Developing Professional Competences with Interactive Teaching Methods at Tertiary Education
Within the Federal Educational Standards 3+ and stricter employers’ requirements, there is an issue of new engineering thinking for Bachelor students’ development. A training complex based on “subject-to-subject” interaction should be developed. This dialectal dependence can be solved with the systematic organization of specialists’ and bachelors’ professional competences development, where practical application, team-work, and peer learning are dominant.
The study intends to enhance the level of professional competences development of students in engineering universities. The results are: (1) project learning technology based on “subject-to-subject” interaction via group problems solution which provides development of professional knowledge and skills; (2) relevant methods and stages of project fulfillment tailored for a certain industry has been grounded; (3) it has been proved that group project fulfillment is necessary and important for learners’ immersion into the future profession; (4) a method of “Sparring-partnership”, used at practical classes and lectures, has been developed; (5) the conditions for ecological group projects have been stated as key ones for Tyumen region in terms of “Innovations in oil and gas refining cluster. Technology. Ecological compatibility. Safety”; (6) methodology of interactive methods application aimed at professional competences development via combination of different activities has been suggested.
We applied theoretical, empirical, and experimental methods.
Key results: aspects of engineering education modernity, importance, and its social and cultural role have been described; interactive methods (Sparring-partnership method, project method) have been developed and incorporated into the disciplines of the basic and variable part of the main professional educational programme (MPEP).
KeywordsProfessional competences Interactive methods Project methods “Sparring-partnership” method
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