Thematische Bibliographien / Socioconstructivist approach to competence

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Auswahl der wissenschaftlichen Literatur zum Thema „Socioconstructivist approach to competence“

Autor: Grafiati

Veröffentlicht am 11. Oktober 2023

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Zeitschriftenartikel zum Thema "Socioconstructivist approach to competence"

González Davies, Maria, und Christopher Scott-Tennent. „A Problem-Solving and Student-Centred Approach to the Translation of Cultural References“. Meta 50, Nr. 1 (31.03.2005): 160–79. http://dx.doi.org/10.7202/010666ar.

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Abstract Exploring possible answers to questions such as “Can we translate a cultural reference?” or even “What is a cultural reference?” is a highly relevant issue for translation students.1 These are matters that have been addressed by academics and full time translators alike, and no final or definite solutions have been found to the problems generated by the uncertainties, just as there are no final or definitive definitions of the concept of culture itself. In an attempt to help and guide our students to improve this specific aspect of translation competence, a syllabus was designed within a pedagogical setting based on humanistic and socioconstructivist principles as well as on task and project-based learning, and an experimental study was carried out within that pedagogical setting to explore specific effects of such training. In this article, we will deal mainly with the experimental training itself, whereas the study will be reported on in a forthcoming publication.

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Pla-Campas, Gil, Verónica Jiménez, Montserrat Benlloch und Francesc Martínez-Olmo. „Estudio de la evolución de la competencia acuática en bebés participantes en un programa acuático desde un enfoque socioconstructivista (Study of the evolution of the aquatic competence in babies participating in an aquatic program from a socio-construct“. Retos 45 (05.04.2022): 390–99. http://dx.doi.org/10.47197/retos.v45i0.90342.

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La noción de competencia acuática en la infancia es un enfoque de análisis emergente que demanda de mayor apoyo científico. El presente estudio se enmarca en el ámbito del desarrollo motor y tiene impacto en el área del aprendizaje. Mediante una aproximación cualitativa, descriptiva e intrasujeto; el estudio observa cuatro díadas bebés-adulto (n = 4) durante un programa cuatrimestral de natación para bebés. Para ello se diseña un sistema ad-hoc de categorías de observación del comportamiento motor acuático del bebé y la actividad conjunta de la díada. El sistema de categorías se diseña sin habilidades apriorísticas a observar y de acuerdo con niveles crecientes de dificultad a través de dimensiones: respiración y equilibrio. Los resultados indican que es posible observar la evolución de la competencia y describir su naturaleza social sin observar habilidades. La aproximación del estudio sugiere posibilidades emergentes de análisis de los procesos de aprendizaje y desarrollo motor. Abstract. The water competence in childhood is an emerging study approach that demands further scientific support. This work is framed in the field of motor development and has an impact on the study of learning. Through a qualitative, descriptive and intrasubject approach; the present study looks at four infant-adult dyads (n = 4) during a four-month baby-swimming program. Thus, an ad-hoc system of categories, built for observing the baby's water motor behaviour and the joint activity of the dyad, is used. The category system is designed without deductive skills to observe and, instead, is based on increasing levels of difficulty of aquatic motor behaviour in two dimensions: breathing and balance. Results indicate that it is possible to observe the evolution of the competence and describe it in its social nature without the observation of skills. The study suggests emerging approaches to analyse motor learning and development in other motor learning environments.

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Cela-Ranilla, Jose María, Vanessa Esteve González, Francesc Esteve Mon, Juan González Martínez und Mercè Gisbert-Cervera. „EL DOCENTE EN LA SOCIEDAD DIGITAL: UNA PROPUESTA BASADA EN LA PEDAGOGÍA TRANSFORMATIVA Y EN LA TECNOLOGÍA AVANZADA“. Profesorado, Revista de Currículum y Formación del Profesorado 21, Nr. 1 (01.04.2017): 403–22. http://dx.doi.org/10.30827/profesorado.v21i1.10371.

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Resumen:Este documento presenta una visión transformadora de la docencia en el contexto de una sociedad actual marcada por la complejidad y su componente tecnológico. Esta visión se inspira en la denominada pedagogía transformativa cuyos fundamentos descansan en planteamientos socioconstructivistas y se orientan al desarrollo de un espíritu crítico y de cambio personal a partir de un proceso reflexivo. Estas ideas podrían ayudar a diseñar procesos que promuevan la formación de un profesorado comprometido con una idea transformadora de la acción docente y con una competencia digital que le permita diseñar escenarios de aprendizajes de calidad para sus estudiantes. Abstract:This paper presents a transformative vision of teaching in the context of a society marked by complexity and a large technological component. This view is based on the so-called transformative pedagogy, whose foundations begins on a socio-constructivist approach and focus on developing critical thinking and personal change from a reflective process. These ideas could be the base to design processes that promote the formation of a faculty committed to a transformative idea of the teaching and a digital competence to design high quality learning environments for their students.

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Riera i Romaní, Jordi, und Miquel Àngel Prats i Fernández. „A systemic approach and socioconstructivist about models for teacher support and update educational innovation-based ICT. EDUTICOM Project“. Educar 41 (01.02.2008): 29. http://dx.doi.org/10.5565/rev/educar.139.

