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Journal articles on the topic 'Instrumental competence'
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1
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.
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Zamorotska, Valentyna. "DISTANCE LEARNING IN DEVELOPING FUTURE MUSIC TEACHERS’ INSTRUMENTAL PERFORMANCE COMPETENCE." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 2(45) (June 24, 2019): 70–74. http://dx.doi.org/10.24144/2524-0609.2019.45.70-74.
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Solovjova, Tatjana. "Practical Implementation of the Competence-based Approach on Innovation - type Lectures." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (May 30, 2015): 130. http://dx.doi.org/10.17770/sie2013vol1.159.
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The paper presents the methodology of lectures of an innovative type. It is aimed at developing students' instrumental competences (ability to process information: create an associative array, paraphrase, interpret, assign to a concept; ability to organize information: to identify, differentiate, classify, establish a consequence, forecast; ability to analyze verbal and visual information; ability to find inconsistencies in reasoning, etc.). Understanding of educational information by students is rooted in self-study of the trainees, which creates conditions for development of their instrumental competences during the lectures. Learning outcomes in the intellectual and developmental education space is evaluated not according to the amount of information, given at the lecture, but to the depth of students’ understanding of this information and development of their instrumental competences, determining their ability to further self-education.
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Konrad, Theres, Arnim Wiek, and Matthias Barth. "Learning to Collaborate from Diverse Interactions in Project-Based Sustainability Courses." Sustainability 13, no. 17 (September 2, 2021): 9884. http://dx.doi.org/10.3390/su13179884.
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Project-based sustainability courses require and facilitate diverse interactions among students, instructors, stakeholders, and mentors. Most project-based courses take an instrumental approach to these interactions, so that they support the overall project deliverables. However, as courses primarily intend to build students’ key competencies in sustainability, including the competence to collaborate in teams and with stakeholders, there are opportunities to utilize these interactions more directly to build students’ interpersonal competence. This study offers insights from project-based sustainability courses at universities in Germany, the U.S., Switzerland, and Spain to empirically explore such opportunities. We investigate how students develop interpersonal competence by learning from (rather than through) their interactions with peers, instructors, stakeholders, and mentors. The findings can be used by course instructors, curriculum designers, and program administrators to more deliberately use the interactions with peers, instructors, stakeholders, and mentors in project-based sustainability courses for developing students’ competence to successfully collaborate in teams and with stakeholders.
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Donoso Anes, José Antonio, Francisco Serrano-Domínguez, and José Antonio Camúñez-Ruíz. "Modelling, using structural equations, the level of satisfaction of university accounting teachers with final year dissertations." Revista de Contabilidad 24, no. 1 (January 1, 2021): 135–51. http://dx.doi.org/10.6018/rcsar.368451.
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Modelización, usando ecuaciones estructurales, del grado de satisfacción de los profesores universitarios de contabilidad sobre el trabajo fin de grado. La baja satisfacción que el colectivo de profesores universitarios de Contabilidad muestra ante el proceso de tutorización del Trabajo Fin de Grado es lo que ha motivado la realización del trabajo; además, existe mucho interés, por parte del colectivo de profesores, en conocer que factores son los que están influyendo en ese estado de satisfacción. El objetivo del estudio es detectar qué factores explican el citado estado de satisfacción y modelizar dicha relación. Se han identificado y estudiado los elementos que han podido influir en la construcción de dicho estado de opinión y se han extraído, mediante análisis factorial exploratorio, 5 factores: aceptación de la metodología, percepción de competencia, competencias genéricas, importancia de competencias instrumentales, importancia de competencias sistémicas. Los resultados evidencian las relaciones entre los constructos y la satisfacción. En conclusión, si queremos construir una estrategia docente que refuerce el grado de satisfacción del profesor universitario de Contabilidad en la labor de tutela del TFG, esta debería centrarse en potenciar las competencias genéricas del TFG. El desarrollo de las competencias genéricas, directa o indirectamente, repercuten sobre la opinión del tutor sobre la importancia de las competencias instrumentales y sistémicas y, en consecuencia, en su satisfacción. The low satisfaction of university accounting teachers with the mentoring process of the Final Year Dissertation (FYD) has motivated carrying out this study. Moreover, lecturers are very interested in knowing which factors are influencing this satisfaction. The aim of the study is to detect which factors explain this state of satisfaction and model this relation. The elements which have been able to influence this opinion have been identified and studied. Exploratory factor analysis has extracted 5 factors from them: the acceptation of the methodology, the perception of competence, generic competences, the importance of instrumental competences and the importance of systemic competences. The results reveal the relations between the constructs and satisfaction. In conclusion, if we wish to build a teaching strategy which reinforces university accounting teachers’ degree of satisfaction in their work mentoring the FYD, this should be centred on enhancing its generic competences. The development of these generic competences directly or indirectly impacts the mentors’ opinions concerning the importance of the instrumental and systemic competences and, consequently, their satisfaction.
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Butyrina, M. "Competency-based approach to journalism education: Western experience and Ukrainian practice." Communications and Communicative Technologies, no. 20 (February 20, 2020): 13–18. http://dx.doi.org/10.15421/292002.
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In the article a competency-based approach to journalism education in the context of journalism transformation is presented. Digitization of the media industry, convergence of the functions and tasks in the field of communicative professions, intensification of media influences and media effects caused the need for journalism education revision. The appeal to competency as a basic term of the theory of education made it possible to update that set of knowledge, skills, professional qualities and values that make up the basic model of the journalistic profession. According to Z. Weischenberg’s classical model, journalism competency as a target function of journalism education has complex architectonics and integrates four components: professional competence, communication competence, special / industrial knowledge and social orientation. Each of the core competencies is transformed under the influence of new conditions of the profession realization, their relative importance changes. Thus, instrumental skills are changing under the influence of participatory journalism models. Participatory journalism requires a completely different content production algorithm. It requires the skills of information verification, interaction with amateur contributors and officials, involved in the process of solution of problems of different scales and directions, communication with an active audience, which is driven by an increased feedback factor in communication. At the same time, the knowledge segment of journalism competency becomes more important in connection with the emergence of a whole block of media-oriented disciplines: media psychology, media economics, media law, etc. The analytical component of the journalistic profession, caused by new information inquiries and the needs of the society, is increasing. The need for media marketing knowledge, which is gaining new sense and guidance as a result of the transition of the media to the digital platform, is being updated. Proactive competencies that allow journalists to continuously adapt to changes in the media industry also become a significant component of the competency model.
