Academic literature on the topic 'List of professional competences'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'List of professional competences.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "List of professional competences"
1
Korneeva, Yana Aleksandrovna, Lyudmila Ivanovna Shakhova, and Anna Konstantinovna Sorvanova. "Professional competences of mediators with varying degree of success in conduct of conciliation procedures." Психология и Психотехника, no. 4 (April 2020): 53–77. http://dx.doi.org/10.7256/2454-0722.2020.4.34625.
Full textAbstract:
Mediation has become an increasingly popular reconciliation procedure that allows increasing the psychological security of parties to the conflict in educational and social environment, as well as legal practice. The profession of mediator is highly demanded; however, the questions of professional competence of the specialists and requirements to their personality did not receive due coverage in the scientific literature. The goal of this research consist in development of the model of professional competence and assessment of the level of professional competences of mediators with varying degree of success in conduct of reconciliation procedures. A list of professional competences and their indicators mediators, considering the professional standard – “Specialist in the Field of Mediation (mediator)”. The research involved 42 mediators from Arkhangelsk Region. The following methods were applied: questionnaire (the author developed an original questionnaire for self-assessment of professional competences of the mediator), and psychological testing based on the Five-Factor Model of Personality of Costa and McCrae's in adaptation of M. V. Bodunov and S. D. Biryukov. Statistical processing was carried out via the method of descriptive statistics, correlation and step-type multivariate regression analyses (Pearson's chi-squared test) using the software SPSS 23.00 (license agreement No.Z125-3301-14). The following conclusion was made: the model of professional competences of mediator includes communication skills, conflict management, case study, planning, and self-control. The author developed and tested the questionnaire for self-assessment of professional competences of mediators that can be implemented via 360-degree feedback method. It is established that the successful outcome of reconciliation procedure is affected by such professional competences as self-control and communication skills. Out of the list of professionally important qualities of mediator, the author highlights activity, concreteness, openness, self-restraint, self-discipline, responsibility and sociability as directly related to the success of reconciliation procedures.
2
Karam, Muayyad Ahmed. "COMPETENT APPROACH AS A FACTOR OF PROFESSIONAL DEVELOPMENT OF STUDENTS OF ARTISTIC SPECIALTIES." Educological discourse, no. 3-4 (2019): 92–99. http://dx.doi.org/10.28925/2312-5829.2019.3-4.9299.
Full textAbstract:
The study deals with the conceptual approaches to the process of formation of competences of students of artistic specialties. The main goal of the educational process for students of artistic specialties, which consists in the comprehensive development and arming of essentially important competencies, theoretical knowledge and practical skills, the ability to think creatively, to improve practically their own individual abilities is determined. The ideology of artistic education is characterized in terms of a competent approach. The essence of the concepts of «competence», «aesthetic competence», «aesthetic competence of students of artistic specialties» are revealed. The author's definition of the concept of aesthetic competence of students of artistic specialties, which is considered as an integral personality education, characterized by the ability of an individual to perceive, appreciate and realize beautiful is presented. The components of aesthetic competence of students of artistic specialties (aesthetic perception, aesthetic feelings, aesthetic needs, aesthetic tastes, aesthetic ideals) are determined. The features of a competent approach in the context of artistic education are outlined. The description of the main artistic and graphic competences of students of artistic specialties is given, as: integral, special, methodical, design and aesthetic. The list of qualities that a future specialist in the area of artistic education should possess (initiative, commonwealth, learning ability, reaction flexibility and thinking) are presented. The importance of improving the competences already acquired in previous years (subject, social, general cultural, legal, IT competencies, health-saving, competence of self-development, etc.) are emphasized.
3
Kolomiiets, Alona, Vitalii Klochko, and Olena Stakhova. "FORMATION OF COMPETENCES OF STUDENTS OF TECHNICAL SPECIALTIES IN THE PROCESS OF THEIR FUNDAMENTAL MATHEMATICAL TRAINING." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 20, 2020): 443. http://dx.doi.org/10.17770/sie2020vol1.4913.
Full textAbstract:
The classification of competences of graduates of secondary and higher technical educational establishments is presented in the work. On the basis of the list of professional and mathematical competences offered by scientists, the professional-oriented mathematical competences of the future specialist, the most important and relevant for the professional activity of future engineers, are allocated. These include: conceptual, operational-algorithmic, applicable, design.The purpose of the article is to describe an experimental verification of the professionally-oriented mathematical competencies formation of future specialists in the electronics and telecommunications industry. The main research methods used by the authors: theoretical methods: analysis, synthesis, comparison and generalization of the research results of scientific and methodological literature on selected issues; empirical: observation, experiment, questionnaire, analysis of the obtained test results. During the study of higher mathematics, students are encouraged to take actions that promote the formation of skills that are part of mathematical competences. These actions are also performed by the engineer, he also needs to be able to analyze, synthesize, classify. Therefore, the formation of the above mathematical competences is appropriate and necessary for the professional training of the engineer.
4
Yevstratiev, Yevstratiev. "DIGITAL COMPETENCES OF JUNIOR BACHELORS IN AGRONOMY." Educological discourse, no. 3 (2020): 171–91. http://dx.doi.org/10.28925/2312-5829.2020.3.11.
Full textAbstract:
The article deals with the introduction of digital competences in the educational process of junior bachelors in agronomy. The model of development of digital skills of the population of the EU countries (EU Digital Competence Framework for Educators), the plan of the European model of digital competences for education is analyzed. The traditional model of education is concerned with knowledge achieving and today it does not satisfy either the job market or students. Today, Ukrainian education is being transformed in line with world requirements, as evidenced by the introduced reforms in the system of education and the adoption of a new law on education. The paradigm of education is being transformed; models and learning approaches are changing. And, in general, research shows that the overall vector of change is aimed at developing digital competence, social and communication skills for successful activities in the digital world. The examples of formation of digital competences in the process of training of modern specialists around the world and in Ukraine are given; taking into account the Framework of digital competence, the decision of the Ministry of Education and Science of Ukraine on reforming the education system is analyzed. According to the analysis of the labour market of the agricultural sector which there is a problem of non-compliance of the national structure of vocational education with the prospective needs of the agricultural labour market in terms of qualification level and structure of professional competencies of graduated agronomists, the main reason for which is non-taking into account the consideration in the process of preparation of the current state of use of information technologies in the areas of agricultural industry. Comparison of special (professional, subject) competences in accordance with the existing standard of training of junior bachelors in agronomy and the proposed list of competencies formed in accordance with current trends in global digitalization, including agricultural production is carried out. A thematic structure of the content of training for the formation of digital professional competencies for future agronomists is proposed. The issue of teaching a new discipline in terms of professional affiliation of the teacher is raised.
5
Veidt, V. "Key notions of the federal project “Teacher of the future”: Comprehension of the meaning." Pedagogy and Psychology of Education, no. 4, 2019 (2019): 9–21. http://dx.doi.org/10.31862/2500-297x-2019-4-9-21.
Full textAbstract:
Problems-challenges in the actual system of Education in Russia are analyzed. The link with the aims of national project “Education” is shown. The author presents the list of professional competences for teachers with the help of the method of the analysis of concepts and terminology. This list is necessary for the realization of some directions of the national project “Education”. Moreover, the author has presented a model of realization of the federal project “Teacher of the future” through the formation of new professional competences for teachers. In addition the concepts and terminology expertise of the language of the regulatory document was made where five pair notions were related: school teacher – educator (teaching staff); professional mastery – professional competences; national system of teaching development – professional development; lifelong learning – self-studying; independent assessment of professional qualifications – attestation.
6
Kvasyuk, E. N. "Development of professional competence of future foreign language teachers in inclusive education through profession-based volunteering." SHS Web of Conferences 87 (2020): 00027. http://dx.doi.org/10.1051/shsconf/20208700027.
Full textAbstract:
The existing modern trends, associated with the need for a wider inclusion of children with disabilities in society, actualize the problem of the formation of inclusive competence of teachers, and the teachers of foreign languages are not an exception. We should start the process of development of this professional competence at university level. The article aims to state the importance of the acquiring inclusive professional competence in teaching children with special educational needs by university students, studying at the department of foreign languages, through profession-based volunteering. federal state educational standard of higher education provides the universities with the list of necessary competences that should be developed in educational process. These competences can be divided into groups: general, basic, special and specific competences. The object of the research is the process of inclusive competence development of future foreign language students of Murmansk arctic state university through profession-based volunteering. The article analyzes the results of the survey conducted in Murmansk arctic state university.
