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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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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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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.
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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.
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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.
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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.
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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.
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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).
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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.
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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
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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.
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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.
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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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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.
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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.
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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.
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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
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Tokmakova, Yuliya V. "Development of professional foreign language communicative competency of students as a goal of foreign language teaching in an agrarian university." Tambov University Review. Series: Humanities, no. 185 (2020): 107–18. http://dx.doi.org/10.20310/1810-0201-2020-25-185-107-118.
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In contemporary Federal State Education Standard of Higher Education in a number of agrarian university programmes, knowledge of a foreign language is presented in two competencies at once. At the same time, if earlier the goal of foreign language teaching at a university was the foreign language communicative competence development and all its subcompetencies in the social and socio-cultural spheres of communication, then modern Federal State Education Standard of Higher Education also focus on the communicative competence development in the professional sphere of communication. Such an expansion of the use of a foreign language as a means of communication has contributed to the designation of the professional foreign language communicative competency development as one of the main goals of professional foreign language teaching in an agrarian university. At the same time, scientists have not come to a consensus on the structure and component composition of professional foreign-language communicative competency. We consider the history of the issue on the example of progremme “Technology of production and processing of agricultural products”, the structure and component composition of the professional foreign language communicative competency of agrarian university student are proposed. Structurally, the professional foreign-language communicative competency of students includes two components: a foreign language communicative and professional. A foreign language communicative consists of five subcompetencies: linguistic, speech, sociocultural, compensatory and educational-cognitive. The professional component includes knowledge in a specific sphere of professional activity and professional activities of specialists in a specific programme. This component will largely determine the content of teaching components of a foreign language communicative competence, adding professionally oriented subject content to the learning process, reflecting the features of specialists in the sphere of agricultural production and processing technology. In addition, as a level category, professional foreign language communicative competence of students consists of five components: value-motivational, cognitive, operational, communicative, reflective. The work describes in detail the content of these components.
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Nam, Kyoungjin, Myoungsook Choi, and Yeongrae Lee. "Development of Multicultural Education Competency Diagnostic Tool for Secondary School Teachers." Multicultural Education Studies 12, no. 31 (2024): 21–45. https://doi.org/10.14328/mes.2024.12.31.21.
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The purpose of this study was to identify the factors that constitute multicultural education competency required for secondary school teachers, develop a diagnostic tool based on these components, and verify its validity. To achieve this, a preliminary competency model was derived by identifying the components of multicultural education competency through a comprehensive literature review and conducting two rounds of Delphi surveys. The draft model was then validated through a survey administered to secondary school teachers in Daegu and Gyeongbuk. The collected data was analyzed using SPSS 29.0 and AMOS 26.0. The results indicated that the final competency model and diagnostic tool comprised 3 competency groups, 7 competencies, and 30 behavioral indicators. The multicultural education competency model and diagnostic tool developed in this study offer secondary school teachers an opportunity to assess their competency levels and provide practical support to identify and strengthen the competencies they need.
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Kang, Ga-ye. "A Study on the Competency and Professionalism of Lifelong Education Instructors." Educational Research Institute of Kongju National University 37, no. 1 (2022): 1–20. http://dx.doi.org/10.31366/jer.2022.37.1.1.
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This study was conducted to identify the research trends on the competence and professionalism of lifelong education instructors and to explore the direction in which future research should proceed. To this end, 38 degree papers on the competency and professionalism of lifelong education instructors, 25 academic papers, and a total of 63 articles pubilshed from 2008 to 2021 were analyzed for the lifelong education instructor activity field, research purpose, research method, type of research participants, and components of competency and professionalism. As the results of the analysis, it was found that in the lifelong education instructor activity field, integrated topics without a separate education area was most often studied and as the purpose of research, it was found that there were far more studies on competence strengthening than professional development. As for the research method, qualitative research was high, and it was confirmed that the type of research participant expanded to instructors, learners, planners, and parents. As a result of analyzing the components of competency and professionalism, competency included knowledge, skill, attitude, and professionalism included knowledge, experience, and problem solving, as well as 'creativity' and 'values, goals, and habits' as components.
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Lertlam, Kosol, Chaiyuth Sirisuthi, and Vanich Prasertporn. "Program Development for Enhancing Teachers’ Competencies in Teaching Railway Control and Maintenance in Vocational Colleges under the Office of Vocational Education Commission." International Education Studies 17, no. 4 (2024): 16. http://dx.doi.org/10.5539/ies.v17n4p16.
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Teacher competency is crucial for the quality development of learners. Teachers with high competence in learning management will result in high-quality learners. This research aims 1) to study the components and indicators of teachers’ competency in teaching railway control and maintenance. 2) to study current conditions, desirable conditions, methods of development, and needs for the development of teachers’ competency in teaching railway control and maintenance. 3) to design and develop a teachers’ competency-enhancing program in teaching railway control and maintenance, and 4) to study the results of implementing the teacher competency-enhancing program in teaching railway control and maintenance. The methodology was research and development conducted in 4 Phases as follows according to the objectives. The results showed that 1) Components and indicators of teachers’ competency in teaching railway control and maintenance have 5 components, and 17 indicators, confirmed by experts, are appropriate at the highest level. 2) Current condition, teachers’ competency in teaching railway control and maintenance, overall was moderate level. The desirable condition, overall was at the highest level. Competency development methods consist of (a) Training, (b) Self-learning, (c) Workshops, (d) Study visits, and (e) Work practice in the workplace, and the priorities of the needs for competency development, including (a) Self-development, (b) Ethics and professional ethics of teachers, (c) Measurement and evaluation of learning outcomes, (d) Curriculum administration and learning management, and (d) Building relationships and cooperation with the community for learning management, respectively. 3) Teachers’ Competency Enhancing Program in Teaching Railway Control and Maintenance consists of (a) Principles, (b) Objectives, (c) Model and development methods, (d) Contents and developing activities consisting of 5 Modules, and (e) Measurement and Evaluation. The result of the program evaluation by qualified experts was appropriate, utility, and possibility at the highest level. 4) The results of implementing the teachers’ competency-enhancing program in teaching railway control and maintenance were used. It was found that (a) knowledge of teacher competency in teaching railway control and maintenance before development received an average score of 17.70 out of 30, representing 58.99% after development, receiving an average score of 25.90, representing 86.33%. Knowledge after development was higher than before development. (b) Teachers’ competencies and overall performance before development were at a moderate level. After development was at the highest level, and (c) the results of the program satisfaction assessment by participants overall and all aspects are at the highest level.
