Professional training of specialists in acting based on the competence approach

Abstract

The purpose of this study is to establish a pattern for promoting the implementation of professional training of professionals in acting based on the competency approach, to establish the benefits of using the competency approach in educational institutions and identify acquired skills as a result training of specialists in acting based on the competence approach. Research methods based comparative analysis; systematization; generalization. It is established that the TOP-20 educational institutions that provide training for professionals in acting are mainly located in countries such as the United States, Great Britain, Hong Kong, Australia and France. It is determined that the educational process at Stanford University is focused on a theoretical course, and at the Kyiv National University of the Theater, Film and Television named after Ivan Karpenko-Kary there is a voluminous practical course, compared to Stanford University. As a result of the study it was found that the implementation of the competency approach is a complex process due to the large number of variables that should be taken into account both at the training course and at the individual level.

Full text

Laplage em Revista (International), vol.7, n. Extra D, 2021, p.150-162
ISSN: 2446-6220
PROFESSIONAL TRAINING OF SPECIALISTS IN ACTING BASED
ON THE COMPETENCE APPROACH
INTRODUCTION
In the current realities of a globalized society,
the training of future professionals in the field
of art is closely linked with world theory and
practice, which is manifested in joint artistic
and cultural projects, contacts with represen-
tatives of different countries and nationalities
in the context of international educational and
scientific events (NABATOV, 2021).
Professional training of future specialists in
acting is the leading strategic task of theater
and pedagogical education. This complex
multilevel process is aimed at forming
students' personal acting and theater culture,
a set of knowledge, skills and abilities in the
field of acting and methods of its implemen-
tation, the development of a wide range of
acting, theater and creative skills to perform
acting (LOBOVA et al., 2020).
Professional competencies related to creative
changes in the surrounding reality always
require a high level of professional training, a
high level of knowledge and well-developed
practical skills from specialists in this field. In
world practice there is a constant reorientation
of goals and reassessment of educational
opportunities in the art of training in the
training of acting. Based on it, it is extremely
important to train future actors in acting, who
may be ready to accept these constant
changes as the norms of professional
functioning. The problem of improving the
training of acting professional’s art is of great
importance in the education system in Europe
and around the world, and today there is an urgent need for employers for creative,
enterprising professionals who can adapt to ever-changing market conditions, capable of
professional self-realization and functioning in any socio-economic environment. In modern
conditions, of particular importance are not only the theoretical knowledge of the student, but
also his ability to competently carry out professional activities, which becomes the main object
of evaluation and quality of education (AKHMETSHINA, KADYJROVA, 2017). As for
professionals in the field of acting, it should be noted their special type of education, which
combines the developed artistic thinking and public speaking, inherent in professionals in
acting (KADYJROVA et al., 2020).
In this context, the training of acting professionals should be based on the highest moral and
ethical values, and the future theater and acting industry at the present stage requires not only
acting skills, but also, above all, professional competence that ensures the integrity of future
professionals in acting (MANKOVSKA, 2020). The aim of the study is to establish a pattern for
promoting the implementation of professional training of acting professionals on principles of
the competency approach, to establish the benefits of applying the competency approach in
educational institutions and identify acquired skills as a result training of specialists in acting
based on the competence approach.
AUTHORSHIP
Liliya Grin
Candidate of Pedagogical Sciences, Associate Prof essor, Faculty
of Social Pedagogics and Psycholo gy, Department of Performing
Arts, Zaporizhzhya National University.
ORCID: https://orcid.org/0000-0002-8580-044X
E-mail: l-grin@ukr.net
Tatyana Petrik
Master, Senior Lecturer, Faculty of Social Pedagogy and Psychology,
Department of Acting, Zaporizhzhya National University.
ORCID: https://orcid.org/0000-0003-1653-6945
E-mail: td2797515@gmail.com
Kostiantyn Kuzmin
Master, lecturer, Faculty of Social Pedagogics and Psychology,
Zaporizhzhia National University.
ORCID: https://orcid.org/0000-0001-8593-7748
E-mail: kkuzmin396@gmail.com
Liydmyla Bilozub
PhD, assistant professor, Social Pedagogy and Psychology,
Department of Actors Mystery, Zaporizhzhia National University.
ORCID: https://orcid.org/0000-0002-2384-827X
E-mail: Lnik.bilozub@gmail.com
Nadiia Stadnichenko
PhD in Pedagogics, Associate Professor, Faculty of Social
Pedagogics and Psychology, Department of Performing Arts,
Zaporizhzhya National University.
ORCID: https://orcid.org/0000-0002-7625-4416
E-mail: stadnichenko.nadejda@gmail.com
Iuliana Goncharenko
PhD in Pedagogics, Associate Professor, Faculty of Social
Pedagogics and Psychology, Department of Performing Arts,
Zaporizhzhia National University.
ORCID: https://orcid.org/0000-0003-1045-8368
E-mail: julanagoncharenko@gmail.com
Received in:
2021-05-10
Approved in:
2021-06-20
DOI: https://doi.org/10.24115/S2446-622020217Extra-D1080p.150-162