7
Marina, Antonina Vasilyevna, Elena Alexandrovna Galkina, and Olga Borisovna Makarova. "Verification and evaluation of professional competence development: problems and ways of their solving (on the material of the discipline/module «Methods of Teaching Biology»)." Samara Journal of Science 7, no. 1 (2018): 275–82. http://dx.doi.org/10.17816/snv201871310.
Full textAbstract:
The following paper considers one of the key issues related to prospective bachelors professional competencies development on the example of Methods of Biology Teaching. The paper presents a list of professional competencies developed by means of the discipline. The component composition of each of them is presented. The paper describes development procedures and technologies of professional competences components check - knowledge, abilities and possession. The author gives examples of each task. It is established that the least difficulties are associated with verifying competencies activity component development. The authors reveal criteria of students activity estimation within each of the designated procedures. The authors give criteria for the evaluation testing, exploratory abstract works, creative jobs, and multimedia presentations. The difficulties faced by teachers in the implementation of this work are shown. The main problem of the final forms control criterion evaluation is the disclosure of main knowledge component of the competence of the discipline. The presented materials can be used by university teachers, teaching the course Methods of Biology Teaching.
8
Wysocka, Magdalena, and Roman Lewandowski. "Key Competences of a Health Care Manager." Journal of Intercultural Management 9, no. 4 (2017): 165–84. http://dx.doi.org/10.1515/joim-2017-0026.
Full textAbstract:
Abstract Objective: The aim of the research was to construct a theoretical model of competences of managers employed in health care institutions in the Warmińsko-Mazurskie Voivodeship. Methodology: The theoretical list of competences was based on the literature of the subject and the results developed during the workshop session with postgraduate students in the scope of management of healthcare entities. All respondents (266 persons) were health care workers and held managerial positions at various levels of organizations. Findings: On the basis of the obtained results it can be stated that in the key competency model of the efficient manager dominates professional competence in the field of organization and management. These competences were also diagnosed with the greatest deficiencies that hinder effective work. Value Added: Results of the research enable the introduction of appropriate curricular content into the educational model of potential healthcare managers, hence improving management quality of medical organizations.
9
Linnik, O. "MODEL OF NEW UKRAINIAN SCHOOL’S TEACHER COMPETENCES IN THE DRAFT OF PROFESSIONAL STANDARD." Pedagogical education: theory and practice. Psychology. Pedagogy, no. 35 (2021): 21–29. http://dx.doi.org/10.28925/2311-2409.2021.353.
Full textAbstract:
The article reviews state and European documents, research, which determine the professional competencies of teachers. The urgency of developing a model of teacher competencies is due to the tendency to insufficient consideration of the European framework of competencies in the new documents, the lack of trajectory of professional development of teachers, differences between the list of competencies in various regulations. Based on theoretical investigations, the model of competencies of teachers of the New Ukrainian School is substantiated and characterised. The content of general competencies of teachers, which are cross-cutting (civic, social, cultural, leadership, entrepreneurial), and professional competencies, which are described in the context of such job functions of a teacher: teaching students subjects (integrated courses), partnership with participants in the educational process, participation in the organization of a safe and healthy educational environment, managementoftheeducationalprocess, professional development. Thedraft professional standard substantiates and characterises the following professional competencies of teachers: language and communicative, subject and methodical, information and digital, psychological, emotional and ethical, competence of pedagogical partnership, inclusive, health-preserving, design, prognostic, organizational, evaluative, ability to learn throughout life, and reflexive. The presented model was tested among pedagogical staff of general secondary education institutions (107 respondents from 47 educational institutions took part in the study). The draft document was publicly discussed, as a result of which adjustments were made in the formulation of general and professional competencies. Taking into account the compensators and proposals of educators, the model of competencies was refined and formed the basis of the draft of a new professional standard for teachers. Each competence in the professional standard is described in the dynamics of development from specialist to the highest category, which allows the teacher to trace the current level of professional competence, to plan further steps for the development of each competence.
10
Bershadskaya, Margarita D., Alexandra V. Serova, Alexander Yu Chepurenko, and Elena A. Zima. "Competence-based Approach to Learning Outcomes Assessment: Russian Experience in Sociological Education." Higher Education in Russia 28, no. 2 (2019): 38–50. http://dx.doi.org/10.31992/0869-3617-2019-28-2-38-50.
Full textAbstract:
The paper considers the methodological approaches to the description of the competency outcomes of education when implementing the federal standards of higher education on the example of the Sociology as an area of study. The authors have offered a methodic for assessment of the competences formation which is based on the so called indicators of achievement of each of the related competences and on the distribution of these indicators among all elements (modules) of the educational program of BA or MA in Sociology. In the paper, a list of indicators of universal (to be achieved in each higher education program regardless of the area) and general professional competences of the Bachelor’s and Master’s degrees in Sociology is proposed, as a result of monitoring and evaluation of several educational programs in the area of Sociology; moreover, the authors adduce the examples of content-related, concrete indicators of education called descriptors for competences. Besides, the paper describes the testing schemes which enable to adjust indicators of universal competences and to evaluate the level of competence of students who have completed the related educational level.
Dissertations / Theses on the topic "List of professional competences"
1
Fahrenbach, Florian, Alexander Kaiser, Florian Kragulj, and Clemens Kerschbaum. "Designing a Tool to Assess Professional Competences: Theoretical Foundations and Potential Applications." Academic Conferences and Publishing International Limited, 2019. http://epub.wu.ac.at/6994/1/2019_ECKM_FahrenbachEtAl.pdf.
Full textAbstract:
This conceptual paper outlines the descriptive theoretical foundations or kernel theories for designing an
information and communication technology (ICT) tool to assess professional competences in the Austrian trade and craft sector. Upon completion, the ICT-tool serves as a boundary object in which applicants and assessors can interact. While this paper consists of a literature review and conceptual discussion, the overall project is methodologically placed within a multidisciplinary design-science paradigm. Design science scaffolds and structures the development of a theoretical model, the generation of assessment-items and the ICT-tool itself. This paper discusses the necessary descriptive knowledge or
kernel theories on which the design of the ICT-tool rests. First, we describe the validation of prior learning - a process advocated by the European Union to make professional competences visible. Second, we describe the process how
professional competences come about: through formal, non-formal and informal learning. Subsequently, we outline a
knowledge-driven discourse on professional competences and discuss how different definitions of professional competence
afford different approaches for its assessment. By presenting a use-case, we outline how the ICT-tool may guide applicants and assessors through this process.
2
Stokeld, Susan. "The role of legal and managerial competences in the delivery of professional legal services." Thesis, University of Strathclyde, 2011. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=16847.
Full textAbstract:
This thesis addresses the performance and delivery of professional legal services. Previous research has focused on the shape of professional services and the organisation of professional service firms. This study extends the scope of research into professional services and provides understanding on how opportunities to shape and deliver professional services in new, creative and innovative ways are identified. The empirical research examined the management and delivery of professional legal services across private law firms and in-house legal groups in the UK. Across the UK radical measures proposed for the provision of legal services under new business models suggest a transition towards dual activity and services across the professional institutions and organisational settings providing legal services. As lawyers face demands to deliver services that are increasingly driven by commercially focused strategic aims the professional dimension to their services is being subjected to increased scrutiny. Lawyers are facing demands to strategise and introduce innovation across their services that are diminishing the professionalism of their role and services but not significantly so. Increasing heterogeneity across the legal profession and the consequences for the professionalism of lawyers has seen lawyers diversifying their services and introducing innovation to their role both by adapting their existing skills and acquiring new skills A theoretical framework draws on three theoretical approaches to inform this research. The co-existence of firms and professions and the interdependencies between and interconnections across these two structures are examined. Resource theory (in the tradition of Penrose 1959) is used to understand not only the relationship between resources and services but also the level of strategic interaction across the processes combining resources. A resource approach to the strategic management of firms (Foss and Ishikawa 2007) is developed by explaining the management of the complex interconnections between firms and professions in the delivery of professional legal services. This research examines the influence of processes across these two social structures in driving innovation across the delivery of professional legal services. Specifically, process theory (Langley 1999, Van de Ven and Poole 2005) is used to develop ideas about the relationship between resources and services and to explain the relationship between the dual contexts of professions and organisations in order to understand how the processes of combining resources are influential in driving innovation in the delivery of a service. This exploratory research study was inductive in its approach and used a grounded theory methodology to address the research aims. The ontological, interpretivist view of grounded theory is appropriate to understand the complex social phenomena of this research.
