Academic literature on the topic 'Components of competency development'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Components of competency development.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Components of competency development"
1
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.
Full textAbstract:
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.
2
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.
Full textAbstract:
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.
3
В., В. Деміденко. "ДІАГНОСТИКА РОЗВИТКУ СКЛАДНИКІВ ПРОФЕСІЙНО-ПЕДАГОГІЧНОЇ КОМПЕТЕНТНОСТІ ВИКЛАДАЧІВ КОЛЕДЖУ". Засоби навчальної та науково-дослідної роботи, № 48 (16 липня 2018): 35–46. https://doi.org/10.5281/zenodo.1312920.
Full textAbstract:
To diagnose the cognitive component development level of the professional pedagogical competency, the level of declarative (descriptive, “know what”) and procedural (providing action algorithm, “know how”) knowledge of specialty and pedagogics teachers has been defined. The method of expert evaluation (the experts were representatives of educational establishments managements and colleague-teachers) has been used on the grounds of lesson observation, educational-methodic documentation and methodic production of the teacher analysis, their participation in the organization and conduct of seminars, conferences, pedagogical readings and so on, as well as self-assessment of own specialty and pedagogical knowledge by the teacher. The development level definition of the researched competence functional component occurred in the process of teachers’ specialty and pedagogical abilities formation studies. The expert evaluation method has been used on the grounds of observation and knowledge analysis, teacher’s participation in the work of methodological boards, as well as their self-evaluation of own specialty and pedagogical abilities. To define the development levels of the personalized professional-pedagogical competency component as a criterion the teachers’ emphatic maturity, ability to cooperate; emotional attractiveness have been chosen. The M. Lukyanova adaptive method of group communication competency evaluation (GCCE) has been used. During the process of making characteristics of manifestations of optimal, satisfactory and elementary development levels of professional-pedagogical competency components the methodology and terminology of B. Bloom’ taxonomy have been used, specifically hieratically located from lower to upper the educational result levels in the cognitive sphere according to B. Bloom (knowledge, understanding, application, analysis, synthesis, evaluation) were used as a characteristics basis of cognitive and functional components maturity levels of the teachers’ professional-pedagogical competency. The diagnostics results proved the predominance of the satisfactory development level of professional-pedagogical competency components among teachers. Thereby, the reasonability of practice implementation of the developed and explained teachers’ professional-pedagogical competency development model in the system of scientific and methodological work of a college has been proved.
4
Lee, Min Hyo, and Chang Woo Nam. "Exploring a Competency-based Curriculum Development Model Using PDCA in University Education." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 14 (2023): 301–17. http://dx.doi.org/10.22251/jlcci.2023.23.14.301.
Full textAbstract:
Objectives The purpose of this study was to explore a competency-based curriculum model and an instructional design plan using PDCA model in university education. Methods To achive this purpose the components and design principles of the draft competency-based curriculum development model using PDCA were derived through a review of prior literature. This study conducted a total of three Delphi surveys on expert panels in the field. Results The components of the finalized competency-based curriculum development model are as follows. A total of 62 components in 21 categories with 11 sub-stages under four stages (Plan, Do, Check, and Act) were developed for the competency-based curriculum using the PDCA cycle. Components of the “Plan” Stage include educational environment analysis, core competency development, and educational goal establishment. The “Do” Stage comprises of needs analysis, university infrastructure analysis, curriculum design, and evaluation method development. The “Check” Stage has components such as competency-based curriculum evaluation, and the assessment of learners’ competency improvement. The components of the “Act” Stage consist of leap-off toward reinforcement and new plan establishment. Conclusions This study is meaningful in that it established a systematic, cyclical competency-based curriculum development model in terms of the quality management of university education curriculum using the PDCA cycle. In addition, for professors to provide competency-based classes, it developed an instructional design model for competency-based curriculum of university education so that it can be used as a basic material for developing instructional strategy.
5
Kharkivskyi, Valerii. "DEVELOPMENT OF SOCIAL COMPETENCY OF MEDICAL SPECIALISTS IN THE SYSTEM OF POSTGRADUATE EDUCATION." Scientific journal of Khortytsia National Academy, no. 2021-5 (December 24, 2021): 82–92. http://dx.doi.org/10.51706/2707-3076-2021-5-9.
Full textAbstract:
The analysis of foreign and domestic scientists' researches on the problem of research, namely, on the development of personal competency, development of social competency, development of social competency of medical specialists in particular, was carried out. It was found out that the problem of the development of social competence of medical specialists in the system of postgraduate education was little researched, therefore, the need for the study of this issue arose. A number of interpretations of such concepts as competence, competency and social competency by foreign and domestic scientists was analyzed. The author highlights the difference between the concepts of "competence" and "competency". The author's interpretation of the following concepts is presented: "competence", "competency", "social competency" and "social competency of medical specialists". The components of social competency of healthcare professionals in the system of post-graduate education are analyzed, including cognitive, value, behavioral; motivational-volitional, cognitive, organizational-activational as offered by L. Lymar. The author has adapted the system of principles of social competency according to N. Zobenko to the topic of research. Thus, the principles of social competency of medical specialists in the system of postgraduate education are reflected: they are fundamentalization, consistency, scientificity, and accessibility. The following elements of social competency structure of medical specialists in the system of postgraduate education were analyzed: communicative, socio-operative, socio-psychological, personal. The characteristic traits, which a specialist of medical sphere should possess in order to develop social competency, were revealed: they are humanity, tolerance, optimism, openness, responsibility, tolerance, skills to solve conflicting and unpredictable tasks, self-control, self-criticism and self-improvement. The favorable conditions for the qualitative development of social competency of specialists in the field of postgraduate education are identified. Generalization of the research results is carried out through the illuminated possibilities of development of social competency of medical specialists in the system of postgraduate education (taking into account psychological and sociological scientific knowledge in the development of educational programs for the training of medical professionals, use of various forms and methods of work, application of methods of self-education of medical specialists).
6
Uskenbayeva, Symbat, Diana Kabenova, Aigul Bizhkenova, and Eleonora Urunbassarova. "Development of professional foreign-language communicative competency of future teachers." Scientific Herald of Uzhhorod University Series Physics, no. 56 (February 27, 2024): 2613–22. http://dx.doi.org/10.54919/physics/56.2024.261qh3.
