Organization of Individual Work of Students under Competence Oriented Approach to Education in Higher School.
The main objective of this research is to identify the essence, content and specifics of organization of individual work of higher school students under competence oriented approach. The research methodology is related to the choice of competence oriented approach to ensure transformation of individual work into individual activity in selfeducation and development of professional and core competences of future teachers. Upon the research results, the content of individual work of students was re confirmed in integration of its external (organizational and procedural) and internal (personalityforming) aspects to create the space for personal and professional development of a student. Great effect of self education and self development skills formed under individual work organization conditions was identified in connection with formation of value related sense sphere of a student and establishment of his/her professional competency. Also, personally significant value of individual work was acknowledged acting as an internal regulator of future professional pedagogical activity (a stable motive for future professional activity) and actualizing creative motivation of a student, individualization of the style of academic and research activity, reflexive self position as a subject of activity, self governance and other personal qualities of future teachers. The significance of the results obtained is determined by the use of psychological and pedagogical conditions of the organization and respective methodical follow up to improve individual work of students in the structure of competence oriented education in a higher school. OPEN ACCESS INTERNATIONAL JOURNAL OF ENVIRONMENTAL SCIENCE EDUCATION 6541 formed. A most important factor of personal development is a personality's ability for self education and self realization. Thus, Kazakhstan higher schools face formation of specialists with the level of competences sufficient for efficient self education in the sphere of continuous education and professional activity. The implementation of the said task is related to the Step 78 of the Nation's Plan '100 Concrete Steps' on gradual expansion of academic independence of higher schools, including formation of higher school component and list of electronic disciplines (Plan natsii "100 konkretnykh shagov: sovremennoe gosudarstvo dlya vsekh [Nation's Plan '100 Concrete Steps: Modern State for Everyone' 2015) Free choice of educational trajectories suggests individualization of education while individual work of students (IWS) grows. Quality transformation of a student's personality, self confidently taking good positions in the labor market, suggests actualization of IWS on the basis of competence oriented approach. Competence oriented approach (COA) seeks to form practically applied comprehensive skills, expertise and knowledge, and their quality transformation, motivated by readiness of students, into their experience and abilities. COA is optimal to develop psychological readiness of students to self education based on formation of stable motives via exact representations of the essence, goals and methods of IWS. In that case, readiness of students for individual work means 'holistic manifestation of personality' 'special personal state which suggests a person to have the image of the structure of an action and continuous orientation of consciousness to do it' (Aimaganbetova et al. 2014, p. 7) IWS organization under COA is socially important as 'the problem to form professional competency of a specialist is the issue to achieve compliance with the model of teaching imperatives of continuous sophistication of life process and professional activity' (Gulyaev, 2014, p. 10) The need for IWS actualization is acknowledged by the contemporary interpretation of the quality of education 'a set of characteristics of educational process actualization identifying consistent efficient formation of competency, professional consciousness, organizational culture, ability for self education' (Burlakova, 2013, p. 37) So, the quality of professional pedagogical education is becoming possible subject to formation as components of self education in the personality structure of future teachers of independence, governing individual work and individual activity. Taking this provision into account, the hypothesis of this research is worded: if in the course of organization, a set of psychological and pedagogical conditions related to motivation, content/procedural, technological support of that leading form of education in a higher school is accounted for, it will contribute to formation of professional competency of future teachers, as the above conditions will allow a student: to integrate abilities and skills of individual work, self governance and self education; to create and maintain personal and professional development space. The established self governance contributes to IWS transformation into independent activity in self education which makes up the prognosticated result of our research. In essence, IWS is 'a means to get students involved into 6542 UALIYEVA MURZALINOVA individual cognitive activity forming psychological need for systematic selfeducation' (Tobagabylova, 2010, p. 159) To achieve the prognosticated result, competence oriented IWS organization is required. In case of such organization, IWS is becoming a leading form of higher school study and in an organic way finalizes the goals of all kinds of academic work. Therefore, the need to activate it and the need for systematic management (self management) and methodological improvement requires studying the issues of its organization. The research issue is conditioned by the need to correlate the contemporary educational process in higher school with such a leading form of education as IWS, based on training self educating specialists. IWS is becoming an organizational form of continuity and succession in 3 stage training in pedagogics: bachelor master PhD. 2. Methodology 2.1. Place and role of IWS in the structure and content of competenceoriented education in higher school Currently, 'the role of independent work has grown greatly so that it has to be planned in a special way, creating specific forms/methods, allocating time, space and technical resources' (Avanesov et al. 2005, p. 45) Meantime, 'the issue to arrange individual work of students within a science based, methodologically correct and practically feasible technology emerges' (Kutukova, Prokhorova, 2010, pp. 43 44) In that connection, we will consider IWS in the organizationrelated aspect, noting that IWS organization issues under COA are understudied in the scientific literature while this paper organically finalizes the goals of all kinds of academic work. Competency is considered by us as a certain quality of perception by a future pedagogue of professional oriented reality which advises the most feasible way to solve pedagogical tasks in a particular situation. To arrange IWS under COA, we specified the following components of competency: level of perception by students of subject related knowledge and skills under individual work conditions (quality of knowledge and skills) range and breadth of knowledge and skills applied to arrange individual work (quality of instrumental and applied knowledge and skills) ability to fulfil individual tasks by students; ability to rationally arrange and plan individual work; ability to quickly adapt in case of technological changes and organization/conditions of individual work. In Figure 1, the denotation graph shows the place and role of IWS in the structure and content of competence oriented education in higher school. INTERNATIONAL JOURNAL OF ENVIRONMENTAL SCIENCE EDUCATION 6543 In more detail, the characteristics and content of competence oriented IWS were described by us in "Competence Oriented Independent Work of Students in Higher Education Institutions: Characteristics, Content and Organization" (Ualiyeva et al. 2016) 2.2. IWS organization based on COA Organization of IWS under research should become a 'strong position' in professional training while the other situation is being observed: 'individual work, its planning, organizational forms and methods, control over its results are one of the weakest areas in higher education practice and one of the least studied issues of the pedagogical theory' (Guseva, 2008, p. 5) First of all, our IWS organization uses as the cornerstone the principle of activeness and independence of students in learning. Activeness in learning is considered not as an active state of a student but as a quality of this activity in which the personality of a student is manifested with his/her individual position and motivation towards learning, attitude to the content, nature of activity, readiness for academic/cognitive and creative activity, strive to get mobilized to achieve the academic/cognitive goals. Activeness principle in learning expresses the general requirement to IWS organization in which the process of learning is a self governed reflective and transforming activity. The second aspect of IWS organization is the need for systematic approach to all its components. The implementation of such an approach in higher school 6544 UALIYEVA MURZALINOVA should be based on the assumption that individual work is not only individual acts by students to study the academic materials but a special system of learning conditions organized by teachers which is, therefore, an aspect of their activity. Implementation of systematic approach to IWS organization implies the tools of feedback and feedforward with students, graduates and teachers, ensuring the availability of data on the academic process in general and IWS organization in particular at the current moment and in dynamics. It is extremely important to do monitoring of students' opinions via questionnaires and upon the results obtained to do organizational an