Academic literature on the topic 'Instrumental competence'
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Journal articles on the topic "Instrumental competence"
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Lei, Pei Hua. "Information Technologies and Translation Instrumental Competence." Advanced Materials Research 765-767 (September 2013): 1303–6. http://dx.doi.org/10.4028/www.scientific.net/amr.765-767.1303.
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This paper outlines the types of information technologies applied to translation today and translation sub-competences. A study was made in which students were motivated to participate in building DIY corpus based on a given task and to solve the problems in their former translation. It was found that students instrumental competence was improved in recognizing, evaluating, and utilizing information technologies in solving real translation problems, and that their other translation sub-competences could be acquired when translating a real world task in highly contextualized teaching environment. The purpose of the study is to showcase the necessities of including the revising skills required for online machine translate into instrumental competence of language learners at undergraduate level and the possibilities and limitations of online machine translation system when translating Chinese texts into English.
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Ivanov, Andrey, and Vadim Sdobnikov. "Development of Translator Competences as the Main Task of Translator Trainers." Nizhny Novgorod Linguistics University Bulletin, no. 51 (September 30, 2020): 117–31. http://dx.doi.org/10.47388/2072-3490/lunn2020-51-3-117-131.
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The article discusses development of translator competences as the main task of translator trainers. Based on the accepted definition of the notion of “competence” and the modern reali-ty of the profession, the authors propose a model of professional translator competence as the general ability to perform translation/interpreting which includes specific competences: com-municative competence, linguistic competence, textual competence, technological competence, socio-cultural competence, instrumental competence, theoretical competence, and ethical competence. The authors argue that all specific competences are interconnected, and their combination determines the character of the professional personality of a translator / interpreter.
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Babiuk, Oksana. "TRANSLATOR’S PROFESSIONAL COMPETENCE: A MODEL AND ITS IMPLEMENTATION IN UNIVERSITY TRAINING." Педагогічні науки: теорія, історія, інноваційні технології, no. 8(102) (October 27, 2020): 69–81. http://dx.doi.org/10.24139/2312-5993/2020.08/069-081.
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The article identifies the structure of translator’s professional competence, grounds its model and suggests the ways of its implementation. The following sub-competences necessary to be acquired by future translators have been identified and analyzed with the aim of providing best training: linguistic competence, intercultural competence, subject (thematic) competence, instrumental competence, psychophysiological competence, interpersonal competence, strategic competence, self-reflection competence. The role of the subject (thematic) competence for specialized translation is analyzed. The ways of the translator’s professional competence model implementation are highlighted.
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Serrano Rodríguez, Rocío, María Isabel Amor Almedina, Ángel Guzman Cedeño, and José Guerrero-Casado. "Validation of an Instrument to Evaluate the Development of University Teaching Competences in Ecuador." Journal of Hispanic Higher Education 19, no. 1 (March 26, 2018): 19–36. http://dx.doi.org/10.1177/1538192718765076.
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This study is to design and validate an instrument to evaluate the level of development of teaching competences (academic, social, personal, and instrumental) of the university teachers. Exploratory and confirmatory analyses are applied to validate the theoretical model. The results confirm that the University Teaching Competence Scale is a valid instrument to evaluate this set of competences.
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Tan, Charlene. "Beyond the Competencies Agenda in Large-Scale International Assessments: A Confucian Alternative." Philosophical Inquiry in Education 26, no. 1 (September 14, 2020): 20–32. http://dx.doi.org/10.7202/1071418ar.
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This article examines a Confucian conception of competence and its corresponding response to the competencies agenda that underpins international large-scale assessments such as the Programme for International Student Assessment (PISA). It is argued that standardised transnational assessments is underpinned by technical rationality that emphasises proficiency in discrete skills for their instrumental worth at the expense of moral cultivation and personal mastery. Challenging the competencies agenda, this paper draws upon a relational model of competence proposed by Jones and Moore (1995) that views competence as essentially communal, situated within social practices, and manifested through tacit achievement. A Confucian notion of competence is advocated where skills are premised on the virtue of ren (humanity) and demonstrated through appropriate judgement in everyday settings. A Confucian perspective offers an alternative to the behaviourist and generic notions of performance in global assessments by highlighting the social, cultural and ethical dimensions of competence.
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Saragih, Febi Ariani, and Hamim Solikhan. "Translation Quality Analysis of Japanese Oral Translation (Tsuyaku)." JAPANEDU: Jurnal Pendidikan dan Pengajaran Bahasa Jepang 6, no. 1 (June 30, 2021): 40–54. http://dx.doi.org/10.17509/japanedu.v6i1.32082.
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The oral translation course at the Japanese Language Education Study Program, Universitas Brawijaya does not impose special requirements for students who want to take it. For this reason, this study aims to analyse the quality of student’s oral translations and to determine the competencies that affect the results of student’s Japanese-Indonesian oral translations. In the translation quality, special parameters are used as measurement tools, which are: accuracy, fluency, and clarity. Meanwhile, the parameters to determine the competence that affects the translation results using the bilingual sub-competence, extralinguistic sub-competence, nation translation sub-competence, instrumental sub-competence, strategic sub-competence, psychological sub-competence. This research uses descriptive qualitative method. The data used in this study were the transcripts of the results of the oral translation exercises from the audio “Nihongo Soumatome Mondai” that was played. The data collection technique uses primary and secondary sources. The analysis in this study used Miles and Huberman theory (reduction, data display, and verification). The result of accuracy parameter is inaccurate and the fluency parameter of the most translated result is fluent. In the clarity parameter, the highest number of translated results is non-acceptable. This shows that although students are fluent, their translation result are not acceptable. Meanwhile, the translation competence that affects the translation results of students who take the tsuuyaku course is the lack of a bilingual sub-competency factor or mastery of the source language of a translator. Although they already had the basics of translation before, however, due to the low bilingual sub-competence, no matter how well the translation theory has been mastered, it is still difficult to produce an accurate and clear translation.
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Johansen, Guro Gravem. "Explorational instrumental practice: An expansive approach to the development of improvisation competence." Psychology of Music 46, no. 1 (March 21, 2017): 49–65. http://dx.doi.org/10.1177/0305735617695657.
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This article seeks to discuss approaches to instrumental practicing directed towards developing improvisation competence, by analyzing empirical data from a qualitative study on jazz students’ instrumental practicing. The concept explorational practice is derived from the theory of expansive learning, and compared against the concept deliberate practice. Findings show a variety of open-ended strategies to develop students’ improvisation competence, which are framed as explorational practice.
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Quiroz, Gabriel. "Developing New Translation Profiles for an Undergraduate Program." Lenguaje 39, no. 2 (December 30, 2011): 503–18. http://dx.doi.org/10.25100/lenguaje.v39i2.4941.
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In this article, new translators’ profiles are discussed based on the development of two competences in an undergraduate program: the extralinguistic competence, and the instrumental and professional competence, e.g., specialized knowledge, the knowledge and use of modern technologies, and the knowledge of the market. This article focuses on the importance of developing these two subcompetences in translation programs in order to produce competitive professional translators, and it proposes a set of recommended activities for the development of each subcompetence. Likewise, the advantages and disadvantages of these activities are discussed as well as the changes and implications for translation teaching.
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Garanina, Zh G. "The Role of Self-Regulation in the Development of Psychological Competence in Students of Psychology." Bulletin of Kemerovo State University 22, no. 2 (July 8, 2020): 418–25. http://dx.doi.org/10.21603/2078-8975-2020-22-2-418-425.