Full textAbstract:
Relevance. The relevance of the study is explained by the requirements of the social order to the level of readiness of future specialists for foreign-language communicative interaction. It was conditioned by the integration of Kazakhstan into the world economic, political, cultural space and motivated by the increased role of globalisation and the emergence of qualitatively new (multicultural, supranational) social relationships. Purpose. The purpose of this study was to theoretically substantiate, design, and experimentally test the development model for professional foreign-language communicative competency of future teachers. Methodology. The research involved theoretical analysis of pedagogical literature, development of a model for professional foreign-language communicative competency, and experimental testing. Results. The study developed a model based on systematic, integrated, personality-oriented, and communicative-activity approaches. The model included structural components such as target, conceptual, content, technological, and evaluative-effective blocks. The experimental testing demonstrated statistically significant improvements in students' foreign-language proficiency across cognitive, professional-motivational, and communicative-activity components. Conclusions. The proposed development model effectively enhances the professional foreign-language communicative competency of future teachers. It integrates various disciplines and extracurricular activities to provide comprehensive competency development, thereby addressing the increased demands for foreign-language proficiency in professional contexts. Keywords: higher education; foreign languages; speech communication; prognostic model of a specialist; competence approach
7
DOTSEVYCH, Tamiliia, and Viktoriia SLABOUZ. "PURPOSIVE DEVELOPMENT OF COGNITIVE COMPONENT OF METALINGUISTIC COMPETENCY OF STUDENTS-LINGUISTS." INNOVATIONS IN THE SCIENTIFIC, TECHNICAL AND SOCIAL ECOSYSTEMS 80, no. 2 (2022): 35–70. http://dx.doi.org/10.56378/dtsv30112022.
Full textAbstract:
The purpose of the research is to present the purposive development of the cognitive component of the metalinguistic competency with the help of the metalinguistic strategies used in the process of mastering the foreign language (English) by students-linguists in institutions of higher education as a way to increase the psycholinguistic level of the metalinguistic competency. The research methodology. Different theoretical and practical methods and techniques have been used in the research: deductive and inductive methods, the analysis and synthesis of scientific literature sources devoted to the problems of psychology, linguistics, psycholinguistics, the generalization of scientific investigations, the systematization, the interpretation, the separation of the baselines, the characterization of the discussions selected taking into account their intentional and purposeful orientation, conclusions, the method of observation and introspection, the questioning (the developed questionnaire by the authors), conversation, testing, analysis of the quantitative and qualitative results. The scientific novelty lies in the fact that the focus of the authors’ attention is not just the development of the purposive metalinguistic competency as one of the components of professional communicative competency in particular, and the metacognitive competence in general, but also its cognitive component that provides readiness for mastering the metalinguistic competency as one of the main activities implemented in the process of teaching foreign languages and their learning. The Conclusions. The phenomenon of the cognitive component of the metalinguistic competency has not been well studied yet. The metalinguistic strategies suggested by the authors are based on students awareness of their language, thinking, and social skills and abilities. During and after the experiment, it has been determined that the purposive development of the cognitive component of the metalinguistic competency together with the practical use of meta-speech and metamethods allows expanding the amount of processed, reproducible, and productive information.
8
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.
Full textAbstract:
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.
9
Maxsen, R. Popang, and Fajar Hendarman Achmad. "Training Development to Eliminate Competency Gap at Component Rebuild Section (PT LC)." International Journal of Current Science Research and Review 07, no. 06 (2024): 3578–91. https://doi.org/10.5281/zenodo.11464607.
Full textAbstract:
Abstract : Workers are an important factor in and have a very important role in carrying out tasks in a company. Companies understand that skilled workers can provide excellent results. Improved worker performance leads to increased productivity and desired results, thus affecting the quality of the product. Competence is a key factor that improves employee performance. This level of proficiency has a direct impact on the work of each worker. The current problem is that there is a difference in competence between the company’s needs and the competence of the available workforce. The subjects of this research are employees of PT Lignite Coal, especially those who work in the Component Development Section and the objects in this study are work competency variables and employee performance. The instruments used in data collection are observation, focus group discussions and interviews and data management or documents related to existing training. This research uses an analysis method with an open coding process. Open coding is an approach to theme pieces and incorporates several concepts identified during data collection in an organized and systematic way. By obtaining data related to competency gaps that occur in the Component Rebuild Section, it can be analyzed for training programs developed from existing training programs to be more on target and according to work needs in the Component Rebuild Section so that there are no more competency gaps. The research data shows that there is a competency gap that occurs due to differences in the adaptability, knowledge and expertise of each tradesperson in the component rebuild section (remanufacturing process). The results of this study indicate that training has a positive and significant effect on increasing employee competence which can improve employee performance which affects the quality of the product. Training programs with the right material and the right delivery method by adapting to the latest technology will greatly help in eliminating competency gaps and developing employee competencies so that employees are able to work well where employees are able to adapt to new technology and are able to increase their knowledge which in turn is able to analyze and provide recommendations for improvements which ultimately affect the performance of components that are able to achieve the specified target life.
10
Mikelsone, Ilze, Jana Grava, and Vineta Pole. "Pre-school Teachers' professional development needs concerning competency-based teaching." Cypriot Journal of Educational Sciences 17, no. 1 (2022): 306–19. http://dx.doi.org/10.18844/cjes.v17i1.6716.
Full textAbstract:
The competency-based approach is currently introduced throughout the whole pre-school education system, and this process reveals the uncertainty, doubts, confusion, and unpreparedness of teachers for the implementation of this task. It also highlights the need to provide new guidance for the professional development of in-service teachers. The article presents the results of a survey on the professional needs of pre-school teachers for implementing a competency-based approach. The research data is obtained from focus group discussions, teacher surveys, and self-assessments from teachers’ professional development courses. The research data shows that the most topical professional development needs of pre-school teachers are linked to the need for an in-depth understanding of such components of competency-based approach as equity, meaningful assessment, personalized learning, transversal skills, and learning environments, allowing to identify the tasks for the professional development of teachers to promote a common understanding for implementing a competency-based approach in pre-school education.
