Academic literature on the topic 'Pedagogical and didactic competence'
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Journal articles on the topic "Pedagogical and didactic competence"
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Et al., Dustnazar Omonovich Khimmataliev. "“FORMATION OF DIDACTIC COMPETENCE OF STUDENTS AS A PEDAGOGICAL PROBLEM”." Psychology and Education Journal 58, no. 1 (2021): 5363–73. http://dx.doi.org/10.17762/pae.v58i1.2138.
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The article deals with the competence approach in preparing students for professional activity, professional competence, its manifestation, the introduction of a specialist with professional competence, the system of professional education, the essence of the concepts of "competence", "professional competence", approaches of pedagogical scientists, basic competencies, their summary description, the main differences between traditional vocational education and competency-based vocational education, didactic competence, its content, the formation of didactic competence of students as a pedagogical problem.
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Tkachivska, Inna, Taras Serman, and Hanna Prezliata. "FORMATION OF DIDACTIC COMPETENCE OF FUTURE PHYSICAL EDUCATION TEACHERS." Mountain School of Ukrainian Carpaty, no. 26 (April 26, 2022): 99–103. http://dx.doi.org/10.15330/msuc.2022.26.99-103.
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The article deals with the peculiarities of the formation of didactic competence of future physical education teachers in the conditions of modern educational realities. The didactic competence of the future physical education teacher is an important component of his professional readiness, which provides at the personal level his self -organization in accordance with professional requirements and enables to professionally carry out pedagogical activity in the system of physical culture of the educational institution. The basic ideas of the competence approach are analyzed and systematized, on the basis of which the model of didactic competence of the future physical culture teacher, consisting of three components: motivational-information, cognitive-content and technological. The motivational and information component was aimed at the formation of stable motivation for students to thoroughly study pedagogical didactics as a factor of realization of acquired knowledge and skills in the pedagogical activity of the future teacher of physical culture. This is facilitated by the involvement of students in active forms of classes: presentations, heuristic conversations, cognitive games, debates, symposia. The cognitive-content component is directed to the formation of completeness of theoretical knowledge and features of practical application of different forms of work. The study of educational topics involves the widespread use of active forms of work: modeling, presentations, "brainstorming", candid conversations, symposia, debates, protection of didactic models developed by students. The technological component involved acquaintance of students with different methods and features of developmental learning. The developed model of didactic competence with its content filling is implemented during the teaching of the discipline "Pedagogy of physical culture with the basics of didactics". It is investigated that the formation of didactic activity of students of specialty 014 Secondary education (physical culture) is possible with the implementation of structural content components on the basis of cross-curricular integration with professional-oriented disciplines and the widespread use Interest in pedagogical didactics and develop reflexive abilities.
 Keywords: didactic competence, future physical culture teachers, physical culture pedagogy.
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Zheleva-Terzieva, Donka. "EFFICIENCY OF THE MODEL FOR FORMATION OF PROFESSIONAL-PEDAGOGICAL COMPETENCE FOR SPORTS ANIMATION ACTIVITY." Proceedings of CBU in Social Sciences 1 (November 16, 2020): 278–82. http://dx.doi.org/10.12955/pss.v1.85.
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Introduction: Thise article discusses the effectiveness of an educational model for students and postgraduates in acquiring vocational pedagogical competence for sports and animation activities in an educational environment.
 Study Objective: The authors are based on the Kirkpatrick assessment model. Presented are results that shall establish the degree of effectiveness of applications at the Pedagogical Faculty of Trakia University, Stara Zagora of the competency model of three indicators – degree of satisfaction from the training program, degree of acquiring of competence and learning outcomes.
 Methods: The methods of pedagogical research used are: questionnaire, didactic test, pedagogical observation, expert evaluation.
 Results: The results prove the effectiveness of the developed didactical model.
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Kirdan, Olena. "DIDACTIC COMPETENCE OF FUTURE TEACHERS OF HIGHER EDUCATION INSTITUTIONS: ESSENCE, FORMATION, DEVELOPMENT." Problems of Modern Teacher Training, no. 2(28) (September 27, 2023): 84–91. http://dx.doi.org/10.31499/2307-4914.2(28).2023.291766.
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The aim of the article is to allocate the essential features of the didactic competence of the future teacher and to characterize the features its formation and development in the process of implementation of educational programs in the specialty 011 Educational, Pedagogical Sciences.Achieving the purpose of the article allowed the use of general scientific methods: analysis, synthesis, comparison, specification, generalization, content analysis.Based on the analysis of the works of domestic researchers, it is stated that didactic competence is an important professional quality of a future teacher of a higher education institution, which implies the ability to implement psychological, pedagogical, didactic, methodological knowledge in educational practice, modeling the content of academic disciplines. The following essential features of the didactic competence of the future teacher are allocated: is the goal and result of the training of future teachers of higher education institutions pedagogical interaction with higher education students as subjects of the educational process; enables effective, independent, full-fledged professional activity of a future teacher of a higher education institution and promotes continuous self-development and self-improvement throughout life and is part of the teacher’s professional competence; is an integrated body of knowledge, skills, abilities, abilities of the teacher to solve didactic tasks of managing educational and cognitive activities and assessing learning outcomes applicants for higher education and in general the organization of the educational process and the development of higher education applicants.It is concluded that at the level of higher education institutions, in the professional training of future teachers within the framework of the specialty 011 Educational, Pedagogical Sciences it is advisable to implement policies and procedures for end-to-end formation of didactic competence within compulsory and elective disciplines, practical training, and in non-formal and informal education.
 Keywords: higher education; competency-based approach; competency; didactic competence; methodological competence; teaching competence; future teachers of a higher education institution; formation; development; professional training; professional development.
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Скибицкий, Э., E. Skibitsky, А. Перфилова, and A. Perfilova. "DIDACTIC CONDITIONS OF DISCUSSION COMPETENCE FORMING IN TECHNICAL UNIVERSITY STUDENTS." Bulletin of Kemerovo State University. Series: Humanities and Social Sciences 2017, no. 2 (2017): 48–54. http://dx.doi.org/10.21603/2542-1840-2017-2-48-54.
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<p>In the article, the necessity of discussion competence forming in technical university students is approved. It is proposed to use a complex approach for this aim. Methodology of complex approach elaboration is based on general scientific principles, taking into consideration peculiarities of discussion competence forming in students. Terms “discussion competence” and “discussion speech” are clarified. Discussion competence structure is given. Definition of collocation “didactic conditions” is given on the basis of semantic analysis. The article features didactic conditions of discussion competence forming, which provide factors of purposeful pedagogical influence on a student to form discussion competence. It defines the content of each didactic condition and the structure of pedagogical support for discussion competence forming of students. Problems of continuous pedagogical monitoring, interactive methods use and didactic support during discussion competence forming in technical university students are considered. Effectiveness of given didactic conditions for discussion competence forming of students is proved, which provided a theoretical base for the development of pedagogical tools on the matter.</p>
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Moiseienko, Mykhailo V., Natalia V. Moiseienko, and Arnold E. Kiv. "Didactic conditions for the formation of digital competence of students of pedagogical universities." Освітній вимір 54, no. 2 (2020): 165–78. http://dx.doi.org/10.31812/educdim.v54i2.3866.
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The article is devoted to the formation of digital competence of pedagogical university students. The scientific analysis of the essence of the “digital competence” concept is carried out, its components are defined. In the course of the research the components of digital competence of pedagogical university students are determined, namely: motivational-value (target), cognitive, operational-activity and personal-reflexive components. The article defines and substantiates didactic conditions of digital formation competences of students of pedagogical universities: actualization of motivational value training of students of pedagogical universities; organization of interaction between students and teachers of pedagogical universities on the Internet through the creation of digital information educational environment; creation of individual educational trajectories of students.
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Voskovskaya, A. S., and T. A. Karpova. "Pedagogical competence of university teachers." Izvestiya MGTU MAMI 7, no. 1-6 (2013): 160–65. http://dx.doi.org/10.17816/2074-0530-67878.
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The paper focuses on pedagogical competence of university teachers, in particular, the pedagogical competence of teachers of foreign languages. The article gives the pedagogical analysis of value and meaning, academic, didactic and communicative aspects of the teaching activity.