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The research featured relationship between self-regulation and psychological competence of future specialists. The study involved an analysis of theoretical approaches to this problem in domestic and foreign psychology. Psychological competence presupposes developed psychological knowledge and communicative abilities and skills, as well as a stable system of self-regulation that allows for effective management of one's behavior during professional interaction. The author established the features of psychological and communicative competences in students, as well as such regulatory qualities as self-regulation, self-control, and self-efficacy. The research revealed statistically significant relationships between the level of development of psychological and communicative competences and the characteristics of regulatory qualities. A cluster analysis showed three groups of students with different levels of communicative competence and regulatory qualities. The regulatory and communicative components of psychological competence appeared closely interrelated. Self-regulation, self-control, self-efficacy, and communicative skills of future psychologists were the instrumental basis for the development of psychological competence. A well-developed self-regulation helped students understand and control their behavioral reactions. It enabled them to carry out conscious and focused interaction with people in problematic professional situations, as well as contributed to the development of psychological competence during vocational training.
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Solovyeva, Tatiana, and Olesia Karpovich. "THE METHODICAL COMPETENCIES’ PROPAEDEUTIC OF THE FUTURE PRIMARY SCHOOL TEACHERS AT THE NATURAL SCIENCE LECTURES IN HIGH SCHOOL." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 21, 2019): 491. http://dx.doi.org/10.17770/sie2019vol1.3699.
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The article characterizes and experimentally substantiates the criteria, indicators and levels of methodical competence of future teachers; illustrated by didactic means propaedeutic training of students for the instructional activities in primary school. The influence of metaprofessional (universal) instrumental competences formed by future teachers at Nature Science lectures on the unconscious, on the intuitive level, through the "insight", their acquisition of the methodological experience is proved.
Dissertations / Theses on the topic "Instrumental competence"
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Kasey, Jennifer Channel. "Building cultural competence in health care professionals : an instrumental case study of nursing students /." Full-text of dissertation on the Internet (673.46 KB), 2010. http://www.lib.jmu.edu/general/etd/2010/doctorate/kaseyjc/kaseyjc_doctorate_04-16-2010-03.pdf.
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Khattab, Ghada. "Sociololinguistic competence and the bilingual's adoption of phonetic variants : auditory and instrumental data from English-Arabic bilinguals." Thesis, University of Leeds, 2002. http://etheses.whiterose.ac.uk/2719/.
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This study is an auditory and acoustic investigation of the speech production patterns developed by English-Arabic bilingual children. The subjects are three Lebanese children aged five, seven and ten, all born and raised in Yorkshire, England. Monolingual friends of the same age were chosen as controls, and the parents of all bilingual and monolingual children were also taped to obtain a detailed assessment of the sound patterns available in the subjects' environment. The study addresses the question of interaction between the bilingual's phonological systems by calling for a refinement of the notion of a `phonological system' using insights from recent phonetic and sociolinguistic work on variability in speech (e. g. Docherty, Foulkes, Tillotson, & Watt, 2002; Docherty & Foulkes, 2000; Local, 1983; Pisoni, 1997; Roberts, 1997; Scobbie, 2002). The variables under study include /1/, In, and VOT production. These were chosen due to the existence of different patterns in their production in English and Arabic that vary according to contextual and dialectal factors. Data were collected using a variety of picture-naming, story-telling, and free-play activities for the children, and reading lists, story-telling, and interviews for the adults. To control for language mode (Grosjean, 1998), the bilinguals were recorded in different language sessions with different interviewers. Results for the monolingual children and adults in this study underline the importance of including controls in any study of bilingual speech development for a better interpretation of the bilinguals' patterns. Input from the adults proved highly variable and at times conflicted with published patterns normally found in the literature for the variables under study. Results for the bilinguals show that they have developed separate sociolinguistically-appropriate production patterns for each of their languages that are on the whole similar to those of monolinguals but that also reflect the bilinguals' rich socio-phonetic repertoire. The interaction between the bilinguals' languages is mainly restricted to the bilingual mode and is a sign of their developing sociolinguistic competence.
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Moyer, Matthew T. "Use of an Interactive Web-based Platform, Founded on Constructs from the Social Cognitive Theory, to Benefit Eating Competence." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/dissertations/840.
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Since Web-based interventions have a significantly high rate of attrition ranging from 99.5% to 77.5%, the researcher employed an instrumental case study approach to understand compliance in a Web-portal. The specific issue for this study was attrition rates and how SCT constructs affected eating competence. Qualitative data provided ground zero insight to a complex issue that was further understood. To better understand the phenomenon, participants that registered for the 30-day study and the software developer were interviewed. All interviews (n=6) were transcribed and data from the transcriptions were transformed from dialogues, into categories, then themes, and finally into concepts. Five guidelines to keep attrition rates low was the outcome of the data analysis. Having a nation interested in the Internet and at the same time faced with an obesity epidemic seemed to be a good fit for researching a method to promote eating competence with interactive technology. Eating competence intertwines four components: (1) attitudes about eating and the enjoyment of food (2) accepting new food to add variety to your diet (3) being able to eat the right amount of food and (4) being able to manage food through proper planning, storing, preparing, and offering. With the above information extracted from the literature, it was determined, a serious enough problem existed to justify spending time, money and other resources to develop and implement an intervention. The theoretical framework supporting the development of the web portal is the social cognitive theory (SCT). In health promotion, the purpose of the SCT is to help people stay healthy through good self-management of health habits. This dissertation focused on four constructs: self-efficacy, behavioral capabilities, observational learning, and reinforcement to better understand how eating competence skills were enhanced and attrition rates lowered.
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Veras, Elvira Maria Fernandes. "Análise da avaliação de desempenho docente e sua contribuição na prática de professores como alternativa na melhoria da aprendizagem dos alunos." Universidade Federal de Juiz de Fora (UFJF), 2016. https://repositorio.ufjf.br/jspui/handle/ufjf/5835.
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A presente dissertação é desenvolvida no âmbito do Mestrado Profissional em Gestão e Avaliação da Educação (PPGP) do Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora (CAEd/UFJF). O caso de gestão estudado discute a avaliação de desempenho dos professores na Coordenadoria Regional de Desenvolvimento da Educação (CREDE 4) da Secretaria de Educação do Estado do Ceará (SEDUC). Nesse sentido, a questão norteadora desta pesquisa é: de que maneira a avaliação do desempenho docente está impactando a prática dos professores? Com base nessa pergunta, os objetivos definidos para este estudo foram: i) descrever o formato da avaliação de desempenho docente e sua implementação no âmbito da CREDE 4, ii) analisar as contribuições da referida avaliação na melhoria da prática dos professores das escolas estaduais da CREDE 4 e iii) propor ações com vistas ao aperfeiçoamento da avaliação a partir das questões identificadas na pesquisa. Assumimos como hipóteses que é necessário aperfeiçoar as etapas de planejamento, implementação e análise da avaliação docente. Para tanto, utilizamos como metodologia a pesquisa qualitativa e como instrumentos, a pesquisa documental, bem como, a realização de entrevistas e aplicação de questionários com os atores protagonistas desse processo, são eles: técnicos da CREDE 4, núcleo gestor das escolas estaduais da CREDE 4 e professores.