 
 Keywords: competence; competency-based approach; professional development; professional needs; pre-school teachers
Dissertations / Theses on the topic "Components of competency development"
1
Queiroz, Adriane Angélica Farias Santos Lopes de. "Projeto de rede de suprimentos: um modelo colaborativo para estruturação da rede de navipeças na Indústria de Construção Naval do Brasil." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/3/3135/tde-24032009-105153/.
Full textAbstract:
O objetivo deste estudo foi propor uma arquitetura de fornecimento de suprimentos capaz de garantir uma ICN Indústria de Construção Naval eficaz como um todo e eficiente no Brasil. O estudo parte da identificação e exame dos fatores condicionantes para a estruturação de uma rede de suprimentos, considerando que os recursos disponíveis na indústria podem favorecer a competitividade do todo e a natureza dessa indústria: em fase de reorganização de suas atividades e mobilizada pela entrega de projetos sob encomenda as embarcações. A proposição do framework teórico-conceitual para a estruturação da rede de suprimentos na ICN, com base em princípios colaborativos, parte de um diagnóstico geral da ICN no Brasil, caracterizando a rede de navipeças, realizado por meio de uma pesquisa do tipo survey. Com o resultado das análises, formam-se estratégias para a implantação deste modelo na rede analisada. Para tanto, consideram-se os fatores limitantes e incentivadores do seu processo de estruturação, gerando parâmetros de referência, que podem servir de base à consolidação de uma teoria sucinta sobre a gestão de relacionamentos na cadeia de suprimentos da ICN, ou até sobre o conceito de Supply Chain Management aplicado a indústrias dessa natureza. Espera-se, também, que se proporcione opção de estratégia para as empresas deste setor.<br>The objective of this study was the consideration of a supply network capable of guaranteeing efficiency within the Brazilian Shipbuilding Industry (ICN Indústria de Construção Naval). The study was conducted under the identification and examination of the conditional factors of the structuring of a supply network, constantly considering that the available resources of the industry can promote the competitiveness of the whole, and the nature of this industry: in phases of reorganizing its activities and mobilized by (the) its made-to-order nature. The proposal of the theoretical-conceptual framework of the supply network structure of the Shipbuilding Industry was conceived on the basis of collaborative principles, initially beginning with a general diagnosis of the industry in Brazil, and then moving into the characterization of the component suppliers by methods of conducted surveys. The analyses pointed to the formulation of strategies for the implementation of this model within the analyzed network. Finally, the strengths and weaknesses of its structuring process were pointed in order to generate references for the consolidation of a plain theory for the relationship management among a network in the Shipbuilding Industry or on the concept of applied Supply Chain Management to this nature of industries, serving as strategical options for the companies of this sector.
2
Cooper, Tara L. "Intercultural competency development in student success courses." Scholarly Commons, 2011. https://scholarlycommons.pacific.edu/uop_etds/779.
Full textAbstract:
Intercultural development is not an intentional goal or expected outcome for College Success courses. However, since such courses are designed to help students adapt to academic and campus cultures, an overlap and alignment between the development of intercultural skills and competence and the development of college competence might exist. This thesis investigated the degree to which intercultural learning was integrated into College Success courses at the curricular level, in instruction practices, and in the individual learning experiences of students, and it also identified current instructional activities most amenable to further targeting of intercultural learning. The research was guided by the following three questions. 1) What are the ways, if any, in which intercultural skills align with those skills seen as necessary for students' successful adaptation in academic and professional settings? 2) Do College Success instructors intentionally or unintentionally incorporate intercultural competence development into the curriculum and instruction? 3) What, if any, are the ways in which instructional practices in College Success courses contribute to intercultural skill development and help students leverage their current experiences with cultural differences? The research was focused on the study of one College Success class at a community college. Data was collected through multiple methods. Class sessions were observed. Interviews were conducted with students in the course, the instructor and the administrator responsible for the course. Documents, including the course syllabus, student learning outcomes, a selection of assignments and the course textbook were reviewed and analyzed. Research findings suggest that there is significant alignment between the development of college competence, as fostered in the College Success course studied, and the development intercultural competence, though such was unintentional and unrecognized by the instructor. The data also illuminated areas where course learning outcomes, curriculum, and instruction could be modified to further support the development of intercultural competency.
3
Byrd, Rebekah J. "Promoting Counselor Skill Development for LGBTQ Competency." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/900.
Full text
4
Minani, David Muhangwa. "Software developer competency framework." Thesis, Cape Peninsula University of Technology, 2013. http://hdl.handle.net/20.500.11838/1360.
Full textAbstract:
Thesis submitted in fulfilment of the requirements for the degree
Master of Technology: Information Technology
in the Faculty of Informatics and Design
at the Cape Peninsula University of Technology
2013<br>The application of software systems in business organizations continue to increase as the Internet technology grows. Business processes that previously required manual interventions are becoming automated using software systems. The use of software systems is fundamental to electronic processing of business transactions. More business organizations, large and small, are utilizing information technology in order to have competitive advantage in the business arena. Software is ubiquitous. Among areas where software plays core roles are e-Banking where software systems are used to process banking transactions, e-Health where software systems are used to facilitate activities in the health sector, e-Commerce where software systems are used to facilitate online business transactions, e-Government where software system are used to facilitate government activities and e-Learning where software systems are used to facilitate the teaching and learning process.
Nevertheless, the large number of failing software projects and the increase in software security problems coupled with shortage of skilled software developers are still major obstacles in the software development industry. Among others, the solution can be achieved by improving the competency of software developers so that software systems developed are of good quality, safe, robust, and support business objectives. Software companies and business organizations stand a big chance to increase their return on investment (ROI), if competencies of software developers are improved. A software developer plays critical roles in software development projects. A software developer, however, requires specific skills and knowledge in order to develop software systems that solve problems and deliver solutions.
This research is about competencies of software developers. The research focuses on software development activities performed by software companies and business organizations within the Western Cape Province. The unit of analysis is software developers. Data pertaining to tasks performed by software developers, tools used by software developers and skills required were collected, examined and analysed. The objective of the research is to develop a competency framework for software developers. It can be used by institutions and the industry to provide better education. Most importantly, the industry will have access to competent software developers who can perform their job well. As justified in this research, knowledge of a competency framework for software developers is extremely essential.ÿ
5
Головань, М. С. "Модель формування дослідницької компетентності". Thesis, Сумський державний педагогічний університет імені А. С. Макаренка, 2012. http://essuir.sumdu.edu.ua/handle/123456789/62979.