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Abdivalievna, Askarova Nargiza, and Goyibov Ziyodullo Ubaydullo ogli. "Methods of Developing Pedagogical Competence." Journal of Social Sciences and Humanities Research Fundamentals 5, no. 5 (2025): 126–29. https://doi.org/10.55640/jsshrf-05-05-32.
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This article explores the concept of pedagogical competence, its developmental stages, and its importance for effective teaching practice. The authors analyze modern methods and technologies used to cultivate key pedagogical abilities, including didactic, communicative, organizational, empathic, and creative skills. In particular, interactive teaching methods, problem-based learning, practical sessions, pedagogical training, and reflective approaches are highlighted as effective tools for developing pedagogical competence. The article also offers practical recommendations for young educators and students in pedagogical fields. The research findings have significant scientific and practical value in the formation of professional competencies among future teachers.
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Urinova, Feruza Uljayevna Azizmatova Zakhro Nurmukhammad kizi Fazliddinova Shakhodat Sirojiddin kizi. "DIDACTIC FOUNDATIONS FOR FORMING THE PROFESSIONAL COMPETENCE OF THE FUTURE TEACHER." EURASIAN JOURNAL OF ACADEMIC RESEARCH 3, no. 4 (2023): 197–202. https://doi.org/10.5281/zenodo.7883436.
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The article considers the didactic competence of an educator as one of the key components in the structure of professional educational competence. A theoretical analysis of the concepts of "pedagogical" and "didactic" competence is given. It also reveals the content, levels and areas of competence that are part of didactic competence.
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Čiučiulkienė, Nijolė, and Rita Mičiulienė. "MENTORING STYLES AND THEIR CONTRIBUTION TO PEDAGOGICAL AND DIDACTIC COMPETENCE DEVELOPMENT." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 21, 2019): 131. http://dx.doi.org/10.17770/sie2019vol1.3818.
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The current educational theoretical and practical discourse intensively highlights the issue of the relationship between the mentor and mentee, in other words, the style of mentoring. The issue of influence of mentoring style to the development of mentees’ pedagogical and didactic competencies is still not sufficiently investigated. The purpose of the study is to explore mentoring styles and examine their contribution to the development of pedagogical didactic competencies of mentees. Reflective reports of student teachers (N=10) who had their internship practice in secondary schools, were analyzed using content (deductive) analysis method. The findings suggest that emerging mentoring style depends on the age and the previous pedagogical experience of mentee’s: young and having no pedagogical practice mentees tend to follow the traditional-hierarchical mentoring relationship, while older and with some pedagogical experience mentees prefer to practice reciprocal relationship with their mentors. Anyway, in both highlighted cases, the emphasis of mentors is placed on the development of didactical competencies rather than pedagogical. The prevailing mentor – mentee relationship in secondary education and implications for the professional identity of student teachers are discussed as well.
Dissertations / Theses on the topic "Pedagogical and didactic competence"
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Rhawi, Nursel. "Elevprestationer och lärstilar : En intervju- och observationsstudie i matematik med lärare i år 4-6." Thesis, Södertörn University College, Lärarutbildningen, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-1633.
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<p>This study investigates the teaching strategies of four teachers, and determines which teaching strategies give better results in mathematics at the middle school level? Result here means the knowledge level of the students. The result has been measured through leave out a mathematical test, which I leave out designed. Teaching strategies have been assessed through interviews with teachers and observations of their lessons.</p><p>My study shows that to go through the lessons thoroughly in the traditional way, and open discussions with the whole class are best for students achievements.</p><p>The information available, however, is too limited to draw some general conclusions, but my study can be seen more like a counter-example to the general praxis that is short lectures and individual assessment with one to one communication when teaching mathematics.</p>
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Biletskyi, V. S., A. Onkovych, and O. Yanyshyn. "Media education technologies in developing students' professional competence." Thesis, University of Oulu, Finland, 2018. http://repository.kpi.kharkov.ua/handle/KhPI-Press/43933.
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Rebecka, Vahlström. "Förskollärares kompetensutveckling och förutsättningar för undervisning av fysik i förskolan : En studie av sju förskollärares uppfattningar om deras kompetensutveckling och fortbildning i fysik samt förutsättningar för fysikundervisning i förskolan." Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-66294.
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The aim of this study was to investigate seven in-service preschool teachers’ conception of their competence in physics, needs in further educational training and their perceptions around conditions surrounding physics education in preschool. The study is based on a phenomenographic approach where individual interviews have been conducted.The study shows that most of the preschool teachers feels that physics is difficult and something they are struggling with, both when it comes to teaching and understanding the subject themselves. Everyone in the study does not share these thoughts. The conception that also appears is that they do have good knowledge in the subject but not in teaching it. Most of the teachers are open minded in their needs of professional development. They express that they want education in the form of workshops, that both has a basic theoretical and practical approach. A minority feels that they can seek further development themselves through various types of literature. The study shows that there are many aspects of underlying conditions for why they do not teach preschoolers in physics. Perception that stands out are time-economic circumstances, their lack of knowledge in physics, lack of interest in the subject and arguments that indicate that they also use the preschoolers’ lack of interest as a defending argument.<br>Syftet med studien är att undersöka sju verksamma förskollärares uppfattningar kring deras egen kompetens, behov av fortbildning och deras uppfattningar kring förutsättningar för fysikundervisning i förskolan. Studien grundar sig på fenomenografisk teori och metodologi och semistrukturerade intervjuer har använts som datainsamlingsmetod.Studien visar att majoriteten av förskollärarna uppfattar sina kunskaper i fysik som mindre bra och upplever fysikämnet som svårt. De få som anser sig ha goda kunskaper i fysik uttrycker trots goda kunskaper i ämnet osäkerhet kring hur de ska undervisa i fysik. Studien visar att förskollärarna i allmänhet känner att de behöver kompetensutveckling framförallt i hur de ska undervisa i fysik i förskolan. Majoriteten av förskollärarna i studien vill ha fortbildning i form av workshops eller föreläsningar som har både teoretiska och praktiska inslag. Förskollärarnas uppfattningar om förutsättningar för fysik i förskolan visar på en mängd hinder för utvecklande av fysikundervisningen. De lyfter speciellt det tidsekonomiska begränsningar som finns, bristande kunskaper i fysik, bristande intresse i fysik och använder också barnens intressen som starkt argument till att de inte arbetar med fysik i förskolan.
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Blank, Iréne, and Magdalena Fridén. "“Man kan ju inte vara kunnig innan man fått en chans att lära sig” : En studie om byggbranschens upplevelser av yrkeselevers yrkeskunnande." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-144509.
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Syftet med denna studie är att undersöka hur praktikhandledare inom bygg- och anläggningsprogrammet uppfattar byggelevers yrkeskunnande och om de upplever någon skillnad i yrkeskunnandet mot före gymnasiereformen 2011. Studie- och yrkesvägledare fungerar som en länk mellan eleverna och branscherna där det är viktigt för vägledaren att ha kännedom om branschernas synsätt. Studien är genomförd med kvalitativ metod där tio APL-handledare på byggarbetsplatser i Värmlands län intervjuats. Intervjuerna är analyserade enligt innehållsanalys och ställs mot Illeris teorier om lärande och kompetens. Analyserna är inramade av Bourdieus habitusteori. Resultaten visar att APL-handledare har svårt att definiera vad yrkeskunnande är och därmed har uppfattningarna skiljts åt gällande vad som förväntas av APL-elever. Det framkommer även att egenskaper som förväntas av APL-eleverna närmast kan definieras som Bourdieus kapital än konkreta yrkesfärdigheter. Våra resultat visar dessutom att APL-handledarna inte har någon uppfattning om vad som står i examensmålen för bygg- och anläggningsprogrammet. Vi hoppas att denna studie ska bidra till en ökad förståelse för studie- och yrkesvägledarens uppdrag som ibland blir en medlande länk mellan de olika aktörerna; skolan, arbetslivet och eleven.<br>The purpose of this study is to investigate what building and construction workers who mentor students from the vocational-education program of building and construction think about the students’ vocational skills. The study also hope to ascertain whether the construction workers have noticed any difference in the students’ vocational skills after the school reform of 2011. As aspiring guidance counsellors we aim to play the role of a bridge between the students and their chosen field of employment. For guidance counsellors it is important to have a solid grasp of the values and views found in different fields of employment and to manage the expectations of the students. For this study, we used a qualitative method in which we interviewed ten mentors on construction sites across the county of Wermland. The content of the interviews was later analysed and compared to Illeris’ theory of knowledge and competence. As a theoretical framework, we also used Bourdieu’s theory of Habitus. The results show that the mentors had difficulty defining vocational skills in a meaningful and concise manner, which leads to students finding it difficult to know what is expected of them. The characteristics of the students are better defined in Bourdieu’s theory of habitus. The results also revealed that the mentors did not have a clear picture of what was expected of a student and did not understand fully what the student would need to learn in order to pass the relevant examinations at the end of the course. We hope that this study will contribute to a clearer understanding of the role of the guidance counsellor, which in this case is to act as a bridge between those already working in the construction industry and the students hoping to work within the construction industry after they have graduated.
