Kolegijų dėstytojų kompetentingumo ugdymas

LTStraipsnyje pateikiamos įvairių autorių gebėjimų, kompetencijų ir kompetentingumo sąvokų sampratos, jų tarpusavio sąsajos. Pristatoma minėtų sąvokų tikslingo vartojimo kolegijose analizė. Pateikiamas kompetencijų modelis, skirtas kolegijų dėstytojams, nurodomi būdai ir priemonės dėstytojų kompetentingumui ugdyti. [Iš leidinio]Reikšminiai žodžiai: Geb4jimai; Gebėjimai; Karjera; Kolegijos dėstytojai; Komeptecija; Kompetencijos; Kompetetingumas; Kvalifikacija; Career; College teachers'; Competence; Competency; Qualification; Skills.

ENThe quality of study at colleges depends primarily on professors' qualification and professionalism. The research sought to discover exactly how the conceptions "ability," "competence," and "competency," should be used and specifically college professors' professional abilities, competencies, and competency. The research methods were an analysis of academic literature, simulation, and observation. A variety exists within the conceptions of skills, competencies, and competency. Ability is the physical and mental capacity to execute a certain action: the supposition of knowledge and its result. The basis for physical ability is health; for psychological ability, capacity; for educational ability, knowledge, proficiency, and skills; for social ability, the freedom to function, ct cetera. Abilities and competence are not synonymous. A competence is the wherewithal to execute a certain action by virtue of acquired knowledge, skills, abilities, and values as a whole. If we talk about professional skills, we have in mind qualifications; if we talk about the skills necessary to complete a particular operation, we have in mind competence. There is much less variety in defining competency. A competent person is one who thinks well, is wise, and therefore has the right to decide and act. Ergo, competency means the actual results of an employee's activity, knack at getting things done, and efficiency. Competency is developable. If competence means the ability to do a certain something, then competency is the complex expression of that ability, the quality of doing it.The conception of competency is more pertinent to practical activity than is competence. Training should stress the concept of competence. An analysis of academic literature and our research findings (2008) suggests that acquired professional competence must characterize a competent professor. College professors (2008) understand the conception of competences thus: the ability to engage; topic preparation; the ability to communicate; methodological preparedness; thinking outside the box; pedagogical-psychological readiness, et cetera. It is still somewhat difficult for college professors to distinguish between competence and competency. They would like a simpler model of competence. To meet this desire, we have presented the competence model made up of fifteen components. This model requires various types of discussions which can be adjusted and corrected. Another question was more pertinent for us: in what ways can professors develop the abilities and competence discussed in the model in the framework of college? Conclusions: 1. The analysis of the meanings of ability, competence, and competency shows that their conceptions are broad. 2. Professors ability and competence training and self-development have to be encouraged in colleges. 3. The development of the training process, the improvement of study quality, and other related processes are associated with professors' competency development. [text from author]