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Journal articles on the topic 'Components of competence'
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1
Tatiana, Midrigan. "Textual Competence: Definitions and Components." Journal of Educational Theory and Practice DIDACTICA PRO... 22, no. 5 (135) (2022): 44–48. https://doi.org/10.5281/zenodo.7271182.
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Textual competence is one of the specific competences, which are formed in the Romanian language and literature. Textual competence is the ability to know how to identify the information conveyed by the text, as well as the way in which it is conveyed. In other words, text analysis is the operation that forms it.
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С., О. Моргунова. "COMPONENTS OF PUBLIC RELATIONS COMPETENCY OF FUTURE MANAGERS." ЗАСОБИ НАВЧАЛЬНОЇ ТА НАУКОВО-ДОСЛІДНОЇ РОБОТИ, no. 44 (November 28, 2015): 107–17. https://doi.org/10.5281/zenodo.56182.
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The essence of the notion «PR-competence» as a part of the competence of a future manager is identified in the article. Taking into account the notions of PR (relations with community) and professional competency, the author provides her own definition of PR-competency as an integral complex of the professional and behavioral qualities of personality, as a benchmark of major psychological and PR-concepts, as an index of human capacity to effectively use contemporary psychological and PR-technologies that enable a specialist to implement their knowledge into practice. The researcher states that PR-competency will be especially important for future managers because the range of the professional tasks of a specialist in this field includes the control of an enterprise image, the promotion of products at the market, relations with customers and mass media, the creation of the right image of enterprise and its internal corporate medium. On the basis of analysis of scientific approaches to the concept of PR-competence and its content, the unit of the core competencies, which includes two clusters: a group of key (common) and a group of special (professional) competencies, a combination of which consists the PR-competence of a future manager.
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Kazakevych, Olena. "COMPONENT-STRUCTURAL ANALYSIS OF MARKETOLOGIST LEADERSHIP COMPETENCE." Continuing Professional Education: Theory and Practice, no. 1 (2021): 14–20. http://dx.doi.org/10.28925/1609-8595.2021.1.2.
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The article analyzes the views of domestic and foreign scientists on the essence of «leadership competence» concept, identifies and scientifically conditions the structure of leadership competence of future marketing analysts. As a result of the research the author states that, firstly, leadership competence is a steady integral component of supraprofessional competence of a marketing analyst; secondly, leadership competence of future marketing analysts, as well as its components in most cases is not a natural phenomenon, but emerges as a result of certain experience of a person, which runs on their positive attitude to this phenomenon, awareness of motives and needs in it, acquired knowledge, skills and personal qualities of people, which then find practical implementation in the form of leadership behaviour. Based on the analysis of psychological and pedagogical investigations we have identified the following structural components of leadership competence of future market analysts: motivational (motives, needs, emotions, values in regard to leadership), cognitive (knowledge, leadership beliefs), activity (actions, skills, abilities, leadership behaviour) and personality (complex of leadership qualities, reflexivity, empathy, emotional intelligence). According to the analysis of the primary positions that can be held by a bachelor of marketing, the functions and corresponding professional competences that require the formed leadership competency of a marketing analyst are identified and it is demonstrated how the leadership competency is realized in the marketing activity. Thus, leadership competence provides grounds for efficient activity in the field of marketing, creating conditions for manifestation of initiative, responsibility and active economic position of a marketing specialist and ensuring his/her professional mobility and competitiveness.
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Saidova, Zilola Urakovna. "THE KEY COMPONENTS OF COMMUNICATIVE COMPETENCE AND THEIR ROLE FOR EFFECTIVELY COMMUNICATING OF LEARNERS." Modern Scientific Research International Scientific Journal 1, no. 3 (2023): 211–16. https://doi.org/10.5281/zenodo.8032354.
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This article discusses the communicative competence and its components such as linguistic, strategic, discursive, and socio-cultural and distinguishes the concept of "competence". Besides the professional skills, essential to a successful career, individuals also need to acquire the communicative competency, which is equally important as it includes various other competencies, such as: linguistic, social, socio-cultural, or strategic competences in order to communicate and interact with each other. Our article aims at discussing the different ways and methods teachers can use in the language classroom.
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Murodilla, Marufovich Yakubbaev. "STRUCTURE, COMPONENTS AND FUNCTIONS OF LINGUOCULTURAL COMPETENCE." Deutsche internationale Zeitschrift für zeitgenössische Wissenschaft 85 (August 3, 2024): 48–51. https://doi.org/10.5281/zenodo.13207402.
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This scientific article is decided to further research a detailed analysis of the content, structure and functions of linguocultural competence. Linguocultural competence is interpreted as the ability to carry out intercultural communication in the process of learning a foreign language. The work describes the interdependence and complementarity of language, cultural and communicative competences, as well as the communicative, cognitive, moral and educational functions of this competence. It is based on the importance of linguocultural competence in the modern education system and its role in ensuring the success of a person in intercultural communication.
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Бирка, Маріан Філаретович, Андрій Віталійович Сущенко, and Тарас Олегович Лукашів. "COMPONENTS OF ICT COMPETENCE OF TEACHERS OF MATHEMATICS AND INFORMATICS." Information Technologies and Learning Tools 74, no. 6 (2019): 225–37. http://dx.doi.org/10.33407/itlt.v74i6.3258.
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Nowadays, the competency-based approach is becoming more and more traditional in Ukrainian education for every level – from preschool to postgraduate. Its focus is on two main concepts, “competency” and “competence”, interpreted in numerous ways in teaching and learning, which leads to inadequate educational results. Therefore, profound understanding and clear vision of the main concepts are very significant for the effective organization of the educational process. The article examines the ICT competency as a prerequisite for effective professional activities of pre-service teachers of mathematics and informatics in conditions of information society and digital world. The proper ICT competence level can considerably enhance both the teaching and learning processes, facilitate teachers’ professional development and their adaptation to changes in educational technologies. In this regard, defining the structure and content of ICT competency of pre-service teachers of mathematics and informatics is very important for clarification of educational process outcomes and students’ supporting personal characteristics needed to utilize ICT in their future job. The study introduces the conceptual model of structure of ICT competency and competence, which enlarges the focus of educational process to embrace value orientations and qualities of a person. In our opinion, the structure of ICT competency as well as of ICT competence should include the following criteria: knowledge, skills, habits, value orientations (motives, stimuli, values, interests and ambitions) and person’s qualities (abilities). Also, the article discusses the content of ICT competence of pre-service teachers of mathematics and informatics, based on the introduced model. ICT competence content data were acquired from empirical survey that involved students and practicing informatics teachers.
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BARANETS, Yana. "TYPES OF PROFESSIONAL COMPETENCE OF A MODERN TEACHER." Dnipro Academy of Continuing Education Herald. Series: Philosophy, Pedagogy, Vol. 2 No. 2 (2022) (November 30, 2022): 47–53. http://dx.doi.org/10.54891/2786-7005-2022-2-7.