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Hellström, Emma. "Eleverna som gick vilse i Googleland : En kvalitativ studie om tre yrkeskategorier inom skolverksamheten och deras syn på de fem förmågor som krävs för att hantera digitala texter." Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-53753.
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Ett av skolans uppdrag är att utbilda medborgare till att besitta en digital kompetens. Detta för att klara av den ständiga digitala utveckling som sker i vår moderna värld. Eleverna möter olika slags texter i skolan, både tryckta och digitala. Somliga elever har även digitala läromedel, vilket innebär att de digitala texterna blir något som de möter dagligen. Samtidigt har forskning visat att det finns fem förmågor som behöver behärskas för att kunna hantera digitala texter. Dessa fem förmågor står inte explicit utskrivna i läroplanen för grundskolan, förskoleklass och fritidshem (Lgr11) utan lärarna behöver på egen hand försöka tolka in dem i sin planering av undervisningen. Frågan blir således: Har läromedelsutvecklarna dessa fem förmågor i åtanke när de producerar sina digitala läromedel? Hur anser högskolelärarna och grundskollärarna att de tar hänsyn till förmågorna i sin undervisning? Studien har därmed som syfte att öka kunskapen om vilka sätt som finns bland de tre yrkeskategorierna att behandla dessa fem förmågor som forskning har visat krävs för hantering av digitala texter. Syftet ämnas uppnås genom två frågeställningar som behandlar hur yrkeskategorierna möjliggör utveckling i de fem förmågorna och vilka didaktiska val de gör med hänsyn till de fem förmågorna i sin undervisning. För att möjliggöra en uppfyllelse av syftet och dess frågeställningar har en fenomenografisk ansats använts tillsammans med en kvalitativ metod i form av semistrukturerade intervjuer. Fortsatt analyserades materialet ur ett sociokulturellt – samt didaktiskt perspektiv. Studiens resultat visade att stöttning är viktig för att eleverna ska kunna utveckla förmågorna. Detta är i enlighet med vad den sociokulturella teorin betonar som viktigt. Samtliga informanter visade kunskap om vilka konsekvenser som brister i förmågorna resulterar i, men huruvida undervisningen anpassades efter förmågorna varierade beroende på lärare. Det digitala läromedlet kan dock ge fördelaktiga förkunskaper för digitala texter vilket verkar gynna eleverna när de sedan är ute och Googlar på internet. Slutligen delger samtliga lärare att tidsbrist har en negativ påverkan på deras möjligheter till stöttning i undervisningen. Grundskollärarna ansåg även att deras digitala kompetens inte var tillräcklig och att fortbildning efterfrågades.<br>One of the school's missions is to educate citizens to possess digital skills. This is to cope with the constant digital development that takes place in our modern world. Students encounter different kinds of texts in school, both printed and digital. Some pupils have digital teaching materials as well, which means that the digital texts become something that they encounter daily. At the same time, research has shown that there are five abilities that need to be mastered to be able to handle digital texts. These five abilities are not explicitly stated in the curriculum for the compulsory school, preschool class, and school-age educare (Lgr11), which results in teachers that need to interpret the abilities into their own teaching. The question is: do teaching aid developers have these five abilities in mind when producing their digital teaching materials? How do university teachers and primary school teachers consider that they take the abilities into account in their teaching? The study thus aims to increase knowledge of the ways that exist among the three professional categories to deal with these five abilities that research has shown are required for handling digital texts. The purpose is intended to be achieved through two questions at issue that deal with how the professional categories enable development in the five abilities and what didactic choices they make regarding the five abilities in their teaching. To enable the purpose and its questions to be fulfilled, a phenomenographic approach has been used together with a qualitative method in the form of semi-structured interviews. The material was analyzed from a socio-cultural and didactic perspective. The results of the study showed that support is important for pupils to be able to develop their abilities. This is in line with what sociocultural theory emphasizes as important. All informants showed knowledge of the consequences that shortcomings in the abilities result in, but whether the teaching was adapted to the abilities varied depending on the teacher. However, the digital teaching aid can provide beneficial prior knowledge for digital texts, which seems to benefit the pupils when they are out Googling on the internet. Finally, all teachers report that lack of time has a negative impact on their opportunities for support in teaching. The primary school teachers also felt that their digital competence was not sufficient, and that further education was in demand.
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Turner-Bisset, Rosemary Anne. "Subject matter knowledge and teaching competence." Thesis, University of Exeter, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.337754.
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Recent research literature on learning to teach has several important strands: the role of subject matter; the extent to which pedagogical knowledge and procedural routines are significant; concepts of learning and teaching; and the role of reflection in learning to teach. The present study adds both to the debate on the links between subject knowledge and pedagogy, and to the case law on learning to teach. A two-year longitudinal comparative case study was carried out on four postgraduate student-teachers. Data sets included: biographical data; details of course content and structure; diaries kept by the students on courses and teaching experiences; tests at entry to the course and exit on subject knowledge in maths, science, music and English; tests on iesson planning (pedagogical content knowledge); questionnaires on beliefs about teaching; lesson observation transcripts and notes on the two teaching practices; prelesson planning questionnaires; post-lesson interviews and general interviews with students and staff; and similar lesson observation and interview data for the first year of teaching. The student-teachers were selected on the basis of a number of criteria, including specialism within the course of maths, music or science; performance in subject knowledge tests; participation in the follow-up study during the first year of teaching; the quantity and quality of diary evidence foreach student; and the initial assessment of lesson quality made by the trained observers. A major part of the research involved the analysis of discourse in lessons for evidence of subject matter knowledge and teaching competences. This part of the analysis was underpinned by theoretical models of teacher knowledge and teaching competence. From these detailed analyses a fine-grained evaluation was made of a sample of each student-teacher's lessons. The case studies were written so as to present data chronologically and from a number of different viewpoints.The analysis of the various data sets and comparison of the sample students has revealed patterns about the relationship of subject knowledge and teaching performance. These have implications for teacher education, especially for the relationship between university-based training and schoolbased work.
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Ageicheva, A. O., та S. I. Bukhkalo. "Cоmplex projects competence development". Thesis, National Technical University "Kharkiv Polytechnic Institute", 2019. http://repository.kpi.kharkov.ua/handle/KhPI-Press/41489.
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Solodovnik, T. O., N. V. Sereda, and O. Petrusheva. "Forming of communicative competence of future managers." Thesis, Ассоциация открытой дипломатии, Грузия, 2018. http://repository.kpi.kharkov.ua/handle/KhPI-Press/48148.
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Onyshchuk, Katrin Petrivna, and Катрін Петрівна Онищук. "Blog as a means of developing professional competence." Thesis, National aviation university, 2021. https://er.nau.edu.ua/handle/NAU/50069.