The present dissertation is developed in the scope of the professional master’s degree on Educational Management and Evaluation (in Portuguese, PPGP) of the Center of Governmental Policies and Evaluation of Education of Juiz de Fora Federal University (CAEd/UFJF). The focused case discusses the evaluation of the performance of the teachers located in the Regional Coordination of Educational Development, in Portuguese “Coordenadoria Regional de Desenvolvimento da Educação (CREDE 4)”, this coordination is supported by the Education Secretary of the State of Ceará, in Portuguese SEDUC. In this sense, the leading question of this research is: How is the evaluation of teacher’s competence affecting the teaching practice? Based on this question, the defined objectives in this work were: i) describing the procedure of the evaluation of teacher’s competence and its implementation in CREDE 4, ii) analyzing the contributions of the cited evaluation in the development of teacher’s practices who work in the schools located in CREDE 4 and iii) proposing actions in order to improve the evaluation, taking into consideration the data collected in this research. We also pointed out as our hypothesis that it is necessary to enhance the phases of planning, implementation and analysis of teacher’s evaluation. In order to test our hypothesis, we used as methodological procedure the qualitative research and as methodological instruments the documental research, interviews and questionnaire replies from the characters involved in this research: educational technicians and school coordinators of CREDE 4 and teachers.
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Almeida, Mariana Arita Soares de. "Regime jurídico da fiscalização tributária: estudo sobre as normas de fiscalização da obrigação tributária e dos deveres instrumentais." Pontifícia Universidade Católica de São Paulo, 2014. https://tede2.pucsp.br/handle/handle/6650.
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The central axis of this dissertation is studying the surveillance activity about tax obligations and instrumental duties performed by the Executive. Under a critical and reflective review, it´s going to be analyzed the moment which begins with a broad and comprehensive inspection, possibly originating a specific procedure that culminates with application of norms that assert the tax legal fact, or invalidate or endorse the activity held by the particular, branched from norms sorted as primary precedent or derived punitive or non-punitive. Through the analysis of rules and principles that should guide the surveillance activity, we are going to accomplish a detailed study of each criterion that informs the structural standard of the investigative competence of tax agents
Essa dissertação tem como eixo central de estudo a fiscalização das obrigações tributárias e dos deveres instrumentais realizada pela Administração. Sob um viés crítico-reflexivo, serão analisadas questões atinentes ao momento que se inicia com uma investigação ampla e abrangente, eventualmente desdobrada num específico procedimento que culmina com a positivação de normas que afirmam o fato jurídico tributário, ou infirmam ou confirmam a atividade do particular, emanadasde normas primárias precedentes ou derivadas punitivas ounão punitivas. Mediante a análise das regras e princípios que devem nortear a atividade fiscalizatória, busca-se o estudo pormenorizado de cada critério informador da norma estrutural de competência que outorga poderes investigativos aos agentes fiscais
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Sundström, Anna. "Developing and validating self-report instruments : assessing perceived driver competence." Doctoral thesis, Umeå universitet, Beteendevetenskapliga mätningar, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-26764.
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The overall aim of this thesis was to develop and validate a self-report instrument for perceived driver competence. The thesis includes six papers and a summary. All papers focus on perceived driver competence from a measurement perspective; that is, how to develop an instrument for perceived driver competence and how to use and interpret the scores from the instrument in a reliable and valid manner. Study I reviews how perceived driver competence has been measured in other studies and discusses these methods from a measurement perspective. Most studies have examined perceived driver competence by asking drivers to compare their own skill to that of the average driver. That method is problematic, since it is not possible to determine if drivers are overconfident or not, when empirical information of their own skills is missing. In order to examine if drivers overestimate their skills or not, perceived driver competence should be compared with actual driving performance. Study II reports on the development and psychometric evaluation of a self-report instrument for perceived driver competence - the Self-Efficacy Scale for Driver Competence (SSDC). The findings provides support for construct validity, as the SSDC demonstrated sound psychometric properties and as the internal structure of the SSDC corresponded to the theoretical model used as a basis for instrument development. In study III, the psychometric properties of the SSDC were further examined using an item response theory (IRT) model. The findings confirmed the results indicated by the classical analyses in Study II. Additional information was provided by the IRT analyses, as it was indicated that the scale would benefit from fewer scale points or by putting labels on each scale point. In study IV, Swedish and Finnish candidates’ self-assessment accuracy was examined by comparing candidates’ scores on the SSDC and a similar instrument for self-assessment of driving skill used in Finland, with driving test performance. Unlike previous studies, in which drivers compared their perceived skills to that of the average driver, a relatively large proportion made a realistic assessment of their own skills. In addition, in contrast to previous studies, no gender differences were found. These results were also confirmed in study V, where the results from the Finnish instrument for self-assessment of driving skill were compared with the results from a similar instrument used in the Netherlands. Study VI further examined the construct validity of a revised version of the SSDC, combining qualitative and quantitative sources of evidence. There was a strong relationship between the SSDC and an instrument for self-assessment of driving skills, providing support for convergent validity. No relationship was found between the SSDC and driving test performance. Explanations of the lack of relationship were provided from semi-structured interviews, as they indicated that confidence in performing different tasks in the test are different from being confident of passing the test, and that the candidates are familiar neither with assessing their own skills nor with the requirements for passing the test. In conclusion, the results from this thesis indicated that the choice of methods for assessing perceived driver competence as well as the quality of these methods affect the validity. The results provided support for different aspects of construct validity of the SSDC. Moreover, the findings illustrated the benefits of combining different methods in test validation, as each method contributed information about the validity of the SSDC. The studies in this thesis mainly examined internal and external aspects of construct validity. Future studies should examine procedural validity of the SSDC.
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Marín, Trejo Rigoberto. "Diseño y validación de un instrumento de evaluación de la competencia digital docente." Doctoral thesis, Universitat de les Illes Balears, 2017. http://hdl.handle.net/10803/543571.
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[spa]Esta tesis tiene como propósito definir y validar un perfil de competencias digitales de los profesores de educación básica, que sirva como base para diseñar y validar un instrumento de evaluación de competencias digitales de dichos profesores. El planteamiento del problema parte de un marco contextual dividido en dos escenarios: uno ciudadano y otro educativo; en cada uno se argumenta la necesidad de formar personas digitalmente competentes; el primero, describe que para desenvolverse adecuadamente en la sociedad actual es necesaria la formación de personas con las competencias apropiadas para enfrentar y solucionar los problemas que le exige la sociedad digital; en el segundo, se considera que los profesores de educación básica, necesitan formarse en competencias digitales para desempeñar convenientemente el papel trascendental que le corresponde como formador de futuras generaciones, este panorama justifica la necesidad de esta investigación. Con la revisión y análisis de los fundamentos teóricos, sustentada en la idea de multialfabetización, se adopta y adapta un concepto de competencia digital de los profesores, articulada por cinco dimensiones: tres relacionadas con competencias digitales (tecnológicas, informacionales y mediáticas) y dos correspondientes al campo docente (pedagógica y de apropiación social), las cuales se constituyeron en la base fundamental que orientó la definición y validación del perfil de competencias digitales de los profesores y, con ello, el diseño y validación del instrumento de evaluación de competencias digitales de los profesores.
