Interdisciplinary Principle Of Students’ Self-Development Competencies Forming In The Educational University Environment
3.3. Interdisciplinary Nature of Student Self-Development Competences
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In the course of the study, the main goal of the established methodology for the implementation of the interdisciplinary principle as a pedagogical system oriented towards the formation of competences for self-development is substantiated:
1) Knowledge, skills:
- in the solution of complex integrated tasks based on interdisciplinary integration;
- in the creative transfer of concepts, ideas and methods of activity from one practice or field of knowledge to another;
- in understanding the place and role of the profession as part of larger systems and society as a whole;
- In the formation of a flexible structure of value orientations, the development of over professional ethical principles, reflection on professional activity from the position of harmonizing it with universal values;
2) Abilities:
- To the creation of integrated knowledge based on the harmonization of related disciplines or trans-harmonization of non-closely related disciplines;
- to the solution of interdisciplinary tasks by methods of various disciplines; - to module training, focused on the interdisciplinary nature of self-development models of the individual;
- to design and implementation of interactive modular technologies; 3) Personal qualities:
- awareness of oneself, one's "self";
- awareness of their professional and personal qualities; - self-cognition;
- Social and personal self-estimation;
- self-regulation (professional self-improvement) on the basis of self-cognition and self-estimation; 4) experience of behavior and activity:
- in development and self-education by mastering technologies and methods of assimilating modern volumes of information, improving universal methods of cognition and mental activity;
- in the coordination of curricula content of various disciplines on the basis of the conceptual apparatus’ commonality;
- in the design and implementation of research projects, master classes on interdisciplinary topics. In the course of the study, the component composition of the integral structure of self-development competencies of the student's personality is grounded:
Modern Journal of Language Teaching Methods ISSN: 2251-6204
Vol. 8, Issue 3, March2018
Page 35
- Cognitive component: the availability of knowledge about their professional activities, one's own perceptions about self in the context of this activity; the image "I am a professional" is integrated with the "self-concept";
- Motivational and semantic component: stable cognitive needs and interests; sense-forming motivation; semantic empathy; semantic identification; motives of self-actualization;
- Value-regulating component: self-actualization; cognitive activity; positive self - concept that serves as a source of sustainable adequate self-estimation; adequate self-evaluation; aspiration for personal and professional self-development; self-correction.
In the course of the study it was proved that, in combination, the components of the developed structure of self-development competencies serve to determine and regulate professional activity, design, self- development and self-control of the individual, acting as the basis for the development of professional self-determination of the individual. In this connection, the criteria confirming the importance of the component composition of self-development competences acquire special relevance. Competences’ composition was tested in the student groups of the 1-3-year courses. The obtained results confirm the preference of students' choice of cognitive components for self-development competencies (the importance of components in the groups of students of the 1st course increased by 11%, the 3rd course by 13.5%). A lower level of attitude towards the motivational and semantic component was noted (stable cognitive needs and interests - the importance of components grew by 8.5% on the 1st year, by 9.9% on the third year; meaningful motivation - on the 1st year the increase was 5.5%, in the third year - 6.0%; and semantic empathy - the importance of competencies increased by 3, 0% in the first year, by 5.0% in the third year; semantic identification - on the 1st course - 1.5%, on the third year - 2.0%, motives for self- development - on the first course the significance increased by 1.5%, on the third year - by 2.0%). The value-regulating component, in comparison with the motivational-semantic and cognitive, is characterized by a higher level of relation to the component composition of self-development competencies (self-actualization - the importance of components in the first year increased by 6.5%, in the third year by 7.5% , cognitive activity - on the first course, the significance increased by 7.5%, on the third year - by 11.0%, the positive I - the concept, which serves as a source of stable adequate self-esteem - on the 1 st course, the significance increased by 12, 0%, in the third year - by 15%, the desire for personal and professional self-development - the importance of components increased by 15.0% on the 1-st, by 23.0%, on the 3-d course, the importance of components increased by 20.0% in the 1-st, in the third year - by 35.0%). The established stability of a high level of preferences in the cognitive and value - regulating components of self - development competences is explained by the stereotypes of the traditional system of education that gives preference to knowledge and value bases in the process of students' training, that cannot be said about the state of motivational and semantic components most often influenced by the students' differing maturity of approaches. It is determined that the higher the interdisciplinary level of the component composition of the student's self-development competences, the more meaningful, productive and higher his responsibility for all possible achievements in self-development and in the realization of goals, values and meanings that have, in addition to personal preferences public recognition. Students with a high level of interdisciplinary component composition of self-development competences are more eager to learn and develop themselves, their abilities and skills. In accordance with this, they realize their needs in the education they receive as a way of self-realization and identity.
Modern Journal of Language Teaching Methods ISSN: 2251-6204
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It is proved that this group of students has a clearer expression of the desire to use various components (cognitive, motivational - semantic, value - regulative) of self - development competencies.
Conclusion
The conducted research confirms the theoretical and practical importance of the problem of forming self- development competencies that provide the process of training a student - the future specialist of a new generation in the innovative educational process of the university. The theoretical and methodical approach to the design of the component composition of self-development competences presented in the study is of interest not only for determining the conceptual directions for updating the educational process of the university, but also for solving practically important issues, such as determining the content of self-development competences, delimiting this concept with other concepts of "self". Therefore, attempts to develop the component composition of self-development competences (cognitive, motivational, semantic, and value-regulative) on the basis of the interdisciplinary principle, undertaken in this study, make sense for the theory and practice of the educational process of the university. The realization of the component composition of self-development competences also allows solving an equally important task of the educational process of the university - the definition of the pedagogical mechanisms for designing the competencies of self-development in educational activities in accordance with the preferences of students based on their personal characteristics. In this regard, this paper presents a justification for the model pedagogical mechanisms established in the course of the study, which determine students' preferences in the choice of competences for self-development (possession, transformation, correction, restriction). The paper discloses the pedagogical conditions for designing and implementing the competences for self-development of the student's personality in the educational process of the university; the priorities of the interdisciplinary principle of self-development competences are established; based on the results of the study, cognitive, motivational - semantic and value - regulating components of competences’ structure and content for student self - development are substantiated. The importance of the identified components was demonstrated with the help of the student's readiness criteria to participate in the realization of self-development competences; to transfer the competences of self-development to the spheres and types of students' activities in the system of life goals, plans and programs; focus on improving abilities; formation of the attitude for professional growth; readiness for innovation.
By solving the tasks of the conducted research, the study of the problems caused by the aspects of competences’ formation for the self-development of students is not being completed.
The scientific and methodical provision of forming competences’ process, the creation of interdisciplinary textbooks, electronic manuals, trainings, frames and other options are of particular interest for future researchers.
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