Full textAbstract:
Побудовано модель процесу формування дослідницької компетентності майбутніх фахівців у навчальному процесі вищого навчального закладу. В моделі виділено етапи (підготовчий, базовий, інтеграційний), стадії (самовизначення, самовираження, самореалізації) і відповідні їм три рівні (низький, середній, високий) розвитку дослідницької компетентності студентів.<br>A model of the formation of the research competence of future professionals in the educational process of higher education was built. The model selected stages (preparatory, basic, integration), stage (self-determination, self-expression, self-realization) and the corresponding three levels (low, medium, high) of the research competence of students.
6
Stupariu, Ioana. "Development and evaluation of a professional development framework for pharmacy undergraduate students to support their learning in professional practice." Thesis, University of Bath, 2012. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.557816.
Full textAbstract:
The roles of pharmacists have changed in the last decades requiring pharmacists to keep up with, and even anticipate, the changes in practice to continue to be competent healthcare professionals. Competency or professional development frameworks have been developed and validated to support pharmacists with their learning and development. However, such a tool has not been developed for pharmacy undergraduate students and it is sensible to think that such a framework might also help pharmacy students in their learning and competency development. Thus, the aim of this research was to identify competencies required of pharmacy undergraduate students and to develop, and evaluate the use of, a professional development framework for these students. A mixed methods approach was adopted in the two-phased study. A cross-sectional design was employed in the first phase. Literature on pharmacy students’ competencies was reviewed and a series of workshops, focus groups and interviews with pharmacy students and academics, and stakeholders in pharmacy were conducted to identify the competencies required of pharmacy students during their degree and to develop the framework. The findings of previous rounds of data collection fed into the subsequent rounds. After five iterations 17 competencies were identified and divided in two clusters: Professional; and Delivery of Patient Care Competencies. A longitudinal design was used in the second phase. The use of the framework was evaluated with third and fourth year pharmacy students who self-assessed their competencies three times in two schools of pharmacy over the academic year of 2009-2010. The students’ self-assessed competencies increased over the year and correlated positively with their examination results and perceived self-directedness towards learning. This research provides evidence that the framework captures pharmacy undergraduate students’ development of their competencies during the academic year based on their self-assessed competence. Thus, the framework can be used as a self-assessment tool to support their learning.
7
Paul, Dennis D. Kennedy Larry DeWitt. "Critical components of staff development." Normal, Ill. Illinois State University, 1990. http://wwwlib.umi.com/cr/ilstu/fullcit?p9101122.
Full textAbstract:
Thesis (Ed. D.)--Illinois State University, 1990.<br>Title from title page screen, viewed November 10, 2005. Dissertation Committee: Larry D. Kennedy (chair), Michael A. Lorber, Thomas W. Nelson, Kenneth H. Strand. Includes bibliographical references (leaves 94-97) and abstract. Also available in print.
8
Cole, Elise Marie. "Development of the Multicultural Competency Inventory-Client Version." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/28011.
Full textAbstract:
Family therapists face a dramatic increase in the cultural diversity of their clients. Multicultural competence will help family therapists meet the needs of their increasingly diverse clientele (Kocarek, Talbot, Batka, & Anderson, 2001). The measurement of multicultural competence is necessary in order to evaluate the outcomes of multicultural competence programs and the services that minority persons receive. This study reports the development of an instrument to assess clientsâ perceptions of their therapistsâ multicultural competence that can be used in individual and family therapy. This instrument was developed through three phases: item generation and theme development, client feedback and evaluation of interrater reliability, and pilot and validity testing. Winsteps (Linacre, 2001) software was used to scale the measurement data to the Rasch Rating Scale Model, and evaluate the dimensionality, rating scale use, item fit, person fit, reliability and precision, as well as to create norms for interpreting the measures. Preliminary support for the MTCI-CV suggests a fairly reliable and valid measure at this stage. Additionally, logistic ordinal regressions were conducted to determine whether MTCI-CV measures are associated with client satisfaction level and goal attainment level. We found that positive client perceptions of therapist cultural competence (on the MTCI-CV) significantly contribute to the probability of clients expressing satisfaction and goal attainment in therapy.<br>Ph. D.
9
Sherron, Charles T. "Psychometric Development of the Adaptive Leadership Competency Profile." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2697/.
Full textAbstract:
This study documented the psychometric development of the Adaptive Leadership Competency Profile (ALCP). The ALCP was derived from a qualitative database from the National Science Foundation project (NSF 9422368) and the academic body of literature. Test items were operationalized, and subject matter experts validated 11 macro-leadership competencies and 65 items. Rasch rating scale measurement models were applied to answer the following questions: (a) How well do the respective items of the ALCP fit the Rasch rating scale measurement model for the 11 scales of the ACLP? (b) How well do the person's abilities fit the Rasch rating scale measurement model, using the 11 scales of the ALCP? (c) What are the item separation and reliability coefficients for the 11 ALCP scales? (d) What are the person separation and reliability coefficients for the 11 ALCP scales? This study also sought to discern whether the ALCP could predict leader effectiveness as measured by the likelihood ratio index and frequency of correct predictions indices. The WINSTEPS and LIMDEP programs were used to obtain Rasch calibrations and probit estimates, respectively. The ALCP profiles the frequency and intensity of leadership behavior. Composite measures were calculated and used to predict leadership effectiveness. Results from this study validated 10 competencies and 55 items.
10
Xu, Qingzhang. "Development of photosynthetic competency in tall fescue leaves /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9924948.
Full textBooks on the topic "Components of competency development"
1
Service, Sheffield Occupational Therapy. Competency levels & development needs. Sheffield Occupational Therapy Services, 1992.
Find full text
2
Project Management Institute. Project manager competency development framework. Project Management Institute, Inc., 2017.
Find full text
3
Koh, Eric H. Y. Risk Management Competency Development in Banks. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-7599-6.