Metodológicamente se realizó en dos etapas: 1) Definición y validación de un perfil de competencias digitales docentes. A partir de las cinco dimensiones que articulan el concepto adaptado de Competencia Digital de los Profesores, se realizó la revisión de literatura, con ello se logró definir el perfil de competencias digitales de los profesores, el cual se validó en su contenido (grupo de discusión), consistencia interna o fiabilidad y constructo (mediante análisis factorial exploratorio y confirmatorio); y 2) Diseño y validación de un instrumento para la evaluación de la Competencia Digital de los Profesores; la validación de contenido se realizó mediante juicio de expertos, para la fiablilidad, la validación de constructo y la validación empírica, se piloteó el instrumento en una muestra intencional no aleatoria de profesores correspondientes a los tres niveles de educación básica: preescolar, primaria y secundaria. Como resultados más importantes se definió y validó el perfil de competencias digitales de los profesores; así como un instrumento ad hoc para evaluar las competencias digitales de los profesores de educación básica, que fue construido con base en situaciones y valorado en cuatro niveles de logro de la competencia: acceso, utilización, integración e innovación. Fue validado en su contenido, fiabilidad, constructo (mediante el empleo de ecuaciones estructurales) y validez empírica o predictiva (empleando curvas ROC). La discusión y las conclusiones obtenidas en esta investigación, señalan la idoneidad de ambos instrumentos: el perfil y el instrumento de evaluación de competencias digitales de profesores.[eng]This research aims to define and validate a profile of digital competences of teachers of basic education as a basis for designing and validating an instrument for the evaluation of digital competences of these teachers. It develops from a context divided in two scenarios: one of the citizens and one educational; the first argues the need to train people digitally competent to face problems of the digital society; the second, believes that teachers need to acquire the digital skills necessary to serve as an educator for future generations. With the analysis of the theoretical foundations, a concept of digital competence of teachers is formed, articulated by five dimensions: technological, informational, media, pedagogical and social appropriation, which forms the basis for the design and validation of the profile and the evaluation instrument of teachers' digital competences. It was carried out in two stages: 1) definition and validation of a profile of teachers’ digital competences. Considering the five dimensions of the concept of Digital Competence of Teachers, a literature review was carried out, which defined the teachers' digital competence profile, which was validated in its content, reliability and construct (through exploratory and confirmatory factor analysis); and 2) design and validation of an instrument for the evaluation of the Digital Competence of Teachers; content validation was made by expert judgment; for reliability, construct validation and empirical validation, the instrument was piloted in an intentional non-random sample of teachers. The most important results was constructed and validated the digital competences profile of teachers; as well as an ad hoc instrument to assess the digital competencies of teachers of basic education, which was valued at four levels of achievement of competence: access, use, integration and innovation. It was validated in its content, reliability, construct and predictive validity (using ROC curves). The discussion and conclusions obtained indicate the suitability of the profile and the instrument of evaluation of digital competences of teachers.
[cat]Aquesta tesi té com a propòsit definir i validar un perfil de competències digitals dels professors d'educació bàsica, que serveixi com a base per dissenyar i validar un instrument d'avaluació de competències digitals dels esmentats professors. El plantejament del problema part d'un marc contextual dividit en dos escenaris: un ciutadà i un altre educatiu; en cada un s'argumenta la necessitat de formar persones digitalment competents; el primer, descriu que per desenvolupar-se adequadament en la societat actual és necessària la formació de persones amb les competències apropiades per enfrontar i solucionar els problemes que li exigeix la societat digital; en el segon, es considera que els professors d'educació bàsica, necessiten formar-se en competències digitals per exercir convenientment el paper transcendental que li correspon com a formador de futures generacions, aquest panorama justifica la necessitat d'aquesta investigació. Amb la revisió i anàlisi dels fonaments teòrics, sustentada en la idea multialfabetització, s'adopta i adapta un concepte de competència digital dels professors, articulada per cinc dimensions: 3 relacionades amb competències digitals (tecnològiques, informacionals i mediàtiques) i dos corresponents al camp docent (pedagògica i d'apropiació social), les quals es van constituir en la base fonamental que va orientar la definició i validació del perfil de competències digitals dels professors i, amb això, el disseny i validació de l'instrument d'avaluació de competències digitals de els professors. Metodològicament es va realitzar en dues etapes: 1) Definició i validació d'un perfil de competències digitals docents. A partir de les cinc dimensions que articulen el concepte adaptat de Competència Digital dels professors, es va realitzar la revisió de literatura, amb això es va aconseguir definir el perfil de competències digitals dels professors, el qual es va validar en el seu contingut (grup de discussió ), consistència interna o fiabilitat i constructe (mitjançant anàlisi factorial exploratòria i confirmatòria); i 2) Disseny i validació d'un instrument per a l'avaluació de la Competència Digital dels professors; la validació de contingut es va realitzar mitjançant judici d'experts, per a la fiablilidad, la validació de constructe i la validació empírica, es piloteó l'instrument en una mostra intencional no aleatòria de professors corresponents als tres nivells d'educació bàsica: preescolar, primària i secundària. Com a resultats més importants es va definir i va validar el perfil de competències digitals dels professors; així com un instrument ad hoc per avaluar les competències digitals dels professors d'educació bàsica, que va ser construït amb base en situacions i valorat en quatre nivells d'assoliment de la competència: accés, utilització, integració i innovació. Va ser validat en el seu contingut, fiabilitat, constructe (mitjançant l'ocupació d'equacions estructurals) i validesa empírica o predictiva (emprant corbes ROC). La discussió i les conclusions obtingudes en aquesta investigació, assenyalen la idoneïtat de tots dos instruments: el perfil i l'instrument d'avaluació de competències digitals de professors.
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McFadden, Cara W. "Development and Validation of the Sense of Competence Scale-Revised (SCS-R)." Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/27930.
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The purpose of this study was to develop an instrument to measure the sense of competence of traditional age college students across the dimensions that define the construct. The Sense of Competence Scale-Revised (SCS-R) was developed to provide a measure of Chickering’s (1969) first vector, an important psychosocial construct. Administrators can use data from the instrument to modify an institution’s academic and social environment to enhance the development of the intellectual, physical, and interpersonal competencies of college students.
During the development and validation, various aspects of the SCS-R were examined in accordance with the validity framework outlined by Messick (1995). According to Messick (1995), the validity of measures can be examined in terms of six forms of evidence; content, substantive, structural, generalizability, external and consequential. The six forms of evidence function as general standards for all educational measurement (Messick, 1995). During the study the content aspect of validity was addressed through the creation of concept maps and test blueprints. In addition, the content aspect of validity was addressed by creating and selecting items by reviewing the literature and hosting brainstorming sessions, items were then reviewed by student development theory experts, pilot tested, field tested and then items with high technical quality were selected for the final instrument. The substantive aspect of validity was addressed through an analysis of item rating scale functioning, person fit to the measurement scales, and item difficulty. The structural aspect of validity was addressed by evidence of the instrument’s dimensionality. The generalizability aspect of validity was addressed through an analysis of item/person reliability.
The evidence generated from the study suggested that the chosen items for the SCS-R provide reliable and valid estimates of a student’ s personal assessment of their intellectual, physical and interpersonal abilities.Ph. D.
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Enríquez, Raído Vanesa. "Web searching for Translation: an Exploratory and multiple-Case-Study." Doctoral thesis, Universitat Ramon Llull, 2011. http://hdl.handle.net/10803/21793.
