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Journal articles on the topic 'Pedagogical and didactic competence'
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1
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.
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Orazova, F. O. "Fundamental Theoretical Aspects Of Didactic Competence In The Context Of The Educational Process." Current Research Journal of Philological Sciences 6, no. 2 (2025): 51–53. https://doi.org/10.37547/philological-crjps-06-02-09.
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The article examines the importance of didactic competence in higher education, emphasizing its role in fostering students' creative thinking and enhancing education quality. Special focus is given to the competency-based approach, enabling the effective resolution of professional and pedagogical tasks. Key strategies for developing didactic competence include ICT integration, reflective practices, and project-based learning. The study highlights the significance of integrating knowledge, skills, and personal qualities to prepare students for independent professional activities.
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Kantayeva, Gulnur, Aizhan Baltynova, Altynay Dossanova, Alzhanova Ainash, and Farida Ospanova. "Pedagogical basis of the development of future teachers’ didactic culture: Key components of formation." International Journal of Innovative Research and Scientific Studies 8, no. 1 (2025): 2203–12. https://doi.org/10.53894/ijirss.v8i1.4931.
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The purpose of this study is to explore how the development of professional and didactic culture is shaped by the pedagogical ideal of an integral teacher’s personality. It aims to understand how didactic culture influences the teacher's professional competence, self-regulation, and self-development, ultimately contributing to their overall professional and pedagogical effectiveness. This research adopts a qualitative and interpretive approach, focusing on the theoretical and conceptual analysis of the professional and didactic culture of future teachers. It integrates pedagogical, psychological, and sociological perspectives to examine the interplay between the teacher's personal qualities, professional knowledge, didactic skills, and their internal culture. The study employs a literature review and theoretical modeling to explore the dynamics of professional self-regulation and the role of internal culture in shaping teacher competence. It is highlighted that didactic culture plays a dual role in shaping the teacher's professional identity and competence. It not only provides a framework for the teacher's external professional image but also fosters an internal culture that drives self-development and self-regulation. This internal culture is a critical component of professional and pedagogical culture, enabling teachers to achieve and sustain high levels of competence.
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Tatyana S., Inyutina. "Didactic Support for the Development of Information and Communication Competence of Teachers." Scholarly Notes of Transbaikal State University 17, no. 4 (2022): 16–23. http://dx.doi.org/10.21209/2658-7114-2022-17-4-16-23.
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The proposed article is devoted to the problem of the development of information and communication competence of teachers of secondary vocational education in the system of advanced training. The author notes that the process of developing this competence will be effective if a set of conditions is implemented when training under additional professional training programs. In the course of the study, organizational and pedagogical conditions were identified that contribute to the development of information and communication competence of teaching staff. Special attention is paid to one of the conditions, the basis of which is the implementation of a didactic complex of support for the development of information and communication competence of teachers of secondary vocational education. According to the author it is necessary to apply competence-based, technological, as well as systemic approaches for the successful implementation of this process. In order to confirm the hypothesis of the study, a pedagogical experiment has been organized, in which pedagogical workers of secondary vocational education took part. Belgorod and Belgorod region. The main element of the information and communication competence development is the didactic complex, which includes: applied software pedagogical products, knowledge and data bases, information, didactic and methodological tools, audio-video materials; an additional professional training program “Information and communication competence of a teacher”. Control and experimental groups consisted of the pedagogical experiment participants. Special organizational and pedagogical conditions have been created for the participants of the experimental group, while in the control group training took place in the usual standard mode. The author cites the results of the conducted pedagogical experiment, which indicate that the experimental work carried out contributed to an increase in the level of development of this competence. Keywords: teaching staff, secondary vocational education, information and communication competence, didactic complex, professional development
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Stetsula, Nadiia, and Leonid Orshanskiy. "FORMATION ENVIRONMENTAL COMPETENCE OF FUTURE TEACHERS OF NATURAL SPECIALTIES BY MEANS OF STEM-TECHNOLOGIES." Collection of Scientific Papers of Uman State Pedagogical University, no. 4 (October 27, 2022): 126–37. http://dx.doi.org/10.31499/2307-4906.4.2022.270391.