Full text
4
Project Management Institute. Project manager competency development (PMCD) framework. 2nd ed. Project Management Institute, 2007.
Find full text
5
Barrowman, Lesley M. Practice learning: Opportunities for competency development. The National Board for Nursing, Midwifery and Health Visiting for Northern Ireland, 2000.
Find full text
6
Institute, Project Management, ed. Project manager competency development (PMCD) framework. Project Management Institute, 2002.
Find full text
7
National Institute of Rural Development (India), ed. Competency mapping: For rural development officials. National Institute of Rural Development, 2011.
Find full text
8
Crowther, David, and Shahla Seifi, eds. The Components of Sustainable Development. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9209-2.
Full text
9
Institute, Project Management, ed. Project manager competency development framework exposure draft. Project Management Institute, 2001.
Find full text
10
Antonacopoulou, Elena P. Competency-based management development: Can it work? University of Warwick. Warwick Business School Research Bureau, 1994.
Find full textBook chapters on the topic "Components of competency development"
1
Peters-Dasdemir, Joyce, Lars Holzäpfel, Bärbel Barzel, and Timo Leuders. "Competency Framework for the Qualification of Facilitators of Mathematics." In The Evolution of Research on Teaching Mathematics. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31193-2_11.
Full textAbstract:
AbstractContinuous professional development (CPD) is an increasingly significant field of research that focuses on the development of teachers’ competencies, knowledge, and skills as lifelong learning. It is essential that CPD be well-designed and professionally performed. CPD must both enhance the cognitive dimension of teachers’ competencies as well as make these competencies meaningful and manageable for their daily practice. In this regard, facilitators play a crucial role as external experts and must possess specific competencies to meet this manifold challenge. This chapter describes a competency framework for facilitators and their qualification which was intensively developed in an evolutionary process within an expert network (German Center for Teacher Education Mathematics—DZLM). The three-year development process was based on a literature review, considering literature since the framing provided by (Medley, 1987). The resulting competency framework for facilitators provides an orientation to concretize the specific competencies needed by facilitators to work effectively in CPD situations in mathematics. This contribution to the field of “mathematics teacher training and experience” (Medley’s Type J variable) characterizes the expertise of facilitators as an initial and presaging component in the transfer process of professionalizing mathematics teachers.
2
Singh, Chandan Deep, and Jaimal Singh Khamba. "Competency and Its Components." In Manufacturing Competency and Strategic Success in the Automobile Industry. CRC Press, 2019. http://dx.doi.org/10.1201/9780429486302-1.
Full text
3
Chun, Seyeoung, Okhwa Lee, and Deuk-Joon Kim. "An Explanation of the ICALT Instrument’s Measurement of Teaching Quality in Relation to Teacher Education and Policy in South Korea." In Effective Teaching Around the World. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31678-4_14.
Full textAbstract:
AbstractThe rapid development of South Korea’s educational system has attracted international interest. The country is well-known for its high student achievement, as indicated by the OECD PISA research, yet the causes for the high achievement remain unclear. Many argue that high teacher quality is an explanatory variable, even though accurate and rigorous measurement of teaching quality at both the practical and theoretical levels has yet to be established. The ICALT (International Comparative Analysis of Learning and Teaching) developed by van de Grift and colleagues in the Netherlands was recently utilized to assess the teaching quality of Korean teachers, and the results demonstrated a high level of teaching quality when compared to other countries. In this chapter, we discuss the relationship between the ICALT’s reported high level of teaching quality and teacher education and policy in South Korea. Several components of teacher education and policy are identified as factors that lead to the quality of the teaching force. They are the well-developed teacher training system, higher level of teachers’ socioeconomic status, in- & external-school supervision for enhancing teacher competency, and efficient personal administration for teachers including homeroom teacher, rotation and promotion.
4
Kiesler, Natalie. "Summarizing and Reviewing the Components of Programming Competency." In Modeling Programming Competency. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-47148-3_10.
Full text
5
Zhou, Qian, Mei Li, Yu Yan, et al. "Teaching Competency Development." In Handbook of Teaching Competency Development in Higher Education. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-6273-0_4.
Full text
6
Aiken-Wisniewski, Sharon A., Rich Whitney, and Deborah J. Taub. "Evolution of Program Development." In The Missing Competency. Routledge, 2023. http://dx.doi.org/10.4324/9781003447948-2.
Full text
7
Jacobs, Ronald L. "Competency Assessment and Development." In Work Analysis in the Knowledge Economy. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-94448-7_17.
Full text
8
Aiken-Wisniewski, Sharon A., Rich Whitney, and Deborah J. Taub. "Overview of The Program Development Model." In The Missing Competency. Routledge, 2023. http://dx.doi.org/10.4324/9781003447948-1.
Full text
9
Schöning, Stephan, and Viktor Mendel. "Controller Competency Model." In Competence Development in Controlling and Management Accounting. Springer Fachmedien Wiesbaden, 2023. http://dx.doi.org/10.1007/978-3-658-39390-8_4.
Full text
10
Rathbone, Cora Lynn Heimer. "Program Components." In Executive Development Journeys. Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230281639_6.
Full textConference papers on the topic "Components of competency development"
1
Mejia, Osvaldo. "Are Pipeline Operators Over-Relying on the In-Line Inspection?" In CONFERENCE 2025. AMPP, 2025. https://doi.org/10.5006/c2025-00263.
Full textAbstract:
Abstract In-line inspection (ILI) is a rapidly evolving field that leverages advancements in inspection technologies, software development, and miniaturization of electronic components to create more accurate, robust, and autonomous tools. These advancements have expanded the capabilities of ILI systems to detect, identify, and size a wider range of pipeline anomalies, and to overcome many other previous limitations. However, factors such as regulatory requirements, cost considerations, and, sometimes, lack of competency on risk management, have led to an increasing reliance on ILI data as the primary input for managing the corrosion control barriers, which is slowly but steadily leading to a reactive approach to pipeline integrity management. This paper examines the critical role that risk assessment (RA) plays in preserving the pipeline’s integrity and how overreliance on ILI for corrosion management can undermine this function. The paper advocates for a balanced approach that integrates ILI with robust RA to ensure the proactive management of corrosion threats.