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Zhumaliyeva, Rakhima, und Akbota Muratkyzy. „Intercultural communicative competence: findings from competence-based approach“. Pedagogy and Psychology 42, Nr. 1 (30.03.2020): 56–62. http://dx.doi.org/10.51889/2020-1.2077-6861.07.

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Globalization is a fact in our era arising from many various factors. The process and results of this phenomenon affect each nation, community and almost every single person somehow in almost all spheres. The current stage of development is characterized by the formation of the global challenges facing society, civilization as a whole, which inevitably impacts on the state of education. The demand of transition to a new Kazakhstan educational paradigm is a target for the implementation of competence-based approach. The study is dedicated to the logical, conceptual approach towards understanding of cognition, language and culture, which can be found in the fundamental works of researches on competency-based approach. Moreover, this paper describes the nature, mechanism and importance of forming intercultural-communicative competence of future specialists. This research is carried out within the framework of the Ministry of Education and Science of Republic of Kazakhstan grant project “Developing and implementing the innovative competency-based model of multilingual IT specialist in the course of national education system modernization”.

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Subanova, Barno. „COMPETENCE AND KEY FACTORS OF COMPETENCE INNOVATIVE APPROACH“. European International Journal of Multidisciplinary Research and Management Studies 02, Nr. 06 (01.06.2022): 41–45. http://dx.doi.org/10.55640/eijmrms-02-06-08.

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This article discusses the key factors of competency and competency innovative approach. Information is provided on the views of national and foreign pedagogical scholars on competence and competence.

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Ermolaeva, Marina Valeryevna. „Competence approach to personnelmanagement“. Mir psikhologii, Nr. 3 (2021): 110–15. http://dx.doi.org/10.51944/2073-8528_2021_3_110.

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Marguerite, Ruth. „Competence: A Transformative Approach“. World Federation of Occupational Therapists Bulletin 45, Nr. 1 (Mai 2002): 7–11. http://dx.doi.org/10.1080/20566077.2002.11721108.

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Іваницька, Марія. „Translator’s Personality Shaping: Competence Approach“. PSYCHOLINGUISTICS 26, Nr. 2 (12.11.2019): 135–56. http://dx.doi.org/10.31470/2309-1797-2019-26-2-135-156.

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The aim of the article is to highlight the role of psycholinguistic factors in shaping the linguistic personality of the translator and in developing the translator’s professional competence. The research method is based on the notions of the linguistic personality of the translator (LPT) and comprehensive professional competence of the translator (CPCT). LPT is defined as the sum total of language abilities, skills, and language behaviour of a bilingual individual, determined inter alia, by socio-cultural and psycho-cognitive conditions of formation/development of his or her personality. CPCT is treated as a complex of interrelated subcompetences that includes such components: abilities, knowledge, language behaviour and skills. The procedure of research proceeds from the postulate that LPT becomes apparent in translation decisions, style, language priorities, forms of speech activity, aims and guidelines of the translator. The development possibilities of LPT and CPCT are studied on the basis of such empirical methods: a) observation of novice translators’ work with the non-standard translation commissions that presuppose creativity, research and text-creating competences; b) psycholinguistic analysis of translation decisions; c) identification of the deviations that occur in understanding of the translator’s task. Findings. The paper demonstrates the development possibilities of LPT and CPCT by means of orienting the academic process to the purposeful acquisition of all the subcompetences: from language and cross-cultural ones through translator, research and technological ones even to socio-communicative and personality ones, i.e. by orienting academic aims to the formation of CPCT. It presents the work on a German-Ukrainian translation textbook that is based on the theory of functional translation by Ch. Nord and is directed at fostering those academic aims, which progressively lead to the shaping of CPCT. The paper analyzes the results of the textbook’s approbation on the basis of exercises offered in the textbook. Conclusions. It is proven that the progression of academic aims is an important aspect of translators’ training. These aims presuppose gradual development of all the translator’s subcompetences, personality subcompetence, in particular, and take into consideration all four components of CPCT that are equally relevant for the successful performance of contemporary translators on the labour market.

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Dimitrova, Krasimira. „COMPETENCE APPROACH – PROJECTIONS IN EDUCATION“. Education and Technologies Journal 11, Nr. 1 (01.08.2020): 62–66. http://dx.doi.org/10.26883/2010.201.2180.

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The current generation is facing a number of challenges related to their future. The education system is looking for adequate ways to change and adaptively focus the learning process. The application of a competency approach in education has a positive effect. The article attempts to explain the essence of the competency approach and its projections in the preparation, education and upbringing of children and students. Basic elements that are leading in organizing the learning process are outlined. Concepts necessary for subsequent theoretical research and methodological formulations are defined.

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Dissertationen zum Thema "Socioconstructivist approach to competence"

Goetgheluck, Nicole. „Contribution des bibliothèques de l’enseignement supérieur à la formation pour la compétence informationnelle (CI) des étudiants : étude de cas : la formation portée par la Bibliothèque de l’INSA Lyon, appropriation par les différents acteurs, impacts et limites, changements culturels et professionnels“. Electronic Thesis or Diss., Lyon 1, 2022. http://www.theses.fr/2022LYO10138.