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Matvieieva, Olha O., Valentyna M. Gryniova, and Olena Yu Kuznetsova. "APPLICATION OF ICT FOR EXPERT ASSESSMENT OF LATENT VARIABLES IN PSYCHOLOGICAL AND PEDAGOGICAL RESEARCH." Information Technologies and Learning Tools 69, no. 1 (February 25, 2019): 222. http://dx.doi.org/10.33407/itlt.v69i1.2655.
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The article analyzes the approaches to the study of latent variables in psychological and pedagogical research. The study confirms that some competences and personal qualities belong to the latent constructs (tolerance, readiness for life-long learning, value orientations, etc.) that are difficult to measure. To make their assessment more accurate and reliable, the expert evaluation method with ICT support is suggested providing for the involvement of a greater number of experts in the assessment process. The pedagogical expertise, covering a set of procedures necessary for getting collective expert opinion or assessment of a pedagogical object, phenomenon or process, is considered as the core of the expert evaluation method. The developed ICT assessment support for latent variables evaluation is oriented at the three-level classification of competences. It provides for determining the level of development of social-personal, general-scientific, instrumental, general-professional and specialized-professional competences (the first level of classification) and their constituent structural parts (the second level of classification) as well as the level of acquired knowledge, skills, values and personal qualities (the third level of classification). The developed ICT assessment tool includes the data concerning the Author (Developer), Experts, Expert Assessment, the indices obtained as a result of the analysis of Expert Assessment (Coefficients). Experts are expected to assess the significance of smaller structural units correlating them with the larger ones. Initially, the development level of every individual competence in correlation with the social and professional competence is assessed in percentage; the acquisition of social and professional competence is taken as 100%. Then the significance index of the competences that are the structural parts of every given competence is determined; the significance index of competence structural parts in reference to the relevant competence is assessed.
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Kuznik, Anna, and Christian Olalla-Soler. "Results of pacte group’s experimental research on translation competence acquisition. The acquisition of the instrumental sub-competence." Across Languages and Cultures 19, no. 1 (June 2018): 19–51. http://dx.doi.org/10.1556/084.2018.19.1.2.
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Cornejo-Sánchez, Jesús Fernando, Cesar H. Limaymanta, Rossana Delia Mezarina-Castañeda, and Betty Maritza Gálvez-Nores. "Digital Portfolio in The Development of Documentary Competence in University Students [El portafolio digital en el desarrollo de la competencia documental en estudiantes universitarios]." EDUSER 7, no. 2 (July 26, 2020): 95–108. http://dx.doi.org/10.18050/eduser.v7i2.2541.
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Translators face numerous challenges for doing their work, not only linguistic but also multimedia-related challenges. For this reason, translation undergraduate students must develop their documentary competence with a digital portfolio. The aim of this research is to demonstrate the effect of using a digital portfolio for developing documentary competence in the translation students from a private university in Lima. This research is quantitative and has a quasi-experimental design. It has been applied to a course of direct translation for two semesters. The sample was 32 students, 16 of them for control group and 16 for experimental group. A test was given before and after using the digital portfolio, so that documentary competence can be measured in its three dimensions: thematic field, terminology and textual genres. Findings suggest that the digital portfolio is effective for developing documentary competence in the experimental translation group. The use of a virtual platform allows students to develop documentary or instrumental competence and to familiarize themselves with the use of different multimedia resources as repository.
[El traductor se enfrenta a muchos desafíos, tanto en el nivel lingüístico como en el nivel de empleo de recursos multimedia para su labor de traducción. Por ello, es necesario que en pregrado se desarrolle la competencia documental de los futuros traductores con el empleo del portafolio digital. El objetivo de esta investigación es demostrar el efecto del empleo pedagógico de un portafolio digital en el desarrollo de la competencia documental en estudiantes de traducción de una universidad privada de Lima. La investigación fue de enfoque cuantitativo, y diseño cuasiexperimental realizado durante el desarrollo de un curso de traducción directa por dos semestres. La muestra estuvo conformada por 32 estudiantes: 16 para el grupo de control y experimental. Se aplicó un test antes y después de la inducción del portafolio digital con la finalidad de medir la competencia documental con sus tres dimensiones: campo temático, terminológico y géneros textuales. Se concluye que el portafolio digital es efectivo para el desarrollo de la competencia documental en estudiantes de traducción del grupo experimental. El uso de una plataforma virtual permite desarrollar competencias documentales o instrumentales en el estudiante, así como también habituarlo para su uso como repositorio de diferentes recursos multimedia].
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Chen, Xiaojing. "An Investigation of the Relationship between Pragmatic Competence and Motivation for Non-English Majors." Theory and Practice in Language Studies 7, no. 12 (December 3, 2017): 1308. http://dx.doi.org/10.17507/tpls.0712.19.
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Language is used for communication. Pragmatic competence, which is essential in English teaching, is an important component of communicative competence. The development of pragmatic competence will enhance that of foreign language learners’ communicative competence. This study discusses the relation between pragmatic competence and language learning motivation. Results show that students’ general pragmatic competence is at a low level. Most of the subjects hold instrumental motivation as their dominant motivation. Significant correlation has been found between pragmatic competence and language learning motivation (r=.582; p=.000). According to the survey results, the author provides several suggestions on cultivating and maintaining learners’ motivation in their pragmatic learning.
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Salman, Mohammad, Showkat Ahmad Ganie, and Imran Saleem. "Employee Competencies as Predictors of Organizational Performance: A Study of Public and Private Sector Banks." Management and Labour Studies 45, no. 4 (August 11, 2020): 416–32. http://dx.doi.org/10.1177/0258042x20939014.
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Drawing on the resource-based view, this paper seeks to examine the influence of employee competencies on organizational performance using a sample of 325 managerial and non-managerial employees working in Indian public and private sector banks. The study employed a cross-sectional research design, and the data were collected through a structured questionnaire using convenience sampling. Confirmatory factor analysis was used to check the reliability and validity of the dimensions, and the proposed hypotheses were tested by using structural equation modelling. The results indicated a positive and significant impact of selected employee competencies on organizational performance except for self-competence, which showed an insignificant and negative effect. The study is of immense potential to help policy and decision-makers of the Indian banking industry to develop and implement strategies for improving employee competencies, which, in turn, are instrumental in enhancing organizational performance. This study is a unique attempt to examine the impact of various employee competence dimensions on organizational performance, particularly in the Indian banking industry.