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The article examines the modernization of the didactics of teaching educational components by means of educational STEM technology in the system of professional and pedagogical training of future teachers of natural sciences. For successful pedagogical activity in this new information and high-tech society, the teacher needs to develop his capabilities much higher than those that were in the past by forming professional competences in general, hence environmental competences in particular. Educational STEM technology is a modern didactic tool, the conceptual basis of which is aimed at: forming the professional competences of the acquirers at a qualitatively new level-STEM and environmental competences, which transform the educational achievements of the acquirer into the professional activity of a specialist; are the key to the successful socialization of applicants and are designed to make them competitive on the labor market. The content, functions and structure of STEM technology were studied. The methodical features of the application of STEM technology during professional-pedagogical training with the aim of forming the environmental competence of students of higher pedagogical education have been clarified. A methodical way of introducing educational STEM technology into the system of pedagogical training of future teachers of natural sciences with the aim of forming environmental competences is proposed. An algorithm for the organization of educational and cognitive activities of applicants during the STEM technology “Tourist Secrets of Ukraine” has been developed. The abstract should contain the purpose of the research, the methods used, and the results obtained.
 Keywords: future teachers of natural sciences; educational STEM technology; environmental competence; educational and cognitive activity; educational components; professional and pedagogical training; didactics; students of higher pedagogical education.
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Mayer, I. A., and I. P. Selezneva. "DEVELOPMENT OF THE MEDIATION COMPETENCE IN MASTER’S DEGREE STUDENTS OF PEDAGOGICAL SPECIALIZATION: LINGUO-DIDACTIC APPROACH." Bulletin of Krasnoyarsk State Pedagogical University named after V.P. Astafiev 61, no. 3 (2022): 5–14. http://dx.doi.org/10.25146/1995-0861-2022-61-3-346.
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Statement of the problem. The process of developing the mediative competence in a master’s degree student is necessary for reading linguocultural codes when working with a foreign language text containing linguistic and sociocultural realities that cause discomfort in the process of intercultural communication. The use of a linguo-didactic approach in the process of interpreting a text prepares for activities in the context of the interaction of different linguistic cultures. The purpose of the article is to present authorsэ recommendations on the use of linguistic and extra-linguistic mediation technologies necessary for the development of the mediative competence in undergraduates. The research methodology consists of the concept of professional linguo-didactics (N.D. Galskova, M.I. Reutov, A.K. Krupchenko); theory of intercultural mediation discourse (L.V. Kulikova, A.L. Morozova, T.A. Kostyukova, I.A. Pushkareva, D.M. Morozova); practice-oriented research in the field of using mediative technologies in teaching a foreign language (A.V. Pavlov, O.Yu. Lankina, O.V. Manzhula, Yu.V. Plekhanova, M.A. Stepanova, etc.). Research results. The didactic potential of using mediative technologies for working with a foreign language test constitutes a block of tasks to provide a linguo-didactic approach to decoding linguocultural information. On the example of working with texts of the thematic orientation of Biobauernhof, the process of developing the mediative competence of students is described. Conclusion. The use of a linguo-didactic approach to the development of mediative competence of students organizes intercultural communication by decoding linguistic and extralinguistic phenomena that are an obstacle to its full implementation.
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ARISTOVA, Natalia. "Tendencies of formation of pedagogical competence of foreign language teachers in universities of Ukraine." EUROPEAN HUMANITIES STUDIES: State and Society, no. 3 (June 25, 2015): 146–55. http://dx.doi.org/10.38014/ehs-ss.2015.3.13.