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Les évolutions du paysage informationnel suggèrent qu’il est nécessaire d’acquérir une culture informationnelle c’est-à-dire des connaissances techniques et pratiques d’outils numériques et la conscience des enjeux et impacts des informations à retenir, diffuser ou éviter. Pourtant, l’université n’intègre pas systématiquement de cursus de formation prenant cet aspect en compte. Notre travail de recherche est situé dans le contexte d’une grande école, l’INSA Lyon, qui se propose de former des ‘Ingénieurs Humanistes’. Il interroge la possibilité pour une bibliothèque universitaire, sur l’exemple de la bibliothèque Marie Curie, de mobiliser les ressources nécessaires pour impulser la mise en place d’un cursus de formation pour la compétence informationnelle. En croisant le concept de ‘compétence’, ses implications théoriques et pratiques pour la construction de la compétence chez l’apprenant, avec les concepts de ‘compétence informationnelle’ et de ‘culture informationnelle’, nous proposons un modèle pour la conception de l’enseignement-apprentissage visant la construction de la compétence informationnelle. Ce modèle devient notre grille de lecture et d’analyse des documents et propos recueillis. Tous nos recueils de données, analyse qualitative de documents, d’interviews d’enseignants et responsables de département, puis d’étudiants après l’analyse quantitative d’une enquête par questionnaire, participent à notre compréhension de notre objet de recherche, restituée dans cette thèse. Malgré les limites de ce travail, inhérent à notre posture impliquée dans notre terrain de recherche, notre vision globale de l’enseignement-apprentissage visant la construction de la compétence informationnelle montre l’intérêt d’un référentiel de formation, mais révèle les points de blocages, avec en particulier l’absence d’une vision commune de la compétence informationnelle nécessaire aux ingénieurs. En conséquence, la prise en compte des composantes de la compétence informationnelle par les étudiants reste très hétérogène. Les blocages se situent aussi en dehors de la vision de la compétence informationnelle et concernent la formation pour des compétences : conception de l’enseignement encore imprégnée du modèle épistémique de la connaissance transmise, collaborations souvent sur un mode disciplinaire ou pluridisciplinaire, classements des étudiants qui hiérarchisent les disciplines, projets parfois orientés par les solutions pour un client. La formation pour la compétence informationnelle à l’INSA Lyon, exigerait, avant la définition des situations complexes propices à la mobilisation de compétences, un consensus autour de ‘l’ingénieur humaniste’. Sa culture technique et scientifique serait reconnue ; il pourrait s’affirmer comme un ingénieur particulièrement apte au travail relationnel, ne reniant pas son rôle et sa responsabilité politique dans la société, soucieux de s’appuyer sur l’intelligence collective et le partage d’une information fiable dans l’entreprise. Sa formation nécessiterait un cadre épistémique de la connaissance socio-construite, l’interdisciplinarité, la réflexion sur l’information et la construction des savoirs avec des projets mis en perspective au-delà des besoins actuels de l’entreprise. La vision partagée du profil de sortie de l’ingénieur, à construire selon l’approche programme, permettrait aux enseignantes-bibliothécaires de travailler à de nouvelles propositions, autour des concepts et des outils d’information. Notre étude engage à poursuivre les travaux autour de la transformation pédagogique du supérieur et ouvre des perspectives de recherches collaboratives, entre sciences de l’information et de la communication, sciences de l’éducation et de la formation et d’autres disciplines pour reproblématiser et recontextualiser la compétence informationnelle afin de développer une formation visant une culture informationnelle du 21ème siècle
Changes in the information landscape suggest that it is necessary to acquire an information culture, i.e. technical and practical knowledge of digital tools and awareness of the issues and impacts of information to be retained, disseminated or avoided. However, universities do not systematically integrate training programmes that take this aspect into account. Our research work is situated in the context of a major school, INSA Lyon, which aims to train 'Humanist Engineers'. It questions the possibility for a university library, on the example of the Marie Curie library, to mobilise the necessary resources to encourage the setting up of a training course for information literacy. By crossing the concept of 'competence', its theoretical and practical implications for the construction of competence in the learner, with the concepts of 'information literacy' and 'information culture', we propose a model for the design of teaching-learning aimed at the construction of information literacy. This model becomes our grid for reading and analysing the documents and statements collected. All our data collection, qualitative analysis of documents, interviews with teachers and department heads, and students after the quantitative analysis of a questionnaire survey, contribute to our understanding of our research object, which is presented in this thesis. Despite the limits of this work, inherent to our posture involved in our research field, our global vision of teaching-learning aiming at the construction of information literacy shows the relevance of a training framework, but reveals the blocking points, with in particular the absence of a common vision of the information literacy necessary for engineers. As a result, students' consideration of the components of information literacy remains very heterogeneous. The blockages also lie outside the vision of information literacy and concern training for competences: conception of teaching still impregnated with the epistemic model of transmitted knowledge, collaborations often in a disciplinary or multidisciplinary mode, student rankings that prioritise disciplines, projects sometimes oriented by solutions for a client. Training for informational competence at INSA Lyon would require, before defining complex situations conducive to the mobilisation of skills, a consensus around the 'humanist engineer'. His technical and scientific culture would be recognised; he would be able to assert himself as an engineer particularly suited to relational work, not denying his role and his political responsibility in society, anxious to rely on collective intelligence and the sharing of reliable information within the company. Its training would require an epistemic framework of socio-constructed knowledge, interdisciplinarity, reflection on information and the construction of knowledge with projects put into perspective beyond the current needs of the company. The shared vision of the engineer's output profile, to be constructed according to the programme approach, would allow teacher-librarians to work on new proposals, around information concepts and tools. Our study calls for further work on the pedagogical transformation of higher education and opens up prospects for collaborative research between information and communication sciences, education and training sciences and other disciplines to re-problematise and re-contextualise information literacy in order to develop training for 21st century information literacy