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1. What is a blog [Електронний ресурс] // westelecom.ua. – 612. – Режим доступу до ресурсу: https://westelecom.ua/ua/blog/217_cto-takoe-blog.html. 2. Functions and structure of the blog [Електронний ресурс] // StudFiles. – 2303. – Режим доступу до ресурсу: https://studfile.net/preview/2425972/page:3/. 3. Competence [Електронний ресурс] // Wikipedia. – 1509. – Режим доступу до ресурсу: https://uk.wikipedia.org/wiki 4. Shevchenko S. Master class “BLOG AS A MEANS OF DEVELOPMENT OF TEACHER PROFESSIONAL COMPETENCE” [Електронний ресурс] / Svitlana Shevchenko // Na urok. – 1412. – Режим доступу до ресурсу: https:// naurok.com.ua/mayster-klas-blog-yak-zasib-rozvitku-profesiyno-kompetentnostivchiteliv-75494.html.<br>The modern world is fulling of new technologies and inventions. People can tell about something in the different ways, for example in their own blogs. Blogs can include also pictures, videos and different interactive files. In blogs people can discuss some questions, talk about different main topics and etc. It`s a comfortable space for everyone who want to be ahead of the curve. A person can analyze everything with strangers or his colleagues.<br>Сучасний світ наповнений новими технологіями та винаходами. Люди можуть розповісти про щось по-різному, наприклад у своїх власних щоденниках. Блоги можуть включати також картинки, відео та різні інтерактивні файли. У блогах люди можуть обговорювати деякі питання, говорити на різні основні теми тощо. Це зручний простір для всіх, хто хоче випередити криву. Людина може все проаналізувати з незнайомцями або своїми колегами.
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Stokamer, Stephanie Taylor. "Pedagogical Catalysts of Civic Competence: The Development of a Critical Epistemological Model for Community-Based Learning." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/40.
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Civic competence is critical to the successful functioning of pluralistic democracies. Developing the knowledge, skills, and motivations for effective democratic participation is a national and global imperative that many higher education institutions have embraced through the teaching strategies of community-based learning and service-learning. Yet, scant research literature has focused on the relationship between pedagogical approaches and civic competence outcomes. This five-year longitudinal study of 11,000 students in 700 senior-level capstone courses at an urban research university empirically tested a new theoretically constructed model of civic competence development in order to identify epistemological and pedagogical elements that enhance civic competence. Eight epistemological domains embedded within four components of civic competence (knowledge, skills, attitudes, and actions) were analyzed utilizing item and factor analysis. The model was extremely robust (r = .917) for civic competence development and indicated strong effect size for multiple pedagogical elements of course design, teaching strategies, and integration of community service. Significantly, the greatest effect for developing civic competence is pedagogical incorporation of diversity and social justice issues. Thus, the Critical Pedagogy Model of Civic Competence offers faculty a heuristic taxonomy of teaching and learning strategies to utilize diversity of thought and interaction in community-based learning as a catalyst for transforming students into competent democratic participants.
Books on the topic "Pedagogical and didactic competence"
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Shaydenko, Nadezhda, and Svetlana Kipurova. Learning theory. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1077726.
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The textbook is devoted to one of the sections of pedagogy - the theory of learning. The leading issues are the content of education; forms, methods, means of teaching; forms of organization of training. The main attention is paid to the educational system of Russia and modern trends in the development of education. The study of the theory of learning is important not only for the future teacher to master the system of knowledge, but also for the formation of students' didactic competencies. To do this, in addition to theoretical material, the textbook contains a significant amount of practical tasks, material for consolidating what has been studied, test questions and tasks.
 Meets the requirements of the federal state educational standards of higher education of the latest generation.
 For undergraduate students studying in psychological and pedagogical specialties, as well as for undergraduates of pedagogical specialties who do not have a basic pedagogical education.
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Hopfner, Johanna. Education from the past to the present: Pedagogical and didactic lessons from the history of education. Filozofska fakulteta, Mednaredna založba Oddelka za slovanske jezike in književnosti, 2009.
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Savel'eva, Svetlana. Pedagogical conditions for the formation of professional competence of a teacher in the educational process of a university. INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1938061.
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The monograph reveals the essential and substantive foundations of the modern phenomenon of "professional competence of a teacher", systematizes the basic competence categories representing the conceptual apparatus of the study. The main methodological approaches to the concept under study are analyzed, a set of pedagogical conditions that contribute to the effective formation of this personal education among students in the process of studying at a university is put forward and justified.
 It is addressed to teachers of pedagogical universities, school teachers, education workers, graduate students, students. It can be used in preparation for various kinds of classes, as well as for the purpose of self-education.
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Tyurina, Nadiya. Formation of habilitation competence of parents raising a child of infant and early age. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1058944.
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The textbook deals with the actual problem of the formation of habilitation competence of parents who have a child with disorders of psychophysical development of infancy and early age. The article reveals a scientifically based socio-pedagogical model of the phenomenon of abilitation competence of parents, identifies the conditions for the effectiveness of its formation, presents modern approaches to interaction with a family raising an atypical child, and offers original software and methodological developments for the formation of their abilitation competence.
 Meets the requirements of the federal state educational standards of higher education of the latest generation.
 For students studying in the direction of training "Special (defectological) education" at the bachelor's and master's level, as well as specialists (defectologists, psychologists, social educators) of educational, social and interdepartmental institutions that implement programs of comprehensive psychological and pedagogical assistance to children with psychophysical development disorders of infancy and early age.
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Urrutia Sánchez, Elena. 10 didactic activities for intermediate english classes. Universidad de La Salle. Ediciones Unisalle, 2013. http://dx.doi.org/10.19052/9789585136441.
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This book has been created for both intermediate English students and their English teachers, who will be able to find a variety of activities to complement their English classes. Although this book has been particularly designed for Intermediate English levels and academic spaces at the Licenciatura en Lengua Castellana, Inglés y Francés, such as Language and Communication I II, Language Interaction and Anglophone Society I II, and even Pedagogical Practicum and Formative Research, it can be adapted to several other levels of mastery of the language, as well as to a wide range of educational EFL (English as a Foreign Language) and ESL (English as a Second Language) settings, given the fact that the book's main aim is to provide students with the opportunity to take a prime role as the center of the leaming process of a rich experience of language in use (Krashen, 1989). Such goal can be achieved through didactic class tasks that can ignite the thirst for communicating in English in order to consolidate the concepts already learned in class and, beyond that, by letting go of any fear and anxiety to 'function' well-or 'accurately'-in English class, and sharing their own background knowledge and their own 'self' towards the construction of new ways of thinking and seeing the world that surrounds them within an educational framework.
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Ostapyuk, Sergey, and Lyudmila Kupriyanova. Quality management of scientific and pedagogical activities in higher education: problems and solutions. INFRA-M Academic Publishing LLC., 2024. http://dx.doi.org/10.12737/2155925.
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The monograph reveals the problems of improving the efficiency and quality of management of scientific and scientific-technical activities in higher education, the possibility of improving the skills of scientific and pedagogical personnel in modern conditions of economic development and evaluating the effectiveness of the introduction of the university-firm business relations system as promising solutions to financial problems of the university that can change the established idea of the forms of attracting investment in development the professional competence of higher school teachers today and in the future. It is intended for the scientific and pedagogical community of the higher education system.
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Alekseev, Sergey, and Galina Kosteckaya. Life safety: innovations in teaching methods. Workshop. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1072205.
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This publication is an integrative textbook covering pedagogical approaches to the formation of methodological competence of life safety teachers. It includes 132 practical works and 21 professional tasks, reflecting various sections of the BZHD (OBZH) training course and various modules of specialized educational programs of higher professional education. An attempt is made to form an innovative approach among students and teachers to the methodology of teaching and educating life safety, developing their own author's methodological style of teaching.
 Meets the requirements of the federal state educational standards of higher education of the latest generation.
 For undergraduate and graduate students studying in the direction of "Pedagogical education" (profile "Education in the field of life safety"), as well as the teaching staff of the higher school, teachers and students of organizations of additional professional education.
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Osipova, Larisa. Development of touch and fine motor skills in children with visual impairments. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1039808.