3
Aparecido, Luciene Pereira. "Mapeamento de competências para profissionais celetistas de um laboratório de tecnologia público." Universidade de Taubaté, 2013. http://www.bdtd.unitau.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=706.
Full textAbstract:
Este estudo realiza o mapeamento de competências dos profissionais celetistas de um laboratório de tecnologia e o compara com o mapeamento pré-existente dos servidores públicos federais do mesmo laboratório. O estudo de caso único foi realizado no Laboratório de Integração e Testes (LIT) em São José dos Campos, SP. A pesquisa levanta informações, descreve e compara os dados, caracterizandose,
portanto, como exploratória e descritiva. O levantamento das competências foi feito com a população composta por sessenta e oito profissionais celetistas, que se submeteram ao processo de entrevista semiestruturada. As informações foram classificadas, agrupadas e registradas por frequência de ocorrência, segundo os modelos teóricos propostos por Fleury e Fleury (2000) e Chang Junior e Santos (2009). Os principais resultados, classificados por frequência e categoria funcional,
apontam as competências específicas e as técnicas como de maior incidência, seguidas pelas competências sociais e individuais e finalizando com as competências organizacionais de cada ocupação. A comparação do mapeamento demonstrou semelhanças e diferenças existentes entre as categorias dos profissionais celetistas e dos servidores públicos desse Laboratório, apresentou resultados dos critérios e métodos utilizados e com as características dos regimes e legislação que cada categoria deve seguir. De forma mais específica, as competências semelhantes são: Conhecimento Técnico da Área de Atuação, Atuação em Projetos, Gestão do Conhecimento, Inovação, Conectividade com os Clientes, Comprometimento, Flexibilidade. As competências consideradas diferentes são: Articulação Externa e Interna, Visão Sistêmica e Estratégica, Desenvolvimento de Pessoas e Liderança. De modo mais sintético, pode-se salientar que o resultado desta pesquisa foi positivo no sentido em que fornece ao Laboratório dados inexistentes com relação a essas duas categorias de
profissionais. O mapeamento de competências para a gestão de pessoas do LIT torna-se uma ferramenta de domínio e de benefícios, identificando os perfis dos profissionais, apresentando uma visão global dos cargos e da mensuração das competências, maior benefício para o profissional, para os gestores e para a estratégia do Laboratório. A sua utilização pode contribuir também para maior produtividade e qualidade dos profissionais, se as propostas de melhoria para o desenvolvimento e crescimento dos profissionais forem implementadas pelas chefias. Se isso ocorrer, o profissional terá oportunidades de uma melhor gestão em seu setor, como também a garantia de capacitação técnica e humana constante, tendo em vista um acompanhamento na carreira.<br>This study has as its objective the competency mapping of professionals under the CLT (Consolidation of Labor Laws a decree which governs labor relations in Brazil) and its comparison to the pre-existing competency mapping of federal public servants, all of them working in the same Technology Laboratory. The single case study took place in the Integration and Testing Laboratory (LIT) in São José dos
Campos, S P. The research raises information, describes and compares data, being characterized, therefore, as exploratory and descriptive. The competency survey was done using a population of sixty-eight CLT employees who submitted themselves to a semi-structured interview process. The collected information was classified, grouped and registered by means of frequency of occurrence, according to the theoretical models proposed by Fleury and Fleury and Chang Junior and Santos. The main results, classified by means of frequency and functional category, point out the specific and technical competences as having the major incidence, followed by the social and individual competences, finalizing with the organizational skills of each occupation. The mapping comparison between the categories of CLT professionals
and of public servants of this Laboratory presented results according to the criteria and methods used and to the characteristics of the regimes and legislation that each category must follow. More specifically, the similar competencies are: Expertise Area of Technical Knowledge, Performance in Projects, Knowledge Management, Innovation, Interface with Customers, Commitment, Flexibility. The competencies considered different are: External and Internal Articulation, Systemic and Strategic Vision, People Development and Leadership. In a more synthetic way, it can be noted that the result of this research was positive in the sense that provides to the Laboratory inexistent data with respect to these two categories of professionals. The
mapping of competencies for managing LIT people becomes a tool of domain and benefits, identifying the profiles of professionals presenting a global vision of the positions and competencies measurements, greater benefit to the professional, for managers and for the Laboratory strategy. Their use can also contribute to increased productivity and quality of professionals, whether proposals for the improvement and
4
Maciel, Rosal? Gomes Ara?jo. "Mestrado profissional: desenvolvimento pessoal e profissional. Uma an?lise dos ganhos sociais." Universidade Federal Rural do Rio de Janeiro, 2008. https://tede.ufrrj.br/jspui/handle/tede/996.
Full textAbstract:
Made available in DSpace on 2016-04-28T20:19:21Z (GMT). No. of bitstreams: 1
2008 - Rosali Gomes Araujo Maciel.pdf: 437244 bytes, checksum: 55922e63210fef851af24e315d3f8238 (MD5)
Previous issue date: 2008-08-29<br>Regulated by Declaration 80/1998 officially created in Brazil the Professional Masters, that
has as a priority to group competitiveness and productivity for businesses and the better
management of social sectors of the government and other organizations, adding quality as
much to the production of goods as well as services. The success of this new branch of study
requires an intercommunication between the university and the productive sector, as a means
of connecting the university to the demands of the working world, balancing the development
of knowledge, capable of promoting the growth of efficiency and effectiveness of different
social sectors of society, connecting fields of knowledge with the fields of application. To
add to the Masters degree a possibility of the professional forming more as an initiative in
order to favor the social adjustment that the country needs to make thus a fertile field of
research is opened. It is in this space that it is justified the relevancy of this study that has as
its objective to analyze the social gains conquered by the students of the Professional Masters
- PPGEN, offered by the Universidade Federal Rural do Rio de Janeiro UFRRJ (Federal
Rural University of Rio de Janeiro) with the graduating classes of 2005 and 2006, as of the
analysis of the developed As of the adoption of the qualitative methodology, the Social gains
received by the enrolled students within the graduating classes of the years of 2005 and 2006
in the Post Graduate Program of the MBA of the Universidade Federal Rural do Rio de
Janeiro-UFRRJ are identified. The results suggest that the students who developed
competency have obtained social gains within their careers, in their personal lives and within
their social lives and scientific formation. It also points to relative difficulties to the
conciliation between work and study, the time of enrollment within the disciplines and the
academic profile of the professors with aspects that can be better understood. Considering that
this study evaluates only one of the views of the process, new questions arose throughout the
study, showing the way to new studies. Amongst them is the need to study if there is a
correspondence between the perceptions of the students of their professors, seeing that the
proof of their competency is not merely within the sphere of their students, but overall, within
the mobilization of resources within the work atmosphere. The first starting point is that this
study invites a long term study with the students about the ease and challenges encountered
within the range of work to react with competen in order to apply all of the knowledge that
has been gained within the past two years.<br>Regulamentado pela Portaria 80/1998 nasce oficialmente no Brasil o Mestrado Profissional,
que tem como prioridade agregar competitividade e produtividade ?s empresas e melhorar a
gest?o dos setores sociais do governo e demais organiza??es, acrescentando qualidade tanto
na produ??o de bens e servi?os. O sucesso dessa nova modalidade de forma??o exige uma
interlocu??o entre a universidade e o setor produtivo, de modo a ligar a universidade ?s
demandas do mundo atual, proporcionando o desenvolvimento de conhecimentos capazes de
promover o incremento da efici?ncia e efic?cia de diferentes setores da sociedade, integrando
campos de conhecimento com os campos de aplica??o. Ao acrescentar ao mestrado a
possibilidade de forma??o profissional como mais uma iniciativa para favorecer o ajuste
social que o pa?s precisa realizar, um campo f?rtil de pesquisa se abre. E ? nesse espa?o que se
justifica a relev?ncia desse estudo que tem como objetivo analisar os ganhos sociais
alcan?ados pelos alunos do Mestrado Profissional Gest?o e Estrat?gia em Neg?cios
PPGEN-, oferecido pela Universidade Federal Rural do Rio de Janeiro- UFRRJ, nas turmas
de 2005 e 2006, a partir da an?lise das compet?ncias desenvolvidas. A partir da ado??o de
metodologia qualitativa, s?o identificados os Ganhos Sociais que os alunos matriculados nas
turmas do conv?nio nos anos de 2005 e 2006 no Programa de P?s-Gradua??o em Gest?o e
Estrat?gia em Neg?cios- PPGEN- Mestrado Profissional da Universidade Federal Rural do
Rio de Janeiro-UFRRJ alcan?aram. Os resultados sugerem que os alunos desenvolveram
compet?ncias e obtiveram ganhos sociais na carreira, na vida pessoal e forma??o cient?fica.