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The article defines the essence of the concepts "competence", "professional competence", "inclusive" and "methodical" as components of the teacher's professional competence. The essence of each of the components of inclusive competence was considered and the expediency of including inclusive competence in the composition of key (life) and professional competences was determined. The levels of formation of knowledge, abilities and skills of the participants of educational activities in an inclusive environment are summarized, and it is also clarified that the unity of theoretical and practical readiness of a specialist to perform professional functions is professional competence. In accordance with this, the components of inclusive competence (motivational, cognitive, operational and reflective) are distinguished. According to the views of many scientists, the problems of competency reform have been identified, namely, that currently up to 65% of teachers who are students of professional development courses do not know the methods of working with children with special educational needs. The article highlights the teacher's readiness for socio-pedagogical activities in schools with inclusive education, taking into account the criteria of inclusive readiness. The structure of methodical competence and its components were studied, namely: methodical culture, methodical creativity, methodical thinking, as well as the formation of methodical competences of workers. The basic regulatory and legal documents that define organizational issues and outline an inclusive indicative vector of personnel training have been provided. The article focuses on the formation of the situational interest of teachers in the formation of inclusive and methodical competence, the motives for mastering professional growth in the conditions of inclusive education. A teacher's pedagogical competence is the unity of his theoretical, practical, and ethical readiness to carry out pedagogical activities. And also, the contradictions between the modern world trend of recognizing the professional training of teachers to work in the conditions of an inclusive environment from the priority areas of educational training and the approach in Ukraine are determined.
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Khoma, Т. V. "Communicative competence, its components." Scientific Bulletin of Mukachevo State University Series “Pedagogy and Psychology”, no. 1(7) (2018): 203–6. http://dx.doi.org/10.31339/2413-3329-2018-1(7)-203-206.
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Кротюк В. А., Кислий В. Д., Зоркін Р. Ю. та Яндола К. О. "ФОРМУВАННЯ ЛІДЕРСЬКОЇ КОМПЕТЕНТНОСТІ ПІД ЧАС НАВЧАННЯ В ЗАКЛАДАХ ВИЩОЇ ОСВІТИ". World Science, № 9(37) (30 вересня 2016): 73–76. http://dx.doi.org/10.31435/rsglobal_ws/30092018/6140.
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 In the article the urgency of acquiring leadership competency by modern specialists of any branches is emphasized; the definitions of such concepts as "leader" and "competence" are analyzed, on the basis of which the generalization of the category "leadership competence" is made. The authors reveal the essence of leadership competence through its components, namely: knowledge, skills, responsibility. It the article the practical recommendations on the application of modern pedagogical technologies and teaching methods for higher education applicants in order to stimulate the formation of leadership competences during higher education institutions training are provided.
 
 
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Nosirov, Po'lat Raximovich. "FORMING INCLUSIVE EDUCATION COMPETENCE OF FUTURE SCHOOL TEACHERS." Multidisciplinary Journal of Science and Technology 5, no. 3 (2025): 276–81. https://doi.org/10.5281/zenodo.15022794.
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The article aims to identify the importance of inclusive competence of future teachers as a generalized personal education. Substantiation of criteria and levels of inclusive competence based on contextual educational technology allowed to develop a model of inclusive competence formation in the professional training of future teachers, which is an interconnected, information-oriented, quasi-professional stages. sequence. The results of the study are to identify the factors and conditions that determine the ability to perform their professional functions in the process of inclusive education; The conclusion of the research paper is that its components may include identified components of inclusive competence among teachers, including motivational, cognitive, operational, and reflective components.
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Akhmetzhanova, Guldaray, Karlygash Sarbassova, Dinara Kazimova, Gulmira Tazhigulova, and Saltanat Mulikova. "Model of information and methodological competencies of a vocational training teacher." Revista Tempos e Espaços em Educação 14, no. 33 (2021): e16321. http://dx.doi.org/10.20952/revtee.v14i33.16321.
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The purpose of the study is to develop a model of information and methodological competencies of a vocational training teacher. The research hypothesis is as follows: if the most important components of the information and methodological competency of a vocational training teacher are identified, they will become elements of the competency model, since competence means that a person has the appropriate competency. The research methods are analysis of literary sources, modeling, the method of expert assessments, and experimental work. The study resulted as follows: the concepts of competencies and competence have been separated; the components of information and communication competencies of a vocational training teacher have been identified; the type of model is justified; the importance of the components of information and methodological competence is determined based on a functional study of the practices of teachers; the model of information and methodological competencies is presented as a structure that combines the components of information and communication competencies and indicators of the importance of their components.
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Madaminova, Sabina Alisher qizi. "DIFFERENT APPROACHES ABOUT THE COMPONENTS OF COMMUNICATIVE COMPETENCE." International journal of advanced research in education, technology and management 2, no. 4 (2023): 104–14. https://doi.org/10.5281/zenodo.7823483.
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One of the essential competencies for foreign language teachers is communicative competence. Communicative competence is the main pillar of communication, fluency in the language being studied, and it plays a key role in communicating freely with speakers of the language as a true mother tongue, and communication is also important in foreign language teaching. Many scholars have worked on and expressed their views on communicative competence, and they have also divided this competence into components. The purpose of this research is to show the analysis of communicative competence as a separate group of scientists through modeling method.
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Madaminova, Sabina Alisher qizi. "DIFFERENT APPROACHES ABOUT THE COMPONENTS OF COMMUNICATIVE COMPETENCE." International journal of advanced research in education, technology and management 2, no. 4 (2023): 104–14. https://doi.org/10.5281/zenodo.7840066.
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One of the essential competencies for foreign language teachers is communicative competence. Communicative competence is the main pillar of communication, fluency in the language being studied, and it plays a key role in communicating freely with speakers of the language as a true mother tongue, and communication is also important in foreign language teaching. Many scholars have worked on and expressed their views on communicative competence, and they have also divided this competence into components. The purpose of this research is to show the analysis of communicative competence as a separate group of scientists through modeling method.
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Lei, Siao. "Structural components of the competence of self-expression of the future teacher of music art in the context of the competence approach." 50, no. 50 (June 30, 2022): 113–19. http://dx.doi.org/10.26565/2074-8167-2022-50-11.
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The article considers general issues of determining the competence of cultural self-expression in the context of training future teachers of music through the prism of various foreign scholars and researchers. The analysis of the structural elements of the competence of self-expression was based on the development of key competences for life for the citizens of the European Union. The research methods were determined by the analysis of open sources and research of organizations and individual scientists, systematization of the obtained results and their interpretation. The study proves that the competence of self-expression is the next stage in the constant evolution of competences in the field of culture and interpersonal interaction of people. Data on various definitions of competence in the field of cultural awareness and self-expression are given. The author analyzed the framework of descriptors that are inherent in music teachers in the European Union, the main of which are: personal self-development; development of musical abilities; management of the process of musical (self) development; management of non-formal music (self) education. The results obtained can be a valuable basis for scientists from China who will develop educational standards and competency frameworks for future music teachers. The author emphasizes the need to form the competence of self-expression as the highest stage of human development on the basis of creativity, intercultural understanding and awareness of their place in the world.
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Tekesbayeva, G., and А. Tekesbayeva. "COMMUNICATIVE COMPETENCE AND ITS COMPONENTS." BULLETIN Series of Philological Sciences 74, no. 4 (2020): 191–95. http://dx.doi.org/10.51889/2020-4.1728-7804.39.
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The article States that competencies are the result of knowledge expressed as a student's activity, including such concepts as” knowledge“,” skills“,” skills “and”experience". Competence is the final result, characterized by the fact that the student uses the knowledge, skills, and skills in practice, in solving any practical or theoretical problems in everyday life. The conclusions of Russian and foreign scientists on communicative competence are also analyzed. As many definitions of communicative competence are available in pedagogical and psychological works, so many views about the components of communicative competence. The article raises the question of the components of communicative competence and concludes that communicative competence is a system that combines linguistic, sociological, psycholinguistic, linguoculturological, cognitive, and paralinguistic aspects.
