina, & Drozdikova-Zaripova, 2014) when the leading motives are connected with life plans, and self-determination requires the development of correct value judgments in respect of others and appropriate assessment of expectations from others (Lisitzinaet al, 2014;Ganieva et al, 2015).…”

Study of University Students’ Social Competence Development

“…A competent person must be able to quickly and adequately understand the statements of other people, to possess communication skills and have peculiar knowledge about the variety of social roles and ways of interacting. (Zakirova & Koletvinova, 2014;Ivanenkoet al, 2015;Merzon et al, 2015;Sakhievaet al, 2015;Kalimullin, 2014Kalimullin, , 2015Ganieva et al, 2014Ganieva et al, , 2015Biktagirova & Valeeva, 2013, 2014. The effectiveness of university graduate depends primarily on his ability to work with people, to listen and understand, empathize with others, by means of productive behavior in challenging situations, which is hard to do, if his social competence is not developed.…”