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En aquest treball exploratori s'estudien les conductes de cercad'informació a la web d'un total de sis participants (quatre estudiants de traducció en el seu primer any d'estudis de postgrau i dos traductors professionals amb tres i 15 anysd'experiència, respectivament). Atès que la necessitat de cercar, recuperar, utilitzar i generar informació depèn, entre molts altres factors, del tipus d'usuari i recerques documentals, aquest estudise centra en les cerques d'informació en línia realitzades a partir de la traducció de l'espanyol a l'anglès de dos textos dedivulgació científica. Els comportaments de recerca d'informació en línia dels participants de l'estudi s'analitzen per tant en relació a una sèrie de característiques textuals (encàrrec de traducció i text d'origen) i qualitats personals (nivell de coneixement sobre la temàtica de traducció, i nivell de coneixement i experiència tanten el camp de la traducció com en la recerca d'informació en línia). Tot i que s'han recopilat dades de tots els participants de l'estudi pel que fa a la primera tasca de traducció, les dades relatives a la segona tasca de traducció corresponen només als estudiants de traducció.En este trabajo exploratorio se estudian las conductas de búsqueda de información en la Web de un total de seis participantes (cuatro estudiantes de traducción en su primer año de estudios de postgrado y dos traductores profesionales con tres y 15 años de experiencia, respectivamente). Dado que la necesidad de buscar, recuperar, utilizar y generar información depende, entre otros muchos factores, del tipo de usuario y búsquedas documentales, este estudio se centra en las búsquedas de información en línea realizadas a partir de la traducción del español al inglés de dos textos de divulgación científica. Los comportamientos de búsqueda de información de los participantes del estudio se analizan por tanto en relación a una serie de características textuales (encargo de traducción y texto de origen) y cualidades personales (nivel de conocimiento sobre la temática de traducción, y nivel de conocimiento y experiencia tanto en el campo de la traducción como en la búsqueda de información en línea). Si bien todos los participantes del estudio realizaron la primera tarea de traducción, solo los estudiantes llevaron a cabo la segunda tarea de traducción.
This multiple-case study explores the Web search behaviors of a total of six participants. These include a naturally occurring sample of four postgraduate translation trainees (in their first year of studies) who enrolled in an introductory course on technical and scientific translation, and two additional subjects (a PhD student of translation with three years of casual professional translation experience and a translation teacher with over 15 years of experience in the discipline) who participated in a pilot study conducted prior to the main study. Given that the need to seek, retrieve, use, and generate translation information depends on the type of users and the translation tasks performed, the study focuses on two specific tasks dealing with the translation of two popular-science texts from Spanish into English. In particular, the study examines the online search behaviors of all participants in relation to a number of translation task attributes (text type and translation brief) as well as user attributes (translation expertise, Web search expertise, and domain knowledge). While for the first task data was obtained from all six research participants, the second task was only carried out by the four translation trainees.
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MIRANDA, Hamilton de Jesus. "Estratégias de leitura como instrumento na formação do leitor competente." Universidade Federal do Pará, 2016. http://repositorio.ufpa.br/jspui/handle/2011/8227.
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Ao entender a leitura como um processo de interação social em que o leitor interage com o texto de maneira crítica e ativa, capaz de atribuir sentido ao que lê, desenvolvemos este estudo com objetivo de propor o ensino de estratégias de compreensão leitora como instrumento na formação de leitores competentes de alunos do 7º ano do ensino fundamental em uma escola de Oeiras do Pará. Na busca de alcançar o objetivo pretendido, fundamentamos este trabalho na concepção dialógica da linguagem e na perspectiva dos gêneros discursivos a partir de Bakhtin/Volochinov (1992), Bakhtin (2003) e nos pressupostos teóricos relacionados à visão interacionista bakhtiniana da linguagem, expressos nos PCN (BRASIL 1997- 1998 - 2001), nos estudos de Geraldi (1997 -1998 - 2011), Solé (1998), Kleiman (1998, 2002, 2007), Menegassi e Ângelo (2005), Menegassi (2010), e, além disso, em autores orientados pela concepção construtivista do ensino e da aprendizagem escolar defendida por Coll (1990), teoria na qual Solé (1998) se fundamenta quando trata do ensino de estratégias de compreensão leitora. Trata-se de uma pesquisa de natureza qualitativa/participativa, na qual buscamos descrever o discurso dos sujeitos pesquisados, fazendo um paralelo com o que dizem os documentos fornecidos pela escola colaboradora da pesquisa, retomando na análise as teorias vigentes na pesquisa. Os resultados do estudo evidenciam que o trabalho com a leitura proposto pela escola ainda não é suficiente para tornar o leitor um sujeito ativo e participativo do processo ensino e aprendizagem e, por isso, não o faz desenvolver suficientemente suas capacidades leitoras. A leitura do texto ainda se faz de maneira elementar, com enfoque mais acentuado na oralização da escrita e em seus aspectos gramaticais, sem um aprofundamento temático voltado para o diálogo crítico com outras leituras e com as singularidades do próprio texto, fatores estes que contribuem para uma leitura eficaz na construção dos sentidos no ato de ler. Entendemos que um dos motivos que levam a essa prática é o pouco investimento em um trabalho sistematizado com a leitura, que promova a integração leitor-texto-autor. Embora haja um grande esforço dos docentes, as atividades de leitura por eles elaboradas ainda estão aquém de um trabalho que de fato contribua para a formação de um leitor competente, capaz de fazer uso social da leitura em diferentes situações comunicativas. As análises feitas culminam em uma proposta de atividades de compreensão leitora, conforme definidas por Solé (1998), que orienta que a leitura deve acontecer em três momentos: antes, durante e após a leitura do texto.
By understanding reading as a process of social interaction in which the reader interacts with the text in a critical and active way, able to attribute meaning to what he reads, we have developed this study with the objective of approaching the teaching of reading comprehension strategies as an instrument in the formation In order to reach the desired goal, we base this work on the dialogical conception of language and the perspective of discursive genres from Bakhtin / Volochinov (1992) , Bakhtin (2003), and in the theoretical assumptions related to the Bakhtinian interactionist view of language, expressed in the NCPs (BRASIL 1997- 1998 - 2001), in the studies of Geraldi (1997 -1998 - 2011), Solé (1998), Kleiman Menegassi and Menegassi (2010), and in addition, authors based on the constructivist conception of teaching and school learning defended by Coll (1990), a theory in which Solé (1998) is based when it comes to teaching reading comprehension strategies. It is a qualitative / participatory research, in which we seek to describe the discourse of the subjects studied, making a parallel with what the documents provided by the school collaborating the research say, retaking in the analysis the current theories in the research. The results of the study show that the work with the reading proposed by the school is not enough to make the reader an active and participative subject of the teaching and learning process and, therefore, does not make it sufficiently develop its reading abilities. The reading of the text is still done in an elementary way, with a more pronounced focus on the oralization of writing and its grammatical aspects, without a thematic deepening aimed at the critical dialogue with other readings and the singularities of the text itself, factors that contribute to An effective reading in the construction of the senses in the act of reading. We understand that one of the reasons that lead to this practice is the little investment in a systematized work with reading, which promotes reader-text-author integration. Although there is a great effort of the teachers, the reading activities elaborated by them still fall short of a work that in fact contributes to the formation of a competent reader, capable of making social use of reading in different communicative situations. The analyzes culminated in a proposal for reading comprehension activities, as defined by Solé (1998), which guides that reading must occur in three moments: before, during and after reading the text.
Books on the topic "Instrumental competence"
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Evsin, Maksim, and Valeriy Spesivcev. Financial markets. Workshop. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1013015.