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Faritov, Anatolii Tavisovich. "Component composition of the system of formation of engineering competence of students of general educational intuition." Педагогика и просвещение, no. 1 (January 2020): 56–62. http://dx.doi.org/10.7256/2454-0676.2020.1.31059.
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Within the framework of this article, the author conducts a research allowing to reveal the internal structure of engineering competence of students of general educational intuition as the basis of project-research activity, implemented in terms of school curriculum. The boundaries between the concept of “competence” and “competency” are outlined. A detailed definition of engineering competence is provided. The author examines the component composition of the formation of engineering competence among the students of general educational institution. The object of this research is the engineering competence, while the subject is the set of constituent components. It is established that engineering competence of a student has a multi-component composition that includes motivational, activity, personality, intellectual, cognitive and reflexive components. The scientific novelty of the acquired results consists in the fact that the described components can be used for the criteria-based assessment of engineering competence of the students of general educational intuition. The presented components can be the foundation for the criteria-based assessment of the level of engineering competence of a student.
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Dereka, T. Hr. "Acmeological principles of formation dynamic of physical education specialists’ acmeological competence activities’ component." Physical education of students 20, no. 5 (2016): 10–16. http://dx.doi.org/10.15561/20755279.2016.0502.
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Purpose: to determine characteristics of archeological competence’s activities component formation in physical education specialists and find correlation of its components. Material: in the research students of specialty “Physical education” (n=194) participated. Activities’ component of acmeological competence was determined by results of fulfillment of individual scientific research task. The content of such tasks was enriched with acmeological component. Results: we analyzed correlation and intra-influence of parts of acmeological competence’s activities component ion respect to its formation level. By results of factorial analysis we grouped, classified acmeological competence components and made them compactly visual. The most significant factors of acmeological competence components are marked out. Conclusions: we formed activities’ component of acmeological competence in process of students’ independent and scientific research work.
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PYLYPENKO, O. S. "STEM COMPETENCIES: ESSENCE AND STRUCTURE." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, no. 3 (2021): 142–49. http://dx.doi.org/10.31494/2412-9208-2021-1-3-142-149.
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The article is devoted to the research of the problem of modeling the structure and content of mathematical competence and competence in the field of science, technology and engineering (STEM-competences) of students. The author notes that the problem of active creative development of students who are able to mobilize knowledge in practice and quickly adapt to unusual situations is relevant for Ukraine today. This leads to the search for high quality education at all levels. A possible solution to this problem is the organization of STEM-learning, which requires the formation of students' STEM-competencies. The author analyzes the existing in scientific publications and official documents definitions of the concepts of purview, competence, STEM-competence. The components of STEM-competence, including cognitive, reflexive-analytical, operational-activity, value-motivational, are clarified. The article identifies the main components of STEM-competence, which consists of the ability to identify the problem, the ability to reason logically, justify their actions, understand and analyze different points of view in solving problems, the ability to unconventionally solve problems, analyze and evaluate results, formulate research tasks and identify ways to solve it, apply knowledge in different life situations. It was found that the methods aimed at the formation of STEM-competence of students should be based on the application of competence, activity and systematic approaches to the organization of learning. The paper emphasizes that the key competencies for the state standard of basic secondary education in Ukraine are based on the recommendations of the Council of the European Union. The author compares the key competences for lifelong learning in Ukraine and the European Union, discusses in detail the skills and attitudes associated with STEM competence. It was found that mathematical competence and competence in the field of science, technology and engineering in the European Union are distinguished as a whole, unlike Ukraine. Key words: purview, competence, key competencies, STEM competency, STEM-education.
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Xuan Loc, Nguyen Thi, Phan Hung Thu, Thai Van Thanh, and Nguyen Như An. "Competence Assessment of Team of Specialists under the Organization and Personnel Department at Public Universities in Vietnam." Education Research International 2024 (April 16, 2024): 1–11. http://dx.doi.org/10.1155/2024/3479943.
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A study was conducted to identify the components of competency in general that are considered important in improving the work efficiency of team of specialists under the organization and personnel department at public universities in Vietnam. Data have been collected through a management questionnaire to team of specialists under the organization and personnel department (n = 106) managerial staff (n = 50), and lecturers and other specialists (n = 245). Analysis of deductive content and statistics of technical description are used for qualitative and quantitative analysis of data, respectively. The results show that there are five important components of competency of specialists under the organization and personnel department that need to be formed, including professional quality, professional competence, consulting competence, competence of planning and implementation organization, competence of self-improvement, and professional development. In addition, there are three groups of complementary competencies, including communication competence, foreign language competence, and information technology competence. The main objective of the article is to identify the components of competency in general that are considered important in improving the work efficiency of team of specialists under the organization and personnel department at public universities in Vietnam. The findings can be used by administrators at public universities as a basis for them to have specific strategies and solutions in the university’s team development to meet the requirements of higher educational renovation today.
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El Idrissi, WISSAM El Machtani, Ghizlane Chemsi, KHADIJA El Kababi, and Mohamed Radid. "Assessment Practices of Student’s Clinical Competences in Nurse Education." Open Nursing Journal 15, no. 1 (2021): 47–54. http://dx.doi.org/10.2174/1874434602115010047.
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Background: Clinical competence in nursing practices includes all the theoretical and clinical knowledge used by the student in a clinical setting. It also involves psychomotor as well as problem-solving skills. The assessment focuses on evaluating the student's ability to provide both safe and competent care for the patients. However, it requires the use of several assessment methods that must be varied according to the components of the clinical competence. Several studies have revealed that the evaluation of this competency is mostly limited to knowledge testing or the acquisition of technical skills verification. Aims: This study has two objectives. Firstly, it aims to analyze the assessment practices related to clinical competence and adopted by teachers in higher institutes of nursing and health technology in Morocco. Secondly, it seeks to identify the difficulties faced by them in using a variety of appropriate assessment tools to target all the components of clinical competence. Methods: Based on the theoretical model adapted from the Miller’s pyramid by Mehay and Burns in 2009, relating to the assessment of clinical competence, a self-administered questionnaire was shared with 129 nursing teachers. Results: The results indicate that 98.06% of participants use a given tool to assess clinical competence; however, using the appropriate tools to evaluate all its components is limited, and the assessment tools are not characterized by variety. Conclusion: Reflecting on the evaluation of clinical competences, a clinical assessment model could be proposed to be in accordance with the theoretical model and to measure its impact on nursing students' learning.
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PANICO, Vasile. "Some aspects regarding concept, components and pedagogical conditions of training the critical thinking competence in students of early school age." Acta et commentationes: Științe ale Educației 37, no. 3 (2024): 140–52. http://dx.doi.org/10.36120/2587-3636.v37i3.140-152.
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The paper addresses some aspects of the concept, structural components, and general conditions for the formation of critical thinking competence in students. The basic topics reflected in the work are the following: relationships of skills critical and creative thinking; the means of training critical and creative thinking skills; critical thinking competency components and conditions; general training and development of critical thinking competence in students of small school age. The critical thinking competence is made up of the following components: attitudes, knowledge/information about means of knowledge, behavior (argument, analysis, logical and creative thinking, independent thinking) and the reflective component. Based on the theoretical, praxiological benchmarks and the provisions of the national curriculum, the psycho-pedagogical conditions for the formation and development of the critical thinking competence were elucidated. Each group of psychopedagogical conditions is mainly oriented towards the formation and development of certain components of critical thinking competence.