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Abdullaeva, Zh, G. Turdubaeva, D. Altybaeva, R. Baimatova, and U. Bektasheva. "Formation of Chemical and Ecological Competence of Students in Chemistry Direction in Higher Educational Institutions." Bulletin of Science and Practice 7, no. 7 (July 15, 2021): 285–90. http://dx.doi.org/10.33619/2414-2948/68/37.
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Research relevance in the article is based on the formation of the chemical and ecological competence of students in chemical education in higher educational institutions. It should be noted that in the theory and methodology of teaching of future chemists’ bachelors, the problems associated with the formation of professional competencies have not been sufficiently studied. Research goals and objectives: to show the experience of implementing the competence-based approach in teaching chemists bachelors on the basis of the developed theoretical model of the chemical-ecological competence formation, to reveal the essence and importance of chemical-ecological competence in the process of university students teaching. Research methods: the study used integration methods, general cultural and general scientific, instrumental (IC, social and personal approaches), a review and analysis of literature sources on the formation of chemical and ecological competence of students in teaching chemistry in the higher educational institutions and universities. Research results: an effective means of integrating knowledge and professional skills is educational practice and solving problems with chemical and environmental content, which contributes to a deeper assimilation of the material. Conclusions: on practical lessons it was found that special attention in teaching students to specific types of activities is the basis of professional competence.
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Nungesser, Nicole R., and Ruth V. Watkins. "Preschool Teachers’ Perceptions and Reactions to Challenging Classroom Behavior." Language, Speech, and Hearing Services in Schools 36, no. 2 (April 2005): 139–51. http://dx.doi.org/10.1044/0161-1461(2005/013).
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Awareness of issues of social competence and challenging behavior related to childhood language and communication disorders has been increasing. The purpose of this clinical exchange is to provide speech-language pathologists with basic information on communication disorders and challenging behaviors, as well as with insights into ways to support both students and classroom teachers. To provide effective services to children with language impairments and optimally support classroom staff, speech-language pathologists need to recognize (a) the interdependence of language, communication, social competence, and challenging behaviors; (b) the significance that challenging behaviors can have on evaluations of academic competency; and (c) how teachers in early childhood classrooms perceive and react to challenging behaviors. This clinical exchange provides an overview of the relationship between language, communication, and social competence, and presents preliminary survey research data investigating teachers’ perceptions and reactions to challenging behaviors. Clinical implications are discussed, including considerations for intervention with children who may exhibit challenging behaviors in combination with language disabilities, and the speech-language pathologist’s instrumental role in educating and supporting classroom staff to use communication strategies when managing challenging classroom behaviors.
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Rahmalia, Indah. "Students’ Linguistic Competence in Essay Writing." Al-Ta lim Journal 23, no. 3 (November 25, 2016): 241–48. http://dx.doi.org/10.15548/jt.v23i3.241.
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Writing in a foreign language (English) has been a highly instrumental for EFL Undergraduate learners because they are required to write assignments, papers, and dissertations. Yet, the course offered and passed to fulfill the writing requirements was meager especially in the language content. Hence, this project aimed at finding out the sentence problem made by the students in essay writing. Using 5 data sources from students’ writing, the study was focused on exploring students’ mistakes in the use of cause-effect. The finding of this study showed that the most sentences problem made by the students in cause-effect essays were 24 sentences problem in run-on sentences and comma splice and the least were 2 sentences problem in choopy sentences.
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Artz, Benjamin M., Amanda H. Goodall, and Andrew J. Oswald. "Boss Competence and Worker Well-Being." ILR Review 70, no. 2 (July 11, 2016): 419–50. http://dx.doi.org/10.1177/0019793916650451.
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Nearly all workers have a supervisor or “boss.” Yet little is known about how bosses influence the quality of employees’ lives. This study offers new evidence. First, the authors find that a boss’s technical competence is the single strongest predictor of a worker’s job satisfaction. Second, they demonstrate using longitudinal data, after controlling for fixed-effects, that even if a worker stays in the same job and workplace, a rise in the competence of a supervisor is associated with an improvement in the worker’s well-being. Third, the authors report a variety of robustness checks, including tentative instrumental variable results. These findings, which draw on U.S. and British data, contribute to an emerging literature on the role of “expert leaders” in organizations.
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�����, c., Alexander Rylov, �������, and Larisa Konnova. "On Implementing the Competence-Based Approach When Teaching Mathematics Through Case-Method at the Economics University." Standards and Monitoring in Education 3, no. 6 (December 17, 2015): 28–31. http://dx.doi.org/10.12737/17278.
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Within the terms of multilevel training the to-be-economists are being taught to solve complex problems, comprising such tasks, as the analysis, forecasting
and decision making in the real world. At that, the training standards place the main emphasis on the learners� ability to apply knowledge, skills
and personal qualities (i.e. competences) in future professional activities, rather than on the educational content to be mastered. Competence-based
approach is shaped through mastering various disciplines in the course of solving cross-disciplinary tasks. Of such nature are the cases, while the whole
instrumental toolkit for mastering cases relies on the case-study method, or case-method.
The authors assume, that the competences, stipulated by the Advanced Mathematics curriculum for bachelors in Economics, can be developed by means
of the above mentioned case-method.
The experiment, aimed at teaching the fi rst-year students of the Financial University, as described in the paper, is based on implementing the competence-
based approach in training the to-be-economists.
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Sytnyk, Oleksii. "Instrumental Competence of Journalists as One of the Main Educational Results of Their Professional Training." Current Issues of Mass Communication, no. 27 (2020): 21–30. http://dx.doi.org/10.17721/2312-5160.2020.27.21-30.
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The study provides an analysis of skills required for journalists to use information and communication technologies in professional practice in accordance with modern challenges. The main objective of the present article is to substantiate the need to form the journalist’s instrumental competence in the professional training framework in the specialty “Journalism” in higher education institutions of Ukraine. Methodology: theoretical (abstraction, concretization and generalization of scientific research, pedagogical and professional experience), general (analysis, synthesis, analogy and extrapolation of the analyzed issue to the current state of professional journalism training in Ukraine). Findings and conclusions: 1) as a result of the documentary research, the concept of “instrumental competence of a journalist” (ICJ) was revealed; 2) based on the results of the analytic review of scientific sources and educational documents, the relevant components of journalists’ instrumental competence (knowledge/skills related to software mastering, digital resources and technologies for creating and disseminating media content) are identified; 3) based on the analysis of educational programs in the specialty “Journalism” in Ukrainian higher education institutions, we postulate the need to revise the principles of blocks formation of disciplines aimed at mastering students’ ICJ. Avenues for further research are proposed, in particular, search for mechanisms to maintain a balance between academic knowledge and technological skills in journalism educational programs, which primarily requires the study of positive experiences of modernization of journalism education.