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A workshop on the subject "Financial markets" covers all the course topics provided by the curriculum: the role and function of financial markets in the economy; securities market; market of derivative financial instruments; financial markets; regional financial markets.
Contains practical and test tasks of different difficulty options that will allow to generate the required GEF professional competence.
Comply with Federal state educational standards of higher education of the last generation.
Designed for undergraduate and graduate students in areas of training and 38.04.01 38.03.01 "Economics", and can also be useful for all the participants of the financial market, which only began to know its basics.
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Dressman, Michael B. The development and validation of a test to evaluate selected wind instrument performance competencies of middle school/junior high school instrumentalists. [Miami: s.n.], 1990.
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Tundaleva, Irina. Sanitation and hygiene of hairdressing services. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/979063.
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The purpose of the tutorial is to highlight the specifics of sanitary and hygienic requirements for the work of hairdressers and their employees. The specific features of the applied technologies for disinfection of instruments are described. Issues related to the need to comply with sanitary and hygienic standards are highlighted.
The section of Microbiology related to the field of hairdressing services is considered. The topics of preventing the spread of infectious diseases are covered in detail, and the types of skin diseases are described. A separate section is devoted to competent care of the scalp and hair, face skin, nails.
Meets the requirements for the profession of a hairdresser in accordance with the Federal state educational standard of secondary professional education of the last generation in the specialty 43.02.13 "technology of hairdressing".
For students who receive secondary special education in hairdressing specialties.
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Brookbanks, Warren. The Development of Unfitness to Stand Trial in New Zealand. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198788478.003.0007.
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This chapter describes the developments in the doctrine of unfitness to stand trial in New Zealand during the period 1992–2017. The focus is upon the changes to the statutory test for unfitness to stand trial effected by the Criminal Procedure (Mentally Impaired Persons) Act 2003 and how they have been interpreted by courts in New Zealand. The 2003 Act and the Intellectual Disability (Compulsory Care and Rehabilitation) Act 2003 were instrumental in reinvigorating the notion of trial competence, which for most of the twentieth century was largely an under-utilised doctrine of the substantive criminal law of New Zealand. Case-law developments in the period since 2003 have challenged judicially accepted understandings of where the threshold for determining whether an offender is unfit to stand trial should be set, and recent judgments have embraced the notions of decisional competence and meaningful participation as useful conceptual devices to assist in that determination.
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Kropf, Nancy P., and Sherry M. Cummings. Psychoeducational and Social Support Interventions. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190214623.003.0009.
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In Chapter 9, “Psychoeducational and Social Support Interventions: Theory and Practice,” the history, theory, and application of both of these therapeutic approaches with caregivers and older adults are provided. While differences in structure and context exist, the underlying theoretical perspectives of these approaches are comparable, with goals and outcomes of enhanced coping, increased competence, and decreased stress. The chapter describes the use and practice of psychosocial education to increase knowledge, impart information, and foster skill development among older adults. Likewise, the methods employed in social support interventions to provide opportunities for older individuals to share experiences, foster connections with others in similar life circumstances, and enhance receipt of needed emotional and instrumental support are explained. Case studies demonstrating the use of both approaches with older care providers are included. Finally, the chapter outlines the range of environmental settings in which psychoeducational and social support interventions are commonly employed.
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Voskuijl, Olga F., and Arne Evers. Job Analysis and Competency Modeling. Edited by Susan Cartwright and Cary L. Cooper. Oxford University Press, 2009. http://dx.doi.org/10.1093/oxfordhb/9780199234738.003.0007.
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It has been argued that job analysis is not relevant to the changing world of work; some authors find it is outdated or are of the opinion that it could even be declared dead. Competency modeling is often seen as the solution to the problem; the term is fashionable and probably more marketable, but of course there is more to it than that. This article focuses on the role of “conventional” job or work analysis, and discusses the differences between these approaches to the analysis of work and competency modeling. It describes the characteristics of job analysis and some well-known instruments and methods of job analysis. The article presents a variety of approaches to competency modeling. It also contrasts and integrates job analysis and competency modeling. Finally, the article summarizes the consequences of past developments in work for job analysis.
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Masini, Fabio. National versus Supranational Collective Goods. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190676681.003.0010.
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The recent and growing literature concerning the birth and history of neoliberalism stresses the importance of supranational economic governance and institutions for the neoliberal project. Sometimes this international order is allegedly supposed to be based on a federal structure. The crucial point is that the division of power and competences among different layers of government may be instrumental to decreasing the room for maneuver in the provision of collective goods, basically the core of the welfare state. This is the approach to supranational federalism that has proved successful in the last few decades, defeating the more heterogeneous and pluralistic attitude toward the trade-off between national and supranational public goods of its origins. The aim of this chapter is to enquire into the evolution of neoliberal thought as concerns the use of different layers of government as an instrument to provide relevant public goods for citizens’ welfare.
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Centre for Research on Adult and Continuing Education. and European Commission, eds. Balancing competencies: Enhancing the participation of young adults in economic and social processes : balancing instrumental, social and biographical competencies in post-school education and training. Leuven: Centre for Research on Adult and Continuing Education, 2000.
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Yalcin, Seth. Semantics as Model-Based Science. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198739548.003.0012.
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This chapter critiques a number of standard ways of understanding the role of the metalanguage in a semantic theory for natural language, including the idea that disquotation plays a nontrivial role in any explanatory natural language semantics. It then proposes that the best way to understand the role of a semantic metalanguage involves recognizing that semantics is a model-based science. The metalanguage of semantics is language for articulating features of the theorist’s model. Models are understood as mediating instruments—idealized structures used to represent select aspects of the world, aspects the theorist is seeking some theoretical understanding of. The aspect of reality we are seeking some understanding of in semantics is a dimension of human linguistic competence—informally, knowledge of meaning.
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Cullet, Philippe, and Sujith Koonan, eds. Basic Concepts and Principles Related to Water at the National Level. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199472475.003.0003.
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This chapter introduces the basic features of water law at the national level. The first section focuses on the fundamental right to water and reproduces several cases that have contributed to the understanding of the right to water. The second section focuses on constitutional provisions highlighting the varied competences of the national, state, and local governments in the water sector. The third section then moves on to highlight some of the basic principles of water law, including public trust, the precautionary principle, principles governing access to and control of water by individuals, sovereign appropriation and eminent domain. The instruments reproduced include, as appropriate, case law and statutes.
Book chapters on the topic "Instrumental competence"
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Kuznik, Anna. "Chapter 15. Use of Instrumental Resources." In Researching Translation Competence by PACTE Group, 219–42. Amsterdam: John Benjamins Publishing Company, 2017. http://dx.doi.org/10.1075/btl.127.15kuz.
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Grisso, Thomas. "Reviewing the Instruments." In Evaluating Competencies, 54–61. Boston, MA: Springer US, 1986. http://dx.doi.org/10.1007/978-1-4899-5046-8_4.
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Grisso, Thomas. "Developing and Using Forensic Assessment Instruments." In Evaluating Competencies, 344–63. Boston, MA: Springer US, 1986. http://dx.doi.org/10.1007/978-1-4899-5046-8_11.
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Wess, Raphael, Heiner Klock, Hans-Stefan Siller, and Gilbert Greefrath. "Test Instrument." In International Perspectives on the Teaching and Learning of Mathematical Modelling, 39–76. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78071-5_3.