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Zolfaghari, Mitra Sadat, Baharak Shirzad Kebria, Yalda Delgoshaei, and Fatemeh Hamidifar. "Explaining the Dimensions and Components of the Competency Model for Managers of Iran's Water Resource." International Journal of Innovation Management and Organizational Behavior 4, no. 3 (2024): 1–7. http://dx.doi.org/10.61838/kman.ijimob.4.3.1.
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Objective: The objective of this study was to elucidate the dimensions and components of the competency model for managers at Iran's Water Resource Management Company, aiming to identify the specific competencies needed to navigate the complex challenges of water resource management effectively. Methodology: This qualitative study employed semi-structured interviews to collect data from 19 participants, including both academic experts and experienced officials within the water resource management sector. The participants were selected based on stringent criteria related to their experience and expertise in the field. Data analysis was conducted using NVivo software to ensure thorough thematic analysis and theoretical saturation. Findings: The study identified five main themes integral to managerial competency in water resource management: Leadership Competence, Technical Competence, Interpersonal Skills, Analytical Abilities, and Adaptability and Learning. Each theme comprised various categories with specific competencies, such as visionary and ethical leadership, technical and financial management skills, effective communication and collaboration abilities, critical thinking, and continuous personal and professional development. Conclusion: The competencies identified are essential for the effective management of water resources in Iran, highlighting the need for a holistic approach to managerial training and development. The competency model developed provides a structured framework that can guide training initiatives and enhance managerial practices, thereby supporting sustainable water resource management.
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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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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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Rakhimov, Oktyabr, Dilrabo Rakhimova, Matluba Eshmirzaeva, and Aktam Rakhimov. "Analysis of foresight competency development model components in future ecologists." E3S Web of Conferences 462 (2023): 03049. http://dx.doi.org/10.1051/e3sconf/202346203049.
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The article describes the role of foresight technology in environmental forecasting in the creation of future development strategies, and the analysis of some ecological scientific projects and programs implemented on the basis of foresight. The main components of the model of eco-foresight competence development in future ecologists are based and its evaluation criteria are defined. The results of the experimental tests carried out to determine the level of development of eco-foresight competence are presented, and foresight is used in the competitive and rapidly changing economic conditions of enterprises and companies in the production of clean ecological products and in predicting the future impact of technological processes on the environment, in drawing up long-term strategic plans or road maps, it is based on the fact that it is a highly effective method of ensuring their execution and control.
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Huankhoksung, Witoon, Ophat Sukwan, and Chakrit Ponathong. "Teaching Competency Development Model of Instructor in Bachelor of Technology Degree in Automotive Technology Program for Institute of Vocational Education." Higher Education Studies 15, no. 1 (2024): 160. https://doi.org/10.5539/hes.v15n1p160.
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Providing higher education is crucial for the development of human resources. This research aims to develop a model for developing teaching competencies of teachers in the Bachelor of Technology Program in the Automotive Technology Department, Institute Vocational Education. Research and Development was divided into 3 phases: Phase 1 to study the conditions, problems, and approaches to developing teaching competence of teachers, using in-depth interviews with 10 teachers and 5 Experts. Phase 2 develop a model for developing teaching competence of teachers, using group discussions with 10 experts; and finally, Phase 3 to study the effectiveness of the Teaching Competency Development Model. A model for developing teaching was the development of the 4K4C+KCV Competency Development Model for teachers in the Automotive Technology program at vocational institutes. This model includes three basic components (KCV): Knowledge, Competencies, and Values, while the process of developing teaching competency comprises four steps (4K4C): 1. Know with understanding - Create knowledge by yourself, 2. Know in detail - Create cooperation, 3. Know with expertise - Create coordination, 4. Know to advise - Create work and leadership roles. The quality of the teaching competency development model it found high level. The overall quality of the teaching competency development model for teachers in the Bachelor of Technology Program in Automotive Technology at the Institute Vocational Education is at a high level.
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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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Ngoc, Hoang Bich. "Teaching Fraction Calculations for Grade 4 Students In Vietnam Oriented Toward the Development of Mathematical Thinking and Reasoning Competency." International Journal of Social Science and Human Research 08, no. 04 (2025): 2376–81. https://doi.org/10.5281/zenodo.15266896.
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In the context of Vietnam’s vigorous general education reform, the current curriculum defines Mathematical Thinking and Reasoning Competency as one of the five components of mathematical competence that students need to achieve. This paper clarifies the manifestations of mathematical thinking and reasoning ability, and proposes a process for teaching fraction calculations to 4th-grade students in a way that fosters this competency. Illustrative examples demonstrate the feasibility and effectiveness of this approach, contributing to the enhancement of math teaching quality and aligning with the current educational reform direction.
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Makieiev, Serhii. "Formation of natural science competency concept based on PISA international research." Bulletin of Luhansk Taras Shevchenko National University, no. 1 (355) (2023): 9–19. http://dx.doi.org/10.12958/2227-2844-2023-1(355)-9-19.
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The article presents an analysis of conceptual apparatus formation of science competency and a role in this process of PISA international study of education quality. The components and aspects of science competency are considered, presented in educational documents of the European Union and the Organisation for Economic Co-operation and Development. It is revealed that recommendations of the European Council and reference frameworks of the European Commission “Key competences for lifelong learning” distinguish such components of science competency as knowledge, skills and attitudes. It is noted that the Organisation for Economic Co-operation and Development framework documents for PISA international study of education quality formulates an equivalent concept of “science literacy”, consisting of a number of aspects – contexts, competencies, knowledge and attitudes. Changes in determination of science literacy in PISA study for the period 2000–2022 and characteristics of its aspects are analyzed. Significant attention is paid to specifics of PISA terminology, its complexity and versatility. Ukrainian definitions of science competency in national normative educational documents and concepts are investigated. It is determined that they are largely focused on foreign recommendations and framework documents of international research, and also distinguish certain components of competency – basic knowledge, skills and attitudes. The author emphasized the need to further borrowing by national education system of world experience in the field of competency approach implementation, in connection with transition of basic school to study by new educational standards on competent basis.