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The training manual summarizes the scientific and theoretical issues of the study of compensation for visual impairment, reveals the role of touch in overcoming the shortcomings of sensory experience in visual disorders, identifies the features and conditions of the development of touch and fine motor skills as a means of compensating for visual impairment in preschool children with strabismus and amblyopia, and considers the main methodological approaches to the organization of correctional work in this direction. A program for the development of touch and fine motor skills is proposed, and the main organizational, methodological, and didactic aspects of its implementation are considered. Meets the requirements of the Federal state educational standards of higher education of the latest generation. For students of higher educational institutions enrolled in directions of preparation "Special (defectological) education" (qualification "bachelor" profiles "Preschool defectology", "management skills"), "Pedagogical education (profile-Preschool education), "Psychological and pedagogical education (profile Psychology and pedagogics of preschool education"), "Special (defectological) education" (qualification "master", master program "Psychological and pedagogical support of persons with disabilities", "Psychology-pedagogical support of persons with visual impairments»), as well as for students of advanced training and retraining courses in the field of special and inclusive education. It can be useful for teachers, postgraduates, students of defectology departments of pedagogical universities, teachers of special (correctional) educational institutions.
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Gerasimov, Sergey, and Irina Skovorodkina. Tolerance education in Junior schoolchildren. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1084985.
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The textbook presents the methodology of solving the problem of formation of tolerance in children of primary school age, the analysis of the legal framework of education for peace, non-violence, human rights and tolerance. Special attention is paid to the theoretical and practical aspects of tolerance in primary school children, didactic tools, the characteristics of the system of pedagogical means of education of tolerance at pupils of elementary school. 
 Consists of a Preface, three chapters, conclusion, Glossary, bibliography and applications. Includes tables and diagrams that can be used in practical lessons with students of pedagogical colleges and universities. Each paragraph has a list of questions for self-examination and in-depth study delineated in this range of problems, exercises, assignments, a list of recommended literature. 
 Intended for students of pedagogical colleges and educational institutions of higher education, and also for listeners of system of improvement of qualification and retraining of teachers.
Book chapters on the topic "Pedagogical and didactic competence"
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Wess, Raphael, Heiner Klock, Hans-Stefan Siller, and Gilbert Greefrath. "Professional Competence for Teaching Mathematical Modelling." In International Perspectives on the Teaching and Learning of Mathematical Modelling. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78071-5_2.
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AbstractProfessional competence is a widely discussed topic (see, e.g. Cochran-Smith & Fries, 2001; Darling-Hammond & Bransford, 2005) and was measured globally in various large-scale studies (see, e.g. Blömeke et al., 2014; Kunter et al., 2013). The dimensions for the subject of mathematics range from knowledge to mathematical content to pedagogical and didactic knowledge of teachers with the aim of bringing them together.
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Kovalenko, Denys, Alexander Shevchenko, Juergen Koeberlein-Kerler, Liudmyla Shtefan, and Viktoriia Kovalska. "Didactic Adaptation of Medical Information for the Formation of Valeological Competence in Engineering and Pedagogical Training." In Lecture Notes in Networks and Systems. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-26190-9_32.
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Karlsaune, Hanne, Therese Antonsen, and Gørill Haugan. "Simulation: A Historical and Pedagogical Perspective." In How Can we Use Simulation to Improve Competencies in Nursing? Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-10399-5_1.
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Abstract I hear and I forget. I see and I remember. I do and I understand. —Confucius 551–479 BCE Simulation is increasingly used in nursing education to supplement clinical and didactic learning activities. Simulation is a technique for practice and learning that can be used in many different disciplines as well as for trainees. Simulation is a technique (not a technology) aiming at replacing real experiences with guided ones; that is, it represents a context in which students can exercise and explore various aspects of a specific practical skill. Accordingly, simulation-based learning signifies a useful approach to develop health professionals’ knowledge, skills, and attitudes while protecting patients from unnecessary risks. Simulation involves learning situations that take place under the supervision of an expert or lecturer and is commonly applied as an active learning method in different health disciplines like nursing, social education, radiography, and medicine. This chapter concentrates on historical and pedagogical perspectives of simulation as a learning method in nursing education. Simulation as a learning method builds on pedagogical adult learning theory, with an emphasis on David A. Kolb and Donald Schön’s concepts experience-based learning, reflection-on-action, and reflection-in-action. Simulation-based learning is appropriate for topics such as patient safety, teamwork, and quality of health services. The literature states that simulation contributes positively to nursing students’ situational awareness, their ability to formulate and predict possible consequences of action implemented, decision-making, communication, and teamwork.
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Lausselet, Nadia, and Ismaël Zosso. "Bonding with the World: A Pedagogical Approach." In High-Quality Outdoor Learning. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04108-2_15.
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AbstractOutdoor Education activities are rapidly developing in school practice in Switzerland, still mainly based on personal initiatives from teachers. Teacher training universities have a role to play to reinforce and facilitate professional development of these teachers, guarantee a coherent approach to quality outdoor education, and promote its implementation at a larger scale. In order to do this, universities have to develop programmes both for initial and in-service training, in which they support a progression with various levels of expertise. They also have to develop a scientific discourse around outdoor teacher education, and contribute to a better recognition of the field at a political level. At the moment, in Switzerland, few teacher training institutions have organised any specific arrangements in this direction. The Haute Ecole Pédagogique Vaud has set up a Competence Centre for Outdoor Education, made possible by the priority recently given to sustainability education at state level. The approach promoted within this centre is nourished by ongoing discussions around the Anthropocene and its implications for schools. It therefore fosters a quality outdoor education that builds up environmental literacy and agency by cultivating a sense of bonding with the world. This article presents this approach, focusing on its theoretical and didactical framework before tackling a possible curricular progression at the level of both pupils and teachers. It highlights training and research issues and aims, looking at possibilities and complexities when combining transformative sustainability education, place-based outdoor education and teacher education, while making the link to schools and their structural and curricular realities.
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Eriksson, Ulrika, and Astrid Kilvik. "Train the Trainer Course: How Can the Skills of a Facilitator Benefit Academic Staff in Nursing and Other Health Education Programs?" In How Can we Use Simulation to Improve Competencies in Nursing? Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-10399-5_8.
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AbstractOver several years, simulation has become an established teaching method in study programs of nursing and other health disciplines. Simulation exercises have a theoretical foundation in a number of perspectives on how adults acquire knowledge, through experience-based learning, reflection-on-action and reflection-in-action, and an emphasis on the sociocultural context. As part of the learning process of simulation, the opportunity for feedback and feed forward is crucial in the learning process. The individual facilitator is particularly important in this understanding of learning. The role of the facilitator is aimed at guiding the student toward learning with the help of didactic and pedagogical methods. Learning in itself is a process that could be defined as a transformation that is not based on biological maturation. In this chapter, we look closer at the nature of train the trainer courses, what separates a facilitator from a lecturer, the significance of a common language and framework, as well as how the side effects and synergies of the facilitator’s skills might benefit academic staff in nursing and other health education programs.
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Ding, Bangping. "From ‘Didactics’ to ‘Curriculum-and-Didactics’ and Beyond: A Non-affirmative Approach to the Analysis of the Changes in Didactics in Mainland China." In Non-affirmative Theory of Education and Bildung. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-30551-1_16.
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AbstractBeginning with a resounding remark about how to regenerate a new civilization made by a Chinese modern philosopher, Hu Shih, this chapter briefly explores the question of why and how to re-establish Chinese pedagogics and didactics in the light of the non-affirmative theory of education in the globalized world of the twenty-first century. An overview of Chinese introduction to European pedagogics and didactics, Anglo-American curriculum studies, and Russian pedagogical theories is provided first, with a reflection on the shifts and changes that have taken place in the process of introduction to those foreign theories during the past century. Then, a reconsideration of the relationship of Chinese education to politics and economy from the perspective of the non-affirmative theory of education is offered, arguing that education should not play the dominant role in politics because education is not equal to politics, nor should it play the dominant role in economics because education is not equivalent to economics. Rather, education has its own role to play: to cultivate individual persons who are open to any ideas and have knowledge, competencies, and skills through which to create the new society that Chinese people desire. Based on the argument above, the author puts forward a fresh idea of how to re-establish Chinese pedagogics and didactics that can confront the challenges of the twenty-first century: to integrate German didactics with Anglo-American curriculum studies based on Chinese harmony. In conclusion, it is believed that with the rise of China in the economy and other fields such as science and technology over the past decades and a re-evaluation of Chinese traditions, theres is a new confidence that they should rebuild pedagogical discourses and disciplines, including curriculum studies, didactics, and curriculum and didactics as a blended new discipline.