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AbstractKey didactic aspects of mathematical modelling (see Sects. 1.1, 1.2 and 1.3), in particular the possibilities of characterising and acquiring modelling competence (see Sects. 1.1.3 and 1.4), were explained in previous sections.
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Orozco, Mariana. "Building A Measuring Instrument for the Acquisition of Translation Competence in Trainee Translators." In Developing Translation Competence, 199. Amsterdam: John Benjamins Publishing Company, 2000. http://dx.doi.org/10.1075/btl.38.19oro.
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Backlund, Phil. "Communication Competency Assessment Instrument (CCAI)." In The Sourcebook of Listening Research, 212–16. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2017. http://dx.doi.org/10.1002/9781119102991.ch16.
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Lo Presti, Francesco. "Guiding at University. The Protagonists’ Point of View." In Employability & Competences, 77–90. Florence: Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.15.
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Starting from both an Italian phenomenological perspective and some international works that develop the guidance theme in the direction of ‘educational guidance’, this chapter will briefly present the aims, instruments, and results of the Parthenope University Research Unit of the PRIN EMP&Co study, which focused on the specific segment of university guidance. The reflection generated by the study provides information and data to identify guidance methods through a pedagogical approach
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Terzaroli, Carlo. "The Role of Higher Education in a Changing World: Why Employability Matters." In Employability & Competences, 447–57. Florence: Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.48.
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The transformations of work are increasingly introducing new scenarios at a global level. In fact, the disruptive importance of innovation in all workplace contexts anticipates the challenge of skills and capabilities for the work of the future. In this sense, education has a crucial role in supporting the development of students and future workers. This paper analyses in depth the link between education, work and the pedagogical instrument of work pedagogy that is derived directly from John Dewey’s thought. This theoretical standpoint represents the base for the development of employability in higher education and its future challenges of innovation, development, and social inclusion
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Rusch, Marc, and Ute David. "Competence Screening – Instrument zur kompetenzbasierten und lebensphasenorientierten Prozessgestaltung." In Kompetenzmanagement in Organisationen, 131–47. Berlin, Heidelberg: Springer Berlin Heidelberg, 2018. http://dx.doi.org/10.1007/978-3-662-55158-5_8.
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Tino, Concetta. "The Voice of Teachers Involved in School-Work Alternance Programmes." In Employability & Competences, 151–61. Florence: Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.23.
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Data from Censis 2011 highlighted worrying aspects of school dropouts (18%) and a NEET population increase (22.1%); the same elements were also highlighted by data from Cedefop (2014), where the issue of youth unemployment (21.7%) was also mentioned. In addition to this are the disappointing results from OCSE-Pisa surveys demonstrating that Italian educational institutions fail to provide young people with the skills they need to effectively solve real-life problems. In this scenario, at an Italian and European level, the importance of solving these problems is repeatedly underlined, with the creation of instruments to interconnect the world of education and the world of work. Within this process, School-Work Alternance (SWA) programmes can find a place. This study focuses on the strategic action of their key actors in creating effective partnerships with external organizations. Based on this assumption, the research question asked was: what specific functions do teachers play within School-Work Alternance programmes? Methodology: a qualitative methodological approach was used; data were collected through semi-structured interviews addressed to 14 high school teachers, and subsequently analysed using Atlas.ti software in order to record the significant core categories that emerged. Results: the data collected showed that within the SWA system yet to be defined, SWA teacher/tutors and coordinators in school contexts have played a significant role within School-Work Alternance programmes to date. Final remarks: teachers involved in School-Work Alternance programmes have a strategic position. These results have some practical implications at both educational/training and professional levels
Conference papers on the topic "Instrumental competence"
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Lei, Peihua. "Information Technologies and Translation Instrumental Competence." In 2nd International Conference On Systems Engineering and Modeling. Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/icsem.2013.231.
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Solovyeva, Tatiana, and Irina Vitkovskaya. "Future Teachers’ Instrumental Metaprofessional Competencies Development as Way of Their Methodical Competence Establishment." In IFTE 2019 - V International Forum on Teacher Education. Pensoft Publishers, 2019. http://dx.doi.org/10.3897/ap.1.e0630.
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Sytnyk, O. "Questions of the content of instrumental competence of journalists in the works of foreign scientists." In Pedagogical comparative studies and international education – 2020: a globalized space of innovation. NAES of Ukraine; Institute of Pedagogy of the NAES of Ukraine, 2020. http://dx.doi.org/10.32405/978-966-97763-9-6-2020-390-392.
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Pedrosa Sánchez, Ana María, Estívaliz Lozano-Mínguez, Antonio José Besa, María Paloma Vila, Sandra Martínez-Sanchís, and Eva María Sánchez-Orgaz. "EVALUATION ACTIVITIES PERFORMANCE OF THE SPECIFIC INSTRUMENTAL TRANSVERSAL COMPETENCE IN SUBJECTS OF THE MECHANICAL ENGINEERING AREA." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0915.
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Pedrosa Sánchez, Ana María, Eva María Sánchez-Orgaz, Estívaliz Lozano-Mínguez, and Sandra Martínez-Sanchís. "IMPLEMENTATION OF ACTIVITIES FOR THE EVALUATION OF THE “SPECIFIC INSTRUMENTAL” TRANSVERSAL COMPETENCE IN SUBJECTS IN THE AREA OF MECHANICAL ENGINEERING." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.0197.
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Vyshpinska, Yaryna. "Formation of Creative Personality of Students Majoring in «Preschool Education» in the Process of Studying the Methods of Musical Education." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/38.
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The body of the article goes on to discuss the creative models of a student’s personality’s development in the process of mastering the course «Theory and methods of musical education of the preschool children». In general, the teacher's profession accumulates a big number of opportunities for the creative improvement of a would-be teacher's personality. All types of activities used while working with children in the process of mastering the artistic competencies (like fine arts, modeling, designing, appliqué work or musical activities) require not only technical skills, but also sufficient creative imagination, lively idea, the ability to combine different tasks and achieve the goals. Achieving this task is possible if students are involved into the process of mastering the active types of musical activities – singing, musical-rhythmic and instrumental activity, development of aesthetic perception of musical works. While watching the group of students trying to master the musical activity, it is easy to notice that they are good at repeating simple vocal and music-rhythmic exercises. This is due to the young man's ability to imitate. Musical and instrumental activities require much more efforts and attention. It is focused on the types and methods of sound production by the children's musical instruments, the organization of melodic line on the rhythm, the coherence of actions in the collective music: ensemble or the highest form of performance – orchestra. Other effective forms of work include: the phrase-based study of rhythmic and melodic party, the ability to hear and keep the pause, to agree the playing with the musical accompaniment of the conductor, to feel your partner, to follow the instructions of the partiture. All the above-mentioned elements require systematic training and well selected music repertoire. Students find interesting the creative exercises in the course of music-performing activities which develop musical abilities, imagination and interpretive skills of aesthetic perception of music, the complex of improvisational creativity in vocal, musical-rhythmic and instrumental activity. The experiments in verbal coloring of a musical work are interesting too. Due to the fact that children perceive music figuratively, it is necessary for the teacher to learn to speak about music in a creative and vivid way. After all, music as well as poetry or painting, is a considerable emotional expression of feelings, moods, ideas and character. To crown it all, important aspects of the would-be teacher’s creative personality’s development include the opportunities for practical and classroom work at the university, where they can develop the musical abilities of students as well as the professional competence of the would-be specialist in music activity. The period of pedagogical practice is the best time for a student, as it is rich in possibilities and opportunities to form his or her creative personality. In this period in the process of the direct interaction with the preschool-aged children students form their consciousness; improve their methodical abilities and creative individuality in the types of artistic activity.