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Donà dalle Rose, Luigi F. "Impact of Erasmus mobility for study on the development of Tuning Europe generic competences, as assessed by outgoing and incoming students in a large university: a revealing analysis." Tuning Journal for Higher Education 3, no. 1 (December 23, 2015): 57. http://dx.doi.org/10.18543/tjhe-3(1)-2015pp57-98.
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<p class="Default">We explore on the basis of a simple survey tool the <em>perceived </em>impact of the Erasmus mobility experience on the improvement of the thirty generic competences of the Tuning Europe list. We rely on a self-assessment procedure, i.e. on data collected by the Erasmus Office of the University of Padova, Italy, through end-of-stay questionnaires, as returned by both outgoing and incoming Erasmus students. Processed data yield the percentage number of ticks, by which a given competence was chosen by the answering samples. We introduce a quantity “importance of improvement”, which measures the perceived degree of development of a given generic competence during the mobility experience and allows a consistent comparison among different samples. On this basis, we can order the thirty competences according to decreasing perceived importance of improvement in the two above samples. From a general point of view, Erasmus students perceive the most important improvement in instrumental competences. We can then carry out meaningful comparisons between the profiles of competences’ improvement of outgoing and incoming students, both in qualitative and in quantitative terms. Such a comparison reveals interesting features linked to the academic and human environments of mobile students. A further step in the analysis describes how country effects give more insight into the previous results. In such a context, we analyze the country impact on each given competence for both outgoing (visiting the country) and incoming (from the country) students, on the country subgroup competences’ profile and on the exchange of competences, which occurs between paired country subgroups.</p>
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Lobato Fraile, Clemente, Nagore Guerra Bilbao, and Pedro Apodaca Urquijo. "El aprendizaje cooperativo en la Educación Superior: Entrenamiento en competencias sociales de trabajo en grupo." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 1, no. 1 (June 11, 2016): 377. http://dx.doi.org/10.17060/ijodaep.2015.n1.v1.82.
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ResumenEl aprendizaje cooperativo se presenta como una metodología idónea para abordar el desarrollo de la competencia de trabajo en equipo dentro del proceso enseñanza y aprendizaje universitarios. La experiencia se desarrolló en seis grupos distintos que suman un total de 185 estudiantes de distintos centros y titulaciones de la Universidad del País Vasco (UPV/EHU). Se analizan los resultados obtenidos por esta experiencia mediante un cuestionario que recoge las principales competencias del trabajo en equipo. El análisis de las dimensiones del cuestionario muestra una estructura con dos dimensiones: a. ‘Saber ser/estar’, b. ‘Saber Estar’. Esta estructura es coherente conceptualmente y consistente empíricamente. Asimismo, los resultados obtenidos muestran diferencias apreciables entre ambas dimensiones por lo que cabe afirmar el poder discriminativo de esta estructura dimensional.Palabras clave: Trabajo en equipo. Desarrollo de competencias. Aprendizaje Cooperativo Docencia universitaria. Análisis Factorial Confirmatorio.AbstractCooperative Learning seems to be the right methodology to tackle the development of the teamwork competence inside the process of teaching-learning at the University. The experience was developed in six different groups which add up as 185 students of different faculties and schools of the University of the Basque Country (UPV/EHU). The outcome of that experience was analyzed by means of a questionnaire which gathers the main competences of teamwork. The analysis of the dimensions of the questionnaire shows a structure with two dimensions: a. ‘Interpersonal competences’, b. ‘Instrumental competences’. This structure is conceptually coherent and empirically consistent. Results also show significant differences between both dimensions which may be stating the discriminative power of this dimensional structure.Key words. Teamwork. Competence development. Cooperative learning. University teaching. Confirmatory factor analysis.
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Mîndrescu, Iulia. "Reconsiderarea managementului școlii de arte A. Stârcea”, mun. Chișinău, din perspectiva pedagogiei competențelor." Revistă de Ştiinţe Socio-Umane = Journal of Social and Human Sciences 46, no. 3 (2020): 78–85. http://dx.doi.org/10.46727/jshs.2020.v46.i3.p78-85.
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The article addresses the opportunity of reconsidering the management of the art school nowadays, the reconceptualization of the designing-planning-organizational process and the development of the educational process from the perspective of the macro-structural and micro-structural competences, integrated in the Project of the pedagogical aims from the instrumental-artistic education perspective vis-à-vis the education plan, designing a Model for learning the basic instrumental-artistic competences with their respective specification.
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Vega-Angarita, Olga Marina. "Os prestadores de cuidados e competência no cuidado de suas famílias." Revista Ciencia y Cuidado 13, no. 1 (June 30, 2016): 9. http://dx.doi.org/10.22463/17949831.732.
