Socio-personal competencies of university students
Structure, content and pedagogical conditions of formation
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The relevance of studying the structure, content and conditions of competence formation is conditioned by the society's need for specialists striving for self-education, self-development, etc. The relevance of studying the structure, content, and conditions of competence formation is conditioned by the demand of the society for specialists striving for self-education, self-development, etc. Socio-personal competencies are a set of general competencies that ensure personal interaction with the environment, based on an individual's attitude to himself, others, and society, taking into account th...
The relevance of studying the structure, content and conditions of competence formation is conditioned by the society's need for specialists striving for self-education, self-development, etc. The relevance of studying the structure, content, and conditions of competence formation is conditioned by the demand of the society for specialists striving for self-education, self-development, etc. Socio-personal competencies are a set of general competencies that ensure personal interaction with the environment, based on an individual's attitude to himself, others, and society, taking into account the peculiarities of the social situation and a variety of social norms. They consist of personal and communicative competences. The pedagogical conditions of effective formation include taking into account the current level of development of SLC, socio-professional orientation of the educational process, the use of active methods and collective forms of learning, stimulating self-knowledge and personal self-development, etc. The book reviews in detail the structure and content of the SLC, pedagogical conditions and the model of formation, provides a description of the study and methodological recommendations. The book is addressed to the heads and specialists of universities, teachers, psychologists and all interested persons.
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