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Kochubei, Elena. "CONTENTS OF THE INFORMATIONAL AND METHODICAL COMPETENCE OF THE FUTURE CHEMISTRY TEACHER." Problems of Modern Teacher Training, no. 2(30) (September 27, 2024): 51–58. http://dx.doi.org/10.31499/2307-4914.2(30).2024.314015.
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The content of the informational and methodological competence of the future chemistry teacher is revealed in the article. The need to implement a competency-based approach to the professional training of future chemistry teachers was determined. It has been established that in the conditions of informatization of society, new components of the professional competence of the future chemistry teacher have arisen, related to the need for active use of information and communication technologies in the educational process. From the composition of the professional-pedagogical and methodical competence of the future chemistry teacher, the informational-methodical competence is distinguished, which is defined as a special system of personality quality, which represents the unity of competences in the field of chemistry, information and communication technologies, general and partial methods of teaching chemistry and educational technologies. The educational functions of the informational and methodological competence of the future chemistry teacher are defined: adaptive-corrective, stimulating-developmental, creative, normative-evaluative. It is proven that the formation of informational and methodological competence of the future chemistry teacher can be achieved as a result of the functioning of a complete didactic system, the most important function of which is to ensure the organization, management and orderliness of all components of the learning process related to the informatization of chemical education. It has been established that this will enable content-technological integration of various disciplines and create conditions for the formation and development of the informational and methodological competence of the future chemistry teacher. It is revealed that the informational and methodical competence in the structure of the future teacher’s professional activity performs specific functions and reveals specific properties determined by the peculiarities of professional activity in the information society. It has been proven that informational and methodical competence accumulates and structures all groups of professional and pedagogical competences and professionally significant personality qualities and is manifested in the ability to perform various professional functions and tasks based on the integration of informational, methodical and subject competences. We see the prospects for further research in the revealed structures of the informational and methodological competence of the future chemistry teacher.
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Hodovaniuk, Tetiana, and Dariia Voznosymenko. "THE VALUE-COMPETENT APPROACH IN THE PROFESSIONAL TRAINING OF FUTURE TEACHERS OF MATHEMATICS." Collection of Scientific Papers of Uman State Pedagogical University, no. 4 (October 27, 2022): 24–31. http://dx.doi.org/10.31499/2307-4906.4.2022.269290.
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The article highlights the pedagogical expediency of using the value-competency approach in professional training of future mathematics teachers. The content of the concepts “competence”, “value-semantic competence”, “value-competence approach” is outlined. It is noted that the value-competency approach to the organization of the educational activities of future mathematics teachersensures unity in the formation of professional competences and life values (general cultural competences) of the students of education. It is indicated that the value-competency approach is focused on the formation of value-semantic competence, which is one of the key components of the readiness of future teachers for professional activity and is connected with a personʼs value orientations, his ability to see and understand the world around him, to navigate in it, to realize oneʼs role and purpose, to act creatively, to be able to choose target and meaning settings for oneʼs actions and deeds, to make decisions. It was established that the formation of value-semantic competence in future mathematics teachers in particular involves: the formation of an intellectual, spiritually developed personality; formation of oneʼs own value orientations regarding the future profession and field of activity; formation of patriotism; development of humanism and morality; development of independence, personal initiative; mastery of methods of self-determination in situations of choice based on one's own positions; fostering activity, the ability to make decisions and take responsibility for their consequences; fostering kindness and tolerance towards colleagues, students and their parents, the ability to work in a team; education of love for the teaching profession, etc.Among the innovative teaching methods that ensure the implementation of the value-competency approach in the professional training of future teachers of mathematics, the case method and the method of educational projects are defined.
 Keywords: future teachers of mathematics; competence; value-semantic competence; value-competence approach; value orientations; case method; method of educational projects; professional training of future teachers of mathematics.
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Sysoyev, Oleksiy. "CONCEPT OF COMPETENCE IN THE CIRCULAR ECONOMY IN THE INTERNATIONAL SCIENTIFIC DISCOURSE." Educological discourse 35, no. 4 (2021): 37–49. http://dx.doi.org/10.28925/2312-5829.2021.43.
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The article presents an analysis of the concept of “competence in the circular economy” in the international scientific area. This analysis was carried out through the study of foreign scientific literature, in particular, modern reports of educational organizations, projects, guidelines of leading universities and publications on this issue. The components of competence in circular economy are shown, the detailed content of competences in circular economy, the matrix of competences in circular economy consists of five levels of training, comparable to Bloom's taxonomy. The didactic approach to training is given. It is concluded that this is a complex concept, understood in a broader and narrower sense. In a broad, general sense, “competence in the circular economy” includes the components needed to make decisions in complex transition processes, in particular systems thinking, design, and multi-perspective thinking, which are integrated with innovative competencies. In a narrow sense, “competence in a circular economy” includes components specific to a particular professional field.
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С., Д. Дімітрова-Бурлаєнко. "КОМПОНЕНТНО-СТРУКТУРНИЙ ЗМІСТ ПОНЯТТЯ «КРЕАТИВНА КОМПЕТЕНТНІСТЬ ІНЖЕНЕРА»". Педагогіка та психологія, № 59 (23 квітня 2018): 150–60. https://doi.org/10.5281/zenodo.1227091.
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The essence of the "creative competence" concept in the context of formation of creative potential of future engineer is defined in the article. It is claimed that the creative competence as a ities development of the technical university student for the purpose of an initcomponent of professional competence of the engineer is defined by necessity of creative abiliative, independence, creativity, research abilities demonstration in its future engineering activity. Author's determination of creative competence of the modern engineer as a complex personal entity is provided that encompasses the sphere of intelligence, emotions, moral values and authorizes on essentially new integrative level of the acquired competences transfer from one vital activity branch to another with purpose either achievements of principally new activity result or performance of activity at fundamentally new qualitative level. It is emphasized that the creative competence includes motives, goals, valuable orientations, knowledge, abilities, skills and manifests itself in each component at various levels of activity. In structure of creative competence the main characteristics are selected: activity of the personality, developed creative thinking, perception, creative imagination; intellectual qualities; ability to solve problematic tasks; existence of motives and needs of creative activity, motivation for success; valuable orientations; personal properties providing efficiency of adoption process of the creative decision; a reflection concerning own creative activity, etc. The author's model of creative competence structure, including motivational-axiological, cognitive, activity-conative and personality-reflexive components is proposed. It is noted that dynamic interaction of these components fully covers the properties of the personality, knowledge and skills necessary for training of technical universities students for creative competence identification of professional activity. The main constituents entering a cluster of components of creative competence of future engineer are described. It is highlighted that formation of the creative competence as a complex of personal and professional resources providing in the future a possibility of the effective solution of professional tasks has to become an integral part of future engineer training.
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Yatiningsih, Srinduri. "Meningkatkan Kompetensi Guru dalam Menyusun Rencana Program Pembelajaran Harian Melalui Bimbingan Berkelanjutan Di Taman Kanak-Kanak Negeri Sari Mulya Kecamatan Rimbo Ilir Kabupaten Tebo Tahun 2021." Journal on Education 5, no. 1 (2022): 95–105. http://dx.doi.org/10.31004/joe.v5i1.567.