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RESEARCH OBJECTIVES OF THE ARTICLE
1. Analyze the TOP-20 educational institutions that provide professional training for
acting.
2. Analyze the list of disciplines in the training of professionals in acting in the United
States and Ukraine.
3. To establish features of introduction and advantages from application of the
competence approach at professional training of experts of acting.
4. Identify the key skills that will be acquired because of training specialists in acting
based on a competency-based approach.
LITERATURE REVIEW
The relevance of comparative research in the field of education, science and culture in the
realities of modern trends in education is beyond doubt, as they provide intercultural and
interethnic communication. Special attention of modern researchers is paid to the plane and
professional training of future specialists in acting based on the competence approach. A
number of comparative studies are devoted to the problems of the peculiarities of the
formation of acting skills and acting in the context of universal culture, the formation of values,
positive worldview of members of society, etc. (PRABHATH, 2011); traditional and modern
techniques of acting are subject to separate analysis (ZUBRZYCKI, 2014); approaches to the
organization and implementation of professional training of future actors (MELNYK, 2017) and
others.
Professional training of a future specialist in acting − it is a multifaceted process aimed at
providing, on the one hand, in-depth knowledge of specialization, physical training, and on
the other − deep understanding of the essence of man as a subject of educational and cultural
process, which includes personal aspects of spiritual formation and universal values
(CEDEFOP, 2008). The change in the educational paradigm that has given rise to competence
over the last 20 years has led to a debate about what is meant by competence (MUÑOZ,
ARAYA, 2017). The concept of "competence" has two meanings in its semantics: 1) deep
knowledge; 2) competent, knowledgeable about news in a particular field (Latin Dictionary
and Grammar Resources, 2021). In pedagogy, the concept of "competence" (Latin Competere
− achievement, compliance) is defined as the range of knowledge and experience that a
person has and is supported by job descriptions or other regulations. In the pedagogical
dictionary "competence" is the level of education of the individual, which is determined by the
degree of comprehension and use of theoretical means of cognitive or practical activity
(KOSIMOV, 2018; KOSIMOV et al., 2021).
The competency approach is based on knowledge, as it integrates reflective assessment and
awareness of the limits of professional competence and provides a link between the learning
process and its understanding, as a result, develops the professional identity of students and
a positive attitude to learning. The basic idea of this approach is that fragmented factual
knowledge and skills are not the main goals of higher education, but the ability and willingness
of the graduate to work effectively in various professional situations (CHARNESS, GRIECO,
2019). At present, most universities use a competency-based approach that uses active and
interactive learning strategies that include business meetings, role-plays, case studies,
psychological and other learning (VASBIEVA, KALUGINA, 2016).
Competence approach, which is widely used in teaching methodology, and which is defined
by the purpose of learning as the formation of communicative competence, i.e. the set of
knowledge, skills and abilities necessary for successful verbal communication. Ability to
conduct a constructive dialogue, use different speech models in accordance with the
communicative situation, speak in public − one of the main qualities of professional training of
future specialists in acting. Vocational training allows them to obtain acting, language and
professional education. Therefore, the educational process should be based on professionally
oriented texts that will help to form and develop skills of verbal and nonverbal communication
in the professional activities of the future actor (SERGEEVA, BAJBURINA, 2020).