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Grúň, Daniel. "Archives as Didactic Tools." In Pedagogical Art in Activist and Curatorial Practices. Routledge, 2025. https://doi.org/10.4324/9781003473800-5.
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Pietrocola, Maurício. "Curricular Innovation and Didactic-Pedagogical Risk Management." In Crossing the Border of the Traditional Science Curriculum. SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-041-7_1.
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Yang, Zhihong, and Defeng Li. "Translation Competence Revisited: Toward a Pedagogical Model of Translation Competence." In Advances in Cognitive Translation Studies. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-2070-6_6.
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Amelia, Rizky, Chairil Faif Pasani, Zamzani, et al. "Pedagogic Competence in Primary School: Digital Didactical Design to Develop Teacher’s Performance." In Advances in Social Science, Education and Humanities Research. Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-38476-096-1_59.
Full textConference papers on the topic "Pedagogical and didactic competence"
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Chernenko, Oleksandr, Oksana Filonenko, Tetiana Babenko, Viktoriia Chetaikina, Anton Butkevych, and Vlada Bilohur. "ENVIRONMENTAL EDUCATION AS A HOLISTIC CULTURAL PHENOMENON IN THE PROFESSIONAL TRAINING OF FUTURE TEACHERS." In 24th SGEM International Multidisciplinary Scientific GeoConference 2024. STEF92 Technology, 2024. https://doi.org/10.5593/sgem2024v/4.2/s19.36.
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This article is dedicated to the topical issue of environmental education as a holistic cultural phenomenon in the context of the professional training of future teachers. Environmental education is considered as a multifaceted process that integrates ecological knowledge with cultural, social, and ethical aspects of the interaction between man and nature. The methodological basis of the study was based on the integration of three scientific approaches to the consideration of environmental education as a holistic cultural phenomenon in the professional training of future teachers, namely: cultural approach, which allowed to consider environmental education as a holistic cultural phenomenon and its impact on the formation of the general pedagogical culture of the future teacher; systemic approach, which provided a comprehensive study of environmental education, taking into account the interrelationships between the various components of the educational process; competency-based approach, which focuses on the formation of professional competencies of future teachers, guaranteeing a practical orientation in training specialists capable of solving environmental problems in their professional activities. The article presents the author's definitions of the concepts of " environmental education as a holistic cultural phenomenon", " environmental culture of the future teacher" and " environmental educational project". Descriptions are provided for the concepts of innovative projects for the development of environmental education and culture, implemented in pedagogical educational institutions of the Kirovograd region: "Green Campus," "Virtual Ecological Laboratory," "Eco-locations of the City of Kropyvnytskyi," "EcoArt," "Mini-farm." Recommendations are formulated for improving environmental education within the framework of the professional training of future teachers, including: compiling an "ecological portfolio of a young teacher", creating a virtual information space of ecological didactics, introducing ecological mentoring and introducing a special course "Ecological Culture". Conclusions have been drawn that hold theoretical and practical significance for the development of environmental education and culture of future teachers in the context of European integration processes in Ukraine.
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CRIŞCIUC, Viorica. "Formarea cunoștințelor: context didactic din perspectivă modernă." In "Învățarea școlară în contextul provocărilor societale", simpozion științific transfrontalier. Ion Creangă Pedagogical State University, 2023. https://doi.org/10.46727/s.23-06-2023.p324-329.
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The article hereby includes conceptual aspects of the musical competences formation. It describes the realization of this process operating with the concepts of well-known occidental, Russian and local researchers. One of the ideas characteristic to the researchers’ pedagogical thinking is that, during the process of musical competence formation through art, the acquisition process mechanism is happening. For integrity in insuring the practical realization at of a musical education, the methodology we propose is based on research, an imposing theoretical network of successful pedagogical practices of remarkable scientists from all over the world. The analyzed theories are a source of inspiration and constitute the theoretical universe which contributes to as truthful as possible musical education.
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OVCERENCO, Nadejda. "Dimensiunile psiho-pedagogice ale profesionalismului cadrului didactic." In Educația în contextul provocărilor societale: paradigme, inovații, transfer tehnologic. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.17-11-2023.p141-147.
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The article presents the analysis of the psycho-pedagogical dimensions of the professionalism of the university teaching staff. According to the author, the professionalism of a university pedagogue is highlighted for the most part by his competence to build the basic structure of the teacher-student interaction, to resist paradoxes and to balance the effects of this interaction both for each individual student and for every university teaching staff.
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CERNEI, Andriana. "ICT – methodological element of curricular integration in the realization of an interactive didactic approach. Electronic mail." In Educația din perspectiva conceptului Clasei Viitorului: Culegere de articole [ale conferinţei internaţionale]. Ion Creangă Pedagogical State University, 2023. https://doi.org/10.46727/c.cv-2023.p183-190.
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In the context of pre-university education, the digital competence of educators stands as an imperative facet that bears critical significance. Its significance is underscored not only in the education of the digitally native younger generation but also in the professional trajectory of teaching personnel and their active societal participation. This article, situated at the nexus of pedagogical development and technological advancement, advances a systematic framework for the progressive cultivation of digital competence within the teaching cadre. The proposed approach aligns with the five distinct competency domains outlined by researchers at the European Union Joint Research Center, with particular emphasis on the sphere of communication and collaboration.
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Bulgakova, Oksana, Inna Savytska, Lesya Zbaravska, Ilmars Dukulis, and Adolfs Rucins. "Formation of self-educational competence of future engineers as contemporary pedagogical problem." In 23rd International Scientific Conference Engineering for Rural Development. Latvia University of Life Sciences and Technologies, Faculty of Engineering and Information Technologies, 2024. http://dx.doi.org/10.22616/erdev.2024.23.tf043.
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A new type of agricultural and technical sphere puts forward new requirements for the graduates of higher educational institutions. The main requirements for the graduates, among which systematically organized, intellectual, communicative, reflective, self-organizing specialists, allowing successful organization in social and cultural contexts, receive increasing priority. The proposed study presents a theoretical generalization and practical solution to a pressing problem, which consists in substantiation and experimental testing of a model for the formation of self-educational competence of the future engineers, based on the implemented organizational and pedagogical conditions. Based on well-founded organizational and pedagogical conditions, a structural-functional model and a set of didactic tools were developed, which made it possible to improve the methodology for increasing the self-educational competence in terms of its professional orientation. The work uses theoretical research methods: a study and analysis of psychological, pedagogical, normative and special literature on the research problem; an analysis of the state educational standards, programs, teaching aids and teaching materials. It has been proved that the formation of self-educational competence consists in the ability and readiness of an individual to carry out efficient independent cognitive creative activity, based on mastering flexible knowledge, generalized skills.
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GHEORGHE, Elena Cristina, and Nicolae SILISTRARU. "The components of the pedagogical model for the formation of metacognitive competence in primary school students through didactic communication." In Ştiință și educație: noi abordări și perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.v2.24-25-03-2023.p59-62.
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The pedagogical model represents a "didactic-methodological conception", "a schematic pattern" that unifies the theories and paradigms of the education system with practice, offering the educational practitioner a concrete example of a theoretical-methodological approach, in the direction of the formation of a behavior or a competence. The assimilation of behavior oriented towards deep information processing requires the design of an instructional model that capitalizes on the "self-reflexive awareness" of the young schoolchild. The principles that are the basis of the pedagogical model we propose are formulated like instructive axes, approaches that broadly outline the vision of the authors regarding the compatibility of theory with school practice so that the subject of learning can take note of internal-cognitive actions, of the executive functions at his disposal, and at the same time, to call on them whenever the school or curricular context requires it. Didactic communication has an essential role in the formation and development of the metacognitive factor. That is why a series of specific principles are developed to make the informational flow more flexible, to facilitate the access of the young schoolboy to the set of metacognitive skills and attitudes that are intended to be formed through the didactic action of the teacher.