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In a period of updating of all aspects of vital functions of society and expansion of international connections the level of professional training of foreign language teachers is determined by the level of formedness of their personal qualities and professional abilities among which the special place is given to pedagogical competence. For this reason the article is dedicated to the formation of pedagogical competence of foreign language teachers. The various interpretations of conceptions “competency”, “competence” and “pedagogical competence” are given in the article. The variants of their interpretation by local and foreign authors in pedagogical theory and practice are analyzed. In the article pedagogical competence is defined as a system of scientific knowledge, intellectual and practical know-how and personal qualities which can provide realization of personal potential of a teachers in the process of pedagogical activities and which consists of definite structural components. Structural components and different types of pedagogical competence of foreign language teachers are studied in the article. Peculiarities of formation of pedagogical competence are determined and didactic principles that influence the formation of pedagogical competence of foreign language teachers at the higher educational establishments of Ukraine.
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Tatarchuk, Volodymyr. "Organizational and didactic features of the formation of graphic competence of future specialists in the industry of electronics and telecommunications." Health and Safety Pedagogy 7, no. 1-2 (2023): 51–64. http://dx.doi.org/10.31649/2524-1079-2022-7-1-051-064.
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The article examines the actual problem of determining the organizational and didactic features of the formation of graphic competence of future specialists in the field of electronics and telecommunications. It is noted that graphic competence is an integral part of the professional competence of future specialists in technical specialties for a number of reasons: ensuring communication; design and modeling; standardization and documentation; training and cooperation; innovation and development. The development of innovative approaches to the formation of graphic competence of future specialists in the field of electronics and telecommunications, like any pedagogical technology, must satisfy some basic methodological requirements. The following can be attributed to them: conceptuality, systematicity, manageability, efficiency, reproducibility.
 Summarizing scientific research, didactic conditions for the formation of graphic competence of future specialists in the field of electronics and telecommunications are interpreted as a set of purposefully created, improved and selected teaching methods and techniques to achieve certain didactic goals (formation of graphic competence at a high level). They include the characteristics and peculiarities of professional training, which are taken into account when designing and organizing the educational process in order to optimize the process of students' acquisition of educational experience.
 Therefore, the determination of didactic conditions for the formation of graphic competence of future specialists in the field of electronics and telecommunications, with the aim of further building a model of this process, involves the establishment of the following aspects: the characteristics of the cognitive features of students of higher education. The establishment of such features is foreseen at the stage of the pedagogical experiment by analyzing the level of development of cognitive functions, opportunities for analysis, synthesis, awareness of information, etc.; determination of individual characteristics of students, because each of them is a unique individual with his own strengths and weaknesses, interests, learning style, etc. Therefore, didactics should provide opportunities for the development of individual educational trajectory and development; determination of appropriate pedagogical methods and technology to ensure effective formation of graphic competence of future specialists in the field of electronics and telecommunications.
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Ткачівська, Інна. "ДИДАКТИЧНА КОМПЕТЕНТНІСТЬ ЯК НЕОБХІДНА СКЛАДОВА ПРОФЕСІЙНОЇ ГОТОВНОСТІ МАЙБУТНІХ УЧИТЕЛІВ ФІЗИЧНОЇ КУЛЬТУРИ". European Science, sge12-02 (30 вересня 2019): 129–35. http://dx.doi.org/10.30890/2709-2313.2022-12-02-015.
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An important component of the professional readiness of future physical culture teachers to carry out pedagogical activities in the modern conditions of education reform is the presence of didactic competence formed in them. Didactic competence at the per
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Mykolaiko, І. "FORMATION OF TECHNOLOGICAL COMPETENCE." SWorld-Ger Conference proceedings, gec26-01 (April 30, 2023): 70–74. http://dx.doi.org/10.30890/2709-1783.2023-26-01-004.
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Psychological-pedagogical studies of personality development are analyzed, which are the basis for the creation of didactic technologies.Pedagogical foundations of the technological competence of the future specialist have been determined. The components
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Zolotov, Pitirim Y. "Psychological and pedagogical conditions for the development of pragmatic competence of students based on corpus technologies." Tambov University Review. Series: Humanities, no. 186 (2020): 7–13. http://dx.doi.org/10.20310/1810-0201-2020-25-186-7-13.
