Role Methods as a Means of Forming the Competence of a Professional
DOI:
https://doi.org/10.32626/2227-6246.2021-52.159-181Keywords:
competence, components of competence, role competence, role methods, specialist of educational institutionsAbstract
The article presents the characteristics of the structural components of the competence of a specialist of educational institutions, systematizes the methods that contribute to their development.
The purpose of the article is description of role methods aimed at forming the competence of a specialist of an educational institution.
Research methods and techniques. The following methods are used in the research: method of theoretical analysis of scientific literature, synthesis method, constructive method, generalization method.
Results of the research. The list of role methods aimed at development of components of competence, contains both author’s methods and modified ones based on K. Levin’s field theory and theoretical foundations of the role approach presented in the works of P. Gornostai. In addition, we propose to use role-playing methods developed and tested within the psychodrama of Ya. Moreno and A. Schutzenderger.
The role methods, we have systematized, contribute to the formation of the individual’s awareness of his own value and uniqueness («Dominant roles», «Building the role atom of an individual», «Role regions»); the ability to overcome the negative consequences of the mechanism of alienation that prevails in modern society, to identify the strengths and weaknesses of their personality, integrating them into a holistic self («Who am I?», «Metaphor»); the ability to overcome stereotypes of behaviour and adjust rigid roles, to identify the role expectations of the subjects of social interaction and to realize their own («Reconstruction», «Interaction of symbolic representations»); develop spontaneity and creativity (psychodramatic role-playing methods and «Magic Shop»); to form components of role competence (modelling of role situations and psychodramatic method «Pedagogical role play»).
Conclusions. Thus, the proposed methods are only conditionally correlated with certain components of the competence of a specialist as each of them to a greater or lesser extent contributes to the development of all components of competence. Therefore, in our opinion, to achieve the optimal result it is advisable to use the proposed methods in combination, rather than separately.
In further research we plan to develop a program for formation of specialist competence using the proposed role methods.
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