Apontam as dificuldades relativas ? concilia??o entre trabalho e estudo, ao tempo para cursar
as disciplinas e o perfil acad?mico dos professores como aspectos que podem ser mais bem
equacionados. Considerando que esse estudo avalia apenas um dos olhares do processo, novos
questionamentos surgiram ao longo da an?lise e discuss?o dos resultados, apontando para
novos estudos. Dentre eles a necessidade de estudar se h? correspond?ncia entre a percep??o
dos alunos com a dos professores, visto que a comprova??o da compet?ncia n?o se d? apenas
na esfera dos alunos, mas, sobretudo, no mobilizar recursos no ambiente de trabalho. Pontap?
inicial, essa pesquisa convida a um estudo longitudinal com os alunos a cerca das facilidades
e dificuldades que encontraram no ?mbito de trabalho para agir com compet?ncia, para aplicar
todos os saberes que construiu ao longo desses dois anos.
5
Silva, Naiana Rodrigues da. "O homem atrás da máquina: um estudo de caso sobre a reconstrução da identidade do jornalista de impresso diante do uso das novas mídias." www.teses.ufc.br, 2011. http://www.repositorio.ufc.br/handle/riufc/7851.
Full textAbstract:
SILVA, Naiana Rodrigues da. O homem atrás da máquina: um estudo de caso sobre a reconstrução da identidade do jornalista de impresso diante do uso das novas mídias. 2011. 278f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Comunicação Social, Fortaleza (CE), 2011.<br>Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2014-04-01T17:22:26Z
No. of bitstreams: 1
2011-DIS-NRSILVA.pdf: 14301327 bytes, checksum: 81fd742a9cc317656a49adcea8423426 (MD5)<br>Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2014-04-01T17:23:28Z (GMT) No. of bitstreams: 1
2011-DIS-NRSILVA.pdf: 14301327 bytes, checksum: 81fd742a9cc317656a49adcea8423426 (MD5)<br>Made available in DSpace on 2014-04-01T17:23:28Z (GMT). No. of bitstreams: 1
2011-DIS-NRSILVA.pdf: 14301327 bytes, checksum: 81fd742a9cc317656a49adcea8423426 (MD5)
Previous issue date: 2011<br>Our research investigated in which way newspaper’s journalists identity is influenced by the use of new media on their jobs at the newsroom. For this, we evaluated how the use of smartphone as work tools triggered conflicts and tensions among reporters from Diário do Nordeste who started questioning their own identity as newspaper’s journalists. The choice of Diário as the object of this analysis can be explained by the fact that the newspaper ¬– the second in circulation in the northeast of Brazil – is one of the first in the local scenario to implement journalistic convergence strategies. We adopted as the delimitation of the research the case study of what Diário do Nordeste identifies as multimedia practice. Using data collection techniques, as the empirical observation and depth interviews, was possible to comprehend how the production of multimedia content generated the construction of a whole new habitus at Diário’s newsroom, marked by the development of journalist’s new cognitive competences. We also investigated how the transformations descendant from multimediatic production influenced the relation of force and power in the newsroom. Starting from the hypothesis that the journalists which defines themselves as multimedia are in dominance, we initiated the analysis of conflicts and tensions established on the daily routine of these professionals. From theorical point of view, we discussed identity concept, modernity consequences, we also did a communication theories revision and of its relations with discussion about the presence of technology in contemporaneity and yet reflected about mediatic and journalistic convergence, using the ideas from authors like Henry Jenkins (2008), Salaverría e Negredo (2008), Esther Applegren (2005) and Rosely Fragoso (2006). In the end, we presented how Diário do Nordeste’s journalists define themselves, if as newspapers journalists or multimedia ones and reflected about the new professional shape designed on labour market, marked by the knowledge, practice and paginal functions and on-line journalism related functions convergence.<br>Nossa pesquisa investigou em que medida a identidade do jornalista de impresso é influenciada pelo uso de novas mídias na rotina de trabalho na redação. Para tal, avaliamos como o uso de um celular multifuncional como ferramenta de trabalho desencadeou conflitos e tensões entre os repórteres do jornal cearense Diário do Nordeste a ponto destes questionarem sua própria identidade enquanto jornalistas de impresso. A escolha do Diário como objeto de análise se justifica pelo fato de o jornal – o segundo maior em circulação no Nordeste brasileiro – ser um dos primeiros no cenário local a implementar estratégias de convergência jornalística. Adotamos como delineamento de pesquisa o estudo de caso da prática identificada pelo Diário do Nordeste como multimídia. Por meio de técnicas de coleta de dados, como a observação empírica e entrevistas em profundidade, foi possível compreender como o exercício da produção de conteúdos multimídia desencadeou a construção de um novo habitus na redação do Diário do Nordeste, marcado pelo desenvolvimento de novas competências cognitivas por parte dos jornalistas. Investigamos também em que medida as transformações provenientes com a produção multimidiática influenciou as relações de força e poder presentes no espaço social da redação. Tomando como ponto de partida a hipótese de que os jornalistas que se definem como multimídia ocupam a posição de dominantes, partimos para a análise dos conflitos e tensões instaurados no cotidiano desses profissionais. Do ponto de vista teórico, discutimos o conceito de identidade, as consequências da modernidade, fizemos uma revisão de correntes teóricas da comunicação e de suas relações com discussões em torno da presença da tecnologia na contemporaneidade e ainda articulamos reflexões de autores como Henry Jenkins (2008), Salaverría e Negredo (2008), Esther Applegren (2005) e Rosely Fragoso (2006) sobre a convergência midiática e jornalística. Ao final, apresentamos como os jornalistas do Diário do Nordeste se definem, se como jornalistas de impresso ou jornalistas multimídia e refletimos sobre um novo perfil de profissional delineado no mercado de trabalho, marcado pela convergência de saberes, práticas e funções relativas ao impresso e ao jornalismo on-line.
6
Dubinskienė, Dovilė. "Pradinio ugdymo specialybės studentų ir pedagogų profesinės kompetencijos." Bachelor's thesis, Lithuanian Academic Libraries Network (LABT), 2011. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2011~D_20110803_085728-68593.
Full textAbstract:
Sparti socialinio, ekonominio bei kultūrinio gyvenimo kaita kelia iššūkius Lietuvos švietimui. Ji neaplenkia ir pradinio ugdymo sistemos: įtakoja pradinio ugdymo specialybės studentų rengimą bei pradinio ugdymo pedagogų profesinę veiklą. Kad pedagogai gebėtų tenkinti visuomenės poreikius, sėkmingai ugdyti pradinių klasių moksleivius, yra itin svarbios pedagogų profesinės kompetencijos. Jas tyrę mokslininkai (Šalkauskis, 1992, Laužackas, 1999, Neifachas, 2006, Jurašaitė, 2006 ir kt) teigia, kad kompetentingi ir atsidavę savo darbui pedagogai- tai pagrindinė sąlyga siekiant ugdymo kokybės. Tyrimo objektas- Šiaulių universiteto Edukologijos fakulteto pradinio ugdymo specialybių studentų ir pradinio ugdymo pedagogų kompetencijos. Tyrimo tikslas- ištirti pradinio ugdymo specialybių studentų ir pedagogų profesines kompetencijas.<br>Rapid changes in social, economic and cultural life set new challenges to education in Lithuania. Primary education system is not left behind as well: preparation of primary education speciality students and professional activities of primary education educators are influenced. Professional competences of educators are very important so that educators could meet the needs of society, successfully educate pupils attending primary classes. Scientists who had been researching them (Šalkauskis, 1992, Laužackas, 1999, Neifachas, 2006, Jurašaitė, 2006, etc.) claim that competent educators who were devoted to their work were the major condition seeking for education quality. The Object of the Research- Competences of primary education speciality students of Faculty of Education of Šiauliai University and primary education educators. The Goal of the Research- to analyse professional competences of primary education speciality students and educators.