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We present an analysis of the concept of “pedagogical conditions”. On the basis of a comparative multi-aspect analysis of the concept of “conditions”, we determine the concept of “pedagogical conditions” and the main characteristic features are identified. We analyze pedagogical conditions in the work as an integral part of the pedagogical system; they reflect environmental opportunities that affect the personal and technological aspects of the system, contributing to its successful functioning. We consider various groups of conditions that ensure the effective functioning of the pedagogical system. We reveal the features of three groups of pedagogical conditions (organizational and pedagogical, psychological and pedagogical, didactic). Further, we propose psychological and pedagogical conditions aimed at the development of pragmatic competence based on corpus technologies. The first proposed psychological and pedagogical condition is the motivation of students to develop pragmatic competence based on corpus technologies. The second psychological and pedagogical condition is the development of foreign communicative competence in students not lower than level B1. The third psychological and pedagogical condition for the formation of pragmatic competence based on corpus technology should include the development of information and communications technologies competency in students. The following psychological and pedagogical condition for the development of pragmatic competence based on corpus technology is the formation of information and communications technologies competency in the teacher. And the last psychological and pedagogical condition for the development of pragmatic competence based on corpus technologies should be considered as following by students the designated algorithm for the development of pragmatic competence based on corpus technologies.
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Botezatu, Valeria. "Particularities of formative assessment competence of university teachers." Studia Universitatis Moldaviae. Seria Științe ale Educației, no. 5(165) (July 2023): 37–42. http://dx.doi.org/10.59295/sum5(165)2023_06.
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Formative assessment represents a current problem of didactic design in university education. The assessment thus exceeds the status of the final stage of the teaching-learning activities, which it held in traditional didactics, the important being the formative assessment, throughout the didactic process, which values and supports learning through immediate and interactive regulation. Being a process-centered assessment, the formative assessment has a dynamic and flexible character. In this sense, the formative assessment allows the teacher to regulate learning and teaching interactively, continuously and systematically. This article highlights the importance of formative assessment competence in university education, through the lens of its components: measurement, feedback and appreciation. In this context, the results of the psycho-pedagogical pre-experiment with reference to the formative assessment competence of university teaching staff are reflected.
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Shostak, Ekaterina V. "A didactic model providing plurilingual training in multidisciplinary university." Tambov University Review. Series: Humanities, no. 189 (2020): 39–47. http://dx.doi.org/10.20310/1810-0201-2020-25-189-39-47.
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Current trends in higher education suggest a gradual transition from a monolingual education system to a multilingual one. Nowadays, there is a need for professionals who speak English as well as other foreign languages and are able to cooperate with representatives of other cultures to find better solutions to industrial tasks. The research aims at elaborating a didactic model for the development of plurilingual competence among students of a multidisciplinary university. Research methods: literature analysis in the field of psychological studies and didactics, modeling, observation, pedagogical experiment. The configuration of the plurilingual competence structure is determined by introducing two sub-competences (professionally-oriented linguistic competence in English and common linguistic competence in the second foreign language – Spanish). The model structure with detailed characteristics of the component composition is described in detail. Methodological component contains the following approaches (competence, cognitive, interdisciplinary and activity theory based approaches) and didactic principles (of integration, basic learning strategies, flexible skills content organization, situational afferentation and reverse afferentation principles, homogeneous skills reduced interference principle, iteration and language structure based organization principle). Content component represented with a further description of the procedural and content aspects. An iteration and language structure based system of exercises has been developed. A general diagnostic framework for competence assessment and measurement has been introduced. The relationships between the components of the model are indicated. Conclusions are made about the applicability of the model in the environment of a multidisciplinary university.
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Petrova, M., E. Uteubayeva, and T. Kokhanover. "Didactic approach to the process of communicative competence formation." Bulletin of the Karaganda University. Pedagogy series 100, no. 4 (2020): 79–84. http://dx.doi.org/10.31489/2020ped4/79-84.
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Article is devoted to studying of the didactic approach to teaching foreign languages. One of the key elements of foreign languages teaching is didactic approach, which organize and manage the process of teaching and is aimed at achieving the best result. It is very important to chose the appropriate didactic principles and organ-ize its activity in pedagogical process. As a result of analyses of Russian and foreign methodologist in the ar-ticle we made the attempt to elicit and prove the main and effective principles of didactic approach to im-prove the communicative competence of the learners in the conditions of trilingual education.