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The current stage of development and implementation of the competency approach is
characterized by the fact that even in the UNESCO materials there is a range of competencies
that should be considered an important learning outcome. In the report of the International
Commission on Education for the XXI century chairman (Jacques Delors) "Education: a hidden
treasure" was formulated "four pillars" on which education is built: "learn to learn, learn to do,
learn to live together, learn to live" (DELOR, 1996), so the implementation of the competency
approach in universities is especially relevant (MIRZAGITOVA et al., 2015). According to
Roegiers, the competency-based approach is based on three fundamental goals:
• Emphasizing the competencies that the student should master at the end of each
academic year and at the end of compulsory education, instead of emphasizing what
the teacher should teach. The role of the latter is to organize an effective learning
process to bring their students to the expected educational level (ROEGIERS, 2004). In
fact, the responsibility for learning rests with the student, who must build his own
knowledge by means available to the teacher. The student becomes a student who
must first offer ideas, have a desire to acquire knowledge and learn, organize work with
new technologies, learn new methods of teaching and searching for information. The
role of the teacher is to encourage students to acquire knowledge that should be
promoted, but not transferred mechanically, and instructing students to prepare
certain tasks. The teacher becomes a "facilitator", who advises students, motivates and
encourages them to be creative, provides planning and organization of the learning
process and offers ideas without imposing them (BOUTIN, 2004).
• Also, the main goal is to provide content to the learning outcomes, showing students
why everything serves, why they study at the university. This requires going beyond the
lists of subject disciplines to be memorized, where the competency approach teaches
them to constantly link their learning to situations that make sense to them, and to use
their acquired skills in those situations (ROEGIERS, 2004). The competency approach
characterizes the fact that learning is aimed at new goals that are not related to the
content transmitted, but rather to the ability to act achieved by the student, as a result
of which students must be able to perform a task, mobilizing all resources (knowledge,
technical skills, acting skills, behavior) (HIRTT, 2009).
• The last goal is to check the student's achievements in terms of solving specific
professional situations, and not in terms of the amount of knowledge and skillі in the
art that the student often forgets or does not know (ROEGIERS, 2004). This means that
the student will be evaluated based on his ability to act, instead of being evaluated in
terms of knowledge that does not affect the real situation they face.
Thus, the competency approach arose due to two needs. First, the corporate world required
the workforce to be adequately trained, and second, there was a need for result-oriented
pedagogical concepts rather than abstract knowledge (HIRTT, 2009). Universities had to
combine two concepts: on the one hand, the focus on skills development and, on the other
hand, the effective use of compulsory education for the benefit of the economy (MANSOUR,
2012).
Of course, the competency approach initially gained considerable prosperity at the theoretical
level, without being influenced by the corporate world. However, it was later proven that such
an approach is of great importance to the business community, which most likely justifies its
current success (HIRTT, 2009). The impact of the competency approach is extraordinary in the
field of teaching and education. Indeed, in most Western countries, curricula are formed based
on the necessary professional skills in the training of future professionals (BOUTIN, 2004;
HADDOUCHANE et al., 2015).
Thus, the issue of professional training of professionals in acting is based on a competency-
based approach and the study of obstacles and prospects for its application is little reflected
in scientific publications in the form of theoretical research and practical research. However,
the issue of promoting the implementation of professional training of professionals in acting is
based on a competency-based approach in educational institutions remains relevant and open
for further research.