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Objetivo: descrever o perfil demográfico e da competência dos cuidadores familiares de pessoas afetadas por doenças crónicas. Materiais e Métodos: estudo quantitativo, descritivo transversal foi realizado em 200 cuidadores familiares de residentes doentes crónicos da área de influência de uma instituição que presta jardas do distrito de saúde primários. Na medição das características sócio demográficas foi utilizado instrumento Grupo Crônica Care Paciente, Universidade Nacional, Groomer, e a avaliação da concorrência Competitivo Instrumento Care-cuidador (versão resumida). Resultados: sociodemográficas e da concorrência na participação nos resultados são descritos. A maior valorização dos cuidadores em conhecimento, singularidade, categorias instrumentais e antecipação encontrado; mas não em tamanho e desfrutar de relações sociais e interação. Conclusões: reconhecendo a competência como um elemento essencial para o desempenho do cuidado, é um aspecto da análise de desempenho, novas maneiras de abordar a pessoa e seu cuidador.PALAVRAS-CHAVE: cuidadores, doença crônica, enfermagem. Cuidadores y su competencia en la atención de sus familiaresRESUMEN Objetivo: describir el perfil sociodemográfico y competencia de los cuidadores familiares de personas afectadas por una enfermedad crónica. Materiales y Métodos: se realizó un estudio cuantitativo, descriptivo y transversal en 200 cuidadores familiares de enfermos crónicos, residentes del área de influencia de una institución prestadora de salud de primer nivel del Municipio de los Patios. En la medición de las características sociodemográfica fue utilizado el Instrumento Grupo de Cuidado al Paciente Crónico, Universidad Nacional, Cuidador, y en la valoración de la competencia el Instrumento Competencia para el Cuidado-Cuidador (Versión abreviada). Resultados: se describen las características sociodemográficas y de competencia en los participantes. Se encontró la mayor apreciación de los cuidadores en las categorías conocimiento, unicidad, instrumental y anticipación; más no en las dimensiones disfrutar y relaciones sociales e interacción. Conclusiones: reconocer la competencia como elemento imprescindible en el desempeño del cuidado, es un aspecto de consideración en la actuación profesional, de nuevas formas de abordaje de la persona y su cuidador.PALABRAS CLAVE: cuidadores, enfermedad crónica, enfermería. Caregivers and competence in the care of their families ABSTRACT Objective: to describe the demographic profile and competence of family caregivers of people affected with a chronic disease. Materials and Methods: a quantitative, descriptive cross-sectional study was conducted on 200 family caregivers of chronically ill residents of a catchment area health institution providing first level health care in the Los Patios municipality. In measuring the socio-demographic characteristics a Instrumento Grupo de Cuidado al Paciente Crónico, Universidad Nacional, Cuidador was used, and the assessment of competition, the Instrumento Competencia para el Cuidado-Cuidador (Abridged version). Results: sociodemographic and competition in the participating features are described. the greater appreciation of caregivers for knowledge, uniqueness, instrumental and anticipation categories found; but not in the dimensions of enjoyment, social relations and interaction. Conclusions: recognizing competence as an essential element in the performance of person bein cared for, is an aspect of consideration in profesional performance, new ways to approach the person and their caregiver.KEY WORDS: caregivers, chronic disease, nursing.
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Campinha-Bacote,, Josepha. "Coming to Know Cultural Competence: An Evolutionary Process." International Journal of Human Caring 15, no. 3 (April 2011): 42–48. http://dx.doi.org/10.20467/1091-5710.15.3.42.
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This paper focuses on the use of physical touch in nursing care in facilities for short-term stay. Extant research (Foy & Timmins, 2004; Mcilfatrick et al., 2006; Nystromö et al., 2003) has raised the questions, How can nursing care best be tailored to meet the patient‘s overall needs, both physical and emotional? and How to strike an optimum balance between caring and instrumental aspects of nursing? This paper discusses how the exchange of physical touch can be seen as an epitome of caring in nursing care in facilities for short-term stay; it is connected to psychological and spiritual aspects.
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CASCIARO, TIZIANA, and MIGUEL SOUSA LOBO. "WHEN TASK COMPETENCE IS IRRELEVANT: THE ROLE OF INTERPERSONAL AFFECT IN INSTRUMENTAL TIES." Academy of Management Proceedings 2007, no. 1 (August 2007): 1–6. http://dx.doi.org/10.5465/ambpp.2007.26534154.
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Hasan, Imam, Trisno Martono, and Susilaningsih Susilaningsih. "Lesson study in competence development of accounting teachers." Jurnal Pendidikan Vokasi 8, no. 3 (November 29, 2018): 217. http://dx.doi.org/10.21831/jpv.v8i3.20752.
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This research aimed to find out and explore the lesson study practice in developing the accounting teacher’s professionalism. This research employed qualitative research using a single instrumental case-study strategy. The data were collected using in-depth interview, observation, and documentation. Then, they were analysed using interactive model. The results of the research showed that with the implementation of the lesson study in schools, it succeeded in improving the four teachers’ competencies. The improvement of the pedagogical competence can be seen from the well preparation of learning, the selection of teaching strategies according to the characteristics of the students and the implementation of memorable learning for the students. Professional competence can also be seen from the teacher's preparation in choosing relevant and up-to-date materials, teaching them by connecting to daily practice and always evaluating the material taught to maintain the quality of the material. The improvement of the social competence can be seen from the more effective communication between the teachers and students and their colleagues. The improvement of the personality competence is indicated by the teachers’ attitudes that are increasingly wise and prestigious in responding to the conditions related to their work. The research implication is that the practice of lesson study can form accounting teacher learning groups that serve as a place for sharing and discussion in developing their professionalism.
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Kang, Dae-seok, Jeff Gold, Jeongeun Kim, and Ilsoo Kim. "Social capital and career growth." International Journal of Manpower 41, no. 1 (September 30, 2019): 100–116. http://dx.doi.org/10.1108/ijm-10-2018-0345.
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Purpose The purpose of this paper is to examine the instrumental use of social capital regarding career growth within an organization, focusing on the mediating role of perceived competence mobilization and the moderating role of two situational variables: perceived external prestige and job insecurity climate. Design/methodology/approach Relationships among the constructs are predicted based on relevant literature, and are tested using survey results from 324 employees working in 14 leading corporations in Korea. Findings Results show that social capital positively influenced, via perceived competence mobilization, each of two career growth dimensions (i.e. the personal efforts to develop a career and the experience of being rewarded by the organization). In contrast, moderated path analysis indicated that perceptions of external prestige and job insecurity climate failed to moderate the indirect effect of social capital on career growth. Practical implications In light of the instrumental use of social capital and the ensuring mechanism of competence mobilization, a detailed understanding of this effect on career growth cannot only neutralize the fears of brain drain, but is also helpful in providing possibilities for building new career development strategies. Originality/value Although social capital has become an influential concept in social sciences, little evidence has been presented on the above relationship, particularly from the perspective of careerist orientation. This may be the first research examining how and when the influence of social capital becomes instrumental with respect to career attainment within an organization.
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Buckledee, Steve. "Motivation and Second Language Acquisition." ELOPE: English Language Overseas Perspectives and Enquiries 5, no. 1-2 (June 16, 2008): 159–70. http://dx.doi.org/10.4312/elope.5.1-2.159-170.
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A feature of Italian universities is the high student drop-out rate in nearly all degree courses. It is likely that among the causes of this phenomenon a significant factor is loss of motivation. This study represents the first stage of a longitudinal research project aimed at monitoring students’ motivation levels over a three-year period. At the beginning of the academic year 2008-2009 a questionnaire was administered to 150 newly enrolled students of English at the University of Cagliari in Italy. The closed-response items were designed to measure the respondents’ instrumental and intrinsic motivation. The responses were then considered in the light of the following variables: age, gender, level of competence in English and choice of degree course. The major finding was that a clear majority of respondents reported a considerably higher level of intrinsic than instrumental motivation, while the most significant variables were shown to be competence level and choice of degree.