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This study aims to determine the improvement of teacher competence in preparing daily learning program plans through continuous guidance at the Sari Mulya Kindergarten, Rimbo Ilir District, Tebo Regency in 2021. teachers have complete and correct Components of Competency Standards reaching 81%, all teachers have listed the Basic Competence Components completely and correctly reaching 100%, all teachers have included the Components of Competency Achievement Indicators completely and correctly reaching 87%, all teachers have included the Objective Components Complete and correct learning reaches 87%, all teachers have included the Teaching Material Components completely and correctly reaching 100%, all teachers have included the Time Allocation Component completely and correctly reaching 100%, all teachers have included the Teaching Method Component Complete and correct lessons have reached 93%, all teachers have included the Components of Learning Activities Steps completely and correctly reaching 93%, all teachers have included Learning Resources Components completely and correctly reaching 100%, all teachers have included Learning Outcomes Assessment Components completely and correctly reached 75%. Thus the continuous guidance carried out by the Principal has an effective impact on increasing teacher competence in preparing Daily Activity Plans and is expected to have an impact on the learning process.
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Strunina, N. V. "Realization of Federal State Educational Standards Competence-Based Aspect in Foreign Languages Teaching at High School." Izvestiya of Saratov University. Philosophy. Psychology. Pedagogy 14, no. 1 (2014): 105–10. http://dx.doi.org/10.18500/1819-7671-2014-14-1-105-110.
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The article is devoted to the study of the problems of the competence-based approach implementation while teaching at the institutes of higher education. The terms «competency» and «competence-based approach» are expounded in details. The aims of the competence-based approach are determined; the classification of the key competencies that the students master at English lessons is given. Using of the competence-based approach in foreign languages teaching at high school is described. Various interpretations of the category «communicative competency» are considered; the basic components of communicative competency are defined. Also the article gives recommendations on the competence-based approach forming and introducing into university educational process.
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Suleimenova, Adilya, and Oksana Ivanova. "Emotional Competence and Individual Style of Action of Future Teachers of Higher Education in the System of Education for Sustainable Development." Journal of Teacher Education for Sustainability 20, no. 2 (2018): 44–63. http://dx.doi.org/10.2478/jtes-2018-0014.
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Abstract The article presents the results of a study of emotional competence and individual style of action of students – future teachers of higher education in the system of education for sustainable development (EDS). The theoretical analysis of the application possibilities of the system (ideas) of EDS is performed. The study highlights a number of competences that are consistent with the components of emotional competence and individual style of action. The study involves 20 students of pedagogical specialties from Almaty, Kazakh-stan. The components of emotional competence and individual style of action are investigated using self-assessment questionnaires. The article presents the answer to the question of whether there are stable links between the components of emotional competence and individual style of action as well as draws conclusions on the importance of developing emotional competence in the EDS system.
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Tereshchuk, Andriy. "REALIZATION OF THE COMPETENCY POTENTIAL OF THE TECHNOLOGIGAL EDUCATION FIELD IN THE CONTENT OF EDUCATIONAL LITERATURE." Psychological and Pedagogical Problems of Modern School, no. 2(10) (October 31, 2023): 91–98. http://dx.doi.org/10.31499/2706-6258.2(10).2023.290575.
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The article discloses general algorithms for identifying the competence approach in the content of educational literature, during the organization of the educational process of learning technologies in the New Ukrainian School.A brief overview of the issues of competence training was carried out, the concept of key competence was outlined, taking into account theoretical research and taking into account the State Standard of Basic Secondary Education. The components of key competence and its difference from the leading technological educational field are determined.Learning outcomes, which are grouped in the field of technology education, into four groups of skills, written in terms of key competencies. Here one should distinguish between leading and key competence. Leading for technological education will be a part of the “competency in natural sciences and technologies” shared with the natural branch, which can be conventionally called “competencies in technology”.The leading technology competence (or competences) is formed and developed by the teacher in the technology lessons of the same name, while other key competences are only developed. This will determine the content of the tasks in the educational literature on technologies, when the tasks, for example, on the development of mathematical competence will not contain new knowledge in mathematics, but only on the use of mathematics in practice, which will only involve the development of mathematical thinking during solving practical tasks.General approaches for identifying competence content in the technological education textbook are proposed.
 Keywords: New Ukrainian school; competence approach; technologies; technological educational sector; State standards of basic secondary education; learning results; key competence; leading competence; study guide; educational literature.
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Mekhrishvili, Lamara Lengizovna, and Anzhelika Achmetovna Novikova. "Formation of students’ cross-cultural competencies in a technical university: Assessment of content and effectiveness." Science for Education Today 15, no. 1 (2025): 201–0. https://doi.org/10.15293/2658-6762.2501.10.
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Introduction. The article presents an overview of pedagogical, linguistic and psychological-social studies addressing cross-cultural competence as a multidimensional construct and considers the problems of developing students’ cross-cultural competencies in a modern technical higher educational institution with the main focus on developing popular soft skills. The aim of the research is to identify the components of the cross-cultural competence as a construct and evaluate the level of their formation in technical university students, as well as to propose effective mechanisms for their development. Materials and Methods. The research methods used include the analysis of scholarly literature on the issue under study, generalization and comparative analysis, methods of mathematical statistics, empirical methods (questionnaires and scale techniques). Results. Based on theoretical analysis and empirical research, the specific components of ‘cross-cultural competence’ have been determined, including linguo-cultural, sociocultural and personality-centered aspects. The empirical research indicated that students in Russian technical higher educational institutions demonstrate a moderate level of cross-cultural competence, while foreign students show ‘above average’ and ‘high’ levels. The authors note that in the framework of analyzing modern competency education models, a high correlation between soft skills and cross-cultural competency components has been identified. Conclusions. The study concludes that the demand for cross-cultural interaction in the scientific, cultural, social and personal spheres determines the significance of linguacultural, sociocultural, and personality-centered components within the cross-cultural competence. Despite the inclusion of cross-cultural competence in the universal competencies index of the Federal State Educational Standard and the Law “On Education”, in the educational space of technical higher educational institutions, effective mechanisms for its formation have not been developed sufficiently, since the overwhelming majority of respondents - students demonstrate an “average level” of cross-cultural competence components. The study revealed a close relationship between the level of soft skills and the cross-cultural competence components and proposed effective teaching technologies for their development.
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Marczak, Mariusz. "Developing Selected Components of Translator Competence through the Analysis of Discourse Moves." Applied Linguistics Papers 4/2022, no. 26 (2022): 41–53. http://dx.doi.org/10.32612/uw.25449354.2022.4.pp.41-53.
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One of the ways in which to augment the development of translator competence in courses delivered as part of university-level programmes in Translation Studies is the implementation of collaborative learning, as it has been promoted by D. Kiraly (2015), K. Klimkowski (2015), or G. Massey (2017). The work mode which seems to best support the development of translator competences through telecollaboration are team translation projects (cf. D. Kiraly & S. Hofmann 2016). However, Online Intercultural Exchanges (OIEs), which were initially introduced to develop foreign language learners’ intercultural communication competence, can also – when adequately geared towards that end – be implemented to foster other components of translator competence. This paper reports on research into what behavioural and cognitive components of the language and culture component of students’ translator competence can be identified for further development through the analysis of discourse moves in TS students’ online communication.