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METHODS AND MATERIALS
The realization of the purpose of this exploration involves the involvement of such research
methods as:
• systematization of the main features of implementation, challenges in implementation
and benefits from the application of the competency approach at professional training
of specialists in acting;
• system and logical analysis, method of information synthesis key skills that will be
gained as a result training of specialists in acting based on the competence approach;
• summarizing the latest scientific publications and statistics published by governments
and reporting organizations on the TOP-20 educational institutions that provide
training for professionals in acting in 2019.
The use of the comparison method made it possible to differentiate educational programs of
Stanford University (USA) and Kyiv National University of Theater, Film and Television named
after Ivan Karpenko-Kary (Ukraine), and display a list of disciplines taught at universities.
RESULTS
Table 1. TOP-20 educational institutions for the training of specialists in acting in 2019
Rating
Universities
City, Country
Total score
1
Juilliard School
New York, USA
95.4
2
Vienna University of Music and Performing Arts
Vienna, Austria
95.4
3
Royal College of Music
London, Great Britain
95
4
Royal Academy of Music
London, Great Britain
89.3
5
Institute of Music named after Curtis
Philadelphia, USA
87.7
6
New York University (NYU)
New York, USA
86.1
7
Guildhall School of Music and Drama
London, Great Britain
84.1
8
Harvard University
Cambridge, USA
83.9
9
Northwestern University
Evanston, USA
83.3
10
Oxford University
Oxford, United Kingdom
83.3
11
Cambridge University
Cambridge, United Kingdom
83.1
12
Hong Kong Academy of Performing Arts
Hong Kong, SAR Hong Kong
82.5
14
University of Melbourne
Parkville, Australia
81.5
thirteen
Conservatory National Music Accompaniment and
Dance Festival of Paris (CNSMDP)
Paris France
82.4
15
Monash University
Melbourne, Australia
80.9
16
Royal Galloway College
Egem, Great Britain
80.6
17
Yale University
New Haven, Connecticut,
United States
80.6
18
Royal Conservatory of Scotland (formerly the Royal
Scottish Academy of Music and Drama)
Glasgow, United Kingdom
80.4
19
Stanford University
Stanford, USA
80.4
20
University of California, Berkeley (UCB)
Berkeley, USA
80.2
Source: Compiled by the authors based on official data of QS Top Universities, (2019).
A comparative analysis of educational curricula of Stanford University (USA) and Kyiv National
University of the Theater, Film and Television named after Ivan Karpenko-Kary (Ukraine) was
conducted, which shows the list of disciplines taught at universities (see Table 2).

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Table 2. List of disciplines in training specialists in acting in the USA and Ukraine
List of disciplines in preparation
specialists in acting in Ukraine
List of disciplines in preparation professionals in acting in the United
States
Cycle of professional training specialists in acting
Theoretical course:
Fundamentals of acting and directing
Acting skills
Stage speech
Language communication
Elective disciplines
Disciplines of the university's choice:
Musical act and instrument
Stage movement
Stage singing dance
Acting and performance 1
Movement 1: Introduction to the theatrical movement
Body language
Block of disciplines "Dramatic literature" (Dramatic literature 1: The
Greeks until the end of the XIX century
Dramatic literature: 1850-1950.
Dramatic literature: 1950-1990.
Dramatic methods and research
Dramatic criticism 1
Dramatic criticism 2
Contemporary Drama 1
Modern Drama 2 Shakespeare Shakespeare 2
Chekhov: History and performances (in English translation)
Disciplines of the student's choice:
• Drama and movie actor
makeup
• History of foreign cinema
• History of Ukrainian theater
• Theater of plastic education
and etiquette
• Psychophysical training
• The actor's work on radio and
television verbal action
• Stage director and mass
celebrations
Block of disciplines "Directing" (Introduction to the director's master
class for students
Master class for students 2)
Block of disciplines "Theater, cinema and art history"
(History of Theater and Cinema 1
History of theater and cinema 2
History and literature of music
History and literature of music 2
Introduction to Art History 1: Antiquity in the Middle Ages Introduction
to Art History 2: The Renaissance to this day
Islamic art, Greek art, Roman art, medieval art
Art in America, Classical art
Art of the 20th century until 1940
Art of the 20th century from 1940 to 1980
Block of disciplines "Design"
Scenography 1
Costume design 1
Lighting design 1 sound design
Media design
Practical course:
Certification
research
Internship
Term Paper. History of performing arts
Term Paper. History of Ukrainian theater
and cinema
Educational practice
Source: Compiled by the authors based on official data of The Stanford University, (2021), The
Kyiv State University of the Theater, Cinema and Television named after I. K. Karpenko-Kary,
(2021).
It is established that at Stanford University the educational process is focused on a theoretical
course consisting of four blocks of disciplines, and at the Kyiv National University of the
Theater, Film and Television named after Ivan Karpenko-Kary the theoretical course consists of
elective disciplines and a voluminous practical course, compared to Stanford University.
During the training of the specialists in acting, based on the competency approach, it is
recommended to teach theory and practical both, i.e. process work at the same time, which