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Norris, Clive, and Nigel Norris. "Defining good policing: The instrumental and moral in approaches to good practice and competence." Policing and Society 3, no. 3 (July 1993): 205–21. http://dx.doi.org/10.1080/10439463.1993.9964669.
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Spindler, George, and Louise Spindler. "Instrumental Competence, Self-Efficacy, Linguistic Minorities, and Cultural Therapy: A Preliminary Attempt at Integration." Anthropology & Education Quarterly 20, no. 1 (March 1989): 36–45. http://dx.doi.org/10.1525/aeq.1989.20.1.05x1210n.
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Kovalova-Honchariuk, L. O., and V. A. Frytsiuk. "PEDAGOGICAL CONDITIONS OF FORMATION OF INSTRUMENTAL-PERFORMANCE COMPETENCE OF FUTURE TEACHERS OF MUSIC ART." Innovate Pedagogy, no. 36 (2021): 177–80. http://dx.doi.org/10.32843/2663-6085/2021/36.36.
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Rodríguez-Inés, Patricia, and Olivia Fox. "Reconciling Institutional and Professional Requirements in the Specialised Inverse Translation Class – A Case Study." Meta 63, no. 1 (July 11, 2018): 47–71. http://dx.doi.org/10.7202/1050514ar.
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Translating into a language that is not one’s native language is no easy task, but one which may be necessary in certain settings. If a market niche exists for professional translators whose working language is not their native language, as studies have shown it does in Spain, it seems appropriate that translation trainees should be encouraged to develop their competence in what is generally known in Translation Studies as inverse (A-B/C) translation, in order to satisfy market requirements. Given current European Higher Education Area (EHEA) requirements for training students for the professional workplace, most translation degree programs in universities in Spain include subjects in which students are required to translate into the foreign language. This paper describes an early attempt to reconcile institutional requirements (curriculum design, assessment, reporting) and professional requirements (development of translation and instrumental competences, together with so-called softskills) in the specialised inverse translation class in the Faculty of Translation and Interpreting of the Universitat Autònoma de Barcelona. A competence-based, learner-centred, process-oriented curriculum was instituted.
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Baltes, Margret M., Ulrich Mayr, Markus Borchelt, Ineke Maas, and Hans-Ulrich Wilms. "Everyday Competence in Old and Very Old Age: An Inter-disciplinary Perspective." Ageing and Society 13, no. 4 (December 1993): 657–80. http://dx.doi.org/10.1017/s0144686x00001392.
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ABSTRACTIn the present paper the focus is on structural aspects of everyday competence and its relationship with various personal resources, such as health, social status, self concept and cognition. The findings support the hypothesis that two distinct, albeit intercorrelated, components of everyday competence are differentially related to the various resources examined in this paper. The two components are a basic level of competence (BaCo) which is defined mainly by self-care related activities, and an expanded level of competence (ExCo) associated mostly with leisure and social activities and advanced instrumental activities of daily living. In general, BaCo is more strongly related to health-related resources, and ExCo is more strongly associated with behavioural, psychological and social resources. 90.6% of the reliable variance in ExCo and 82.4% in BaCo are explained by these selected resources. Furthermore, all of the age-related variance in everyday competence is accounted for by these health-related and socio-behavioural resources.
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Козир, Алла, and Віктор Лабунець. "DIAGNOSTICS OF THE LEVELS OF FUTURE MUSIC TEACHERS’ INSTRUMENTAL-PERFORMING PREPAREDNESS TO INNOVATION ACTIVITY." Мистецька освіта: зміст, технології, менеджмент, no. 15 (March 2, 2020): 27–42. http://dx.doi.org/10.37041/2410-4434-2020-15-2.
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Study aim: to study the level of future Music teachers’ instrumental-performing preparedness to innovation activity in order to determine the ways of its optimization.Material and methods: The pedagogical experiment was carried out at the Institute of Arts of the National Pedagogical Dragomanov University and at the South Ukrainian National Pedagogical University after K.D. Ushynsky. 326 students of Bachelor degree specializing in Music took part in the diagnostic experiment aimed to define the level of their instrumental-performing readiness to perform innovation activity. Results: The criteria to define the formed level of future Music teachers’ readiness to perform innovation activity have been developed: motivation-value; competence-orientation; reflexive-empathy; creative-technological; projective-activity. In accordance with the developed component structure and criteria of instrumental and performing training of future Music teachers, 3 levels of students’ preparedness to perform innovation activity have been described: high, medium and low levels. The statistical data showed the insufficient level of the students’ preparedness for instrumental-performing innovation activity.Conclusions: The results prove the need to make the model for preparing future Music teachers to innovative instrumental-performing activity.
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O.O., Tsuranova, and Arzhanukhina S.V. "POLY-ART APPROACH TO INSTRUMENTAL-PERFORMING TRAINING OF FUTURE TEACHERS OF MUSIC ART." Collection of Research Papers Pedagogical sciences, no. 91 (January 11, 2021): 98–103. http://dx.doi.org/10.32999/ksu2413-1865/2020-91-14.
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The article considers the implementation of a polyartistic approach in the educational process of instrumental and performance training of future music teachers, presents an alternative integrated-subject model of teaching a piano course based on general didactic principles and special methods of mastering musical works. The proposed model is developed from the perspective of the concept of interaction of arts which is realized by the current programs of secondary education.The purpose of the article is to justify the effectiveness of the integrative-subject model of teaching a piano course based on a polyartistic approach to the educational process using the principles of art pedagogy within the higher education system.It is noted that polyart education in a modern school puts forward fundamentally new requirements for a music teacher. His professional training should be based on integrative technologies that will promote the acquisition of special knowledge related to the ability to establish objectively existing links between a work of music and works of other arts, the ability to synthesize concepts, find common ground and implement a holistic, integrated, value-content analysis of a musical work. All these polyartistic skills, artistic knowledge belong to the essential characteristics of polyartistic competence, the formation of which becomes a necessary condition for artistic professionals.The concept of an integrated-subject model of piano teaching is based on a comprehensive polyartistic approach to the study of musical works, which is hinged on certain didactic principles and special methodological techniques, each of which cannot be distinguished; they all complement, interpenetrate, synthesize, accumulate in the educational process. The following didactic principles are considered: the principle of system-complex approach, which is focused on the combination of classroom, independent, extracurricular and professional-practical training of students; the principle of content and diversity, which allows the teacher to plan the technical, artistic and musical development of the student, taking into account his individual psychological characteristics and intellectual capacities; individual approach to the student, which involves the use of variability of the student’s curriculum depending on his performance capabilities and growth prospects; intra-subject, interdisciplinary integration and artistic synthesis, which forms polyartistic skills, develops in them polyartistic consciousness and thinking, cognitive interests in interaction with art.It is concluded that increasing the level of instrumental and performing training of future music teachers using the polyartistic approach equips them with a range of knowledge, skills and abilities that in the process of various educational activities are transformed into characteristics of a deeper categorical level, professional competencies, including polyartistic. The professional competencies developed by future specialists in the process of educational activity can be further transposed into their future professional and pedagogical activity.Key words: art education, piano performance, musical work, polyartistic competences, didactic principles, methodical receptions.
