Concept Content and Structure of Self-Educational Competence of School Students in the Modern Educational Space

Authors

DOI:

https://doi.org/10.34142/2709-7986.2022.27.2.09

Keywords:

Competence, Competence Approach, Self-Education, Self-Educational Activity, Self-Educational Competence, Self-Development

Abstract

Purpose is to characterize the self-educational competence of the individual as a key one in the modern educational space and to reveal the essence and distinguish the structural components of the self-educational competence of school students.

Methodology. The study used the terminological analysis – provides the development of the concepts of competence approach, competence, self-educational competence;  a general scientific method that facilitated the analysis and systematization of scientific and methodological literature (regarding study of the concept of the competence approach and  approaches to determining the self-educational competence of an individual),  comparison (studying the components of self-educational competence); comparative method – was the basis for comparing the interpretation of the essence of the self-education of students.

Results. In the course of the study, such concepts as "competence approach", "competence", "self-educational competence" were analyzed as key. Approaches to the interpretation of self-educational competence of schoolchildren (activity, personal and integrative) are highlighted and summarized. Views on the understanding of the structure of self-educational competence of schoolchildren are systematized and compared. A refined definition of the self-educational competence of schoolchildren based on the integrative approach is proposed. The conducted analysis of psychological and pedagogical research provides grounds for delineating the components of self-educational competence of schoolchildren are considered.

Conclusions. The self-educational competence of a student of a general secondary education institution is understood as the personality’s integrated quality, which is determined in a certain way by systematized knowledge, self-educational abilities, and skills; focus on life-long learning, motives, and aspiration for self-educational activities; formed self-control skills and reflection, self-evaluation of educational activities. The components of the structure of the school student’s self-educational competence are: motivational-value, substantive-procedural, and control-reflective.

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Author Biographies

Iryna Maistriuk, H.S. Skovoroda Kharkiv National Pedagogical University, Kharkiv, Ukraine.

Ph.D. Student, Department of Education and Innovative Pedagogy, H.S. Skovoroda Kharkiv National Pedagogical University, 61128, 2 Valentynivska St., Kharkiv, Ukraine.

Nataliia Ponomarova, H.S. Skovoroda Kharkiv National Pedagogical University, Kharkiv, Ukraine.

Doctor of Pedagogical Sciences, Professor, Professor at the Department of Informatics, Dean of the Faculty of Physics and Mathematics, H.S. Skovoroda Kharkiv National Pedagogical University, 2 Valentynivska St., 61128, Kharkiv, Ukraine.

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Published

2022-10-17

How to Cite

Maistriuk, I., & Ponomarova, N. (2022). Concept Content and Structure of Self-Educational Competence of School Students in the Modern Educational Space. Educational Challenges, 27(2), 122-137. https://doi.org/10.34142/2709-7986.2022.27.2.09