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will give candidates a better understanding of the cultural forms and texts being studied. To
facilitate the achievement of students' goals of the curriculum, it is recommended to use the
following measures: visiting theater and cinema spaces and performances; seminars for
practitioners in the field of cinema, theater and culture; attending festivals, conferences,
concerts, dance concerts, poetry readings and workshops; field trips to cultural sites and
events; research and library skills; student exchanges; cooperation of teachers; active
participation in university events, community clubs and cultural organizations (CARIBBEAN
EXAMINATIONS COUNCIL, 2010).
The implementation of the competency approach is a complex process due to the large
number of variables that should be considered both at the training course and at the individual
level. To create competency-oriented curricula, national education standards, university
requirements and regulations, and national professional standards should be seen as products
of institutional, cultural, social and economic stakeholders.
Fig. 1. Characteristics of the competence approach
Source: Compiled by the authors based on official data of Serbati, (2015).
Many challenges have been identified to facilitate the application of the competency-based
approach to day-to-day practice. On the one hand, teachers still defend their freedom of
teaching and are more focused on research, and on the other hand, the massification of higher
education involves an increase in the number of students who are not always motivated to
study, but in some cases only to graduate. Another important aspect that is perceived as
complex is the assessment of competencies, namely the way in which competencies can be
covered and assessed, as well as the balance between the local dimension of higher education
(including all local stakeholders) and international (see Figure 1) (SERBATI, 2015). The
transition to a competency-based education benefits both students and teachers (see Figure
2).
Competence approach
Open challenges:
•Massification of higher education;
•
Combine learning outcomes with national
standards;
•Assessment of competencies;
•
The level of implementation is poor,
compared to the level of regulations;
•
Involvement of stakeholders in program
design;
•Teacher's freedom;
•
Balance of local and international
dimensions.
Concept:
•
Significant debate between
narrow approaches and
holistic ones;
•
Shift from teacher centered
to student centered clarifies
the teaching;
•
More sharing with the
students;
•
Teachers have to accept that
they cannot have the control
of the whole process;
•Focus on professional skills
and on values.
Implementation:
−Ongoing process of implementation in the curriculum: different stages;
−Use of common language;
−
Use of the approach to create a profile according to National standards of education,
University framework and regulations, National professional standards;
−Focus on generic competence;
−Use of learning outcomes;
−Development of a matrix to match modules and competencies;
− Use of international descriptors;
−Accreditation systems and quality assurance policies.

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Fig. 2. Advantages of applying the competency approach
Source: Compiled by the authors based on official data of (KALUGINA, 2016).
Upon completion of the curriculum in the training of professionals in acting based on the
competency approach, should develop skills in the three profile dimensions shown in Figure
3. The key skills acquired because of training of specialists in acting based on the competence
approach are shown in Figure 4.
Fig. 4. Key skills of the specialists in acting
Source: Compiled by the authors based on official data of QS Top Universities, (2019).
Advantages of applying a competency approach
establishing a reliable two-way communication between teacher and student
formation a shared understanding of what a skill looks like when students
demonstrate it, and more relevant feedback on what a student needs to do to
succeed
preparation of students to active social adaptation, lifelong learning, independence,
self-education and reflection
establishing clear expectations for the effectiveness of teachers and students,
allowing them to make better decisions and work more efficiently
Key skills of the specialists in acting
self-confidence
self-presentation
teamwork and cooperation
time management and organizational skills
consciousness
self-discipline
open mind and the ability to go beyond the limits and experiment with new ideas
ability to think
communication skills
analytical, critical and research skills
the ability to respond effectively to feedback
stability
creativity

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Fig. 3. Acquired skills as a result of training of specialists in acting based on the competence
approach
Source: Compiled by the authors based on official data of (Caribbean Examinations Council,
2010).
Appreciating and Analyzing (APAN)
recognize the elements of theater and film judging and assess the impact of
elements on the performance as a whole;
use language and concepts appropriate to the arts to describe, analyze and
evaluate the performance;
recognize the historical and contemporary use of cultural forms and evaluate
the use of these forms in acting;
to demonstrate through oral, written or graphic presentation of ideas the
experience gained as a result of research and experiments in theatrical and
acting arts;
record what the student has done (as a play director or dance choreographer,
or stage manager, including lighting, sound, wardrobe) in terms of providing
stage life in a real film studio.
Performing (PERF)
create a physical realization of character through voice, body movements and
awareness of space and relationships;
show sensitivity to the language of playwrights through appropriate changes in
the use of pitch, rhythm, tempo and volume of the voice;
demonstrate technical competence in performing tasks related to drama,
dance or stage craft;
show various skills and understanding of the creative process of acting;
to take part in the acting production and to promote it and to demonstrate
personal participation, authority over organization and cooperation;
share and accept ideas and demonstrate a willingness to participate in
acting/staging as a team member.
Creating (CREA)
formulate how his/her ideas can be given to stage life (as an actor, dancer or
technical effects designer);
clearly communicate the practical interpretation of a performance or dance;
demonstrate an understanding of the nature and practice of theater by creating
and recording theatrical and acting works and linking relevant research to
performance and staging;
write down your understanding of the process of acting production;
to cooperate and resolve differences in the creative process;
find solutions to problems that may arise in the creative process.