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MALLOL, VICENTE CABEDO. "El método del estudio de casos en el desarrollo y la evaluación de la competencia transversal instrumental específica de la asignatura Derecho Constitucional Español." In JIDDO 2019: “Formación en competencias transversales”. València: Editorial Universitat Politècnica de València, 2019. http://dx.doi.org/10.4995/jiddo2019.2019.10239.
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El estudio de casos es una metodología utilizada comúnmente en el aprendizaje y enseñanza del Derecho. Y es además una actividad formativa muy apropiada para el desarrollo y evaluación de la competencia transversal instrumental específica en asignaturas jurídicas, como la asignatura de Derecho constitucional español, que se imparte en el Grado de Gestión y Administración Pública. Como instrumento de evaluación del nivel de desarrollo dicha competencia transversal, resulta pertinente la utilización de una rúbrica.
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Vernia-Carrasco, Ana Mercedes. "Competency-based learning: Music education, the great forgotten." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7473.
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Adapting to the European framework in education, without thinking about the approaches of UNESCO, assumed that there was no type of exclusion, neither by subjects nor by profiles, however, we find a clear void regarding the competencies that a professional of music must acquire, in their training and for their employability. Not only in the strictest areas such as the Conservatories, but also in elementary schools and at the University. Our work required the help of professionals from music schools, because current laws do not refer to work in the area of competences, except in some decrees where professional competences are mentioned, or in other cases, where reference is simply made to integrate the basic skills of primary schools. The results were a proposal of basic Competences in music, which could include both conservatories and music schools, regardless of the instrumental specialty, which is a first step to establish a criterion that unifies the criteria for this group of teachers.
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Aznar Más, Lourdes Emilia, María José Pérez Peñalver, Begoña Montero Fleta, Fernando Raimundo González Ladrón de Guevara, Juan Antonio Marín García, and Lorena María Atarés Huerta. "Indicadores de comportamiento de la competencia de innovación en el ámbito académico y en el profesional: revisión de la literatura." In In-Red 2016 - Congreso de Innovación Educativa y Docencia en Red de la Universitat Politècnica de València. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/inred2016.2016.4389.
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Las empresas valoran cada vez más la competencia de innovación de sus empleados, entendiendo por innovación la introducción de algo (producto, servicio, proceso o método) completamente nuevo o también la mejora de algo que ya existe. Este trabajo presenta el trabajo realizado por el grupo de investigación IEMA-UPV para la mejora del barómetro INCODE (de su proyecto europeo anterior “Innovation Competencies Development”), y la utilización de este tanto en la empresa como en la universidad. Este barómetro ha sido adoptado y será mejorado en el marco de su nuevo proyecto europeo FINCODA (“Framework for Innovation Competencies Development and Assessment”) como instrumento para medir y evaluar los indicadores del comportamiento de la competencia de innovación, que están siendo identificados como resultado de una revisión sistemática de la literatura. Como parte de la investigación que se está realizando, en este trabajo se presenta, asimismo, el nuevo modelo establecido por el proyecto FINCODA, en el que la competencia de innovación se muestra como un conjunto en el que se encuentran integradas tres dimensiones: creatividad, pensamiento crítico y una tercera, intraemprendedurismo, que incluye tres sub-dimensiones (iniciativa, trabajo en equipo y trabajo en red).
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Groß Ophoff, Jana, Sandra Schladitz, and Markus Wirtz. "Differences in Research Literacy in Educational Science Depending on Study Program and University." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5556.
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The ability to purposefully access, reflect on, and use evidence from educational research (Educational Research Literacy, ERL) are key competencies of future professionals in educational practice. Based on the conceptual framework presented in this paper, a test instrument was developed to assess ERL, consisting of the competence facets Information Literacy, Statistical Literacy, and Evidence-based Reasoning. This contribution aims to delve deeper into the question of whether Educational Science students differ in their overall ERL proficiency depending on their study program and university. This comparison is based on a large-scale study of 1,213 Educational Science students (Teacher Training and Educational Studies) at six German universities in the winter semester of 2012/13 and in the summer semester of 2013. The results indicate that students seem to profit from their studies at the different universities. Moreover, the ERL competence facets differentiate to some extent between universities and degree programs, which can serve as the starting point for curricular quality development measures. Subsequently, the results are critically discussed, and the desiderata for future research are stated, e.g., the identification of predictors that cause the reported differences.
Reports on the topic "Instrumental competence"
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Abbe, Allison, David S. Geller, and Stacy L. Everett. Measuring Cross-Cultural Competence in Soldiers and Cadets: A Comparison of Existing Instruments. Fort Belvoir, VA: Defense Technical Information Center, November 2010. http://dx.doi.org/10.21236/ada533441.
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Serna Porras, Nelson Augusto, and Guillermo Giraldo Vargas. Factores que intervienen en la ubicación laboral de los egresados de la UNAD ECACEN ZOOC. Universidad Nacional Abierta y a Distancia, May 2021. http://dx.doi.org/10.22490/ecacen.4706.
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El acceso al empleo constituye uno de los factores que ocupan en mayor mediada a las diferentes naciones debido al desajuste existente entre la demanda laboral y la oferta de personal competente, asunto que se relaciona directamente con la productividad de los países y que preocupa a cada individuo que necesita generar ingresos para su subsistencia, hecho que impacta en la población de los recién egresados de las Instituciones de Educación Superior (IES), que están sometidos a las difíciles exigencias de en un mundo laboral altamente competido, dado que su falta de experiencia profesional constituye un detractor al momento ser elegido en n procesos de selección, este asunto forma parte del presente estudio de carácter cuantitativo en el cual se ha consultado información mediante la aplicación de una encuesta. La investigación de tipo cuantitativo y carácter exploratorio buscó conocer las opiniones de los egresados sobre aspectos presentes al buscar empleo, que tienen que ver, en parte, con las gestiones de la universidad y con la disposición del sector productivo para contratar recién egresados de la Universidad Nacional Abierta y a Distancia (UNAD) en la Escuela de Ciencias Administrativas, Contables, Económicas y de Negocios (ECACEN) de la Zona Occidente (ZOCC); el instrumento fue aplicado en el mes de noviembre de 2020 a una población de 1164 egresados de la ZOCC con una muestra de 289 de los graduados y se obtuvo un total de 324 respuestas, también se buscó información en fuentes secundarias. Los resultados logrados permiten observar como un gran porcentaje de los egresados considera que su paso por la universidad ayudó a desarrollar competencias aplicables en el mercado laboral, adicionalmente, al consultar sobre los principales factores presentes en el proceso de búsqueda de empleo, se pudo ver que sobresalen palabras como: experiencia, formación, competencias, conocimiento y oportunidades; la falta de respuesta a otras preguntas dejan la sensación de una posible lejanía o desinterés de los egresados hacia la UNAD ECACEN ZOCC, además se puede mencionar sobre los datos recabados que, se evidencia un desinterés de los encuestados en relación con la necesidad de aprender a gestionar bolsas de empleo al momento de buscar una ubicación laboral; lo cual puede ser usado como material para nuevas investigaciones orientadas a lograr una relación mas cercana entre los graduados y la institución.