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Aleksieieva, Oksana. "The Use of Competency-oriented Tasks in the Process of General Pedagogical Training of Future Teachers." Education and Pedagogical Sciences, no. 3 (178) (2021): 3–12. http://dx.doi.org/10.12958/2227-2747-2021-3(178)-3-12.
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The article presents essential features of the competence approach as a theoretical basis for the development and implementation of competence-oriented tasks in the process of general pedagogical training of future teachers. According to the professional standard, labour functions and relevant professional competencies (language and communicative, subject and methodical, information and digital, emotional and ethical, competence of pedagogical partnership, prognostic, organizational, etc.), which form the basis of a modern teacher's professionalism have been characterized. The essence, functions, specific features, typology and structure of competency-oriented tasks, features of their development based on B. Bloom’s taxonomy have been presented. The advantages and disadvantages / risks of using competency-oriented tasks in the process of general pedagogical training of future teachers have been identified. Taking into account the job functions and professional competencies of a modern teacher, examples of competency-oriented tasks within the educational components of general pedagogical training of future teachers have been presented.
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Yegorova, Anna A., and Ol'ga V. Sergeyeva. "The role of a linguistic club in the foreign language communicative competency development." Vestnik Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, no. 2 (2019): 178–82. http://dx.doi.org/10.34216/2073-1426-2019-25-2-178-182.
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The article deals with the process of foreign language communicative competency development at a technical university within the work of the linguistic club "Intelligent" of Lenin Ivanovo State Power Engineering University. The pedagogic conditions and methodological principles are explained. It is proved that the structure and variation of the linguistic club activities promotes development of the key components of foreign language communicative competency: linguistic, verbal, sociolinguistic, sociocultural, strategic, discursive competences. It is concluded that the linguistic club is an important component of teaching a foreign language at a technical university as it gives the opportunity for improvement for students of different levels, contributes to students' raising foreign language learning motivation and creative potential realisation. During the preparation for the events students' professional and personal competences are also developed.
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Nurjani, Nugroho Widi Susanto, and Dina Hermina. "The Concept of Principal's Technology Competency in School Management Effectiveness." AT-TAKLIM: Jurnal Pendidikan Multidisiplin 2, no. 1 (2025): 200–214. https://doi.org/10.71282/at-taklim.v2i1.36.
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This study aims to analyze the concept of school principals' technological competence and its role in the effectiveness of school management in the digital era. Using a qualitative research method with a literature review approach, the study identifies the concepts of school principals' technological competency, the indicators of this competency, and its relationship with the effectiveness of school management. The analysis results reveal three fundamental components of principals' technological competences: digital literacy, technological literacy, and human literacy, which principal’s must possess as a foundation to support their leadership duties in the digital era. These competencies are significantly influence the effectiveness of school management, such as efficient and effective administration, innovative technology-based learning, precise and rapid data-driven decision-making, transparency and accountability in school management, effective and productive school communication, and flexible, effective, collaborative, and globally of professional teacher development.
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Lee, Jin-Young. "Development and Validation of Teaching Competency Self-Assessment Tool." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 10 (2023): 643–59. http://dx.doi.org/10.22251/jlcci.2023.23.10.643.
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Objectives The purpose of this study was to develop a self-assessment tool that could set related components and measure them in order to measure teaching competency. Methods In order to develop a self-assessment tool for teaching competency, related preceding studies were reviewed, and based on this, components of teaching competency were extracted. In addition, preliminary questions were formed and 53 questions were formed through expert review and preliminary investigation. Based on the data collected in the main survey, an exploratory and confirmatory factor analysis was conducted to develop a self-assessment tool for teaching competency. Finally, the reliability and validity of the developed self-assessment tool for teaching competency were verified. Results As a result of this study, the validity and reliability of the three teaching competencies (basic competencies, teaching competencies, and class management competencies) were verified. The suitability of the model was confirmed through confirmatory factor analysis. Accordingly, the teaching competency self-assessment tool consists of 6 questions for basic competency (understanding of school education, attitude as an educator), 25 questions for class competency (class design, teaching and learning execution, interaction with students), and class management competency (learning evaluation, class improvement). , learning counseling) consisted of 17 questions. Accordingly, the teaching competency was developed with a total of 48 items. As a result of examining the reliability of the finally developed item, Cronbach a .964 was found to be good. Conclusions The results of this study are significant in that they developed a self-assessment tool that can measure them based on the constituent factors of teaching competency. Through the teaching competency self-assessment tool, instructors can understand their own strengths and weaknesses and help them select teaching support programs suitable for their capabilities. In addition, university institutions such as the Teaching and Learning Center can use it as basic data to design and operate teaching programs based on the analysis of instructors' teaching capabilities.
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Zakhar, Olha. "DEVELOPMENT OF TEACHERS' DIGITAL COMPETENCE STANDARD IN MYKOLAYIV REGION." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, SPECIAL EDITION (2019): 418–27. http://dx.doi.org/10.28925/2414-0325.2019s38.
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The article identifies the cognitive and functional components of the modern teachers’ digital competence. International standards of UNESCO (ICT-CFT), digital competence framework for citizens (DigComp 2.1 and DigCompEdu) and Norwegian digital competence framework for teachers (Professional Digital Competence Framework for Teachers) are analyzed in the article. Based on the analysis of European digital competency documents, five structural elements of the cognitive and functional components of digital competence have been identified (functioning in operating systems and office applications; digital technologies for communication, collaboration, self-development, Internet safety, searching, creating, promoting and using of digital resources; digital technologies in inclusive education; academic integrity and copyright). The weight of the structural elements and their components are determined by the method of expert assessment: functioning in operating systems and office applications, communication and collaboration, safety in the digital society, search and use of digital resources, creating and promoting own digital resources, information and ability to handle data, using digital technologies in inclusive education, integrity and copyright, the usage of licensed software. The above description of the functional and cognitive components of the modern teacher's digital competence is focused on the application in postgraduate teacher education as well as in non-formal teacher education and can be the basis for the curriculum development or the tool for assessing the teacher's digital competence. It is proved that the national digital competence standards development on the basis of the European digital competence framework, the creation of an appropriate legal basis, the development of regional training programs for teachers in the field of digital technologies contribute to the teachers' digital competence and their professional development.