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DISCUSSION
The literature shows the complexity of the teaching phenomenon and several variables that
require consideration of professional identity, which integrates teaching, learning and
research of active involvement of students, the teacher as a facilitator and authentic tasks
appear as key functions in implementing the competency approach (BAETEN, et al., 2013).
From several case studies emerged, an understanding of the competency approach, which still
opens up challenges in its implementation, through internal and external factors. On the one
hand, the freedom of the teacher, as well as the lack of pedagogical training are internal
obstacles that require attention and further investment. At the same time, on the other hand, it
is not easy to face a new era in the higher education system, a new necessary balance of local
and international dimensions, new and more demanding students who are often the same
teachers (SERBATI, 2015).
The development of vocational education is directly related to changes in the worldview and
thinking of teachers and students who are the main participants in this process, namely their
competence. Because it is important for every student to have a strong motivation for his
chosen profession, as well as a strong motivation to succeed in life or the need to succeed
(CHARNESS, GRIECO, 2019). When applying a competency-based approach to the training of
professionals in acting, it is important to create certain socio-pedagogical conditions in the
school to influence the activation of creative potential of future professionals, develop
professional motivation and motivation to succeed in the process to ensure quality training
(KAKHRAMON et al., 2020).
Looking at the professional training of actors in terms of competence approach, we share the
view of A. O. Derkach, who refers to professional competence in his research, as: systematic
and structural multilevel integrated process based on the activities of a person who allows the
specialist to establish professional tasks and problems of varying complexity in typical and
unusual situations and solve them effectively; an important feature and a necessary
prerequisite for professionalism, which determines the effectiveness of professional activity
and guarantees his personal and professional development; formation of an appropriate set
of key, basic and special competencies; structural component of other competencies, content
and structure of relations determined by the nature of professional activity; professional
experience; competence that develops in the field of vocational education and professional
activity. The structure and content of the professional competence of the specialist, as
considered by A. O. Derkach includes acmeological competence as a multilevel integral
quality based on human activity and efficiency to solve problems and problems of different
levels in terms of self-actualization, self-improvement and self-realization in various areas of
personal activity and, above all, in professional (DERKACH, 2004).
Thus, the training of professionals in acting based on competency approach will face new
challenges, in accordance with changing requirements of employers to the professional
competencies of future professionals, and in-depth research, which will increase attention to
improving the competency approach to training of professionals in acting.
CONCLUSION
As a result of the analysis of professional training of specialists in acting based on the
competence approach, it is established that the approach develops differently in different
countries. Many problems require special methodology and research methods. In this regard,
it is useful to use and integrate the experience of other countries and be guided by their
national characteristics of the education system.
Analyzing the training of professionals in acting based on a competency-based approach, we
must ensure a holistic fundamentality and practical orientation of the study. The methodology
of research of training of specialists in acting based on the competence approach is based on
behavioral and functional approaches, and in the study of competence, integrity and
multidimensionality are effective.
In the study of competence, we must take into account the competence of graduates to
anticipate potential competencies as a condition for a successful career, where the unity of
participants - employers, academics, professionals, graduates who identify, organize and