2
Chernenko, Oleksandr, Oksana Filonenko, Tetiana Babenko, Viktoriia Chetaikina, Anton Butkevych, and Vlada Bilohur. "ENVIRONMENTAL EDUCATION AS A HOLISTIC CULTURAL PHENOMENON IN THE PROFESSIONAL TRAINING OF FUTURE TEACHERS." In 24th SGEM International Multidisciplinary Scientific GeoConference 2024. STEF92 Technology, 2024. https://doi.org/10.5593/sgem2024v/4.2/s19.36.
Full textAbstract:
This article is dedicated to the topical issue of environmental education as a holistic cultural phenomenon in the context of the professional training of future teachers. Environmental education is considered as a multifaceted process that integrates ecological knowledge with cultural, social, and ethical aspects of the interaction between man and nature. The methodological basis of the study was based on the integration of three scientific approaches to the consideration of environmental education as a holistic cultural phenomenon in the professional training of future teachers, namely: cultural approach, which allowed to consider environmental education as a holistic cultural phenomenon and its impact on the formation of the general pedagogical culture of the future teacher; systemic approach, which provided a comprehensive study of environmental education, taking into account the interrelationships between the various components of the educational process; competency-based approach, which focuses on the formation of professional competencies of future teachers, guaranteeing a practical orientation in training specialists capable of solving environmental problems in their professional activities. The article presents the author's definitions of the concepts of " environmental education as a holistic cultural phenomenon", " environmental culture of the future teacher" and " environmental educational project". Descriptions are provided for the concepts of innovative projects for the development of environmental education and culture, implemented in pedagogical educational institutions of the Kirovograd region: "Green Campus," "Virtual Ecological Laboratory," "Eco-locations of the City of Kropyvnytskyi," "EcoArt," "Mini-farm." Recommendations are formulated for improving environmental education within the framework of the professional training of future teachers, including: compiling an "ecological portfolio of a young teacher", creating a virtual information space of ecological didactics, introducing ecological mentoring and introducing a special course "Ecological Culture". Conclusions have been drawn that hold theoretical and practical significance for the development of environmental education and culture of future teachers in the context of European integration processes in Ukraine.
3
Jamal, Nurul N., Dayang N. A. Jawawi, Roliana Ibrahim, and Alif Ridzuan Khairudin. "Development of InCLOOM: A Competency Ontology Model." In 2024 IEEE 13th International Conference on Engineering Education (ICEED). IEEE, 2024. https://doi.org/10.1109/iceed62316.2024.10923771.
Full text
4
Herckis, Lauren. "WORKFORCE READINESS: INTERVENTIONS FOR TARGETED COMPETENCY DEVELOPMENT." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.1650.
Full text
5
Berndt, Alexander, Wolfgang Werth, Christian Madritsch, and Hannes Oberlercher. "Sustainability Through Education: A Competency Development Framework." In 2025 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2025. https://doi.org/10.1109/educon62633.2025.11016603.
Full text
6
Litiņa, Sanita, and Ināra Upmale. "FACTORS AFFECTING DIGITAL COMPETENCY IN HEALTHCARE: SCOPING REVIEW." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.1723.
Full text
7
Slišāne, Agnese. "Conceptualization of Pedagogical Entrepreneurship." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.53.
Full textAbstract:
The European Union (EU) and the Organisation for Economic Co-operation and Development (OECD) have stated that education is central to economic and social policy development. Entrepreneurial competence has been topical since 2006, when the European Commission identified a “sense of initiative and entrepreneurship” as one of the eight competencies necessary for all members of a knowledge-based society, however there is still no consensus on what the distinctive elements of entrepreneurship as a competency are. Latvian educational reforms involve changes in the teacher education system in order to have highly qualified, competent, and excellence-oriented teachers who are able to respond quickly to the demands of the labour market and adapt to technological developments. The school reforms also necessitate teachers to create a study process where students develop entrepreneurial competence, which is a new and still vague concept. The aim of the research is to conceptualize pedagogical entrepreneurship through a systematic literature review of the term ‘pedagogical entrepreneurship’ and its components – entrepreneurial skills and teachers’ entrepreneurial behaviour (the methodological approach to teaching, which characterizes entrepreneurial behaviour in the context of education). The present research analyzes 35 publications available on Web of Science, Scopus, ScienceDirect, and ResearchGate that were published in English from 2011 to 2021. The result of the systematic literature review is the compilation of literature for the terms ‘pedagogical entrepreneurship’, ‘entrepreneurial skills’, and ‘teachers’ entrepreneurial behaviour’ (‘teacherpreneurs’), as well as summarized explanations of each term. The results can be used for further research on pedagogical entrepreneurship and its components. Comprehension of the value of pedagogical entrepreneurship in the context of education will create fertile soil for the effective integration and elaboration of entrepreneurial skills for teacher education students as well as already practising teachers that will support them to implement a competency-based curriculum and be competitive in the changing labour market.
8
Khieopud, Anan. "CAUSAL FACTORS OF COMPETENCY AN INFLUENCING THE STRATEGY FOR THE POTENTIALITY DEVELOPMENT OF LABOR ON THE AUTOMOTIVE INDUSTRY IN THAILAND." In MBP 2025 Tokyo International Conference on Management & Business Practices, 21-22 January. Global Research & Development Services, 2025. https://doi.org/10.20319/icssh.2025.4347.
Full textAbstract:
The objective of research are 1) to study the causal factors affecting the competency and potentiality development of labor on the automotive industry. 2) to study the influencing of competency that affected to the potentiality development of labor on the automotive industry. 3) to create a model of causal factors of competency an influencing the strategy for the potentiality development of labor on the automotive industry. This article is to present knowledge derived from a literature review on Causal Factors of Competency an Influencing the Strategy for the Potentiality Development of Labor on the Automotive Industry in Thailand. The article aims to explain the meaning, background, components, and relationships of variables related to Competency and Strategy for the Potentiality Development of Labor on the Automotive Industry in Thailand. Based on the literature review, the variables commonly used to study Innovative Leadership, Organization Management, Human Resources Management, Competency, Strategy for the Potentiality Development of Labor on the Automotive Industry.