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Cha, Kijoo. "Exploring the Components of Digital Competences for Preschool-aged Children." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 8 (2024): 1–26. http://dx.doi.org/10.22251/jlcci.2024.24.8.1.
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Objectives While many studies have explored the components of digital competence, essential in our 21st-century society, their primary focus has been on adults and students from elementary through high school. This leaves a noticeable research gap concerning digital competences for preschool-aged children. This study seeks to address that gap, aiming to identify and outline digital competence sub-domains and content appropriate for preschoolers. Methods For this study, a literature review was conducted on 33 studies sourced from databases, employing snowballing techniques. The digital competences of preschoolers were delineated by re-categorizing and renaming those identified in the literature, with a focus on essential content and keywords. This process also involved considering overlaps, appropriateness, comprehensiveness, equivalence, and exclusiveness among the titles and scopes of components, and developmental characteristics of early childhood. Results As the results, six areas of digital competence for preschool children were identified: 1) Understanding of digital media operation and usage, 2) Digital media and content creation and appreciation, 3) Digital initiative and problem-solving, 4) Digital emotional intelligence, 5) Digital safety and healthy habits, and 6) Digital communication and participation. Additionally, this study detailed the components of each area under the facets of knowledge, skills, attitudes, and values. Conclusions The study findings indicate that the digital competences for preschool-aged children span technical, cognitive, socio-emotional, and ethical dimensions. As such, they should be holistically nurtured across the five learning areas of the national curriculum.
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Shiryaeva, V. A. "Forming of the Universal Key Competences: Psychological Aspect." Izvestiya of Saratov University. Philosophy. Psychology. Pedagogy 9, no. 1 (2009): 91–97. https://doi.org/10.18500/1819-7671-2009-9-1-91-97.
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Universal competence, as the structural element of key competences, considers as the integrative property of subject of training activity. It has determined four basic component of the universal key competence: motivational, cognitive, activity- communicative, reflexive. Dates components of universal competence are theoretically have investigated in the interrelation with the process of thinking.
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Shobikah, Nanik. "Competences in English." Journal of Research on English and Language Learning (J-REaLL) 1, no. 1 (2020): 23. http://dx.doi.org/10.33474/j-reall.v1i1.5280.
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This article discusses kinds of English competences. In this article also discusses about the English language skills and components of English language use as the indicator of the student’s competence. The competences of language learning is in the means of communicative competence. To reach those competences, the students must be taught and trained English language in written and oral language skill. Acquiring English as international language is the main indicator of English learning success for students. This article uses qualitative research with a literature study. The data sources are taken from textbooks, journals, articles, research finding, internet articles, newspapers, magazines, etc. The objective of this studies that the result can develop the learner’s understanding about the competences in English language as the basic for the learner in learning and studying English language as the second or the foreign language in Indonesia. The finding shows that the communicative competence (communicative competences relates to the learner’s ability in using language established by language knowledge, skills, and attitude including grammatical, sociolinguistic, discourse, and strategic competence) and the components of English competences (listening, speaking, reading, writing, grammar, vocabulary, and pronunciation) are must be learnt and studied by the students integrative.
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Levizov, Alexei S., and N. B. Olimova. "COMPETENCE APPROACH IN STAFF POLICY SYSTEM OF AN ORGANIZATION." EKONOMIKA I UPRAVLENIE: PROBLEMY, RESHENIYA 4/1, no. 145 (2024): 22–25. http://dx.doi.org/10.36871/ek.up.p.r.2024.04.01.003.
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The actual points of view on main components of competence approach are considered. The technologies of shaping and perfecting of labour forces competence, and also the technologies necessary for the creation of profile competences packages are specified.
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Baldanova, Evgeniya Anatol'evna, and Nataliya Bal'zhinimaevna Dondokova. "Linguistic education: communicative tolerance as a component of communicative competence." SENTENTIA. European Journal of Humanities and Social Sciences, no. 3 (March 2021): 56–62. http://dx.doi.org/10.25136/1339-3057.2021.3.35695.
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The subject of this research is the linguistic education as teaching a foreign language; while the object is the concepts of “competency” and “competence”. The authors examine and compare the views of foreign and Russian scholars upon the content of these concepts. Special attention is given to the components of the key competencies, namely communicative competence. Analysis is conducted on aspects as “communicative competence” and “communicative tolerance”. Communicative competence suggests the command of language, as well as various social roles in the collective, including communication skills. The author highlights the role of the “Foreign Language” discipline in the development of students’ communicative competence and tolerance. The conclusion is made that communicative tolerance is a component of communicative competence. It is necessary to develop communicative competence of the students as the readiness for tolerant communication with the interaction partners. Communicative competence aimed at mastering the students’ ability to tolerance communication is being formed in the context of teaching a foreign language. The scientific novelty of the study lies in the fact that communicative competence encompasses not only the command of languages, but also various social roles in the team and the ability to communicate tolerantly. The conducted analysis can be valuable for the researchers of dealing with the nature of the categories of “competency” and “competence”.
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Anoshkova, Tetiana. "GLOBAL COMPETENCE MATRIX." Advanced Linguistics, no. 10 (November 30, 2022): 98–104. http://dx.doi.org/10.20535/2617-5339.2022.10.267234.
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The article analyses the concept of global competence and its main components with its further integration into the curriculum based on the experience of the United States of America. The works of foreign researchers were thoroughly studied using the methods of analysis and synthesis. Based on the definition of global competence there were distinguished three basic components which are knowledge and understanding, skills, attitudes and values. A list of elements which constitute these components were presented. The basic elements which were mentioned include knowledge of one’s own history, norms and traditions; understanding of global issues and the connection between local and global social, economic and political processes; foreign language proficiency; analytical and critical thinking skills; intercultural communication and appreciation of cultural differences; and global responsibility which includes valuing human dignity and cultural diversity. Using analysis and systematic approach the matrix of global competence was constructed. Taking into account all the components of the matrix, there were identified its key elements that can be used for educating young specialists at Ukrainian higher educational institutions. Based on the matrix, such components as knowledge and understanding of historical events, intercultural awareness, analytical and critical thinking skills, appreciation of similarities and differences, and global responsibility were derived. The choice was based on the cognitive nature of the competences and their possible assessment. The results obtained can be used to improve the education curriculum in Ukraine. Keywords: global competence; curriculum; US education; knowledge and understanding; skills; attitudes and values.
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Moiseienko, Mykhailo V., Natalia V. Moiseienko, and Arnold E. Kiv. "Didactic conditions for the formation of digital competence of students of pedagogical universities." Освітній вимір 54, no. 2 (2020): 165–78. http://dx.doi.org/10.31812/educdim.v54i2.3866.
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The article is devoted to the formation of digital competence of pedagogical university students. The scientific analysis of the essence of the “digital competence” concept is carried out, its components are defined. In the course of the research the components of digital competence of pedagogical university students are determined, namely: motivational-value (target), cognitive, operational-activity and personal-reflexive components. The article defines and substantiates didactic conditions of digital formation competences of students of pedagogical universities: actualization of motivational value training of students of pedagogical universities; organization of interaction between students and teachers of pedagogical universities on the Internet through the creation of digital information educational environment; creation of individual educational trajectories of students.