7
Rodrigues, Maria Carolina P. "Psicologia do esporte : discussões sobre o cenario brasileiro." [s.n.], 2006. http://repositorio.unicamp.br/jspui/handle/REPOSIP/275206.
Full textAbstract:
Orientador: Roberta Gurgel Azzi<br>Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação Fisica<br>Made available in DSpace on 2018-08-06T05:53:13Z (GMT). No. of bitstreams: 1
Rodrigues_MariaCarolinaP_D.pdf: 1050812 bytes, checksum: c22ffc54c82846c175c0b6661e61ac68 (MD5)
Previous issue date: 2006<br>Resumo: O presente estudo discute a Psicologia do Esporte no cenário brasileiro problematizando as condições de formação oferecidas atualmente. Para dar conta desse objetivo, foram selecionadas como fontes de dados, os capítulos de livros, da literatura nacional, que discorriam sobre os temas formação e fazer profissional do psicólogo esportivo e, entrevistas realizadas com profissionais que atuam e/ou contribuem com a Psicologia do Esporte brasileira. A técnica escolhida para análise dos dados foi a Análise de Conteúdo. Através da criação de categorias de análise foi possível extrair elementos importantes a respeito da formação e do fazer profissional do psicólogo esportivo, entre eles: qual tem sido o papel assumido pela Psicologia dentro da formação do psicólogo esportivo, quais são as competências necessárias ao psicólogo do esporte para que o mesmo realize suas funções de forma adequada ao contexto esportivo e, as facilidades e/ou dificuldades apontadas pelos profissionais entrevistados durante sua trajetória como psicólogos esportivos e que, ainda hoje, são encontradas pelos profissionais que se interessam ou trabalham com Psicologia do Esporte. Os resultados obtidos mostraram que: há uma discussão em torno do momento em que deve se dar a formação do psicólogo esportivo, se em nível de graduação ou pós-graduação (lato e stricto-sensu); há uma preocupação se os cursos de especialização em Psicologia do Esporte têm conseguido preencher as lacunas apontadas em relação ao conteúdo específico, necessários à atuação do psicólogo; a maioria dos entrevistados (11) se interessaram pela Psicologia do Esporte através de experiências vivenciadas ou como atletas e/ou como técnicos; apenas quatro profissionais concluíram, em primeiro lugar, a graduação em Psicologia, o restante fez o curso como segunda ou terceira formação e, dos 12 entrevistados, 10 realizam funções acadêmicas e de intervenção no campo da Psicologia do Esporte. A partir desses resultados, foi possível discutir questões relacionadas à formação do psicólogo esportivo no Brasil, que possibilitaram a desmistificação de algumas
crenças em relação a sua formação: a primeira, é de que a formação desse profissional não tem, necessariamente, que se dar em nível de graduação, já que não há provas concretas de que a disciplina Psicologia do Esporte supriria o conhecimento exigido pela mesma; segundo, o fato de existir apenas um curso de especialização que fornece o título de especialista em Psicologia do Esporte, não invalida a formação de profissionais que decidiram fazer outros cursos de especialização. Nas considerações finais, foram apontadas algumas necessidades que devem ser preenchidas para possibilitar novos rumos em direção à formação e ao fazer profissional do psicólogo esportivo, entre elas: o desenvolvimento de um corpo específico de conhecimento que possa dar conta de desenvolver as competências exigidas nesse fazer profissional; delimitação de quem é, tecnicamente, capacitado ou qualificado para exercer a função de psicólogo esportivo; aumento na troca de informações entre os profissionais que atuam e/ou contribuem para a Psicologia do Esporte; aumento na demanda de cursos de especialização em Psicologia do Esporte credenciados pelo CFP e ABEP e a realização de trabalhos mais aprofundados sobre formação e fazer profissional do psicólogo esportivo no Brasil<br>Abstract: The present study argues Sports Psychology within Brazilian scenario discussing actual offered formation conditions. In order to reach this goal chapters from national literature books that approached on professional formation themes and sport psychologist professional performance, and interviews conducted with professionals that perform and/or contribute to the Brazilian Sports Psychology were selected as data sources. Technique chose for data analyzes was Content Analyzes. Throughout creation of categories of analyzes, it was possible to extract important elements regarded sports psychologist professional formation and performance, per example: which one has been the role assumed by the Psychology on the sports psychologist formation; which ones are the necessary competences to the sports psychologists for putting themselves into their functions in an adequate way at the sportive context; and easiness and/or difficulties pointed out by the professionals interviewed during their journeys as sports psychologists that are also being found by the professionals nowadays who are interested or are working with Sports Psychology. Results obtained showed that: there is a discussion about the moment that the sports psychologist formation should be done, if it should happen during undergraduate studies or during graduate studies (lato and stricto-sensu); there is a concern about continuing education courses, if they are reaching the goals of filling the gaps pointed out about specific contents necessary to the psychologist to perform in sports fields; the majority of the ones interviewed (11) were interested about Sports Psychology throughout self-experiences as athletes and/or as coaches, only four professionals first concluded Psychology major, the rest of them had the Psychology major as second or third option, and, from the twelve interviewed, 10 are actually working at academic and intervention functions into the field of Sports Psychology. From these results, it was possible to discuss questions related to sports psychologists formation in Brazil that made possible to overcome the myth of some believes related to their formation: first, formation of this professionals does not necessarily need to be done during undergraduation studies, as there are no concrete evidence that the Sports Psychology discipline would fulfill by itself the knowledge needed; second, the fact that there is just one continuing education course that provides the title of Sports Psychology Specialist does not invalidate the formation of professionals that decided to take other continuing education courses. In the last considerations, some actual needs that have to be addressed to make possible new paths towards to sports psychologist professional formation and performance were discussed. Among them: development of a specific body of knowledge that can answer the needs of developing competences asked for good professional performance; to mark out who is technically able or qualified to exercise the sports psychologist function; a raise between information shared among professionals that perform and/or contribute for Sports Psychology; a raise on the demand of continuing education courses in Sports Psychology authorized by CFP and ABEP and more extensive research works about sports psychologists' professional formation and performance in Brazil<br>Doutorado<br>Doutor em Educação Física
8
Linder, Maria Estela Freire da Palma. "Competências gerais na área da saúde: implicações na formação de profissionais de enfermagem de nível médio." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/22/22131/tde-19122008-152531/.
