COMPETENCY - BASED APPROACH TO EFFECTIVE PERFORMANCE OF FUTURE COMPETENT AND CREATIVE TRANSLATORS OF PROFESSIONALLY ORIENTED TEXTS

Modern world develops very quickly. Changes in people’s lives and technologies occur today much quicker than it was 50 years ago, flows of scientific information in foreign languages scatter in all ends of the world in only a few seconds, therefore, there is a need for a new formation of professionals capable to think and operate according to the new time. Thus, with increase in contacts of Russian scientists and businessmen with foreign partners and taking into account all said above the question of vocational training of translators of professionally oriented texts (scientific and technical texts) is now actual more than ever. The article describes the use of competence – based approach in vocational training and tries to define concepts of «competence» and «competences» of a translator of professionally oriented texts. In the article the necessity to use competency – based approach is outlined in the course of vocational training as it manifests further effective professional performance. The researchers also define «competencies» of a creative translator of professionally oriented texts. In the carried-out analysis of scientific literature and taking into account the teaching experience the authors enumerate the main competences and competencies defining effective performance of a translator of professionally oriented texts

Course “History & Philosophy of Science” for Doctoral Programs in Education and Pedagogical Sciences

Russian pedagogical community has recently faced a new challenge generated by the introduction of emerging conceptual framework for doctoral education treated as the third level of higher education system. The framework for doctoral education covers some typical study programs such as “Methods & technics of pedagogical research” as well as some new ones, including “Academic writing” and competence-based teaching for the traditional postgraduate training. Our argument concerns the course syllabus “History & philosophy of science” aimed at developing the research skills of doctoral students in education. This course is an integral part of the emerging system for doctoral training in Russia. We analyze some philosophical foundations of contemporary pedagogical science, including logical empiricism, Popper’s falsifiability, Paradigm Thesis by Thomas Kuhn, science theories by Paul Feyerabend and Stephen Toulmin, as well as correspondence, pragmatic, conventional and coherent theories of truth. We examine the impact of philosophy of science on methodology of pedagogical education in the context of the history of pedagogical thought. Our conclusion is that despite their poor logical conditions, pedagogical science and research methods benefit from the ideas of philosophy of science that also contributes greatly to the subfield of pedagogical methodology. We seek to optimize the study program of doctoral training syllabus “History and philosophy of science” for doctoral students in education