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Миленкова, Римма Володимирівна, Римма Владимировна Миленкова und Rymma Volodymyrivna Mylenkova. „Competence Approach in Teaching Students Foreign Languages“. Thesis, СумДПУ ім. А. С. Макаренка, 2012. http://essuir.sumdu.edu.ua/handle/123456789/50819.

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The article proves that it is up to an educational institution to form the complex of competences which help students to compete in the constantly changing world and high demands of employers.
Тези доводять, що саме вищий освітній заклад покликаний сформувати у особистості комплекс компетенцій, які дозволять студентам конкурувати у постійно змінному світі.
Статья доказывает ведущую роль вузов в формировании комплекса комптенций, которые позволят студенту быть конкурентоспособным в постоянно меняющемся мире.

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Fridh, Ann-Charlotte. „Institutions, technology and growth : a competence bloc approach“. Licentiate thesis, KTH, Industrial Economics and Management, 2000. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-1167.

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AL-ISMAIL, YAZID A. „TOWARDS AN INTEREST-BASED APPROACH TO TERMINOLOGICAL COMPETENCE ACQUISITION“. Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1499860593150818.

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Calman, Lynn Ann. „Patients' views of nurses' clinical competence : a grounded theory approach“. Thesis, University of Edinburgh, 2004. http://hdl.handle.net/1842/24043.

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This thesis examines, from the viewpoint of the patient, what is meant by competent nursing and how, with this perspective in mind, patients would regard the prospect of assessing the competence of nurses. The study utilises a grounded theory approach. Twenty-seven patients were interviewed about their views of nursing care. Preliminary data collection was undertaken in general medical and surgical areas. A theoretical sampling strategy was developed to include more experienced patients in three specialty areas renal dialysis, cystic fibrosis and diabetes care. Data were analysed, in keeping with the grounded theory tradition, utilising the constant comparative method. Patients described the process of becoming a patient and how they come to understand the complex social world of the hospital and the role of nurses within this. They identified the features of a good nursing encounter as being patient led, personal and individualised. Patients also identified their own responsibilities, specifically how to be a ‘good’ patient. Previous studies have highlighted the importance of the quality of the nursing encounter – the nurse/patient relationship, individualised patient care and empathy for example. This study specifically raises the issue that patients take technical competence for granted and highlights the important finding that when technical competence is assumed than these interpersonal factors become the most important indicator of the quality of nursing care. These personal and highly individual encounters between the patient and nurse and personality characteristics displayed such as caring and kindness, empathy and sense of vocation are difficult to measure or make objective judgements about. Although patients can discriminate between nurses who have these attributes and skills, being involved with the formal assessment of these attributes is considered a difficult prospect. The study findings emphasise that patient assessment of nursing competence is complex and implications for nurse education and service provision are highlighted.

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O'Reilly, David. „An investigation into metaphoric competence in the L2 : a linguistic approach“. Thesis, University of York, 2017. http://etheses.whiterose.ac.uk/19853/.

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Within the field of L2 metaphoric competence (MC) research, Low’s (1988) and Littlemore and Low’s (2006a, 2006b) metaphor-related skills and (sub)competences have existed for 29 and 11 years respectively, but have never been elicited or used to develop tests. Consequently, the extent to which they are underpinned by more fundamental (sub)constructs is unclear. With a few exceptions (e.g., Littlemore, 2001), L2 MC tests to date have been limited in scope (e.g., Aleshtar & Dowlatabadi, 2014; Azuma, 2005; Hashemian & Nezhad, 2007; Zhao, Yu, & Yang, 2014). Available research shows that L2 MC correlates with L2 vocabulary knowledge and proficiency (Aleshtar & Dowlatabadi, 2014; Zhao et al., 2014), but negligibly with time spent in an L2 immersion setting (Azuma, 2005). However, the ability of these measures to predict L2 MC is unknown, as is the change in the receptive/productive correlation strength as L2 proficiency increases. In response to these gaps, a large battery of L2 MC tests aimed at eliciting Low’s (1988) and Littlemore and Low’s (2006a, 2006b) constructs was developed and administered to 112 NNSs of English (L1 Chinese) and 31 English NSs, along with vocabulary knowledge and (NNSs only) general proficiency tests. Data cleaning showed inherent, operationalisation problems. Exploratory Factor Analysis revealed four metaphor-related factors, with MANOVA and independent samples t-tests showing statistical NNS and NS differences for only one of these: English Grammatical Metaphoric Competence. Multiple regression revealed that the Oxford Online Placement Test best predicted L2 receptive MC, whereas L2 vocabulary depth measured by the Word Associates Test (Read, 1998) best predicted L2 productive MC. Time spent living in the UK had no predictive power, and the receptive/productive correlation weakened with increased L2 proficiency. Implications for theory, test development, the transferability of models and predictors (e.g., to NNSs with other L1s) and EFL teaching are discussed.