Full textAbstract:
O presente estudo analisou as competências gerais da educação profissional para a área da saúde apontadas na Resolução CEB n° 4/1999, e buscou referências teóricas para a construção de competências específicas na formação de profissionais de enfermagem de nível médio, tomando como eixo de análise as quatro dimensões propostas por Paulo Amarante e o conceito de competência humana de Neise Deluiz, que apontam para o caráter multidimensional do processo do cuidado no campo da saúde. Para isso, realizamos uma pesquisa de natureza qualitativa, utilizando como recurso metodológico, a análise documental. Na dimensão epistemológica, foi considerado o processo saúde-doença em sua complexidade, como competência profissional, que aponta para o desafio de rupturas com o modelo biológico. A dimensão técnico-assistencial assinala para a busca de competências como produção de atos terapêuticos nos serviços de saúde orientados para o cuidado integral na organização do processo de trabalho, que considere o acolhimento dialogado, o trabalho em equipe, a responsabilidade, autonomia e a ética como formas de transformar espaços de cura, para uma rede de produção de subjetividades e sociabilidade. As dimensões jurídico-política e sociocultural, destacam a importância dos direitos humanos e sociais e a necessidade da mudança cultural como forma de romper com a visão tradicional marcada por preconceitos, pela discriminação, pela não aceitação da diferença. A cidadania, como possibilidade de experiência participativa na comunidade, foi a competência considerada como relevante para que os profissionais de enfermagem possam ser agentes capazes de transformar a realidade na busca da emancipação social. Consideramos no final deste estudo, que a construção de competências específicas para a formação de profissionais de enfermagem de nível médio depende da compreensão de que a educação e a saúde são práticas sociais, cabendo às instituições de ensino profissionalizante estimular a construção de conhecimentos, de comportamentos e atitudes que comprometam professores e alunos na realização de projetos coletivos, que são a concreta possibilidade de mudança e transformação para a busca de uma sociedade mais justa e equânime.<br>This study analyzed the general competence of professional education for the health areas appointed in the Resolution CEB n°4/1999, and searched theoretical references to build specific competences in the formation of medium level nursing professional. The four dimensions proposed by Paulo Amarante and the concept of human competence from Neise Deluiz, pointing to the multi-dimensional character of the care process in the health field were used as the axle of analysis. A qualitative research was performed using as methodological resource, the documental analysis. The complexity of the health-illness process was considered for the epistemological dimension, as professional competence, pointing to the challenge of rupture with the biological model. The technical-assistance dimension highlights the search for competences like the production of therapeutical acts in the health services aiming the full care in the organization of the work process. This should consider welcoming along dialogue, team work, responsibility, self government and ethics as ways of transforming these healing spaces, for a production net of subjectivities and sociability. The law-politics and socio-cultural dimensions highlight the importance of social and human rights and the need for a cultural change as a mean of breaking up with the traditional view marked by prejudice, discrimination and non acceptance of difference. Citizenship, as a possibility of experiencing social participation in the community, was the competence considered relevant so that nursing professionals can be capable agents to transform the reality in the pursuit of social emancipation. It was considered at the end of this study, that the building of specific competences for the formation of medium level nursing professionals depends on the understanding that education and health are social practices. The professional institutions should be in charge of stimulating the construction of knowledge, behaviors and attitudes which compromises teachers and students to produce collective projects, which are the concrete possibility of change and transformation in pursuit of a more righteous and equal society.
9
Teodoro, Antonio Duarte. "Estudo de competencias, como fundamentos de gestão da qualidade." [s.n.], 2004. http://repositorio.unicamp.br/jspui/handle/REPOSIP/263569.
Full textAbstract:
Orientador: Maria Carolina de Azevedo Ferreira de Sousa<br>Dissertação (mestrado profissional) - Universidade Estadual de Campinas, Faculdade de Engenharia Mecanica<br>Made available in DSpace on 2018-08-07T14:34:35Z (GMT). No. of bitstreams: 1
Teodoro_AntonioDuarte_M.pdf: 340444 bytes, checksum: 4f030a0e8fff5345c651e8b0da7822e2 (MD5)
Previous issue date: 2004<br>Resumo: Neste trabalho procurou-se desenvolver um estudo que permitisse obter uma visão mais clara e realista sobre o tema competências. Muito se fala sobre o assunto, com a maioria concordando que é bom, porém pouca gente o aplica integralmente em suas práticas. Para isto, é necessário observar e refletir sobre os conceitos, as experiências já implantadas e analisar as crenças, teorias e conclusões de alguns estudiosos sobre esse assunto. Utilizou-se de pesquisa bibliografia para obter informações sobre experiências, pertinentes ao tema, desenvolvidas em vários países, incluindo o Brasil. Este trabalho foi embasado, também, em experiências reais, relativas ao diagnóstico, ao desenvolvimento e ao processo de avaliação, tendo como princípio norteador o conceito de competências, ou seja, a capacidade de mobilizar conhecimentos, habilidades e atitudes para o desempenho eficiente de um trabalho. Sob a ótica da gestão da qualidade, as afirmações, deduções e conclusões tiveram como foco a sua aplicabilidade e possível contribuição para a condução dos processos organizacionais. A posição de alguns autores que têm uma visão diferente à filosofia da competência, inclusive a visão dos discordantes, contrapondo com a visão idealista daqueles que a defendem, foi outro importante elemento que reforçou a necessidade de aprofundamento nesse assunto. Acredita-se que os resultados deste trabalho sejam importantes para estudos sobre formação profissional e desenvolvimento de RH, assim como para o processo de gestão das empresas<br>Abstract: In this work it was looked to develop a study that allowed to get a clearer and realistic view on the subject competences. Much is said on the subject, with the majority agreeing that it is good, however little people integrally apply it in its practical. For this, it is necessary to observe and to reflect on the concepts, the experiences already implanted and to analyze the beliefs, theories and conclusions of some studious on this subject. Bibliography was used of research to get information on experiences, pertinent to the subject, developed in some countries, including Brazil. This work was based, also, in real experiences, relative the diagnostic, the development and the evaluation process, having as direction principle the concept of competences, or either, the capacity to mobilize knowledge, abilities and attitudes for the efficient performance of a work. Under the view of the quality management, the affirmations, the deductions and the conclusions had as focus its applicability and possible contribution for the conduction of the processes in the organizations. The position of some authors who have a different view to the philosophy of the competence, also the view of the opponents, opposing down the idealistic view of that they defend it, was another important element that confirmed the necessity of research in this subject. It is given credit that the results of this work are important for studies on professional formation and development of people, as well as for the process of companies management<br>Mestrado<br>Gestão da Qualidade Total<br>Mestre em Engenharia Mecânica
10
Ibianskas, Paulius. "Būsimų kūno kultūros mokytojų profesinių kompetencijų raiška." Bachelor's thesis, Lithuanian Academic Libraries Network (LABT), 2013. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2013~D_20130906_130245-48809.
Full textAbstract:
Dabartinis laikotarpis siejamas su žinių visuomenės formavimu, žmogiškųjų išteklių ugdymu, formuluojant šias savybes: gebėjimas prisitaikyti prie pokyčių keičiant darbo būdus; žiniomis pagrįstas ūkio funkcionavimas; tęstinio mokymosi idėjos realizavimas; atsakomybės už žinių, gebėjimų ir įgūdžių ugdymo/ugdymosi formavimas; užimtumo strategijos veiksnių panaudojimas darbingumo, kompetentingumo, pritaikomumo ir pilnavertiškumo vystymui.
Reikalavimai darbuotojų kompetencijai nuolat didėja ir sparčiai kinta. Kiekvienai naujai problemai spręsti reikalinga atitinkama darbuotojų kompetencija.
Darbo objektas: Būsimų kūno kultūros mokytojų kompetencijos.
Darbo tikslas: Įvertinti būsimų kūno kultūros mokytojų profesinę kompetenciją
Darbo uždaviniai:
1. Aptarti kūno kultūros mokytojo veiklą.
2. Apžvelgti kūno kultūros mokytojų profesines kompetencijas ir raiška.
3. Išanalizuoti būsimų kūno kultūros mokytojų įgytas profesines kompetencijas.
Išvados:
1. Mokytojo vaidmuo yra svarbus perteikiant mokiniams vertybes, skatinant jų kūrybiškumą, padedant formuotis vaiko asmenybei. Siekdamas tinkamai ugdyti vaikus pats pedagogas turi būti kūrybiškas, lankstus, gerbiantis save ir kitus, gebantis bendrauti su kitais.
2. Profesinės kompetencijos tai mokytojo žinios, įgūdžiai, gebėjimai, vertybinės nuostatos, požiūriai ir kitos asmeninės savybės, reikalingos sėkmingai bendrajai ugdymo veiklai. Tiek būsimiems tiek esamiems kūno kultūros mokytojams yra galimybė kelti savo profesionalumą (... [toliau žr. visą tekstą]<br>The current period is associated with the formation of a knowledge society, human resource development, the formulation of the following characteristics: the ability to adapt to change through changing ways of working, functioning knowledge-based economy, the realization of the idea of lifelong learning, the responsibility for the knowledge, abilities and skills / education formation; employment strategy factor use capacity, competence, adaptability, and faculty development.
Competence requirements are increasing constantly and rapidly changing. Each new problem requires the competence of personnel.
The object: future physical education teachers.
Aim: To evaluate the future of physical education teachers' professional competence.
