Article

Received 11.02.2025

Revised 01.01.1970

Accepted 01.06.2025

Retrieved from Vol. 9, No. 1, 2025

Pages 32 -39

Tytarenko, V. (2025). Theoretical and methodological aspects of forming integral competence in future professionals of vocational education . Ukrainian Professional Education, 9(1), 32-39. https://doi.org/10.33989/2519-8254.2025.17.342363

Theoretical and methodological aspects of forming integral competence in future professionals of vocational education

Valeriy Tytarenko

The article presents a theoretical and analytical review of the problem of forming integral competence in future vocational education specialists in the context of the transformation of the modern educational paradigm. The current state of development of the competency-based approach in the theory and practice of professional training of teaching staff, in particular in the field of training specialists in specialty 015 «Vocational Education», is analyzed. The content of the concept of «integral competence» as a complex characteristic of professionalism, which includes an integrated set of knowledge, skills, abilities, personal qualities, and value orientations, is clarified. It has been determined that integral competence is of key importance in the system of educational standards, as it represents the effectiveness of the educational program at the level of the future specialist’s ability to perform complex professional activities. The main components of integral competence are characterized: motivational-value, cognitive, activity-based, and reflective, which ensure the integrity and functionality of professional training. The methodological basis for the formation of integral competence is substantiated, in particular, integral (integrative), competence-based, activity-based, and personality-oriented approaches. The specifics of their interconnection in the organization of the educational process aimed at forming readiness for interdisciplinary, innovative, and practice-oriented activities are revealed. Particular attention is paid to the importance of integral competence as a factor in the competitiveness of graduates, their professional mobility, readiness for lifelong learning, and the implementation of their pedagogical mission in conditions of change. The conclusions justify the need for a holistic and systematic approach to the formation of the integral competence of future teachers, as well as identify directions for further research and prospects for the development of practice-oriented models of educational influence

integral competence, competence-based approach, professional education, integration in education, professional competence, teacher training
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https://doi.org/10.33989/2519-8254.2025.17.342363