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Psychological Science and Education
2004. Vol. 9, no. 3, 5–11
ISSN: 1814-2052 / 2311-7273 (online)

Self-Adjustable Doctrine as Psychological and Didactic Technology of Students' Competence Forming

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E.P. Zeer

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Abstract

The article is devoted to the idea of modemization of vocational education. The article represents the methodological purpose according to which students' competence gets the important value for applied kinds of work..

General Information

Keywords: competence, learning, applied kinds of work, vocational education.

Journal rubric: Educational Psychology

Published

For citation: Zeer, E.P. (2004). Self-Adjustable Doctrine as Psychological and Didactic Technology of Students' Competence Forming. Psychological Science and Education, 9(3), 5–11. (In Russ.). URL: https://psyjournals.ru/en/journals/pse/archive/2004_n3/Zeer (viewed: 11.07.2025)

© Zeer E.P., 2004

License: CC BY-NC 4.0

References

  1. Butkin G.A., Il'jasov I.I., Sohina V.P. Specpraktikum po pedagogicheskoj psihologii. M.: MGU, 1979.
  2. Itel'son L. B. Psihologicheskie teorii nauchenija i modeli processa obuchenija // Sovetskaja pedagogika. 1973. №3. S. 83–95.
  3. Kabardov M.K., Arcishevskaja E.V. Tipyjazykovyh i kommunikativnyh sposobnostej I kompetencii // Voprosy psihologii. 1996. №1.
  4. Konopkin O.A. Psihicheskaja samoreguljacija proizvol'noj aktivnosti cheloveka (struk
    turnofunkcional'nyj aspekt) // Voprosy psihologii. 1995. №1.
  5. Samurchaj R., Rogal'ski Zh., Rabordel' P. Razvitie individual'noj i kollektivnoj kompetencii i instrumental'naja dejatel'nost' v proizvodstvennyh situacijah // Inostrannaja psihologija. 1996. №6.
  6. Selevko G.K. Sovremennye obrazovatel'nye tehnologii. M., 1998.
  7. Strategija modernizacii obwego obrazovanija / Pod red. A.A. Pinskogo. M., 2001.
  8. Shishov S.E., Agapov I.G. Kompetentnostnyj podhod k obrazovaniju kak neobhodimost' // Mir obrazovanija – obrazovanie v mire. 2001. №4.
  9. Berufliche Bildung im lernender Unternehmen: neue Wege zur Beruflicher Qualifizierung. Stuttgard; Dresden, 1991.

Information About the Authors

E. P. Zeer, Doctor of Psychology, Professor of the Department of Social and Applied Psychology, Corresponding Member of RAO, RSPU (Yekaterinburg), Ekaterinburg, Russian Federation

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