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Kiri, Lindita, and Sonila Osmani. "Key Competencies and Examples of their Development in Humanities Subjects in Albanian Pre-University Education." Journal of Educational and Social Research 14, no. 5 (2024): 250. http://dx.doi.org/10.36941/jesr-2024-0136.
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In the curriculum framework of the Republic of Albania, many reform elements are defined, but among the most important we mention: competence-based teaching and student-centered teaching. Competency-based teaching and student-centered teaching are related to each other, because both focus on the student and the learning process. Competency-based curriculum shifts the focus of attention from teacher-centered learning of subject content to student-centered learning situations. As a result, student-centered curricular teaching offers a variety of learning situations through which the student it is formed in the social, cultural, intellectual and civic aspect. Competences include the integration of skills, abilities, knowledge, attitudes and values with the aim of achieving active citizenship, social inclusion and sustainable personal development. There are seven main competencies such as learning; the competence of communication, thinking, learning, for life, entrepreneurship and the environment, personal, civic and digital. What are the key learning competencies and their importance in the teaching process in pre-university education? The methodology consists of an analysis that evaluates the current situation through the existing analysis of the development of competences in foreign language and geography lessons in pre-university education, as well as the synthesis of the interweaving of theoretical knowledge with practical skills found in the teaching process in these subjects. Curriculum reform is one of the most important components of the current reform in Albanian education based on the professional development of teachers and students throughout their lives. Received: 11 July 2024 / Accepted: 28 August 2024 / Published: 05 September 2024
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SMORZHEVSKY, Yuriy, Tetiana HRUNTEY, and Olena VDOVYCHENKO. "FORMATION OF MATHEMATICAL COMPETENCE OF STUDENTS IN VOCATIONAL HIGHER EDUCATION INSTITUTIONS." Collection of scientific papers Kamianets-Podilsky Ivan Ohienko National University Pedagogical series 30 (December 18, 2024): 35–39. https://doi.org/10.32626/2307-4507.2024-30.35-39.
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The article describes a competency-based approach to the formation of content and organization of the educational process in mathematics in an educational institution. One of the main tasks is to provide the conditions for the development of all components of mathematical competence in the student – motivational, meaningful, action. The article highlights the psychological and pedagogical aspects of the formation of the components of mathematical competence. The implementation of a competency-based approach to the organization of the educational process is one of the ways to update the content of education. The problem of forming the mathematical competence of the student of education requires a deeper and meaningful study of it and therefore is the basis for further research in the future. Competence education is focused on practical results, personal experience, on the development of lifenecessary knowledge and skills of education seekers, the assimilation of which allows the individual to act adequately in specific educational and life situations, to take responsibility for certain activities. Modern educational institutions should help students feel confident in the labor market, be able to adapt to social changes and crises in society, be psychologically stable, and develop the ability to self-organize.
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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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Koval, Valentyna, and Tetiana Hryhorenko. "MODERN APPROACHES TO THE PROFESSIONAL DEVELOPMENT OF PHILOLOGY TEACHERS’ METHODOLOGICAL COMPETENCE: THEORETICAL ASPECT." Zeszyty Naukowe Wyższej Szkoły Technicznej w Katowicach 16 (June 2023): 75–82. http://dx.doi.org/10.54264/0063.
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The article reveals the main concept - methodical competence of Ukrainian language teachers of the secondary educational establishment - as the most important component of the professional competency of the language teacher. The dependence of the development of professional competency on the efficient and system activity of language teachers in the subject methodical and scientific-methodical types of activity has been defined. Besides, the development of Ukrainian language philology teachers’ methodical competency has been presented. This competency is connected with a rational combination of traditional methods of study, analysis of certain situations of the interactive technologies of group work, and project study at every stage of the advanced training system, which is built in order to remove difficulties in the subject methodical pedagogues’ activity. The specificity of the professional activity and professional training of a philology teacher consists in the organic integration of psychological-pedagogical and philological components, which are aimed at the formation of linguistic, cultural, pedagogical, psychological, literary, communicative, methodical, digital competences. Modern methodical principles of professional training of future philology teachers are based on the key provisions of linguistics, linguocultural studies, hermeneutics, and pedagogical comparativistics. The article highlights the current trends in the development of pedagogical and philological education in the context of the integration of scientific fields; methodological and methodical principles of training of philology teachers are substantiated; the structural-content, procedural, educational-methodical, normative-legal aspects of the organization of the educational process in the foreign experience were investigated; a comparative pedagogical analysis of models and systems of professional training of philology teachers in Ukrainian and foreign experience was carried out; possibilities of creative use of progressive ideas of foreign experience in the educational space of Ukraine are argued.
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Avramchuk, Anton M. "МОДЕЛЬ РОЗВИТКУ КОМПЕТЕНТНОСТЕЙ ВИКЛАДАЧІВ МОВНИХ ДИСЦИПЛІН ЩОДО ПРОЕКТУВАННЯ МУЛЬТИМЕДІЙНИХ ЕЛЕКТРОННИХ ОСВІТНІХ РЕСУРСІВ У СИСТЕМІ MOODLE". Information Technologies and Learning Tools 61, № 5 (2017): 50. http://dx.doi.org/10.33407/itlt.v61i5.1810.
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The article is devoted to the problem of developing the competency of teachers of language disciplines on designing multimedia electronic educational resources in the Moodle system. The concept of "the competence of teachers of language disciplines on designing multimedia electronic educational resources in the Moodle system" is justified and defined. Identified and characterized the components by which the levels of the competency development of teachers of language disciplines on designing multimedia electronic educational resources in the Moodle system should be assessed. Developed a model for the development of the competency of teachers of language disciplines on designing multimedia electronic educational resources in the Moodle system, which is based on the main scientific approaches, used in adult education, and consists of five blocks: target, informative, technological, diagnostic and effective.
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Khvalyboha, T. I., and M. I. Palasiuk. "PECULIARITIES AND PERSPECTIVES OF THE FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE DEVELOPMENT IN STUDENTS OF INSTITUTIONS OF HIGHER EDUCATION." Медична освіта, no. 4 (March 10, 2023): 94–98. http://dx.doi.org/10.11603/m.2414-5998.2022.4.13639.
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Abstract. The article suggests a comprehensive study of the problem of implementing modern methods of students’ foreign language communicative competence development in foreign language classes. It is proven that at the current stage, the emphasis in education is shifting towards the need to form a system of professional competences in the future specialists, which will help them to perform their professional duties efficiently. The authors consider foreign language communicative competence as an integrative personality formation, which has a complex structure and acts as an interaction and interpenetration of linguistic, sociocultural and communicative competencies.