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Akmaldinova, Oleksandra, Liudmyla Budko, Tetiana Shulha, Олександра Миколаївна Акмалдінова, Людмила Василівна Будко und Тетяна Валеріївна Шульга. „Competence based approach to teaching professional English in training aviation specialists“. Thesis, Kyiv national aviational university, 2018//Aviation in the XXI-sr century: the eighth world congress October 10-12, 2018, 2018. http://er.nau.edu.ua/handle/NAU/38799.

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The article deals with the problems of teaching special aviation English course in the context of flight safety. It gives an overview of human factor issues in aircraft accidents occurrence including psychological aspects of human error nature. It focuses on the impact of linguistic, cultural and environmental barriers on the safety of civil aviation operations.
У статті розглядаються проблеми навчання спеціального курсу авіаційної англійської мови в контексті безпеки польотів. Надається огляд питань людського фактору в аваріях на літаках, включаючи психологічні аспекти людської помилки. Стаття зосереджується на впливі мовних, культурних та екологічних бар’єрів на безпеку операцій цивільної авіації.
В статье рассматриваются проблемы преподавания специального курса авиационного английского языка в контексте безопасности полетов. Предоставляется обзор вопросов человеческого фактора при возникновении авиационных проишествий, включая психологические аспекты ошибок человека. Основное внимание уделяется влиянию языковых, культурних и экологических барьеров на безопасность полетов гражданской авиации.

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Einfalt, Johanna Theresia. „Using a dialogic approach to develop intercultural competence in university students“. Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/134242/1/Johanna_Einfalt_Thesis.pdf.

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Higher education seeks to produce interculturally competent students; however, it is not clear how to achieve this as part of the university experience. This study investigated how to develop intercultural competence at a regional Australian university, demonstrating growth in a group of commencing students' intercultural attitudes, knowledge and skills through participation in a series of dialogic forums. A fine-grained analysis of forum moments also revealed how students used interactional tools to facilitate intercultural understandings with diverse others. Implications highlight the importance of promoting dialogic interaction as a means to stimulate intercultural competence in higher education institutions.

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Baker, Ryan B. „Multicultural competence training among Head Start educators assessing a multi-method approach towards increasing multicultural competence among Head Start educators /“. Theological Research Exchange Network (TREN), 2008. http://www.tren.com/search.cfm?p088-0167.

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Чорненька, Жанетта Анатоліївна, Мар'яна Іванівна Грицюк und Анжела Степанівна Бідучак. „Modernization of the introduction of the competence approach in higher medical education“. Thesis, Актуальні питання вищої медичної освіти в Україні (з дистанційним під’єднанням ВМ(Ф)НЗ України за допомогою відеоконференц-зв’язку): матеріали XV Всеукр. наук.-практ. конф. з міжнар. участю (Тернопіль, 17–18 трав. 2018 р.) / Терноп. держ. мед. ун-т імені І. Я. Горбачевського. – Тернопіль : ТДМУ, 2018, 2019. http://dspace.bsmu.edu.ua:8080/xmlui/handle/123456789/14743.

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Bücher zum Thema "Socioconstructivist approach to competence"

McEvoy, Raymond. The competence approach: Making it work. [s.l: The Author], 1994.

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Lashley, Conrad. Improving study skills: A competence approach. London: Cassell, 1995.

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Developing multicultural counseling competence: A systems approach. 2. Aufl. Boston: Pearson, 2014.

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Loisy, Catherine, und Jean-Claude Coulet, Hrsg. Competence and Program-based Approach in Training. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781119507307.

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M, Evans Kathy, Hrsg. Experiential approach for developing multicultural counseling competence. Thousand Oaks, Calif: SAGE Publications, 2013.

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Chipo, Dyanda, und University of Zimbabwe. Human Resources Research Centre., Hrsg. Norms and competence approach to English literacy. Harare: University of Zimbabwe, Human Resources Research Centre, Faculty of Education, 2006.

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Fawcett, Mary L. Experiential approach for developing multicultural counseling competence. Thousand Oaks, Calif: SAGE Publications, 2013.

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G, Hays Danica, und Erford Bradley T, Hrsg. Developing multicultural counseling competence: A systems approach. Boston: Pearson, 2010.

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Henderson, Stephanie. Hairdressing and science: A competence-based approach. London: Hutchinson, 1988.

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Roger, Cartwright, Hrsg. Managing operations: A competence approach to supervisory management. Oxford, UK: Blackwell, 1993.

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Buchteile zum Thema "Socioconstructivist approach to competence"

Knapp, Samuel J., und Leon D. VandeCreek. „Competence.“ In Practical ethics for psychologists: A positive approach., 51–73. Washington: American Psychological Association, 2006. http://dx.doi.org/10.1037/11331-005.

