Development of Professional Competencies of The Future Costume Designer in the Design System
(1) Makhambet Utemisov West Kazakhstan State University, Kazakhstan
(2) Makhambet Utemisov West Kazakhstan State University, Kazakhstan
(3) Makhambet Utemisov West Kazakhstan State University, Kazakhstan
Abstract
High requirements for specialists, specifically in the field of Design, who can quickly respond to modern socio-economic conditions and work effectively in a market economy necessitate a substantial upgrade of the professional education system for training costume designers. This study aimed to substantiate and implement the methodology for developing professional competencies of future costume designers in higher education institutions in Kazakhstan. The methodological approach of this experimental study was based on the development of a methodology for developing the professional competencies of the future costume designer and readiness components: motivational, cognitive-activity, creative, and reflective. The content of the basic terms “professional competence” and “designer’s professional competence” was determined; their signs and features were covered, and and a methodology for developing professional competencies of the future costume designer in the design system was developed and implemented. In the conducted experimental study at the ascertaining stage of the experiment at Makhambet Utemisov West Kazakhstan University, methodological tools were developed to increase the readiness of the future costume designer to develop professional competencies in the design system. After conducting an experimental study, promising areas for improving the methodology for the readiness of a future costume designer to develop professional competencies in the design system in higher educational institutions of Kazakhstan were formed. The practical value of the study lies in training a specialist who can implement scientific ideas and developments in the field of fashion design in Kazakhstan.
Keywords
Full Text:
PDFReferences
Aitbaeva, A. B., & Shaigozova, Z. N. (2022). Rethinking pedagogy in the digital age or issues of pedagogical Design. Bulletin of Al-Farabi Kazakh National University. Pedagogical series, 71(2), 4-12.
Albers, J. (2013). Interaction of color: 50th anniversary edition. London: Yale University Press.
Bartlett, S., & Burton, D. M. (2020). Introduction to education studies. Thousand Oaks: SAGE Publications.
Beetham, H., & Sharpe, R. J. (2013). Rethinking pedagogy for a digital age: Designing for 21st century learning. New York: Routledge.
Chyrchyk, S. (2017). Organizational and methodological justification conditions of future interior designers’ professional training model. In Collection of Scientific Articles “Pedagogika” (pp. 77-82). Sopot: Diamond trading tour.
Diachenko, A. V. (2021). A comprehensive approach to the training of bachelors in national Design in higher education. Innovative Pedagogy, 36, 57-62.
Dzhusubalieva, D. M., Mynbaeva, A. K., Seri, L. T., & Takhmazov, R. R. (2019). Digital technologies in foreign language education. Distance learning: Teaching aid. Almaty: Polilingva.
Kiynova, Z., Kurmankulova, A., Zheniskyny, A., & Murzabaeva, A. (2021). The role of pedagogical Design using the ADDIE model in the Design of components of online lessons. Bulletin of Al-Farabi Kazakh National University. Pedagogical series, 69(4), 52-62.
Mayer, D., Sodian, B., Koerber, S., & Schwippert, K. (2014). Scientific reasoning in elementary school children. Assessment and relations with cognitive abilities. Learning and Instruction, 29, 43-55.
Mynbayeva, A., Sadvakassova, Z., & Akshalova, B. (2017). Pedagogy of the twenty-first century: Innovative teaching methods. Almaty: Kazakh University.
Natarajan, S., McCullen, N., Lo, S., Coley, D., Arja, O., & Moran, F. (2021). Practice before theory? An approach for testing sequencing effects in pedagogical Design. International Journal of Technology and Design Education, 31, 981-1000.
On approval of the State Program for the Development of Education and Science of the Republic of Kazakhstan for 2020-2025. (2019). https://adilet.zan.kz/rus/docs/P1900000988
Reinmann, G., Florian, A., Hauptle, E., & Metscher, J. (2022). Scientific monitoring of blended learning in teacher training: Concept, methodology, results, experiences and recommendations using the example of “Intel teaching - advanced course online”. Leipzig: Deutsche Nationalbibliothek.
Reiser, R. A. (2001). A history of instructional Design and technology: Part II: A history of instructional Design. Educational Technology Research and Development, 49(2), 57-67.
Rooij, R., Klaassen, R., Cavallo, R., & Arts, J. A. (2020). Architecture and built environment design education: disciplinary and pedagogical developments. International Journal of Technology and Design Education, 30(5), 837-848.
Sametova, F., Kiynova, Z., & Orynkhanova, G. (2022). Digital educational resources as ensuring a new quality of education. Bulletin of Al-Farabi Kazakh National University. Pedagogical series, 71(2), 126-134.
Tisch, M., Hertle, C., Abele, E., Metternich, J., & Tenberg, R. (2016). Learning factory design: A competency-oriented approach integrating three design levels. International Journal of Computer Integrated Manufacturing, 29(12), 1355-1375.
Ulendeeva, N. I. (2015). Theoretical aspects of flipped learning technology. Educatio, 6(13), 2.
Wasson, B., & Kirschner, P. A. (2020). Learning design: European approaches. TechTrends, 64, 815-827.
Wesselink, R., Biemans, H., Gulikers, J., & Mulder, M. (2020). Models and principles for designing competence-based curricula, teaching, learning and assessment. In Competence-based Vocational and Professional Education. Technical and Vocational Education and Training: Issues, Concerns and Prospects (рp. 533-553). Cham: Springer Cham.
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution 4.0 International License.