DEVELOPMENT OF A COMPETENCY-BASED APPROACH TO TEACHING ANATOMICAL PLASTICS FOR FUTURE DESIGN TEACHERS

Abstract

The relevance of the study is determined by the need to update approaches to the professional training of future design teachers in the context of increasing demands on their professional competence. It has been established that traditional models of teaching anatomical plasticity are focused primarily on reproductive activity and do not provide an adequate level of integration of knowledge, practical skills, and pedagogical reflection, which reduces the effectiveness of the professional qualification of future specialists. The aim of the study is to theoretically substantiate and experimentally test a methodological system for teaching anatomical plasticity to future design teachers based on a competency-based approach. The methodological basis consists of the principles of systematicity, professional orientation, interdisciplinarity, and individualization. A set of theoretical (analysis of psychological, pedagogical, and professional literature, modeling) and empirical methods (constatative and formative experiments, quantitative and qualitative analysis, statistical processing of results) was applied. A structural and functional model for implementing a competency-based approach to teaching anatomical plastic surgery has been developed, covering goals, content, educational procedures, and assessment criteria. The pedagogical conditions for the effective formation of professional competence have been identified: the creation of an educational environment focused on professional tasks; the use of interactive methods; interdisciplinary integration; reflective activity. A teaching and methodological complex has been introduced, covering content modules, author’s materials, and diagnostic tools.An increase in the level of professional competence has been experimentally proven: the number of applicants with a high level increased by 16.4%, with a sufficient level – by 23.8%, which is confirmed by Pearson’s χ² criterion (p≤0.05). It has been proven that the competency-based approach ensures the integration of knowledge, skills, and value orientations in the process of teaching anatomical plastic surgery, contributing to the improvement of professional training effectiveness.