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Knapp, Samuel, und Randy Fingerhut. „Competence.“ In Practical ethics for psychologists: A positive approach (4th ed.)., 59–90. Washington: American Psychological Association, 2024. http://dx.doi.org/10.1037/0000375-005.

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Purnell, Larry D. „Organizational Cultural Competence“. In Textbook for Transcultural Health Care: A Population Approach, 81–100. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-51399-3_4.

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L’Abate, Luciano, Mario Cusinato, Eleonora Maino, Walter Colesso und Claudia Scilletta. „Treatment of Severe Relational Incompetence: One Approach Is Not Enough“. In Relational Competence Theory, 253–59. New York, NY: Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-5665-1_21.

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Posselt, Tim. „A Conceptual Approach to Organizational Competence for Servitization“. In Organizational Competence for Servitization, 93–124. Wiesbaden: Springer Fachmedien Wiesbaden, 2017. http://dx.doi.org/10.1007/978-3-658-20096-1_4.

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König, Clelia. „L2 Acquisition and Interactional Competence“. In A Conversation Analysis Approach to French L2 Learning, 43–62. 1. | New York : Taylor and Francis, 2019. | Series: Routledge advances in second language studies: Routledge, 2019. http://dx.doi.org/10.4324/9780429031489-4.

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Shavelson, Richard J. „An Approach to Testing & Modeling Competence“. In Modeling and Measuring Competencies in Higher Education, 29–43. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6091-867-4_3.

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Azevedo, Rodrigo Cambiaghi, Sophie D’Amours und Mikael Rönnqvist. „Competence-Based Approach in Value Chain Processes“. In Leveraging Knowledge for Innovation in Collaborative Networks, 227–34. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-04568-4_24.

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Voronov, Alexander A. „Life Cycle Approach for Sustainability Competence Assessment“. In Sustainability Awareness and Green Information Technologies, 21–52. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47975-6_2.

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Kaupp, Steffen. „A Scaffolded Approach to Overcoming Unconscious Competence“. In andererseits - Yearbook of Transatlantic German Studies, 179–86. Bielefeld, Germany: transcript Verlag, 2018. http://dx.doi.org/10.14361/9783839443934-027.

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Konferenzberichte zum Thema "Socioconstructivist approach to competence"

Umbleja, K., V. Kukk und M. Jaanus. „Competence-based approach to learning“. In 2013 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2013. http://dx.doi.org/10.1109/educon.2013.6530160.

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Moshchanskaya, E. Yu. „Discourse Competence Of Interpreters: Interdisciplinary Approach“. In 7th International Scientific and Practical Conference "Current issues of linguistics and didactics: The interdisciplinary approach in humanities" (CILDIAH 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/cildiah-17.2017.33.

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Safina, Rimma, Oksana Amurskaya und Rimma Salieva. „INTEGRATIVE APPROACH TO INTERCULTURAL COMPETENCE DEVELOPMENT“. In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1028.

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Gadusova, Zdenka, Alena Hašková und Viera Jakubovská. „STRATIFIED APPROACH TO TEACHERS' COMPETENCE ASSESSMENT“. In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0518.

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Strilets, Valentyna. „CROSS-CULTURAL APPROACH TO FORMING TRANSLATION COMPETENCE“. In SPECIALIZED AND MULTIDISCIPLINARY SCIENTIFIC RESEARCHES. European Scientific Platform, 2020. http://dx.doi.org/10.36074/11.12.2020.v4.14.

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Salekhova, Leila, Ksenia Grigorieva, Nataliya Aristova und Alyona Gerasimova. „ASSESSING MULTILINGUAL COMPETENCE BASING ON HOLISTIC APPROACH“. In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.0782.

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Tareva, Elena. „LANGUAGE PROFICIENCY ASSESSMENT: A COMPETENCE-BASED APPROACH“. In 4th International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2017. Stef92 Technology, 2017. http://dx.doi.org/10.5593/sgemsocial2017/hb31/s10.016.

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Kochkina, Olga, und Tatyana Andryukhina. „COMPETENCE-BASED APPROACH IN EDUCATION: FORMING PROFESSIONAL COMMUNICATIVE COMPETENCE IN FUTURE INTERNATIONAL BUSINESS SPECIALISTS“. In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0468.

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Rybalko, Lina, Tanya Yopa und Andrian Ostapov. „EDUCATE STUDENTS ON THE BASIS OF COMPETENCE APPROACH“. In PUBLIC COMMUNICATION IN SCIENCE: PHILOSOPHICAL, CULTURAL, POLITICAL, ECONOMIC AND IT CONTEXT. European Scientific Platform, 2020. http://dx.doi.org/10.36074/15.05.2020.v4.03.

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Hashim, Rahmat, Salehuddin Mohd Zahari, Salleh Mohd Radzi und Saidatul Afzan Abd Aziz. „Malaysian hospitality managerial knowledge: A competence model approach“. In 2010 International Conference on Science and Social Research (CSSR). IEEE, 2010. http://dx.doi.org/10.1109/cssr.2010.5773879.

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Berichte der Organisationen zum Thema "Socioconstructivist approach to competence"

Modlo, Yevhenii O., Serhiy O. Semerikov und Ekaterina O. Shmeltzer. Modernization of Professional Training of Electromechanics Bachelors: ICT-based Competence Approach. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2649.