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Kozlovska, Iryna, Magdalena Opachko, and Iryna Zinchuk. "METHODOLOGICAL APPROACHES AND DIDACTIC COMPETENCE OF MODERN TEACHER OF PHYSICS IN THE CONTEXT OF INTEGRATION EDUCATIONAL PROCESSES." Academic Notes Series Pedagogical Science 1, no. 191 (2020): 16–20. http://dx.doi.org/10.36550/2415-7988-2020-1-191-16-20.
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The article highlights a new understanding of a role and place of teachers in the educational process, where learning management is seen as a complex process that takes into account the heterogeneity of the learning environment and the ambiguity of didactic interaction. The analysis of the basics of teaching physics at school made it possible to identify its main functions aimed at developing of students’ knowledge and mental activity. It is shown that in the process of students’ mastering the content of didactic management, the methodological competence of a teacher of physics is improved. The use of methodological approaches in a teacher of physics’ didactic competence formation is substantiated (the competence approach made it possible to reveal the structure of competence, determine the relationship with the concepts of methodological, didactic, psychological-pedagogical, technological, information-communicative competence and present its structure in the system of competences of teachers of physics aiming at revealingits systematic nature and self-sufficient essence; a systematic approach to teacher training in didactic management made it possible to present the training process as a system aimed at preparing teachers to manage the teaching of physics and personality development in learning: an integrative approach based on the unity of theoretical and practical components in future teacher readiness, a harmonious combination of knowledge from different cycles of training and focus on the integrative nature of training results;a praxeological approach focuses on the development of such components of pedagogical skills as methodical, communicative, psychodidactic, technological, managerial, etc.). The didactic aspects of the professional activity of a teacher of physics in different types of educational institutions have been analyzed, the dominance of the subject approach to the content of knowledge and violation of a number of didactic principles, including purposefulness and motivation of learning, has been revealed. The basic provisions of a course of physics introduction in a vocational school have been determined. Five stages of sequential implementation of the integrative approach in the educational and cognitive process of a teacher of physics have been identified and described. Conclusions,regarding the expediency of a teacher of physics’ didactic competence developing on the basis of leading methodological approaches, have been made.
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Ortega-Sánchez, Delfín, and Isabel María Gómez-Trigueros. "Didactics of Historical-Cultural Heritage QR Codes and the TPACK Model: An Analytic Revision of Three Classroom Experiences in Spanish Higher Education Contexts." Education Sciences 9, no. 2 (2019): 117. http://dx.doi.org/10.3390/educsci9020117.
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This study aims to establish a first reference didactic and methodological framework for the operational and effective integration of Quick Response (QR) codes in the training of Social Sciences teachers in Primary Education, paying special attention to the integrated acquisition of social, civic, and digital competences in the framework TPACK (Technological Pedagogical Content Knowledge). With this purpose, it specifies the didactic potential of these new technological resources in the teaching-learning of the Social Sciences, its eventual integration in the design and implementation of teaching innovation projects for this educational stage, and its capacity for the acquisition of competence digital teaching in Primary Education teachers in initial training. In this sense, the work explores a selection of classroom experiences and research and innovation proposals, pioneers in the field of Social Sciences Didactics in Spain, with the aim of offering an approximation and status of the didactic treatment of History and, particularly, the historical-cultural heritage in the formation of Primary Education teachers.
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Rata, Lilian, and Nina Birnaz. "The ethos of the teacher in terms of the competence of oratory communication." Studia Universitatis Moldaviae. Seria Științe ale Educației, no. 5(165) (July 2023): 79–84. http://dx.doi.org/10.59295/sum5(165)2023_14.