 It is emphasized that forming foreign language communicative competence for future specialists at the current stage of world community development should be considered as a mandatory component of general professional training. It is stressed out that to ensure the effectiveness of the process of foreign language communicative competence development, it is necessary to apply new methodological approaches and determine the pedagogical conditions for their implementation.
 The authors characterize the structure of foreign language communicative competence of students of non-language specialties. In the context of foreign language learning for students of higher education institutions, the concepts of “general competency” and “communicative competency” are distinguished and their components are analysed.
 It is demonstrated that for the effective development of foreign language communicative competence, a foreign language teacher must use the latest teaching methods that combine communicative and cognitive goals. The article also proves the need to take into account the specifics of professional interests within the specialty, i.e., specialized content (special terminology, typical communication situations and genre specifics of professional language), contextual language study of grammatical phenomena, focusing attention on practical language use, etc.
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Dang Thi Dieu, Hien. "Development of collaborative proplem solving competency framework and scales for technical students." Journal of Science Educational Science 66, no. 1 (2021): 98–110. http://dx.doi.org/10.18173/2354-1075.2021-0010.
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Collaborative problem solving (CPS) is an indispensable competency of workers as well as engineers in the 21st century. Therefore, it is very necessary to develop for students. Frameworks and scale are 2 importance factors when researches are conducted on developing of competency as well as CPS competency. There are some researchers have interested in on these issues. In the results, the CPS frameworks were divided into at least 2 components: Collaborative and Problem solving. However, with the perspective of CPS competency is not a compound competency, the structure divided into 2 parts is not really suitable, so it is necessary to develop this competency frameworks more appropriately. This article mainly focuses on research results of CPS framework, scales and criteria to evaluate CPS competency of technical students. Research results will be foundations for developing tools to measure the development of the CPS competency.
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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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Ishak, Mohd Hafizal, Siti Nur Ayunie Ismail, Azlina Md. Yassin, and Nurul Afiqah Ahmad. "Competencies for managing green buildings: aligned components from malaysia's facilities management service provider." International Journal of Property Sciences 13, no. 1 (2023): 33–43. http://dx.doi.org/10.22452/ijps.vol13no1.3.
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The increased development of green buildings in Malaysia has necessitated the need for facility management businesses to upgrade their competencies. However, as evidenced by past studies, a shortage of competences among practitioners has emerged as an uncertainty about firms' capacity for managing green buildings. Therefore, the purpose of the research is to acquire insight into the competency features of FM service providers in Malaysia for managing green buildings and to make recommendations for competency improvement. The qualitative approach was adopted, and interview was used to achieve the goals, the data was examined using content analysis. Based on the experiences of seven (7) managers who have managed green buildings, the five (5) core strengths of facilities management service providers in managing green buildings are sustainable procurement, operations, resource management, repair and maintenance, and environmental health. This study demonstrated common themes between facilities management and green building management competencies.
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Klementsova, N. N. "Formation of Students’ Intercultural Competency on the Basis of the Textocentric Approach." Vysshee Obrazovanie v Rossii = Higher Education in Russia 32, no. 4 (2023): 106–23. http://dx.doi.org/10.31992/0869-3617-2023-32-4-106-123.
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The task of training a highly cultured person within the framework of university education involves mastering the intercultural (universal) competency necessary for efficient communication and self-development throughout life. The article aims at finding out the possibilities of the textocentric approach in the development and use of the technology for forming the intercultural competency of a non-linguistic university student.The concept substantiating the suggested technology is based on the idea of using the developing potential of the textual activity, the latter dominating language classes in a non-linguistic university. The established correlation of textual skills, indicating a number of activities fundamental for self-realization of the students, with the components of their intercultural competency indicates the possibility of using textual activity in forming intercultural competency, determining its structural components and substantiating a component-by-component assessment in order to identify the level of its formation.The experimental testing embracing 460 students of Kaliningrad State Technical University involved the use of the technology algorithm providing for logically structured textual activity in foreign language classes, as well as training and methodological support of the technology provided by the university.Diagnostics of the competency formation level was carried out using the author’s method of express and detailed diagnostics. As a result of experimental work, the formation level of intercultural competency of students upon entering the university was defined as conditionally basic; social and communicative components of the intercultural competency were specified as the least developed ones; the pedagogical conditions for the efficient implementation of the technology were determined and created. The detailed diagnostics revealed significant dynamics in the level and component development of the intercultural competency of the students in the experimental groups compared with the results of the groups conventionally considered as the control ones. The greatest difference among the indicators of the formation of the competency components concerned the social (42%) and informational (34%) components. At the end of the language course 70.7% of the students of the experimental groups were at a productive level of intercultural competency development.Experimental work confirmed the efficiency of the technology for the formation of intercultural competency based on the textocentric approach and determined the conditions for its use in a nonlinguistic university.
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Bogachkov, Yurii M., Pavlo S. Ukhan, and Iryna S. Yutsevych. "COMPETENCY CONCEPTS ANALYSIS IN THE SYSTEM OF COMPUTER MODELING OF EDUCATIONAL TASKS." Information Technologies and Learning Tools 69, no. 1 (2019): 37. http://dx.doi.org/10.33407/itlt.v69i1.2631.
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The article discusses the necessity of creating competency based tasks for computer educational models. This requires clarification of competency concept as well as the methods of its measurement. Several approaches to understanding competency and its definition have been analyzed. It is obvious that the majority of those do not describe development of measurement instruments for competency levels. Some of the discussed approaches make it possible to split the competency into separate components and consider the activities leading to upgraded competencies. The author provides definitions of competency and competency level. Competency is a mental construct which is a certain unity of a person’s skills required within definite context of activity for a definite set of possible tasks. Competency always describes “unity of two” – 1) set of tasks in the context; 2) the performer. Competency level is an index, characterizing the probability of successful performing of the task (on the given level) out of a definite set (variety) of tasks in the defined context by the definite performer. The experimental and indirect methods of competency measurement have been described. It is possible to view the construction of the competency from two different points: which parts (ingredients) and which components it includes. Parts (ingredients) are knowledge, skills, behaviours, attitudes, etc. Components are minor competencies aimed to solve minor auxiliary tasks. Thus, in order to solve a competency task it is necessary to solve a few easier tasks which would complete some zones of competency. The proposed approach describes the theory of competency level and structure measurement being a basis for competencies forming management. The mentioned approach requires more detailed development which is viewed as the matter of further research and publications.