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O.O., Tsuranova, and Arzhanukhina S.V. "POLY-ART APPROACH TO INSTRUMENTAL-PERFORMING TRAINING OF FUTURE TEACHERS OF MUSIC ART." Collection of Research Papers Pedagogical sciences, no. 91 (January 11, 2021): 98–103. http://dx.doi.org/10.32999/ksu2413-1865/2020-91-14.
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The article considers the implementation of a polyartistic approach in the educational process of instrumental and performance training of future music teachers, presents an alternative integrated-subject model of teaching a piano course based on general didactic principles and special methods of mastering musical works. The proposed model is developed from the perspective of the concept of interaction of arts which is realized by the current programs of secondary education.The purpose of the article is to justify the effectiveness of the integrative-subject model of teaching a piano course based on a polyartistic approach to the educational process using the principles of art pedagogy within the higher education system.It is noted that polyart education in a modern school puts forward fundamentally new requirements for a music teacher. His professional training should be based on integrative technologies that will promote the acquisition of special knowledge related to the ability to establish objectively existing links between a work of music and works of other arts, the ability to synthesize concepts, find common ground and implement a holistic, integrated, value-content analysis of a musical work. All these polyartistic skills, artistic knowledge belong to the essential characteristics of polyartistic competence, the formation of which becomes a necessary condition for artistic professionals.The concept of an integrated-subject model of piano teaching is based on a comprehensive polyartistic approach to the study of musical works, which is hinged on certain didactic principles and special methodological techniques, each of which cannot be distinguished; they all complement, interpenetrate, synthesize, accumulate in the educational process. The following didactic principles are considered: the principle of system-complex approach, which is focused on the combination of classroom, independent, extracurricular and professional-practical training of students; the principle of content and diversity, which allows the teacher to plan the technical, artistic and musical development of the student, taking into account his individual psychological characteristics and intellectual capacities; individual approach to the student, which involves the use of variability of the student’s curriculum depending on his performance capabilities and growth prospects; intra-subject, interdisciplinary integration and artistic synthesis, which forms polyartistic skills, develops in them polyartistic consciousness and thinking, cognitive interests in interaction with art.It is concluded that increasing the level of instrumental and performing training of future music teachers using the polyartistic approach equips them with a range of knowledge, skills and abilities that in the process of various educational activities are transformed into characteristics of a deeper categorical level, professional competencies, including polyartistic. The professional competencies developed by future specialists in the process of educational activity can be further transposed into their future professional and pedagogical activity.Key words: art education, piano performance, musical work, polyartistic competences, didactic principles, methodical receptions.
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Ostapenko, I. V. "SOCIAL MEDIA POTENTIAL FOR DEVELOPMENT OF STUDENT YOUTH’S CIVIС COMPETENCE." Ukrainian Psychological Journal, no. 2 (14) (2020): 189–213. http://dx.doi.org/10.17721/upj.2020.2(14).10.
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The article is devoted to the analysis of the results of an empirical study of the potential of social media for civic competence development. Modern approaches to understanding civic competence and the use of social media are analyzed. The main vectors of social media influence on the development of civic competence are determined: informational, valuemotivational, emotional-consolidating, mobilizing. Using the method of evaluative repertoire grids, the structural components of civic competence of student youth, which are developed by means of social media, are determined. A method for identifying the leading motives for the use of social media for civic competence development is proposed. Two groups of motives are defined: target and instrumental. It is established that among the target motives for the use of social media the leading role for student youth is played by: 1) self-expression and self-exposure - declaring one’s own civiс position (Facebook, Twitter, Youtube); 2) self-identification with representatives of social groups who have common views on certain issues (Facebook, Twitter, Instagram); 3) joint entertainment (Instagram, Youtube, TikTok); 4) establishing contacts (Instagram, Viber, Telegram); 5) expanding ideas about the rights and responsibilities of citizens (Facebook, Youtube); 6) the opportunity to discuss socially significant and political and legal issues (Facebook, Twitter). The leading instrumental motive is the use of social media as a means of: 1) finding educational programs, information resources for self-education (Youtube, Facebook, Instagram); 2) satisfaction of aesthetic needs (Instagram, Youtube, TikTok); 3) keeping in touch with those who it is not possible to see in real life (Viber, Telegram, Instagram); 4) development of an individual’s social capital (Facebook, Twitter, Instagram, Youtube); 5) generation of ideas and relevant content (posts / texts, audio and video content, comics, memes) on socially significant and political and legal issues (Facebook, Twitter, Instagram, Youtube); 6) job search tool (Facebook, Instagram).
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Jacobs, Lindsey, and Michelle Mlinac. "DEVELOPING COMPETENCE IN QUALITY IMPROVEMENT: A MODEL FOR GEROPSYCHOLOGY TRAINING." Innovation in Aging 3, Supplement_1 (November 2019): S599. http://dx.doi.org/10.1093/geroni/igz038.2225.
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Abstract Quality improvement (QI) efforts are imperative to ensuring patient-centered, safe, effective, timely, efficient, and equitable healthcare. QI training is well-established in the fields of geriatric medicine and nursing but is lacking in geropsychology. Clinical geropsychologists are in need of QI knowledge and skills, as the population they serve is often vulnerable to healthcare disparities due to complex medical, neurological, and/or psychiatric presentations, limited resources, and low social and/or instrumental support. This presentation will describe a developmental model of QI training, driven by initial pilot data from geropsychology trainees, analysis of geropsychology graduate program marketing materials, and expert opinion from geropsychologists who have QI implementation experience. Consistent with the Pikes Peak Competencies for Geropsychology Training, this model delineates aspirational QI knowledge and skills, as well as recommendations for incorporating QI training into geropsychology at progressing levels of competency from graduate school through independent clinical practice.