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This article reflects the role of teacher’s personality in the process of pedagogical communication, regarded throu-gh the three-dimensional perspective of the communication process, named: communication competence, oratory communication competence and microcompetence of the teachers ethos.This approach highlights the importance of the teacher profile in the process of pedagogical communication in general and in the process of oratory communication in particular. The competence oratorical communication, by definition, involves relating to the public through an argumentative speech to help him penetrate the audience’s thinking. In this context it highlights the teacher’s ethos, manifested both through personal qualities: intelligence, virtue, mores, self-confidence and professional: confidence-credibility, authority, reputation and similarity with the audience. Only such an approach involves and motivates students in the training process determining the success of pedagogical communication in the teacher-student relationship.Keywords: competence, communication, communicative competence, competence of oratory communication, mi-crocompetence, ethos, teacher. IntroducereComunicarea este definită de Hymes ca una din competențele esențiale necesare pentru reușita acțiunii educaționale; una dintre principalele calități solicitate de profesia de cadru didactic, care presupune stăpâ-nirea tehnicilor comunicării interactive, a codurilor adecvate diferitor mesaje, a căilor de retroacțiune.Deseori, demersul educațional crează situații de transmitere a mesajelor, aspect ce impune cadrului di-dactic formarea diferitor variante a competenței de comunicare, în acest context competență de comunicare oratorică. Analiza abordărilor teoretice ale evoluției oratoriei și extrapolarea rezultatelor analizei în context educațional, generează ideea conturării competenței oratorice care presupune transmiterea trăirilor și con-vingerilor de către cadrul didactic, astfel încât acestea să fie însușite de către studenți, să devină indispensa-bile, să ia caracterul unor idei, hotărâri proprii, determinând astfel un anumit comportament al personalității. O dimensiune esențială a competenței de comunicare oratorică este etosul cadrului didactic. Particularitățile etosului cadrului didactic determină calitatea instruirii. Acest aspect este confirmat și de paradigma sistemelor de învățământ axat pe competențe atât din alte țări, cât și din Republica Moldova [5].
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Bordovskaia, Nina V., Elena A. Koshkina, Marina A. Tikhomirova, and Natalia Bochkina. "Case Method as a Tool for Evaluation and Development of Terminological Competence of Future Teachers." Integration of Education, no. 4 (December 28, 2018): 728–49. http://dx.doi.org/10.15507/1991-9468.093.022.201804.728-749.
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Introduction. Theoretical and practical aspects of applying case methods have been considered for the first time as tools for developing terminological competence of students mastering educational programs in the field of pedagogics. The aim of the study is to determine scientific basis for choosing and applying cases while studying specifics of development of terminological competence in the field of didactics, and assessment of their efficiency at different levels of professional training of a teacher . Materials and methods. The study is based on the analysis of solution of pedagogical cases. The data were processed using mathematical statistics methods. The sample included 860 persons, among them students currently undergoing vocational training and those receiving higher education, teachers of secondary schools and institutions of secondary vocational pedagogical education. Results. The findings of the study indicate that object-cognitive, professional-speech and reflective-evaluation cases provide for efficient use of the case method in evaluation of the level of formedness of terminological competence. Empirical verification of the cases allowed to identify differences in the extent to which terminological competence of future teachers is formed at different stages of professional training, and the significance of object-cognitive component in ensuring that professional terminology is duly mastered. The effectiveness of completion of different case types was evaluated. This study expanded our understanding of principles of selection and structuring of case tasks to evaluate and improve development of future teachers’ terminological competence in the course of learning theoretical basics of modern teaching. The research results provide a better understanding of case methods in pedagogical education. Discussion and conclusion. The case method is an important issue for future research. A further study of the other subject fields in professional pedagogical training with special focus on the level of terminological competence of educators in secondary and vocational schools is suggested. Practical significance of this article lies in the prospect of uncovering potential capabilities of the case method for diagnostic and didactic purposes in universities. Keywords: future teacher, terminological competence, didactic term, terminology, case method, case typology Acknowledgements. The study was conducted with financial support from the Russian Foundation for Basic Research (Project No. 16-06-00486).