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Mohamad, Agung Rokhimawan, and Istiningsih. "Tarbiyah analysis in life: Historical approach and curriculum development." Journal of Education and Learning (EduLearn) 13, no. 4 (2019): 457–65. https://doi.org/10.11591/edulearn.v13i4.13311.
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The findings of the research are the tarbiyah curriculum journey grouped into eight stages of curriculum development. Starting from the embryo curriculum in 1961, this is the first stage as a curriculum based on the main points of the Pancasila Education System. The second stage of the curriculum, which contains prioritising the mastery of science and technology, has not been focused on formulating its abilities. In the third stage, the paradigm shift to the concept of competency-based curriculum. The college itself developed the fourth stage of the curriculum. The fifth stage is the university curriculum is developed and implemented based on competency for each study program. Sixth, the curriculum of learning achievement is adjusted to the level of KKNI. The seventh stage, the competence of graduates, is determined by referring to KKNI. In the eighth stage, the higher education curriculum contains an equal quality of learning outcomes. Find curriculum design concepts for tarbiyah in the future. Where the eight components of the curriculum concept are Competence Achievement, Continuous Improvement, Functional for users, Adaptable to the social community, Sharing on core values of UIN, Build real scientist. This is all to answer the challenges of developing the tarbiyah curriculum in the future.
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Lazurenko, Elena, and Natalia Smila. "THE FEATURES OF FUTURE DOCTORS’ EMOTIONAL COMPETENCY FORMATION DURING PROFESSIONAL TRAINING." PSYCHOLOGICAL JOURNAL 6, no. 11 (2020): 9–17. http://dx.doi.org/10.31108/1.2020.6.11.1.
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The article examines professional competence development and presents the study on psychological-pedagogical potential for future specialists’ professional competence development during modern medical professional training. The psychological-pedagogical bases for development of future doctors’ professional competence in the field of emotions in the modern medical universities are presented. The key competencies of doctors, contributing to professional identity development, professionalism formation are disclosed. The development of students’ emotional characteristics is one of the factors forming their emotional competence. The stages of emotional competence formation during professional training are analyzed. Main components of professional competency in the field of emotions are selected. The structural components of emotional competence are described. The essence and the concept of emotional competence are revealed. A general strategy, structure, the basic principles, methodological approaches and content for emotional competence development are presented. In order to form emotional competence as a doctor’s professionally significant quality, psychological and pedagogical disciplines should be changed to help future doctors to organize their activities so that they would take into account the role of emotions in treatment. In order to determine effective teaching methods, and, thus, to form the discussed skills, students’ individual differences, including those in the field of emotions, should be taken into account. The psychological features of future doctors’ emotional competence formation are: taking into account students’ age characteristics, their cognitive mental processes, general communicative skills (the ability to be attentive and observant, to understand patients’ mental states, to establish verbal, nonverbal contacts, to present themselves, etc.). We have concluded that medical students’ emotional competence can be formed by introducing of special courses, trainings and educational programs into the educational process. The findings have allowed us to presents recommendations for further research.
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Tsankov, Nikolai. "Development of the modeling competence of students in the pedagogical majors in the conditions of a simulation training in computer-based distance learning." Perspectives of Science and Education 53, no. 5 (2021): 238–46. http://dx.doi.org/10.32744/pse.2021.5.16.
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The problem and the aim of the study. The increased use of digital technologies in higher education has lately been accelerated by the COVID-19 pandemic, thus creating a number of challenges related to the implementation of distance e-learning. The duration of the epidemic situation and the limitations related to the organization of in-person education reveal the simulation training as the main opportunity for the implementation of any practical training of the students in the methodological disciplines in their university preparation as future teachers. The aim of the study is to survey the possibilities of developing the modeling competence of students concerning the simulation of practical training in computer-based distance learning. Research methods. Within the framework of the research, which is oriented at establishing the levels of structure defining competencies (the reflective multisensory competency; the creative competency; the symbolic competency of sign and symbol nature) were measured systematically through goal-oriented observation during practice seminars in the disciplines taught to students. Since both disciplines are practically oriented and suggest the instruction of teaching methods, they entail the design of didactic situations in pre-school and of lessons in primary school education, which facilitates the registering of the levels of structure defining competences, including the competence for cognitive modelling, preeminently formed in the conditions of simulative distance education in electronic environment. The subjects participating in the research are 158 Bachelor's students trained in the professional field Education Science. Results. A low level of the skills for the application of cognitive modelling in the activities students conduct in relation to the design of pedagogical situation and lessons as an element in their practical experience and preparation in the realization of such situations in rela school conditions. The pilot study diagnoses a low level of student achievements in over 65% of the subjects as regards the academic disciplines the study concerns in terms of basic modelling skills. By contrast, in the course of the simulative education a growth of 45% has been established in the concluding study. The intersections and correlations between the level of development of the specific competences and the simulative education have also been established. Statistically verifiable differences (p=<0.05) were established between the pilot and the concluding studies in view of the reflective and creative competency. The symbolizing competency, however, requires further efforts. Conclusion. The results draw the attention to the necessity to look for opportunities to guarantee the creation of the models, in the context of simulative education, with three basic emphases: state (value, role and function in the specific context, phase of development of the pedagogical situation and/or lesson), structure (position of the model in relation to the other models/objects and of its own components – the components of the pedagogical situations and lesson projects) and evolution (opportunities for the design of pedagogical situations and/or lessons after reflection based on simulations).
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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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Xue, Bai, and Rosy Binti Talin. "Educational Transformation in the Age of AI: A Framework and Implementation Path for AI competency for University Instructors." Malaysian Journal of Social Sciences and Humanities (MJSSH) 9, no. 11 (2024): e003112. https://doi.org/10.47405/mjssh.v9i11.3112.