9
Rodríguez Ávila, Nuria, and Carme Riera Prunera. "THE LEADERSHIP COMPETENCE IN NURSING STUDIES: A PRINCIPAL COMPONENTS FACTOR ANALYSIS." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1607.
Full text
10
Fedorova, Yuliia, Anna Pilková, Juraj Mikuš, Marian Holienka, and Juliia Pidlisna. "Modelling Emotional Intelligence Development in Entrepreneurs: Strategic Approach." In 9th FEB International Scientific Conference. University of Maribor Press, 2025. https://doi.org/10.18690/um.epf.5.2025.73.
Full textAbstract:
Emotional intelligence (EI) is a key competency for successful entrepreneurship. Interest in the development of EI in education is growing rapidly and requires strengthening the methodological base. A systematic literature review brought together the latest knowledge in different fields and revealed the opportunity for fundamental development of the EI of entrepreneurs. This study aims to provide a detailed description of the 4-component instrumental model of EI development for entrepreneurs (4EIE Model), based on combining the latest knowledge in psychology and entrepreneurship. The 4EIE Model consists of 4 main components (namely Self-Awareness, Self-Management, Social Awareness and Relationship Management), according to the latest version of D. Goleman's mixed model and supporting the development of 15 important entrepreneurial competencies, according to the EntreComp conceptual model. The 4EIE Model is convenient to use in a university environment.
Reports on the topic "Components of competency development"
1
Tarasenko, Rostyslav O., Svitlana M. Amelina, and Albert A. Azaryan. Integrated testing system of information competence components of future translators. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3879.
Full textAbstract:
The article deals with the diagnosis of the formation of the information competence components of translators through testing. The use of testing to determine the level of formation of the information-thematic component of the information competence of translators is demonstrated. It has been established that one of the ways to form the information-thematic component of information competence in the aspect of studying terminology can be the use of thematic networks. The development of a thematic network is shown on the example of the thematic network “Electrical equipment”. The stages of test control, which are consistent with the logic of the organization of the educational process and the process of forming the information competence of the future translator according to the scheme of the developed thematic network, have been determined. These stages are the current, thematic, modular, final testing. The main types of test tasks are defined, the combination of which allows diagnosing the level of formation of the information-thematic component of students’ information competence. Criteria and principles for the selection of test tasks for each of the testing stages are proposed. The ratio of test tasks of different types and complexity at the determined testing stages has been developed. The results of an experimental study on the diagnosis of the formation of the information-thematic component of the information competence of future translators by applying the developed integrative testing system using the Moodle platform are presented.
2
Shokaliuk, Svitlana V., Yelyzaveta Yu Bohunenko, Iryna V. Lovianova, and Mariya P. Shyshkina. Technologies of distance learning for programming basics lessons on the principles of integrated development of key competences. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3888.
Full textAbstract:
In the era of the fourth industrial revolution – Industry 4.0 – developing key competences (digital, multilingual and mathematical competences in particular) is of paramount importance. The purpose of this work is to investigate the content of key competences of a secondary school student and to develop a method of teaching for the integrated development of multilingual and mathematical competences in the process of teaching Programming Basics with the help of distant technologies. The objectives of the research include generalizing and systematizing theoretical data on the structure and the content of key competences and the potential of informatics lessons for the development of separate components of multilingual and mathematical competences; generalizing and systematizing theoretical data on the ways of arranging distant support for informatics learning, Programming Basics in particular; to investigate the content and the methods of teaching Programming Basics in 7th-11th grades; to develop the e-learning Moodle course using Python for Programming Basics on the principles of integrated approach to developing separate components of multilingual and mathematical competence with determining some methodical special features while using it. The object of the study is to teach informatics to junior high school and high school students. The subject of the study is the means and the methods of realizing distant support in the process of teaching Programming Basics using Python on the principles of an integrated approach to developing multilingual and mathematical competences.
3
Pylypenko, O. S. Development of critical thinking as a means of forming STEM competencies. КДПУ, 2020. http://dx.doi.org/10.31812/123456789/4544.
Full textAbstract:
The article analyzes the scientific literature in order to determine different approaches to the interpretation of the concept of “critical thinking”, describes its components, discusses the basic concepts, functions of critical thinking in teaching. Critical thinking is presented as one of the main competences of STEM education. The conditions for the development of critical thinking in the process of STEM-learning are determined. Methodical problems are solved, which should help students to develop STEM competences based on the development of their critical thinking.
4
Remekh, Tetiana. Analytical Report "The main results of the scientific and pedagogical project of the All-Ukrainian level" Development of civic competence of students (November 2018-June 2023) ". The Institute of Pedagogy of the National Academy of Pedagogical Sciences of Ukraine, 2023. https://doi.org/10.32405/pedagogical-project-2023-22.
Full textAbstract:
The analytical report presents the main results of the scientific and pedagogical project of the All-Ukrainian level "Development of students' civic competence". The report is based on the analysis of surveys, questionnaires, and interviews conducted with students and teachers from experimental educational institutions, descriptions of the project's stages, data from other contemporary studies, and more. Recommendations are proposed based on the summarized project results for educational stakeholders to support the formation and development of all components of civic competence as a key skill in students. For educational policy developers, teachers, parents, methodologists of postgraduate pedagogical education.
5
Morkun, Volodymyr, Sergey Semerikov, Svitlana Hryshchenko, Snizhana Zelinska, and Serhii Zelinskyi. Environmental Competence of the Future Mining Engineer in the Process of the Training. Medwell Publishing, 2017. http://dx.doi.org/10.31812/0564/1523.
Full textAbstract:
A holistic solution to the problem of formation of ecological competence of the future engineer requires the definition of its content, structure, place in the system of professional competences, levels of forming and criteria of measurement the rationale for the select on and development of a technique of use of information, communication and learning technologies that promote formation of ecological competence. The study is of interest to environmental competence of future mining engineer as personal education, characterized by acquired in the process of professional preparation professionally oriented environmental knowledge (cognitive criterion), learned the ways of securing environmentally safe mining works (praxiological criterion) in the interests of sustainable development (axiological criterion) and is formed by the qualities of socially responsible environmental behavior (social-behavioral criterion) and consists of the following components: understanding and perception of ethical norms of behaviour towards other people and towards nature (the principles of bioethics); ecological literacy; possession of basic information on the ecology necessary for usage in professional activity the ability to use scientific laws and methods in evaluating the environment to participate in environmental works to cany out ecological analysis of activities in the area industrial activities to develop action plans for the reduction of the anthropogenic impact on the environment; ability to ensure environmentally balanced activities, possession of methods of rational and integrated development georesource potential of the subsoil.