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Lavrentieva, Olena, Mykhailo Moiseienko, and Natalia Moiseienko. "Didactic Terms of Shaping Pedagogical Universities Students’ Digital Competence in the Process of Teaching Informatics Courses." In Myroslav I. Zhaldak Symposium on Advances in Educational Technology. SCITEPRESS - Science and Technology Publications, 2021. http://dx.doi.org/10.5220/0012074900003431.
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Schumacher, Susanne, and Ulrike Stadler-Altmann. "REFLECTIONS ON OFFERS AND USE OF DIGITAL MEDIA FOR TRANSFERRING KNOWLEDGE IN TEACHER EDUCATION." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end075.
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Digital processing, augmented reality and virtualisation have been developed and tested in the gaming world and working environment for some time. In educational settings, media should become learning objects that arouse the interest of learners, establish a connection to their previous knowledge, and enable interactive action and self-control (cf. Göhlich & Zirfas, 2007; Sesink, 2008). In parallel with technological developments, the question of imparting knowledge methods as well as increasing learners' knowledge is consistently subject of debates on competence in higher education didactics (see Erhardt, 2010). In terms of knowledge theory, the question arises to which extent knowledge changes as a result of media processing and, not least, how students' knowledge assets build up, transfers and influence each other (see Stadler-Altmann & Keiner, 2010). In the first decade of the millennium, numerous activities introduced in higher education had been carried out related to media-based knowledge transfer and information acquisition in the context of curricular offerings, pilot events or third party financed projects with non-university cooperation partners (Iske & Meder, 2010; Gördel at al., 2018; Hofhues, Jochuma & Kohrs, 2013; Reinmann, Ebner & Schön, 2013). In this paper, concepts of media-supported teaching and learning environments in the context of the training of pedagogical professionals in South Tyrol are depicted. Didactic designs for lectures and seminars are presented and critically reflected. These two teaching formats are mainly intended for the one-level master's degree in Primary Education at the Free University of Bozen-Bolzano. The design research approach chosen for this purpose does not diminish input-output comparisons, but rather raises the question of which media-pedagogical innovations and didactic interventions can improve the existing teaching-learning situation (Fishman et al., 2013). First, the pedagogical fields of action are analysed by considering both the specific context of the given structure at university and the existing teaching-learning settings. Consequently, impulses for a didactic re-framing in the context of the methodological dimensions of control and teaching style will be discussed in the light of the current state of research.
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DOAGĂ, Nadejda. "Dezvoltarea competenței emoționale - un obiectiv important în formarea profesională a cadrelor didactice." In Educația în contextul provocărilor societale: paradigme, inovații, transfer tehnologic. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.17-11-2023.p192-200.
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Education is a priority area in the development of modern society to ensure a future focused on quality and values. In this context, an important goal is the training of qualified and competitive teaching staff. One of the pedagogical competences that requires a functional-strategic approach is the emotional competence that does not find the necessary relevance in the system of initial and continuous teachers’ formation. Emotional management skills, self-motivation, empathy, harmonious communication contribute to the creation of a beneficial learning environment, enhance the quality of the educational process and students’ performance. Emotional competence is an important factor in ensuring the professional success of the teaching staff.
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Godino, Juan, Carmen Batanero, and Ramón Gutiérrez Jaimez. "The statistical consultancy workshop as a pedagogical tool." In Training Researchers in the Use if Statistics. International Association for Statistical Education, 2000. http://dx.doi.org/10.52041/srap.00502.
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In this article we present and analyse the results of three related experimental studies: (1) the use of statistics in a sample of mathematics education doctoral theses in Spain; (2) the attitudes towards data analysis and statistical consultancy by doctoral students in education; (3) the future statistics consultants perception of their competence for consultancy work. We also describe a project aimed to implement two didactical devices, which would improve the researchers' attitudes and use of statistics and the future consultants' competence. This project would serve to link together prospective consultants and clients within a Statistical Consultancy Unit at the Faculty of Education.
Reports on the topic "Pedagogical and didactic competence"
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Moiseienko, Mykhailo V., Natalia V. Moiseienko, Iryna V. Kohut, and Arnold E. Kiv. Digital competence of pedagogical university student: definition, structure and didactical conditions of formation. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3851.
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The article defines and substantiates didactic conditions of digital formation competences of students of pedagogical universities: actualization of motivational value training of students of pedagogical universities; organization of interaction between students and teachers of pedagogical universities on the Internet through the creation of digital information educational environment; creation of individual educational trajectories of students.
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Chorna, Olha V., Vita A. Hamaniuk, and Aleksandr D. Uchitel. Use of YouTube on lessons of practical course of German language as the first and second language at the pedagogical university. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3253.
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Integration of ICT significantly increases the possibilities of the educational process and extends the boundaries of the educational sphere as a whole. Publicly available resources, such as e-mail, blogs, forums, online applications, video hosting sites, can serve as the basis for building open learning and education. Informational educational technologies of learning foreign languages are in the focus of this study. The article represents the results of theoretical analysis of content on the subject of its personal- and didactic-definite orientation, as well as some aspects of the practical use of commonly used YouTube video materials in the process of teaching German as the first or second foreign language in higher education, namely at the pedagogical university. Taking into account the practical experience of using the materials of several relevant thematic YouTube channels with a fairly wide constant audience, a concise didactic analysis of their product is presented and recommendations on converting video content into methodological material in the framework of practical course of German language by future teachers are offered. Due to the suggested recommendations, the following tasks can be solved: enrichment of the vocabulary; semantization of phraseological units, constant figures of speech, cliché; development of pronunciation skills; expansion of linguistic competence; improving listening and speaking skills; increasing motivation to learn, etc.
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Korotun, Olha V., Tetiana A. Vakaliuk, and Vladimir N. Soloviev. Model of using cloud-based environment in training databases of future IT specialists. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3865.
Full textAbstract:
The authors substantiates and develops the model of using cloud-based environment (CBE) in the training of databases of future information technology (IT) specialists, which consists of interrelated units: target (purpose, task of using CBE), conceptual (pedagogical approaches, didactic principles), organizational and semantic (characteristics of CBE, basic requirements for CBE, subjects of training, CBE of the teacher, CBE of the student, curricula of institution of higher education, educational-methodical complex of discipline “Databases”, installation and configuration of database management system, development of educational material from the database in electronic form, selection of cloud-based systems of distance learning, introduction of cloud-based systems of distance learning in the training of students’ databases, selection of CBE in database training (databases, forms, methods, tools), evaluative (criteria, indicators, levels of professional and practical competence of future IT specialists on the use of CBE in database training), effective (increased formation of the information and communication technologies of future IT specialists on the use of CBE in database training).
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Díaz Gamboa, Juliana Andrea. Institutional Strengthening in Technological Competencies and Instructional Design to Address the Educational Challenges Presented by COVID-19 at ÚNICA. Institución Universitaria Colombo Americana, 2025. https://doi.org/10.26817/paper.31.
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The study investigated how the implementation of professional development (PD) programs has influenced the pedagogical practices of UNICA teachers during their synchronous sessions. The research question focuses on revealing what those practices are after one year of participating in the PD programs of digital tools and innovative didactic methodologies during 2020 and 2021. The methodology used is qualitative, as recommended by Cresswell (2012), to explore specific phenomena in the educational field from an in-depth perspective. The participants in this study were 24 teachers from the institution who faced the challenge of transitioning to online teaching without prior experience. The results indicate that ÚNICA teachers integrated various technological tools and the SOFLA (Synchronous Online Flipped Learning Approach) (Marshall & Kostka, 2023) to enrich synchronous sessions from a didactic perspective. The tools used included TEAMS, WhatsApp, Meet, Zoom, and Blackboard Collaborate, which were widely adopted to facilitate real-time communication and collaboration. Additionally, applications like Google Docs, Padlet, Quizziz, and Mentimeter were used to encourage active student participation, allowing for greater interactivity and dynamism in classes. The impact of these PD programs was significant, as they not only improved teachers' technological skills but also transformed their pedagogical practices. Teachers adopted them to adapt to the educational demands imposed by the pandemic, resulting in enhanced interaction and collaboration in synchronous classes. The research concludes that the implementation of these programs was crucial for effective and participatory teaching.