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Higher education is changing dramatically as a result of the quick advancement of artificial intelligence (AI) technologies. This study intends to provide a framework for instructor competency in higher education that is tailored to the AI era and suggest a matching implementation path using the method of literature analysis. After defining AI competency conceptually, the study creates a multifaceted framework with four essential components: knowledge, skills, application, and values. The application dimension concentrates on the use of AI in teaching practice; the knowledge dimension highlights comprehension of the fundamentals of AI; the skills dimension emphasises instructors' proficiency with AI tools; and the values dimension includes a thorough comprehension of AI ethics and social responsibility. The development of an interdisciplinary knowledge system, the development of competence and practical application, and the moral awakening and responsibility are the three main techniques that this study suggests for the implementation path. These tactics aim to improve university instructors' AI competency so they can use AI technology for student learning and development more successfully. The study's findings imply that by systematically putting the measures to assist the transformation of higher education into practice, instructors' AI competency may be effectively raised.
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Thongrasamee, Prasit, Chaiyuth Sirisuthi, and Pha Agsonsua. "Program Development for Enhancing Competencies of Vocational College Teachers in Mechatronics and Robotics under the Office of the Vocational Education Commission." International Education Studies 18, no. 1 (2025): 23. https://doi.org/10.5539/ies.v18n1p23.
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The purposes of this research were to 1) study the components and indicators of teacher competency in Mechatronics and Robotics, 2) study the current states, desirable states, and the needs for teacher competency development in the Mechatronics and Robotics Department, 3) design and development of teacher competency-enhancing programs in Mechatronics and Robotics, and 4) study the results of implementing the teacher competency-enhancing program in the Mechatronics and Robotics Department. This research was research and development conducted in 4 phases following the research purposes. The results showed that 1) Components and indicators of teacher competency in Mechatronics and Robotics have 5 components and 36 indicators confirmed by experts are appropriate at the highest level. 2) The current state of teacher competency in the Mechatronics and Robotics Department overall is moderate, and desirable condition overall is at the highest level, The competency development methods consist of (1) Self-study (2) Training (3) Workshops (4) Study visits and (5) Practice in the workplace, and the priorities of the needs to develop competencies are (1) Self-development (2) Ethics and professional ethics of teachers (3) Learning measurement and evaluation (4) Curriculum administration, and learning management (5) Building relationships and cooperation with communities for learning management, respectively. 3) Teacher Competency-enhancing Program in the field of Mechatronics and Robotics consists of (1) Principles, (2) Objectives, (3) Models and methods for development, (4) Content and development activities, amounting to 5 modules, and (5) Evaluation. The program evaluation results by qualified experts are appropriateness, utility, and possibility at the highest level. 4) The results of implementing the teacher competency-enhancing program in Mechatronics and Robotics were found as follows: (1) Pre-development knowledge of teachers in Mechatronics and Robotics education showed an average score of 17.30 out of 30 (57.66%), while post-development knowledge increased to an average score of 26.30 out of 30 (87.67%). (2) Overall, teachers&rsquo; competencies improved from a moderate level to the highest level after program implementation. (3) The satisfaction evaluation of program participants indicated the highest level of satisfaction in overall and each aspect.
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Starling, S., and J. Robertson. "A CAREER DEVELOPMENT STRATEGY FOR ASUSTAINABLE, SAFE AND COMPETITIVEAUSTRALIAN ENERGY INDUSTRY." APPEA Journal 44, no. 1 (2004): 873. http://dx.doi.org/10.1071/aj03049.
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The Australian upstream oil and gas industry faces many staffing challenges, including:shortages of skilled personnel to staff new developments and expansion projects;retirement of an aging workforce with consequent loss of experience; andlow enrolments in university courses predicting a diminished pool of geologists, engineers and technical staff.APPEA’s Workplace Competency Initiative has been addressing these challenges by devising and promoting a career development strategy to encourage the recruitment and retention of staff. This career development strategy also addresses the competent workforce provisions and duty of care requirements of APPEA’s safety case guidelines. The principle components of the career development strategies are;competency standards—the development of competency standards for production operators and drilling crews;career guide—a promotional publication to attract new recruits, retain current staff, and to promote life-long learning;coach’s handbook—a manual for team leaders, supervisors and managers to encourage staff coaching, competency-based training and career development;coach the coach courses—practical one day sessions to promote staff coaching, competency formation and career development;group training scheme—an industry sponsored scheme to recruit, place and train production operators; anda competency register—development of a competency register to encourage and record workforce safety certificates, workplace inductions and vocational qualifications.Ultimately this career development strategy will create a sustainable pool of skilled workers, contribute to safer workplaces, and improve the competitiveness of the Australian petroleum industry.
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Wang, Junqiang, Jiya Chen, Lingzhi Zheng, et al. "Influence of psychological capital on core competency for new nurses." PLOS ONE 18, no. 8 (2023): e0289105. http://dx.doi.org/10.1371/journal.pone.0289105.
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Background The development of core competency is crucial for the success of new nurses, enabling them to deliver high-quality care. Psychological capital (PsyCap), encompassing self-efficacy, optimism, hope, and resilience, significantly influences individuals’ abilities and achievements across various professions. However, limited research has specifically examined the impact of PsyCap on the core competency of new nurses. This study aims to bridge this gap by investigating the relationship between PsyCap and core competency development in new nurses, providing valuable strategic insights for improving PsyCap and promoting core competence acquisition. Methods 142 new nurses were chosen for the investigation using a convenient cluster sampling method. The questionnaire included components on socio-demographic characteristics, the Competency Inventory for Registered Nurses (CIRN), and the PsyCap Questionnaire-24 (PCQ-24). The t-test, One-Way ANOVA, Pearson correlation analysis and hierarchical multiple regression were used for statistical analysis. Result The number of valid questionnaires was 138, and the effective return rate was 97.2%. The overall mean score for core competencies was 171.01 (SD 25.34), and the PsyCap score was 104.76(SD 13.71). The PsyCap of new nurses was highly correlated with core competency, with a correlation coefficient of r = 0.7, p < 0.01. Self-efficacy of PsyCap is a significant independent predictor of core competency (adjust R2 = 0.49). Conclusion Self-efficacy in PsyCap is an important predictor of new nurses’ core competency. Nursing managers should pay sufficient attention to the cultivation and development of new nurses’ PsyCap, with particular emphasis on enhancing self-efficacy to improve their core competency.