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Churikova-Kushnir, Olha, Zoya Sofronii, Vadym Lisovyi, Heorhii Postevka, and Liliya Niemtsova. "Moodle System One of the Way to Monitoring Competence of Future Teachers of Music Art." WSEAS TRANSACTIONS ON SYSTEMS AND CONTROL 16 (August 2, 2021): 439–49. http://dx.doi.org/10.37394/23203.2021.16.39.
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The article are given the scientific and methodological conditions for the production and progress of distance learning courses for future teachers of music through the competencebased, system, action approaches. The author identifies the components that are formed on the basis of the content of the course are and portion of the structure of the competence hierarchy of future music teacher. Materials of research are founded on the experience of education in the course of distance learning of Basic Musical Instrument (piano). The study considers the principal components of development and design of a distance learning course, including theoretical, practical, individual work, and control. The author grounds the specifics methods of distance learning for future teachers of music, in specific their instrumental training and the effectiveness of this training, differentiating the following main methods: of collecting information and using technologies of communication , such us multimedia and method of project . The criteria for control of information and skills were developed. The research was portion of educational experiment involving 52 bachelor students, Music Specialization. According to the results of the study, the study of the subject Basic Musical Instrument (Piano) using the Moodle learning environment contains a number of advantages, which are primarily manifested in higher assessment results of students’ learning. The motivational, musical instrumental and cognitive abilities of these students were approximately 10% higher than students who studied according to traditional methods. The opinion characterize the results of implementation and effectiveness of experimental study on the use of distance learning courses for the progressof instrumental performance competence of future teachers of music. The influence of different methods of distance learning on learner performance is also determined
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Leonello, Valéria Marli, and Maria Amélia de Campos Oliveira. "Competencies for educational activities in nursing." Revista Latino-Americana de Enfermagem 16, no. 2 (April 2008): 177–83. http://dx.doi.org/10.1590/s0104-11692008000200002.
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The focus of this study is the interface between nursing education and nursing care in its educative dimension. OBJECTIVE: To develop a profile of competencies for nursing care education from the perspective of the subjects involved. METHOD: Historical and dialectical materialism was used as the theoretical and methodological framework. Competence was addressed as the conceptual category, as defined by Perrenoud, based on healthcare concepts and on instrumental knowledge as advocated by Mendes-Gonçalves. RESULTS: the analysis of empirical material resulted in the creation of 10 core competencies for nursing education activities. CONCLUSION: The need to give a new meaning to education action from the perspective of Popular Education implies the development of pedagogical opportunities during their undergraduate studies in order to enable students to use their knowledge and skills to develop a dialogical attitude of recognition of the subjects of nursing care.
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Gutiérrez-Martín, Alfonso, and Kathleen Tyner. "Media Education, Media Literacy and Digital Competence." Comunicar 19, no. 38 (March 1, 2012): 31–39. http://dx.doi.org/10.3916/c38-2012-02-03.
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This article addresses some possible relationship between education and media in contemporary society and explores the role that formal education should play in both the integration of media in the curriculum and the digital literacy skills necessary for the 21st century. The authors discuss here different theories and approaches that have dominated international media studies, media education and media literacy in recent decades. Confusion and misunderstandings in terminology for contemporary literacy in a complex, global and intercultural environment are explored and the authors present some inclusive categories for 21st century literacy such as media literacy, digital, multimodal, critical and functional. Interpretations of media literacy and digital competencies are discussed with particular emphasis on the current European regulatory framework. The authors warn that reductionist interpretations that focus on applied technical competencies with devices, hardware and software have the potential to severely limit media literacy education. Instead, the authors stress critical approaches as central to media literacy. In addition to technical competency, the authors highlight the need to include a broader and deeper analysis of the social uses, attitudes, and values associated with new media tools, texts and practices. El presente trabajo aborda las posibles relaciones entre educación y medios en la sociedad actual, y el papel que le corresponde a la educación formal tanto en la integración curricular de los medios como en la alfabetización digital necesaria para el siglo XXI. Se parte de distintas concepciones y enfoques que en las últimas décadas han predominado en el estudio de los medios y en la educación y alfabetización mediáticas en el panorama internacional; se intentan subsanar algunos problemas terminológicos derivados de la riqueza idiomática del mundo global e intercultural en el que nos movemos; se buscan posturas integradoras y se propone una alfabetización para el siglo XXI que se caracteriza por ser mediática, digital, multimodal, crítica y funcional. Se analizan posibles interpretaciones de educación mediática y competencia digital prestando especial atención al actual marco normativo europeo y se advierte de dos posibles peligros: reducir la educación mediática al desarrollo de la competencia digital, y reducir la competencia digital a su dimensión más tecnológica e instrumental: centrarse en los conocimientos técnicos, en los procedimientos de uso y manejo de dispositivos y programas, olvidando las actitudes y los valores. Para evitar el reduccionismo y el sesgo tecnológico se recomienda recuperar para el desarrollo de la alfabetización mediática y de la competencia digital los enfoques más críticos e ideológicos de la educación para los medios.
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Kravchenko, O. M. "PROFESSIONAL LANGUAGE AND COMMUNICATION COMPETENCE OF A FORENSIC EXPERT AS A PYCHOLINGUISTIC PHENOMENON." Theory and Practice of Forensic Science and Criminalistics 15 (November 30, 2016): 220–28. http://dx.doi.org/10.32353/khrife.2015.25.
Full textAbstract:
Based on the reference as well as scientific and research method sources, the article analyzes peculiarities of competence in general and forensic expert’s professional language and communication competence as a psycholinguistic phenomenon in particular. It outlines systemic and multicomponent notions of «competence» and «capacity», «language and communication competence» with regard to the characteristics of a linguistic personality. The article summarizes theoretical and practical research in the areas of linguistics and psychology and suggests a definition of the notion of «forensic expert’s language and communication competence» as a presence of the person’s communication skills to communicate in typical conditions of an expert activity, be in command of the means of the literary language, its terminology and professional vocabulary, demonstrate the capacity to solve communication tasks in real situations of communication and listening. The article specifies the basics for the command of a literary language as an indicator of a developed language and communication competence. It also provides specifications for main communication conditions (including computer communication) with the indication of primary conditions for successful achievement of a communicative intent which is instrumental for the specialist’s professional success.
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Prasetya, A. T., E. Cahyono, Sudarmin, and S. Haryani. "Preparation of authentic assessment instruments on instrumental analysis practice project-based to improve graduate competence." Journal of Physics: Conference Series 1567 (June 2020): 042034. http://dx.doi.org/10.1088/1742-6596/1567/4/042034.
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