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Pinchuk, O. P., and A. A. Prokopenko. Model of a computer-orient-ed methodological system for the development of digital competence of officers of the military administration of the Armed Forces of Ukraine in the system of qualification improvement. Національна академія Державної прикордонної служби України імені Б. Хмельницького, 2023. http://dx.doi.org/10.33407/lib.naes.736836.
Full textAbstract:
Pedagogical modeling of modern educational environments remains an urgent task of educational sciences. Research on the formation and development of digital competence of specialists, although they have common features, differ and acquire characteristic features depending on the field of application. This is due to the focus on mastering specific professional skills and increasing the professional level. We found out that, compared to the social and humanitarian sphere and medicine, the development of digital competence of specialists in the military and defense industry is little discussed in scientific sources. The development of digital competence of military personnel, in particular military management officers, is an urgent problem that requires an immediate solution. On the one hand, the armed aggression of the Russian Federation adds to the criticality of the situation, on the other hand, scientific and technical progress and, as a result, the appearance of new types of weapons and the complexity of digital tools in the environments of military specialists. Scientific approaches and conceptual principles regarding the formation of digital competence of the Armed Forces of Ukraine and NATO member countries are described. Problems, contradictions and trends in the development of digital education of military specialists in the system of professional development are singled out. The article clarifies the concept of “digital competence of military command officers” of the Armed Forces of Ukraine. The authors developed and substantiated a theoretical model of a computer-oriented methodical system for the development of digital competence of officers of the military administration of the Armed Forces of Ukraine in the system of professional development, which is presented in an informative scheme with a description of individual modules combined into conceptual, target, content-methodical, procedural, technological and effective blocks. The built model ensures systematicity and consistency of the educational process in the digital educational environment of higher military education institutions for the development of digital competencies of military management officers. The technological unit contains a variety of software for training and training. In particular, specialized computer programs and multimedia guides. In the content-methodical block, among other things, the following modules are presented: cloud services; information-didactic and educational-methodical learning tools, multimedia objects, VR/AR tools, AI elements that allow selection of existing ones or creation of new learning materials; Training Course; diagnostic tools, etc. The prospect is the verification of the developed model during distance training.
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Hlushak, Oksana M., Volodymyr V. Proshkin, and Oksana S. Lytvyn. Using the e-learning course “Analytic Geometry” in the process of training students majoring in Computer Science and Information Technology. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3268.
Full textAbstract:
As a result of literature analysis the expediency of free access of bachelors majoring in Computer Sciences and Information Technologies to modern information educational resources, in particular, e-learning courses in the process of studying mathematical disciplines is substantiated. It was established that the e-learning course is a complex of teaching materials and educational services created for the organization of individual and group training using information and communication technologies. Based on the outlined possibilities of applying the e-learning course, as well as its didactic functions, the structure of the certified e-learning course “Analytic Geometry” based on the Moodle platform was developed and described. Features of application of cloud-oriented resources are considered: Desmos, Geogebra, Wolfram|Alpha, Sage in the study of the discipline “Analytic Geometry”. The results of the pedagogical experiment on the basis of Borys Grinchenko Kyiv University and A. S. Makarenko Sumy State Pedagogical University are presented. The experiment was conducted to verify the effectiveness of the implementation of the e-learning course “Analytic Geometry”. Using the Pearson criterion it is proved that there are significant differences in the level of mathematical preparation of experimental and control group of students. The prospect of further scientific research is outlined through the effectiveness of the use of e-learning courses for the improvement of additional professional competences of students majoring in Computer Sciences and Information Technologies (specialization “Programming”, “Internet of Things”).
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Luparenko, Liliia. The Use of Electronic Open Journal Systems in Scientific and Pedagogic Research: Results of Experiment. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/4465.
Full textAbstract:
The article deals with the problem of the use of electronic open journal systems in scientific and pedagogical research as well as the formation of ICT competence of researchers on the use of such systems. The concepts of electronic journal system (EJS) are considered. The most common kinds of electronic journal systems are revealed (proprietary, local (in-house), open and cloud journal systems). The criteria for accessing the effectiveness of the electronic open journal systems (EOJS) use in scientific and pedagogical research are described (normative, organizational and communication, effective), as well as their indicators. The organizational and pedagogical model of EOJS use in scientific and pedagogical researches is developed. The definition of "ICT competence of researchers on the use of EOJS in scientific and pedagogical research" is provided; its components are described; criteria (axiological, cognitive, praxeological, adaptive) and indicators of its formation are defined. The model of formation of this competence is provided. The main stages of the experimental process (2010–2018) are described. The results of the formation of ICT-competence of researchers and information-analytical monitoring of the scientific journals of the National Academy of Educational Sciences of Ukraine are presented.
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TETINA, S. V., Yu V. GUTROVA, I. E. ZHIDKOVA, et al. BUSINESS DIDACTIC GAME "INDIVIDUAL METHODOLOGICAL STYLE OF TEACHER'S ACTIVITY". SIB-Expertise, 2022. http://dx.doi.org/10.12731/er0543.17032022.
Full textAbstract:
Abstract: the proposed business didactic game is aimed at developing the creative attitude of the teacher to his own professional activity. The motivational material of a business didactic game allows the teacher to understand that his activity has sometimes elusive pedagogical algorithms and strategies, the totality of which can be called such a concept as an individual methodological style of activity. In addition to pedagogical strategies, this concept reflects the unique psychological qualities of the individual, which allow the teacher to influence the quality of the acquired knowledge. It is also emphasized that the concept of an individual style of activity is the result of the teacher's internal hard work, the result of a long search, value. On this basis, the individual style of activity rejects the concept of "charisma", since it is self-sufficient and does not need to be theatrically announced to any audience. All the value bases of an individual methodological style of activity are aimed not at narcissism, but at helping students in mastering the internal content of a particular academic subject. The leading sign of the formation of an individual methodological style of activity is the ability to correctly combine one's original author's position on the content principles of the taught subject with the guiding and prescriptive lines of the work program. The author's position of the teacher, which combines the emotional and rational components, is also reflected in external behavioral mechanisms. At the same time, expressive forms of behavior are not a mandatory feature of the individual style of methodological activity. A special style of preparing educational material, a list of methods and forms of teaching is structured on the basis of a situational understanding of the subtle mechanisms of teaching, educating and developing schoolchildren
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Kazhan, Yuliya M., Vita A. Hamaniuk, Svitlana M. Amelina, Rostyslav O. Tarasenko, and Stanislav T. Tolmachev. The use of mobile applications and Web 2.0 interactive tools for students' German-language lexical competence improvement. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3880.
Full textAbstract:
The article focuses on the use of mobile applications and Web 2.0 interactive tools to improve students’ German-language lexical competence. The composition and structure of lexical competence are described, the order of exercises for lexical competence formation is given, the didactic possibilities of using mobile applications, blogging technologies and other interactive tools to improve lexical skills are found out, examples of using mobile applications and Web 2.0 interactive tools in the learning process that prove their effectiveness are given. It is proved that the use of mobile applications and Web 2.0 interactive tools helps to organize students’ work in and outside classrooms effectively for the formation and improvement of their lexical competence.
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Remekh, Tetiana. Analytical Report "The main results of the scientific and pedagogical project of the All-Ukrainian level" Development of civic competence of students (November 2018-June 2023) ". The Institute of Pedagogy of the National Academy of Pedagogical Sciences of Ukraine, 2023. https://doi.org/10.32405/pedagogical-project-2023-22.
Full textAbstract:
The analytical report presents the main results of the scientific and pedagogical project of the All-Ukrainian level "Development of students' civic competence". The report is based on the analysis of surveys, questionnaires, and interviews conducted with students and teachers from experimental educational institutions, descriptions of the project's stages, data from other contemporary studies, and more. Recommendations are proposed based on the summarized project results for educational stakeholders to support the formation and development of all components of civic competence as a key skill in students. For educational policy developers, teachers, parents, methodologists of postgraduate pedagogical education.