6
Modlo, Yevhenii O., Serhiy O. Semerikov, Stanislav L. Bondarevskyi, Stanislav T. Tolmachev, Oksana M. Markova, and Pavlo P. Nechypurenko. Methods of using mobile Internet devices in the formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3677.
Full textAbstract:
An analysis of the experience of professional training bachelors of electromechanics in Ukraine and abroad made it possible to determine that one of the leading trends in its modernization is the synergistic integration of various engineering branches (mechanical, electrical, electronic engineering and automation) in mechatronics for the purpose of design, manufacture, operation and maintenance electromechanical equipment. Teaching mechatronics provides for the meaningful integration of various disciplines of professional and practical training bachelors of electromechanics based on the concept of modeling and technological integration of various organizational forms and teaching methods based on the concept of mobility. Within this approach, the leading learning tools of bachelors of electromechanics are mobile Internet devices (MID) – a multimedia mobile devices that provide wireless access to information and communication Internet services for collecting, organizing, storing, processing, transmitting, presenting all kinds of messages and data. The authors reveals the main possibilities of using MID in learning to ensure equal access to education, personalized learning, instant feedback and evaluating learning outcomes, mobile learning, productive use of time spent in classrooms, creating mobile learning communities, support situated learning, development of continuous seamless learning, ensuring the gap between formal and informal learning, minimize educational disruption in conflict and disaster areas, assist learners with disabilities, improve the quality of the communication and the management of institution, and maximize the cost-efficiency. Bachelor of electromechanics competency in modeling of technical objects is a personal and vocational ability, which includes a system of knowledge, skills, experience in learning and research activities on modeling mechatronic systems and a positive value attitude towards it; bachelor of electromechanics should be ready and able to use methods and software/hardware modeling tools for processes analyzes, systems synthesis, evaluating their reliability and effectiveness for solving practical problems in professional field. The competency structure of the bachelor of electromechanics in the modeling of technical objects is reflected in three groups of competencies: general scientific, general professional and specialized professional. The implementation of the technique of using MID in learning bachelors of electromechanics in modeling of technical objects is the appropriate methodic of using, the component of which is partial methods for using MID in the formation of the general scientific component of the bachelor of electromechanics competency in modeling of technical objects, are disclosed by example academic disciplines “Higher mathematics”, “Computers and programming”, “Engineering mechanics”, “Electrical machines”. The leading tools of formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects are augmented reality mobile tools (to visualize the objects’ structure and modeling results), mobile computer mathematical systems (universal tools used at all stages of modeling learning), cloud based spreadsheets (as modeling tools) and text editors (to make the program description of model), mobile computer-aided design systems (to create and view the physical properties of models of technical objects) and mobile communication tools (to organize a joint activity in modeling).
7
Kharkivska, Alla A., Liudmyla V. Shtefan, Muntasir Alsadoon, and Aleksandr D. Uchitel. Technology of forming future journalists' social information competence in Iraq based on the use of a dynamic pedagogical site. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3853.
Full textAbstract:
The article reveals scientific approaches to substantiating and developing technology to form social information competence of future Iraqi journalists based on using a dynamic pedagogical site. After pre-interviewing students of the Journalism Faculty at Al-Imam Al-Kadhim University College for Islamic Sciences in Baghdad, the authors came to the conclusion there are issues on defining the essence of social information competences. It is established that the majority of respondents do not feel satisfied with the conditions for forming these competences in the education institutions. At the same time, there were also positive trends as most future journalists recognized the importance of these professional competences for their professional development and had a desire to attend additional courses, including distance learning ones. Subsequently, the authors focused on social information competence of future journalists, which is a key issue according to European requirements. The authors describe the essence of this competence as an integrative quality of personality, which characterizes an ability to select, transform information and allows to organize effective professional communication on the basis of the use of modern communicative technologies in the process of individual or team work. Based on the analysis of literary sources, its components are determined: motivational, cognitive, operational and personal. The researchers came to the conclusion that it is necessary to develop a technology for forming social information competence of future journalists based on the use of modern information technologies. The necessity of technology implementation through the preparatory, motivational, operational and diagnostic correction stages was substantiated and its model was developed. The authors found that the main means of technology implementation should be a dynamic pedagogical site, which, unlike static, allows to expand technical possibilities by using such applications as photo galleries, RSS modules, forums, etc. Technically, it can be created using Site builder. Further research will be aimed at improving the structure of the dynamic pedagogical site of the developed technology.
8
Havrilova, Liudmyla H., Olena Ye Ishutina, Valentyna V. Zamorotska, and Darja A. Kassim. Distance learning courses in developing future music teachers’ instrumental performance competence. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3265.
Full textAbstract:
The scientific and methodological background of creation and development of the distance learning courses for the future music teachers is substantiated. The components and structure of future music teachers’ instrumental performance competence are defined; the content of the course is revealed. The materials are based on the authors’ teaching experience within the distance learning course “Basic Musical Instrument (Piano)”. The main blocks of the distance course design and development are considered among them to be theoretical, practical, individual work, and control blocks. The specificity of distance learning methods in the future music teachers’ instrumental and performance training is substantiated and three main methods are distinguished. The method of involving information and communication technologies, including multimedia; project method, and features of knowledge and skills controlling are elaborated. The results of implementation and experimental research of using distance learning courses for developing future music teachers’ instrumental performance competence are described. The influence of different methods use on students’ success is explored.
9
Wilson, Amy. Competency Development Detonator Development and Design. Defense Technical Information Center, 2007. http://dx.doi.org/10.21236/ada471708.
Full text
10
Hawley, M. E., D. W. Reagor, and Quan Xi Jia. Scanning probe microscopy competency development. Office of Scientific and Technical Information (OSTI), 1998. http://dx.doi.org/10.2172/562576.
Full text