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shape the necessary competencies of future professionals. All this will help to properly form,
adjust and supplement competencies, determine the composition and structure of
professional competence of future professionals in acting and assess whether they are well
formed, as the composition of the necessary competencies in the market may change if we
take into account the conditionality of labor market requirements.
The practical significance of the study is that the conclusions and recommendations developed
by the author and proposed in the article can be used for: professional training of professionals
in acting based on a competency-based approach.
Further research may be aimed at improving and developing methods for studying the
procedural competence of professionals in acting, as the purpose and outcome of training, as
well as criteria for its evaluation based on a holistic and multidimensional approach;
integrative, fundamental, practice-oriented principles that correspond to each level of the
higher education system in the training of professionals in acting. This will allow to identify and
adjust not only the basic competencies, but also special subject competencies in specific
disciplines and to properly build the process of training professionals in acting. Only after that,
it is important to determine whether the content of education, its function in the formation of
competencies, the effectiveness of its types, methods, forms and means of educational
activities. It is also possible to define the function of competencies as a tool for managing the
quality of education of professionals in acting. Empowerment and widespread use of
competency, research approaches in the training of professionals in acting can be the basis for
strategies for future periods.
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Professional training of specialists in acting based on the competence approach
Formação profissional de especialistas em atuação com base na abordagem de competência
Formación profesional de especialistas en actuación basada en el enfoque de competencias
Resumo
Abstract
Resumen
O objetivo deste estudo é
estabelecer um padrão para
promover a implementação da
formação profissional dos
profissionais na atuação a partir da
abordagem de competência,
estabelecer os benefícios do uso da
abordagem de competência nas
instituições de ensino e identificar
habilidades adquiridas como
resultado da formação de
especialistas na atuação com base na
abordagem de competência.
Métodos de pesquisa baseados em
análise comparativa; sistematização;
generalização. Estabelece-se que as
instituições de ensino TOP-20 que
fornecem treinamento para
profissionais em atuação estão
localizadas principalmente em países
como Estados Unidos, Grã-Bretanha,
Hong Kong, Austrália e França. É
determinado que o processo
educacional na Universidade de
Stanford é focado em um curso
teórico, e na Universidade Nacional
de Kyiv do Teatro, Cinema e
Televisão em homenagem a Ivan
Karpenko-Kary há um curso prático
volumoso, comparado com a
Universidade de Stanford. Como
resultado do estudo, verificou-se que
a implementação da abordagem de
competência é um processo
complexo devido ao grande número
de variáveis que devem ser levadas
em conta tanto no curso de
formação quanto no nível individual.
The purpose of this study is to
establish a pattern for promoting
the implementation of professional
training of professionals in acting
based on the competency
approach, to establish the benefits
of using the competency approach
in educational institutions and
identify acquired skills as a result
training of specialists in acting
based on the competence
approach. Research methods
based comparative analysis;
systematization; generalization. It is
established that the TOP-20
educational institutions that
provide training for professionals in
acting are mainly located in
countries such as the United States,
Great Britain, Hong Kong, Australia
and France. It is determined that
the educational process at Stanford
University is focused on a
theoretical course, and at the Kyiv
National University of the Theater,
Film and Television named after
Ivan Karpenko-Kary there is a
voluminous practical course,
compared to Stanford University.
As a result of the study it was found
that the implementation of the
competency approach is a complex
process due to the large number of
variables that should be taken into
account both at the training course
and at the individual level.
El objetivo de este estudio es
establecer un patrón para
promover la implementación de la
formación profesional de los
profesionales en la actuación a
partir del enfoque de competencia,
establecer los beneficios de utilizar
el enfoque de competencia en las
instituciones educativas e
identificar las habilidades
adquiridas como resultado de la
formación de especialistas en
actuación con base en el enfoque
de competencia. Métodos de
investigación basados en el análisis
comparativo; sistematización;
generalización. Se establece que
las instituciones educativas TOP-20
se encuentran principalmente en
países como Estados Unidos, Gran
Bretaña, Hong Kong, Australia y
Francia. Se determina que el
proceso educativo en la
Universidad de Stanford se centra
en un curso teórico, y en la
Universidad Nacional de Teatro,
Cine y Televisión de Kiev que lleva
el nombre de Ivan Karpenko-Kary
hay un curso práctico voluminoso,
en comparación con la Universidad
de Stanford. Como resultado del
estudio se encontró que la
implementación del enfoque de
competencia es un proceso
complejo debido al gran número
de variables que deben tenerse en
cuenta tanto en el curso de
capacitación como a nivel
individual.
Palavras-chave: Treinamento
profissional. Especialista em atuação.
Abordagem de competência.
Instituições de ensino.
Keywords: Professional training.
Specialist in acting. Competence
approach. Educational institutions.
Palabras-clave: Formación
profesional. Especialista en
actuación. Enfoque de
competencia. Instituciones
educativas.