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Rosyida, Ulva Fatiya. "Discourse Competence in English E-Book “Contextual Teaching and Learning” for 9th Grade Students of Junior High School." Journal of English Teaching and Learning Issues 2, no. 1 (2019): 55. http://dx.doi.org/10.21043/jetli.v2i1.5099.
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Discourse competence is the main competence in Communicative Competence. In language teaching, the role of discourse is to achieve good communication. This study aims at describing the discourse competences in English e-book for students of Junior High School grade 9. The data was collected by using “documentation”. The spoken materials presented in section one for each unit was taken as the data. In analyzing the data, the method used here are <em>Padan</em> (identity) method with “referential” instrument and <em>Agih</em> (distributional) method. They were analyzed how the materials convey the components of discourse competence based on the model of communicative competence proposed by Celce-Murcia, et.al. From the analysis, it was found that the materials convey the components of discourse competence although there are no clear highlights showing each component.
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Martynova, R. U., and S. V. Bodnar. "Levels of competences and competencies of foreign language proficiency." Vìsnik KNLU. Serìâ “Psihologìâ ta Pedagogìka” / Visnyk KNLU. Series "Pedagogy and Psychology" 36 (July 29, 2022): 18–26. http://dx.doi.org/10.32589/2412-9283.36.2022.262035.
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Nowadays the notions “competence” and “competency” are strictly differentiatedin the scientific literature but their use in the methodological works is not always appropriate according to theiressence. The problem is in the following: 1) some methodologists simply do not want to take into account thatcompetence in something is not only the proficiency of relevant knowledge, skills and abilities, but also the possibility of their creative application by making own product; 2) the terms “competence” and “competency”don’t still have different levels of proficiency depending on the amount of the material learned and the rangeof its practical application. Purpose. 1) To specify the competence approach in teaching foreign languages toschoolchildren and students, as well as young scientists and well-known Ukrainian theorists and practitionersin the field of Philology and Linguodidactics; 2) to determine the levels of competences and competencies ofstudents and their teachers with different scientific and methodological potential. Methods. Literature study onthe topic of the research, comparative analysis of different types of competences and competencies, generalizationof the scholars-philologists’ experience. Results. This study analysed the notions “language competences andcompetencies” and “speech competences and competencies” and determined their correlation. Three levels oflanguage and speech competences and competencies depending on the volume of normativity, the depth ofprevalence and scientific character of speech have been developed and substantiated. The precise distinctionbetween three levels has been defined and described. Conclusion. It has been concluded that three establishedlevels of language and speech competences and competencies will clarify the essence of these concepts, detailtheir components and become objective characteristics of real foreign language knowledge and skills.
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NESTERENKO, Lyudmila, and Olena KUCHEROVA. "Universtity teacheers communicative competence components definition." Humanities science current issues 2, no. 40 (2021): 261–66. http://dx.doi.org/10.24919/2308-4863/40-2-42.
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Жерновникова, О.А., О.О. Наливайко, and Н.А. Чорноус. "INTELLECTUAL COMPETENCE: ESSENCE, COMPONENTS, LEVELS OF FORMATION." Педагогіка та психологія, no. 58 (December 15, 2017): 32–41. https://doi.org/10.5281/zenodo.1116977.
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The article reveals the essence of the concept of «intelligence» and «intellectual competence», grounded components of formation of intellectual competence and determine the levels of its formation. The authors on the basis of the analysis of scientific literature, determined that intellectual competence covers all elements of the content of education: general educational skills, meta-knowledge, over-subject activities. Intellectual competence is the basis of the individual style of cognitive activity of students, which underlies their future professional functioning. Attention is focused on the fact that intellectual competence is the basic and fundamental for the formation of the rest of the competence, under which the authors understand the ability to master the methods of active cognitive processes in the comprehension, application, analysis, generalization, evaluation and synthesis of information. As a result of the work, carried out, the structure of intellectual competence, which consists of motivational-value, cognitive, met cognitive, self-educational, research, communicative and personal components. The described components of intellectual competence helped us determine the levels of the formation of intellectual competence of future specialists: high, average and low. High level of students intellectual competence provides the ability of a creative approach to solving intellectual problems and analysis of the results. Average level is characterized by students understanding the meaning, of importance of their intellectual activity, have the ability to understand the purpose of activity. The low level of intellectual competence of students is characterized by a lack of understanding of the importance and value of intellectual competence, demonstrate fickle interest in solving intellectual problems, impossibility of realizing the goal of their intellectual activity, have difficulties in analyzing own intellectual activity.
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Martynova, R., and S. Bodnar. "Levels of methodological competence in foreign language teaching." Vìsnik KNLU. Serìâ “Psihologìâ ta pedagogìka” / Visnyk KNLU. Series "Pedagogy and Psychology" 37 (December 30, 2022): 17–25. http://dx.doi.org/10.32589/2412-9283.37.2022.272881.
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The notions “methodological competence” and “methodological competency” are differentiated in the scientific literature but their use in the methodological works is not always appropriate according to their essence. There is no gradation of these terms to different levels depending on knowledge, skills and abilities in teaching if to speak about people having different scientific and methodological potential. Therefore, it brings to the necessary to determine the level of methodological competence/competency of pedagogues who teach foreign languages in preschool, secondary, higher educational institutions and scholars-didacts and methodists. Due to the limited number of pages of a scholar paper only the problem of “methodological competence” differentiation is highlighted in the presented work. Purpose is to determine the levels of methodological competence of foreign language teachers with different scientific and methodological potential. Methods. Literature review on the topic of the research, comparative analysis of different definitions of methodological competence, generalization of the scholars-didacts and methodists’ experience. Results. This study analyses the notion “methodological competence” and determines its definition. Three levels of methodological competence have been developed and substantiated. The precise distinction between three levels has been defined and described taking into account the content of seven links of the teaching process introduced by us in the work. The first level of methodical competence correlates with the first level of language and speech competences (Martynova, Bodnar, 2022), as well as with the ability of calendar and lesson planning; the second correlates with the second level of language and speech competences, as well as with the ability to plana foreign language teaching process during the academic year and semesters, with the subsequent composing professional educational programs and syllabus; the third correlates with the third level of language and speech competences, as well as with the ability to plan foreign language self-study process, both in language and communicative and speech aspects, to the possibility of students creating their own speech products in a foreign language. Conclusion. It has been concluded that three established levels of methodological competence will clarify the essence of this concept, detail its components and become objective characteristics of educators’ methodological knowledge and skills.
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Bobizoda, D. M., B. D. Kairbekova, A. M. Utilitova, and T. Zh Shakenova. "Research competence as one of the components of the system of key competencies." Bulletin of the Innovative University of Eurasia 92, no. 4 (2023): 12–17. http://dx.doi.org/10.37788/2023-4/12-17.
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The main problem is that the study of research competence does not lose its relevance nowadays, but on the contrary, requires special attention of teachers of secondary schools. The main subject of the study is teaching students research skills to the most effective methods of mastering key competencies. Objective: the role of research competence in the learning process of students. Methods: analysis, synthesis and comparative analysis are the main research methods. Results and their significance: as a result, the concept of "research competence" was studied. Various views on this idea are considered. In the last ten years, the program of socio-economic development of Kazakhstan has determined the main directions of the development of the system of education of students. The research has both theoretical and practical significance, since its results can be used in the development of programs and methods for the development of research competence in biology lessons.