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Analysis of the standards for the preparation of electromechanics in Ukraine showed that the electromechanic engineer is able to solve complex specialized problems and practical problems in a certain area of professional activity or in the process of study. These problems are characterized by complexity and uncertainty of conditions. The main competencies include social-personal, general-scientific, instrumental, general-professional and specialized-professional. A review of scientific publications devoted to the training of electromechanics has shown that four branches of engineering are involved in the training of electromechanical engineers: mechanical and electrical engineering (with a common core of electromechanics), electronic engineering and automation. The common use of the theory, methods and means of these industries leads to the emergence of a combined field of engineering – mechatronics. Summarizing the experience of electrical engineers professional training in Ukraine and abroad makes it possible to determine the main directions of their professional training modernization.

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Housel, Thomas, Angelika Dimoka und Paul A. Pavlou. Leveraging Competence in the Use of Leveraging Collaborative Tools Competence: facilitating an Open Architecture Approach to Acquiring Integrated Warfare Systems. Fort Belvoir, VA: Defense Technical Information Center, Dezember 2006. http://dx.doi.org/10.21236/ada496673.

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Morkun, Vladimir S., Serhiy O. Semerikov, Nataliya V. Morkun, Svitlana M. Hryshchenko und Arnold E. Kiv. Defining the Structure of Environmental Competence of Future Mining Engineers: ICT Approach. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2650.

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The object is to the reasonable selection of the ICT tools for formation of ecological competence. Pressing task is constructive and research approach to preparation of future engineers to performance of professional duties in order to make them capable to develop engineering projects independently and exercise control competently. Subject of research: the theoretical justification of competence system of future mining engineers. Methods: source analysis on the problem of ecological competence formation. Results: defining the structure of environmental competence of future mining engineers. Conclusion: the relevance of the material covered in the article, due to the need to ensure the effectiveness of the educational process in the preparation of the future mining engineers.

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Yaroshenko, Olga G., Olena D. Samborska und Arnold E. Kiv. An integrated approach to digital training of prospective primary school teachers. [б. в.], Juli 2020. http://dx.doi.org/10.31812/123456789/3870.

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The article emphasizes the importance of information and digital technologies in pre-service training of primary school teachers, substantiates the content and components of information and digital competence of prospective primary school teachers. It points out that the main purpose of information and digital training in the pedagogical higher educational institutions (HEI) is to ensure the formation of digital competence of future primary school teachers, to prepare them for developing primary students’ digital literacy in classes on various academic subjects, for active use of ICT in primary school teachers’ professional activities. An integrated approach to the modernization of information and digital training of pre-service primary school teachers, which covers the main forms of the educational process – training sessions, independent work, practical training, and control activities is justified. The article presents the results the pedagogical experiment aimed at testing the effectiveness of the integrated approach to the modernization of information and digital training of prospective primary school teachers. The results are determined by the level of digital literacy and the ability of students in the control and experimental groups to use information and digital technology in the educational process of primary school.

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Gaintsev. INTEGRATIVE-DEVELOPMENTAL APPROACH AS A BASIS OF PROFESSIONAL COMPETENCE DEVELOPMENT OF THE SPECIALIST INTHE SPHERE OF PHYSICAL TRAINING. Http://kamgifk.ru/sites/default/files/magazine/29_4_2013/29_4_2013_eng.pdf, Dezember 2013. http://dx.doi.org/10.14526/35_2013_3.

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Hudson, Kesha N., und Michael T. Willoughby. The Multiple Benefits of Motor Competence Skills in Early Childhood. RTI Press, August 2021. http://dx.doi.org/10.3768/rtipress.2021.rb.0027.2108.

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Recent findings from the Kids Activity and Learning Study complement North Carolina’s multidimensional approach to promoting school readiness by emphasizing the integrated nature of motor and cognitive development in early childhood. Children whose motor skills improved the most over the course of an academic year also tended to demonstrate the biggest gains in executive function and numeracy skills. Children who participated in adaptive, group-based motor skill activities demonstrated gains in motor competence, executive function, and numeracy skills. Incorporating motor activities into established classroom practices has the potential to facilitate multiple aspects of children’s development and promote school readiness. The brief includes specific recommendations for early childhood educators.

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Савченко, Карина Юріївна. The Content of Professional Training of Future Educators at Children's Institutions: Competency Building Approach. Scientific World, Ltd., 2016. http://dx.doi.org/10.31812/0564/645.

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The article considers the problems of the competence approach. And the ability to distinguish between academic disciplines and areas of training of future teachers through the introduction of three main disciplines: social-humanitarian, psychological-pedagogical and professional. The list of subjects for each directions of training foresees different volume and content appropriately designed specialization. Competency building approach provided the ability to distinguish between academic disciplines and areas of training the future teacher through the introduction of three main disciplines: social-humanitarian, psychological-pedagogical and professional.

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Дирда, І. А., und З. П. Бакум. Linguodidactic fundamentals of the development of foreign students’ polycultural competence during the Ukrainian language training. Association 1901 "SEPIKE", 2016. http://dx.doi.org/10.31812/123456789/2994.