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Chang, Meng-Wei, Chia-Te Kung, Shan-Fu Yu, Hui-Ting Wang, and Chia-Li Lin. "Exploring the Critical Driving Forces and Strategy Adoption Paths of Professional Competency Development for Various Emergency Physicians Based on the Hybrid MCDM Approach." Healthcare 11, no. 4 (2023): 471. http://dx.doi.org/10.3390/healthcare11040471.
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The implementation of competency-based medical education (CBME) focuses on learners’ competency outcomes and performance during their training. Competencies should meet the local demands of the healthcare system and achieve the desired patient-centered outcomes. Continuous professional education for all physicians also emphasizes competency-based training to provide high-quality patient care. In the CBME assessment, trainees are evaluated on applying their knowledge and skills to unpredictable clinical situations. A priority of the training program is essential in building competency development. However, no research has focused on exploring strategies for physician competency development. In this study, we investigate the professional competency state, determine the driving force, and provide emergency physicians’ competency development strategies. We use the Decision Making Trial and Evaluation Laboratory (DEMATEL) method to identify the professional competency state and investigate the relationship among the aspects and criteria. Furthermore, the study uses the PCA (principal component analysis) method to reduce the number of components and then identify the weights of the aspects and components using the ANP (analytic network process) approach. Therefore, we can establish the prioritization of competency development of emergency physicians (EPs) with the VIKOR (Vlse kriterijumska Optimizacija I Kompromisno Resenje) approach. Our research demonstrates the priority of competency development of EPs is PL (professional literacy), CS (care services), PK (personal knowledge), and PS (professional skills). The dominant aspect is PL, and the aspect being dominated is PS. The PL affects CS, PK, and PS. Then, the CS affects PK and PS. Ultimately, the PK affects the PS. In conclusion, the strategies to improve the professional competency development of EPs should begin with the improvement from the aspect of PL. After PL, the following aspects that should be improved are CS, PK, and PS. Therefore, this study can help establish competency development strategies for different stakeholders and redefine emergency physicians’ competency to reach the desired CBME outcomes by improving advantages and disadvantages.
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Tumthong, Suwut, Pullop Piriyasurawong, and Namon Jeerangsuwan. "Functional Competency Development Model for Academic Personnel Based on International Professional Qualification Standards in Computing Field." Journal of Education and Learning 5, no. 3 (2016): 21. http://dx.doi.org/10.5539/jel.v5n3p21.
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<p>This research proposes a functional competency development model for academic personnel based on international professional qualification standards in computing field and examines the appropriateness of the model. Specifically, the model consists of three key components which are: 1) functional competency development model, 2) blended training system for academic personnel, and 3) test for computer science certifications. For functional competency development model, there are five sub-components which are: 1) objective, 2) qualities of academic personnel, 3) trainers, 4) content (curriculum), and 5) training plan. Next, the proposed blended training system consists of six different training modules which are: 1) pre-test, 2) face-to-face training, 3) e-Video lecture, 4) e-Web cooperation, 5) post-test, and 6) feedback. Lastly, for the third key component, there are 3 levels of certifications which are: 1) basic level, 2) specialist level, and 3) professional level, accordingly. The assessment result, based on opinions of 9 experts in the form of 5-point Likert scale, reveals that these three components and all their sub-components are rated as the highly appropriate ( x = 4.50).</p>
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Klomim, Kamolchart, and Boonsong Kuayngern. "Development of Competency-Based Learning Management Training Curriculum to Enhance Teachers’ Competency." Rajabhat Chiang Mai Research Journal 24, no. 2 (2023): 56–70. http://dx.doi.org/10.57260/rcmrj.2023.262621.
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The goals of this study were to: (1) create and evaluate a competency-based learning management training curriculum to improve teachers' competencies; (2) compare teachers' competencies before and after the training curriculum was implemented; and (3) investigate trainees' satisfaction with the competency-based learning management training curriculum to improve teachers' competencies. The following three research and development phases were used in conducting the study: to improve instructors' capabilities, the first step is to establish and evaluate the training program for learning management. The study produced a document that includes training programs that last a total of 24 hours for the learning management training curriculum. Five specialists were given the plans to assess the suitability of the course manual and curriculum for learning management. A guidebook for learning management training was created via study. The study tools comprised a competency-based learning management cognition test ability assessment form for learning management plan creation, a competency-based learning management training curriculum evaluation form, and curriculum manual evaluation form. Then in step two, the training program was put into practice with a sample of 30 participants that was chosen on purpose. This study used a one-group pretest-posttest design, and the data were analyzed using the means, standard deviations, and reliable t-tests, and the third step examined how satisfied trainees were with the execution of the program. The research results found that: 1. the created training curriculum emphasizes group learning and employs a role-played teaching methodology with 8 components, including the curriculum's background, guiding principles, objectives, content, and structure, as well as training activities, training sessions, instructional materials, assessment, and evaluation. The designed training curriculum scored highly for appropriateness and scored similarly for the curriculum manual in the findings of the curriculum quality evaluation, 2. according to the results of the training curriculum's implementation, (1) teachers' competency-based learning management design knowledge and understanding were significantly higher than before at the.05 level, and (2) teachers' competency-based learning management design ability and evaluation measures were at 70%, which was higher than the stated criteria and significantly higher than before training at the.05 level, and 3. The degree of teachers' satisfaction with the competence-based learning management training curriculum to improve instructors' competency was 0.5.
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Gadusova, Zdenka, and Lubica Predanocyova. "Developing Teacher Competences in Student Teacher Populations." Education Research and Perspectives 45 (2018): 93–121. https://doi.org/10.70953/erpv45.18009.
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Slovak education is currently undergoing a reform process aimed at achieving better quality in the education and learning outcomes of students. A decrease in the number of teachers, and applicants for teacher training programs, as well as the drop in interest of the graduates to work at schools has been observed for some time. Regarding the recruitment of students for teaching profession, recent years have been marked by a lower quality of applicants for teacher training programs and, in relation to lower number of applicants, also by the lack of adequate choice of prospective students. The paper presents a system of professional teacher training designed to align the content and practical pedagogical components, which are based on a complex of teacher competences. The teacher’s competence profile is based on the pupil’s competency profile and it focuses on three core competence groupings, related to the professional development of the teacher, the development of the pupil’s personality and the educational process. The competences are currently subject of the APVV-14-0446 project Assessment of Teacher Competences, which examines the possibilities of creating a system of assessment criteria for teachers’ performance and its application.