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PAPACH, Olha. "SCIENTIFIC AND PRACTICAL ANALYSIS OF THE LEVEL OF DEVELOPMENT OF COMPONENTS OF METHODOLOGICAL COMPETENCE OF A TEACHER OF MATHEMATICS." Cherkasy University Bulletin: Pedagogical Sciences, no. 2 (2022): 127–33. http://dx.doi.org/10.31651/2524-2660-2022-2-127-133.
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The article is dedicated to the scientific and practical analysis of the level of development of the components of the methodological competence of a mathematics teacher during the development of model curricula in advanced training classes. A review of the scientific literature on approaches to determining the methodological competence of teachers, including mathematics teachers. Attention is focused on the components of methodological competence required for the implementation of methodological activities during the implementation of the State Standard of Basic Secondary Education. The content and organization of educational activities within the module "Educational and methodological support of the educational process of the New Ukrainian School" curriculum for teachers who will teach mathematics in 5th grade in 2022/2023 academic year. Based on surveys and observations in-service training courses, the level of readiness of teachers according to the model curriculum in mathematics in 5th grade is described. With the help of scientific and practical analysis the main shortcomings in the development of methodological competence of mathematics teachers and its components, primarily normative and variable competences, are highlighted. Identified the prospects for further scientific exploration: the study of the components of the positive impact on the development of the components of the methodological competence of teachers of natural sciences, mathematics, and computer science.
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Бончук Н. В. "ПСИХОЛОГІЧНІ УСТАНОВКИ, КОМПЕТЕНЦІЇ ТА ОСОБИСТІ ЯКОСТІ ВИКЛАДАЧА ЯК ФАКТОР РОЗВИТКУ МАТЕМАТИЧНОЇ ОБДАРОВАНОСТІ УЧНЯ". International Journal of Innovative Technologies in Social Science, № 2(23) (28 лютого 2020): 16–24. http://dx.doi.org/10.31435/rsglobal_ijitss/28022020/6944.
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 The article deals with the problem of the role of professional competences, personal characteristics and psychological attitudes of the subject-teacher in the development of mathematical giftedness of students. The substantiation of the competence model of a teacher working with mathematically gifted children is presented. The urgency of the problem of formation of necessary competences for work with mathematically gifted students is substantiated. The three-level model of teacher's professional competence is considered as a set of key professional (reflecting the specificity of a certain professional activity, in our case - pedagogical) and special (reflecting the specificity of working in different conditions of professional activity with talented children) competencies.Within the competency model, the components of the cognitive, behavioral, and value components are examined. The role of the psychological ettitudes of the teacher in the motivational component of the educational process is substantiated. A number of problems of professional and personal development of teachers in the organization of teaching of mathematically gifted students have been identified. Recommendations are given for the construction of a postgraduate teacher education program aimed at the discovery and psychological and pedagogical support of mathematical talent.
 
 
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Park, Jeongmee, and Kyunghwa Lee. "Development and Validation of a Creative Confluence Teaching Competence Test for Korean Language Teachers." Korean Society for Creativity Education 22, no. 2 (2022): 85–116. http://dx.doi.org/10.36358/jce.2022.22.2.85.
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The purpose of this study is to develop and validate a test to measure the creative confluence teaching competency of Korean language teachers. Therefore, the components and sub-variables of the creative confluence teaching competency that Korean language teachers should have were derived and completed through the validation process. First, the concept and components of the Korean language teacher's creative confluence teaching competency, which was first derived through FGI, were identified. Second, the validity of the components (four competency groups, seven competencies 12 sub-competency) and 34 measurement items were confirmed through the expert content validity. Third, the data of 200 students collected from Korean teachers were processed by exploratory factor analysis (EFA) and the data of 202 students was analyzed by confirmatory factor analysis (CFA). As a result of this study, the statistical fitness level of the measurement model was confirmed, and the construct validity was secured by confirming the convergent validity and discriminant validity. Cross-validity between sex, age and group of affiliation was also identified. Therefore, the test of the Korean language teacher's creative confluence teaching competency developed in this study was confirmed to be four competency groups: the Korean language teacher's creative confluence expertise, the creative confluence Korean language class design competence, the creative confluence Korean language class execution competence, and the creative confluence Korean language class evaluation competence.
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Kumanina, N. Y. "SOCIAL-ECOLOGICAL COMPETENCE AS A PEDAGOGICAL CATEGORY IN SECONDARY VOCATIONAL EDUCATION." Vestnik Altaiskogo Gosudarstvennogo Pedagogiceskogo Universiteta, no. 48 (September 27, 2021): 16–20. http://dx.doi.org/10.37386/2413-4481-2021-3-16-20.
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Social-ecological competence is an integrative indicator of an individual’s ecological culture. The purpose of the article is to analyze and study concepts in the field of social and environmental education in secondary vocational education. The article deals with the features and components of social-ecological competence: social competence and ecological competence in foreign and national science. The etymological and semantic analysis of these terms is conducted and the set of social-ecological competences and levels is given.
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Danilov, Sergey B. "THE ESSENCE OF TEACHER’S DIGITAL COMPETENCE." Vestnik Altaiskogo Gosudarstvennogo Pedagogiceskogo Universiteta, no. 63 (June 16, 2025): 27–33. https://doi.org/10.37386/2413-4481-2025-2-27-33.
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This article explores the concept of teacher’s digital competence by analyzing its core components. Through self-diagnosis - the primary method employed in educational institutions across Vologda Oblast - the study identifies key challenges in developing this competence. The paper examines fundamental concepts related to digital competency in teaching and presents its structural framework.
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Lemeshko, Liudmyla. "THE ESSENCE OF ARTISTIC AND CREATIVE COMPETENCE OF CLOTHING TECHNICAL DESIGNERS." Науковий вісник Інституту професійно-технічної освіти НАПН України Професійна педагогіка, no. 2(19) (November 25, 2019): 43–49. http://dx.doi.org/10.32835/2223-5752.2019.19.43-49.
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The relevance of the paper lies in the need of garment manufacture in highly qualified technical designers, who can apply their artistic, creative and art skills in practice and have knowledge not only about design, clothing technology but also about artistic courses aimed at developing artistic and creative competence.
 The paper aims to study the components of artistic and creative competence of clothing technical designers in the scientific literature and analyze the essence of this competence.
 Methods: a classic analysis of psycho-pedagogical, scientific and methodological literature, legal acts and documents, educational and methodical documents and proceedings of conferences to generalize conceptual approaches to solving the problem under study to reveal the essence of artistic and creative competence of clothing technical designers; generalization – to integrate and group different classifications of artistic and creative competence into an integral unity, which manifests itself in the ability of the individual to work effectively in the professional field to formulate relevant conclusions.
 Results. The paper studies and reveals the components of artistic and creative competence of clothing technical designers. Also, it contains a theoretical analysis of recent publications on the study of artistic, creative, as well as artistic and creative competences. The paper shows that artistic and creative competence plays a leading role in the structure of the professional competence of students majoring in Light Industry Technologies. Modelling and Design of Industrial Products (specialty No 182). This competence combines ...
 Conclusions: every type of competences plays a particular role in the professional development of specialists. The competences related to the specifics of artistic and creative activities are incredibly essential for future clothing technical designers. Artistic and creative competence plays an essential role in the general structure of multidimensional professional competence of future clothing technical designers and is rather multidisciplinary...