POLYCEMY OF TERMINOLOGICAL APPARATUS OF THE COMPETENCE PARADIGM IN EDUCATION: CURRENT STATE OF THE PROBLEM

The article analyzes some aspects of the use of actual concepts and terminology of modern pedagogy. The essence of leading descriptive categories of the competence approach in education is considered in details. The specific character of use of key constructs of pedagogy in the context of competence educational paradigm is investigated. Options and approaches to defining the essence of the concepts of “competence” by leading scientists are studied. A comparative analysis of these concepts' use in the scientific community of Ukraine and abroad is carried out. Normative documents of Ministry of Education and Science of Ukraine as for the conformity of mentioned terminology to the conventional pedagogical thesaurus are analyzed. The differences and contradictions in the use and interpretation of the “competence” definitions in the regulations of the Ministry of Education and Science of different years are examined. A comparative analysis of the use of these terms in the documents of the European educational sphere, including NURING project, and the regulations of the education system of Ukraine is done. Some approaches to determining the internal structure of complex concepts of “competence” in the context of professional training of specialists in higher educational institutions are analyzed and systematized. The origins of current problems and differences in the interpretation and application of the mentioned concepts in the scientific discourse of Ukraine are studied. The analysis of the structure's options and the internal scheme of the studied concepts in the context of professional training is done. The decomposition of the complex concept “professional competence” in the context of the formation of professional preparedness of specialists is carried out. The interrelation between the concepts of “competence” and the concepts of “the result of training” and “preparedness for professional activities” is established. Reasoned conclusions about the existence of differences in the approaches of leading scientists to determine the nature of certain pedagogical categories in Ukraine and in the international scientific sphere are made. Dominating trends in the use of the “competence” concepts, their interpretation, essence and components are revealed. On the basis of the conclusions and classifications of particular components of the scientific thesaurus, the author offers authentical recommendations to improve terminology of modern pedagogics.