Job tasks:
1. Discuss the physical education teacher in
2. Overview of the physical education teachers' professional competencies and expression.
3. Analysis of future physical education teachers to acquire professional competencies
Conclusion:
1. Teacher's role is to convey important values in students, encouraging their creativity, helping to shape the child's personality. In order to properly educate children the teacher must be creative, flexible, respecting yourself and others, able to communicate with others.
2. Professional competence is teachers' knowledge, skills, abilities, values, attitudes and other personal qualities needed to succeed in general education activities. A prospective and current physical education teacher is the ability to... [to full text]
Books on the topic "List of professional competences"
1
Roorda, Niko, and Anouchka Rachelson. The Seven Competences of the Sustainable Professional. Routledge, 2018. http://dx.doi.org/10.4324/9781351122634.
Full text
2
Rauner, Felix. Measuring and Developing Professional Competences in COMET. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-0957-2.
Full text
3
Winter, Richard. The development and assessment of professional competences July 1991. Essex County Co., 1992.
Find full text
4
Boffo, Vanna, and Monica Fedeli, eds. Employability & Competences. Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.
Full textAbstract:
The book is the final report of the researches, discussions, conversations around and about the Project PRIN Employability & Competences which took place on March 9th-&#8208;11th, 2017 within an International Conference at the University of Florence. It was the final event of the project PRIN2012LATR9N which aims were: «to design innovative programs for higher education, to promote personalized and learner-centered teaching and learning, to build on job competencies, to value talents to create new work opportunities, to support young adults during their employment emergency, as a response to socio economic crisis and as a citizenship action». The research activities concerned the main phases of the students’ academic life: career guidance upon entry, personalized teaching, career calling, professional vocation, profession building activities such as internships and work related experiences, and lastly job placement.
5
Lukac, Marie R. List of active professional observatories. United States Naval Observatory, 2000.
Find full text
6
Canada. Department of National Defence. The Canadian Army reading list: A professional guide for Canada's Soldiers. National Defence, Land Force Doctrine and Training System, 2009.
Find full text
7
Authority, Health Education. Relationships & sexuality: A selected resource list for professional educators of 13-18 year olds : a resource list prepared. Health Education Authority, 1990.
Find full text
8
Canada. Department of National Defence. The Canadian Army reading list: A guide to professional reading, version 1, 2001. National Defence, Land Force Doctrine and Training System, 2001.
Find full text
9
Committee, Institute of Ecology and Environmental Management Training Education and Career Development. Profession of ecology and ecological management: What you need to know : guidance on fundamental knowledge, skills and competences held by professional ecologists and ecological managers. Institute of Ecology and Environmental Management, 1995.
Find full text
10
Quansah, Edwin B. Learning to develop managerial skill competences for personal social services management: The self-development of asample of professional black and minority ethnic social workers in Birmingham. University of Birmingham, 1994.
Find full textBook chapters on the topic "List of professional competences"
1
Romano, Alessandra. "Professional Development Tutoring: Comparing Italian and International Models." In Employability & Competences. Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.31.
Full textAbstract:
The paper presents the first outcomes of a comparative research of the incoming, on-going and outgoing practices of tutorship. The purposeful sample of universities extracted consisted of 18 Italian universities and 18 US universities. A tutorship concept in line with the transversal cross-curricular skills required for undergraduate and graduate students (Green Paper 2016, Dublin descriptors 2004) exceeds the vision of assistential tutorship and student tutoring practices, exercised by teachers and/or offered by services devoted to different types of intervention. The tutorship can be conceived as systemic and organizational action coherent in all phases with professionalising approach, starting from the earliest initiatives between school and university classrooms
2
Szpunar, Giordana, and Barbara Barbieri. "The Role Model within Professional Training. The Complexity and Flexibility of Education Professions." In Employability & Competences. Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.29.
Full text
3
Terra, Ana Lúcia. "Copyright Literacy Competencies from Portuguese LIS Professionals." In Information Literacy: Key to an Inclusive Society. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-52162-6_62.
Full text
4
Palmieri, Cristina, Marina Barioglio, Andrea Galimberti, Maria Benedetta Gambacorti-Passerini, and Tania Morgigno. "The ‘Second Level’ Education Professional: a Traineeship Programme Fostering a Proactive Approach to Employability." In Employability & Competences. Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.30.
Full textAbstract:
In this chapter, we outline the process that led to the development of the current traineeship programme − Tirocinio Formativo e di Orientamento (TFO) related to the Master’s Degree Course in Education at the University of Milan-Bicocca. We focus particularly on the interconnection between developing professional competences and addressing the issue of employability
5
Roorda, Niko, and Anouchka Rachelson. "The Toolbox of the Professional." In The Seven Competences of the Sustainable Professional. Routledge, 2018. http://dx.doi.org/10.4324/9781351122634-10.
Full text
6
Roorda, Niko, and Anouchka Rachelson. "Every Profession has its Own Competences." In The Seven Competences of the Sustainable Professional. Routledge, 2018. http://dx.doi.org/10.4324/9781351122634-12.
Full text
7
Roorda, Niko, and Anouchka Rachelson. "All the Competences of the Rainbow." In The Seven Competences of the Sustainable Professional. Routledge, 2018. http://dx.doi.org/10.4324/9781351122634-14.
Full text
8
Maccario, Daniela. "Professionalization of Teachers and Problematization Processes." In Employability & Competences. Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.26.
Full textAbstract:
This article presents the path and the results of research aimed at developing innovative teaching approaches in the context of academic courses for in-service teachers as regards their professional training
9
Lisimberti, Cristina. "Doctorates and Employability: New Perspectives for Doctoral Education." In Employability & Competences. Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.46.
Full textAbstract:
Profound processes of change are affecting doctorates all over the world, above all, to provide broader employment prospects. However, the link between the transformations of a doctorate and employability is complex, and entails re-thinking formative pathways for doctorates by focusing on the professional identity of a PhD
10
Torlone, Francesca. "The Value Proposition of Organizations for Young Graduates and their Employability." In Employability & Competences. Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.49.
Full textAbstract:
Certain young people are being propelled towards a more promising future than in the past, due to – amongst other things – continuous learning, which guarantees their productive capabilities. Employers are called upon to arrange a cogent value proposition to support young people in their constant growth that would also help them create an autonomous professional identity
Conference papers on the topic "List of professional competences"
1
Kramer, Julia, Alice M. Agogino, and Celeste Roschuni. "Characterizing Competencies for Human-Centered Design." In ASME 2016 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/detc2016-60085.
Full textAbstract:
Employees and employers alike increasingly value human-centered design, as it can drive innovation across a wide range of industries. With the growing interest in understanding human-centered design processes as they apply in different professions, there is a rising need to recognize the specific competencies necessary to perform these jobs well. Though there is a body of research on how people discover, create, and use design methods, there is a lack of understanding of what core competencies are necessary for people to apply these methods. Previous interactions with target users of theDesignExchange, an interactive community-driven portal to support design researchers and practitioners, have demonstrated a desire for increased awareness of the competencies required for employability and for successful design practice. This paper reports on a portion of an expansive competency-finding project aimed at identifying the core set of competencies that human-centered design practitioners need and employers seek. In this paper, we present our lists of cultivated mindsets, specialized disciplinary skills, contextualized tasks, and basic skills in human-centered design. These lists represent a first pass at identifying the essential and underlying competencies a practicing or aspiring human-centered designer must have in order to perform their current or future design tasks. The work we present in this paper serves as a preliminary starting point for future research interviews with design practitioners and employers, as we seek to understand human-centered design competencies.
2
Stankov, Ljiljana, Sanja Vuletić, and Mira Jovanović. "Development of Professional Competences of Preschool Student Teachers: Methodology Competences." In PROFESSIONAL COMPETENCES FOR TEACHING IN THE 21ST CENTURY. Faculty of Education in Jagodina, 2020. http://dx.doi.org/10.46793/pctja.19.67s.
Full text
3
Martynova, Irina Anatolevna. "BINOMIAL COLLOCATIONS IN ENGLISH ECONOMIC TEXTS." In Russian science: actual researches and developments. Samara State University of Economics, 2020. http://dx.doi.org/10.46554/russian.science-2020.03-1-414/418.
Full textAbstract:
The article analyses binomial collocations in English economic texts. Interest in this topic is due to the high effectiveness and significant potential of teaching methods with the use of exercises aimed to form and master the skill of professional binomial collocations usage. The texts were selected and a professional economic corpus was compiled. The binomial collocations were combined into lists that can be used to form collocation competence and automate the skill of applying binomials when teaching professional English.