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The paper shows the analysis of scientists’ views to the definitions of terms “approaches to studying”,”principles”, “methods” and “techniques”. The development of foreign students’ polycultural competence is realized in particular approaches (competence, activity approach, personal oriented, polycultural approach); principles (communicative principle, principles of humanism, scientific nature, visual methods, systematicness and succession, consciousness, continuity and availability, individualization, text centrism, native language consideration, connection between theory and practice); usage of some methods (method of reading, direct, purposeful and comparative, purposeful and practical, communicative methods) and techniques (explanation of the teacher, usage of speech clichés, sound and letter analysis, etc.).

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Бакум, З. П., und І. А. Дирда. Linguodidactic Fundamentals of the Development of Foreign Students' Polycultural Competence During the Ukrainian Language Training. Криворізький державний педагогічний університет, 2016. http://dx.doi.org/10.31812/0564/398.

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The paper shows the analysis of scientists' views to the definitions of terms "approaches to studying", "principles", "methods" and "techniques". The development of foreign students' polycultural competence is realized in particular approaches (competence, activity approach, personal oriented, polycultural approach); principles (communicative principle, principles of humanism, scientific nature, visual methods, systematicness and succession, consciousness, continuity and availability, individualization, text centrism, native language consideration, connection between theory and practice); usage of some methods (method of reading, direct, purposeful and comparative, purposeful and practical, communicative methods) and techniques (explanation of the teacher, usage of speech clichés, sound and letter analysis, etc).

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Hansen, Peter J., Zvi Roth und Jeremy J. Block. Improving oocyte competence in dairy cows exposed to heat stress. United States Department of Agriculture, Januar 2014. http://dx.doi.org/10.32747/2014.7598163.bard.

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Original Objectives. The overall goal is to develop methods to increase pregnancy rate in lactating dairy cows exposed to heat stress through methods that minimize damage to the oocyte and embryo caused by heat stress. Objectives were as follows: (1) examine the protective effects of melatonin on developmental competence of oocytes exposed to elevated temperature in vitro; (2) test whether melatonin feeding can improve developmental competence of oocytes in vivo and, if so, whether effects are limited to the summer or also occur in the absence of heat stress; and (3) evaluate the effectiveness of improving fertility by facilitating follicular turnover in the summer and winter. Revised Objectives. (1) Examine protective effects of melatonin and follicular fluid on developmental competence of oocytes exposed to elevated temperature in vitro; (2) examine the protective effects of melatonin on developmental competence of embryos exposed to elevated temperature in vitro; (3) evaluate effectiveness of improving fertility by administering human chorionicgonadotropin (hCG) to increase circulating concentrations of progesterone and evaluate whether response to hCG depends upon genotype for four mutations reported to be related to cow fertility; and (4) identify genes with allelic variants that increase resistance of embryos to heat shock. Background. The overall hypothesis is that pregnancy success is reduced by heat stress because of damage to the oocyte and cleavage-stage embryo mediated by reactive oxygen species (ROS), and that fertility can be improved by provision of antioxidants or by removing follicles containing oocytes damaged by heat stress. During the study, additional evidence from the literature indicated the potential importance of treatment with chorionicgonadotropin to increase fertility of heat- stressed cows and results from other studies in our laboratories implicated genotype as an important determinant of cow fertility. Thus, the project was expanded to evaluate hCG treatment and to identify whether fertility response to hCG depended upon single nucleotide polymorphisms (SNP) in genes implicated as important for cow fertility. We also evaluated whether a SNP in a gene important for cellular resistance to heat stress (HSPA1L, a member of the heat shock protein 70 family) is important for embryonic resistance to elevated temperature. Major conclusions, solutions & achievements. Results confirmed that elevated temperature increases ROS production by the oocyte and embryo and that melatonin decreases ROS. Melatonin reduced, but did not completely block, damaging effects of heat shock on the oocyte and had no effect on development of the embryo. Melatonin was protective to the oocyte at 0.1-1 μM, a concentration too high to be achieved in cows. It was concluded that melatonin is unlikely to be a useful molecule for increasing fertility of heat-stressed cows. Treatment with hCG at day 5 after breeding increased first-service pregnancy rate for primiparous cows but not for multiparous cows. Thus, hCG could be useful for increasing fertility in first-parity cows. The effectiveness of hCG depended upon genotype for a SNP in COQ9, a gene encoding for a mitochondrial-function protein. This result points the way to future efforts to use genetic information to identify populations of cows for which hormone treatments will be effective or ineffective. The SNP in HSPA1L was related to embryonic survival after heat shock. Perhaps, genetic selection for mutations that increase cellular resistance to heat shock could be employed to reduce effects of heat stress on fertility. Implications, both scientific and agricultural. This project has resulted in abandonment of one possible approach to improve fertility of the heat-stressed cow (melatonin therapy) while also leading to a method for improving fertility of primiparous cows exposed to heat stress (hCG treatment) that can be implemented on farms today. Genetic studies have pointed the way to using genetic information to 1) tailor hormonal treatments to cow populations likely to respond favorably and 2) select animals whose embryos have superior resistance to elevated body temperatures.

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