4
Ionescu, Maria Claudia, and Andreea Stan. "Psychology students' perceptions on their professional competences." In 2019 11th International Conference on Electronics, Computers and Artificial Intelligence (ECAI). IEEE, 2019. http://dx.doi.org/10.1109/ecai46879.2019.9042154.
Full text
5
Averianova, Tatiana A. "Formation Of Professional Competences By Modern Informatization." In EEIA 2019 - International Conference "Education Environment for the Information Age". Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.09.02.13.
Full text
6
Sedelnikova, Irina, and Natalya Emelyanova. "Business Education: Developing Professional Competences through Gaming." In 2014 International Conference on Education Reform and Modern Management (ERMM-14). Atlantis Press, 2014. http://dx.doi.org/10.2991/ermm-14.2014.81.
Full text
7
Kataev, Anton Vladimirovich. "Professional competences formation during web programming teaching." In VI International applied research conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-111744.
Full text
8
Feranska, Margita. "DEVELOPMENT OF PROFESSIONAL COMPETENCES OF SECONDARY EDUCATION TEACHERS." In 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018/3.5/s13.024.
Full text
9
Abramauskiene, Jolanta. "PROFESSIONAL COMPETENCES OF MUSIC TEACHER: ATTITUDE OF STUDENTS." In International Conference on Education. The International Institute of Knowledge Management - TIIKM, 2019. http://dx.doi.org/10.17501/24246700.2018.4213.
Full text
10
Ryaboshapka, Tamara Vladimirovna. "Forming professional competences of future information security specialists." In VII International applied research conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-112219.
Full textReports on the topic "List of professional competences"
1
Ventura, R., C. Roca-Cuberes, and A. Corral-Rodríguez. Interactive Digital Communication: assessment of professionals, teachers and students in the area of communication on academic competences and professional profiles. Revista Latina de Comunicación Social, 2018. http://dx.doi.org/10.4185/rlcs-2018-1258en.
Full text
2
Schneider, Sarah, Daniel Wolf, and Astrid Schütz. Workshop for the Assessment of Social-Emotional Competences : Application of SEC-I and SEC-SJT. Otto-Friedrich-Universität, 2021. http://dx.doi.org/10.20378/irb-49180.
Full textAbstract:
The modular workshop offers a science-based introduction to the concept of social-emotional competences. It focuses on the psychological assessment of such competences in in institutions specialized in the professional development of people with learning disabilities. As such, the workshop is primarily to be understood as an application-oriented training programme for professionals who work in vocational education and use (or teach the usage of) the assessment tools SEC-I and SEC-SJT (Inventory and Situational Judgment Test for the assessment of social-emotional competence in young people with (sub-) clinical cognitive or psychological impairment) which were developed at the University of Bamberg. The workshop comprises seven subject areas that can be flexibly put together as required: theoretical basics and definitions of social-emotional competence, the basics of psychological assessment, potential difficulties in its use, usage of the self-rating scale, the situational judgment test, the observer-rating scale, and objective observation of behaviour. The general aim of this workshop is to learn how to use and apply the assessment tools in practical settings.
3
Bittmann, Felix. Academic track mismatch and the temporal development of well-being and competences in German secondary education. Verlag der Österreichischen Akademie der Wissenschaften, 2021. http://dx.doi.org/10.1553/populationyearbook2021.res5.1.
Full textAbstract:
Formal education is one of the most influential predictors of professional success. As parents in Germany are aware of the importance of education, they often try to enable their children to enrol in the prestigious academic schooling track (Gymnasium). This explains why the transition recommendation made by the teacher after the fourth grade is sometimes ignored if the desired track was not recommended for a particular student. How the mismatch between the teacher’s recommendation and the parents’ choice of schooling for their child affects the child’s development is not sufficiently known. It is very likely that such a mismatch can have consequences for the child’s well-being, competences and overall academic success. Based on five consecutive panel waves of German National Educational Panel Study (NEPS) data (waves 1 to 5, collected between 2010 and 2016) (n = 2;790 in wave 1), our analyses demonstrate that social background and the probability of ignoring a teacher’s recommendation are associated, and that highly educated parents are more likely to overrule the teacher’s recommendation. Panel regression models show that pupils who pursued the academic track (Gymnasium) despite the absence of a teacher’s recommendation were more likely to drop out of the academic schooling track, and were not able to catch up with their peers with respect to both objective and subjective academic competences over the entire observation window. However, the models also show that academic track mismatch did not seem to negatively influence the health and well-being of these pupils.
4
Flores-Mayorga, Marco-Tulio, and Antonio Castillo-Esparcia. La incongruencia profesional de las competencias específicas en los planes de estudio de las Relaciones Públicas en México / The inconsistency of specific professional competences in the syllabuses of Public Relations in Mexico. Revista Internacional de Relaciones Públicas, 2018. http://dx.doi.org/10.5783/rirp-16-2018-09-151-170.
Full text
5
Armas, Elvira, Gisela O'Brien, Magaly Lavadenz, and Eric Strauss. Rigorous and Meaningful Science for English Learners: Urban Ecology and Transdisciplinary Instruction. CEEL, 2020. http://dx.doi.org/10.15365/ceel.article.2020.1.
Full textAbstract:
This article describes efforts undertaken by two centers at Loyola Marymount University—the Center for Equity for English Learners (CEEL) and the Center for Urban Resilience (CURes)—in collaboration with five southern California school districts to develop and implement the Urban Ecology for English Learners Project. This project aligns with the 2018 NASEM report call to action to (1) create contexts for systems- and classroom-level supports that recognizes assets that English Learners contribute to the classroom and, and (2) increase rigorous science instruction for English Learners through the provision of targeted program models, curriculum, and instruction. The article presents project highlights, professional learning approaches, elements of the interdisciplinary, standards-based Urban Ecology curricular modules, and project evaluation results about ELs’ outcomes and teachers’ knowledge and skills in delivering high-quality STEM education for ELs. The authors list various implications for teacher professional development on interdisciplinary instruction including university partnerships.
6
Gaponenko, Artiom, and Vitaly Gaponenko. Site «Gaponenko Artiom Vasilievich – autobiography and results of scientific and pedagogical activity». Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/www.gaponenko.info.
Full textAbstract:
The site of Artiom Vasilyevich Gaponenko (https://www.gaponenko.info/) is intended to give a holistic view of the personality and the results of the scientific and pedagogical activity of the author. The site contains an autobiography, a list of scientific and pedagogical works, a link to the developed educational system MLESYS (https://mlesys.ru/), as well as information about advanced training, professional retraining and participation of A.V. Gaponenko. in competitions. At the bottom of the site page there is a personal Science Index counter (RSCI), there is a link to the author's portfolio.
7
Ruff, Grigory, and Tatyana Sidorina. THE DEVELOPMENT MODEL OF ENGINEERING CREATIVITY IN STUDENTS OF MILITARY INSTITUTIONS. Science and Innovation Center Publishing House, 2020. http://dx.doi.org/10.12731/model_of_engineering_creativity.
Full textAbstract:
The troops of the national guard of the Russian Federation are equipped with modern models of weapons, special equipment, Informatization tools, engineering weapons that have artificial intelligence in their composition are being developed, " etc., which causes an increase in the requirements for the quality of professional training of future officers. The increasing complexity of military professional activities, the avalanche-like increase in information, the need to develop the ability to quickly and accurately make and implement well-known and own engineering solutions in an unpredictable military environment demonstrates that the most important tasks of modern higher education are not only providing graduates with a system of fundamental and special knowledge and skills, but also developing their professional independence, and this led to the concept of engineering and creative potential in the list of professionally important qualities of an officer. To expedite a special mechanism system compact intense clarity through cognitive visualization of the educational material, thickening of educational knowledge through encoding, consolidation and structuring Principle of cognitive visualization stems from the psychological laws in accordance with which the efficiency of absorption is increased if visibility in training does not only illustrative, but also cognitive function, which leads to active inclusion, along with the left and right hemispheres of the student in the process of assimilation of information, based on the use of logical and semantic modeling, which contributes to the development of engineering and creative potential.