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Iukhno, Natalia. "Realization and experimental check of didactic conditions of forming the information-digital competence of students of medical institutions of higher education." Professional Education: Methodology, Theory and Technologies, no. 10 (November 19, 2019): 253–66. http://dx.doi.org/10.31470/2415-3729-2019-10-253-266.
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In accordance with the purpose, the article describes the general organization, stages of conducting and the results of pedagogical experiment on checking the effectiveness of the implementation of didactic conditions for forming the information-digital competence of students of medical institutions of higher education. The author proposes the model and ways of realization of the didactic conditions: actualization of the motivational-value training of students of medical institutions of higher education; organization of interaction of students and teachers of medical institutions of higher education on the Internet through the creation of information-digital educational environment on the basis of individual support for the student; creation of individual educational routes for students in the course of training and production practices. At the ascertaining stage of the pedagogical experiment, the criteria and indicators were specified: motivational (presence of positive motivation for the formation of information-digital competence), cognitive (systematic and thoroughness of theoretical and practical knowledge regarding the formation of information-digital competence of students), operational (development of skills for organization), implementation, evaluation, improvement of information-digital competence formation), personality-reflection (introspection and reflection); levels of information-digital competence of higher education medical institutions students (high, average, low), which contribute to the positive dynamics of information-digital competence of students of medical institutions of higher education. At the formative stage of the pedagogical experiment, the didactic conditions of forming the informational-digital competence of students of medical institutions of higher education on the target, procedural and evaluation-effective stages of the developed model were realized. At the control stage of the pedagogical experiment, there was a significant increase in the level of information-digital competence of students of medical institutions of higher education in the EG: by 21.3% the number of students with a high level of education increased; by 24.3% ‒ with an average level; 45.6% decreased the number of students with the initial level of their information-digital competence. According to the results of the statistical processing of the data of the pedagogical experiment participants, there was a significant increase in the levels of all indicators that were measured. It is established that the formation of information-digital competence of students of medical institutions of higher education is facilitated by certain didactic conditions.
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Nagovitsyn, Roman Sergeevich, Elena Aleksandrovna Berezhnykh, Alexey Emilievich Popovic, and Oleg Vladimirovich Srebrodolsky. "Formation of Legal Competence of Future Bachelors of Psychological and Pedagogical Education." International Journal of Emerging Technologies in Learning (iJET) 16, no. 01 (2021): 188. http://dx.doi.org/10.3991/ijet.v16i01.17591.
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This article presents the author’s vision of the content and technology of forming the legal competence of future teachers and psychologists, which includes six synergistically interrelated competencies: legislative, regulatory, ethical, social, informational and psychological. The purpose of the study: to develop didactic games for students - future bachelors of psychological and pedagogical education and experimentally prove the effectiveness of their implementation in extracurricular activities to form their legal competence. Based on the analysis of various educational technologies for the formation of students' legal competencies, a special set of didactic games has been identified and systematized. The scientific novelty of the author’s research lies in the originality of the approach to the independent implementation by students of didactic games in extracurricular activities on the basis of the student scientific community. The research results are statistically proven (p<0.05) through an increase in the level of formation of legal competence in students of psychological and pedagogical sphere.
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С., В. Черкашин. "УПРОВАДЖЕННЯ ПРОЦЕДУРИ ОЦІНЮВАННЯ ЯК ІНСТРУМЕНТА ПІДВИЩЕННЯ ЯКОСТІ ВИКЛАДАННЯ В УНІВЕРСИТЕТАХ НІМЕЧЧИНИ". Педагогіка та психологія, № 58 (15 грудня 2017): 314–23. https://doi.org/10.5281/zenodo.1117086.
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The author of the given article refers to the data taken by him from German sources which specify that teachers of German universities quite often carry out their functional duties according to sufficiently erroneous ideas about the basic psychological, didactic and social preconditions of teaching. Some of them don’t even have any ideas about these preconditions. The very presence of professional didactic qualifications is considered as an obligatory condition for an assignment to the post of a professor assistant or a professor. However the lecturers are not seriously verified for the presence of methodical and pedagogical competences as preconditions for their participation in competition on taking corresponding academic posts. As the author notices, such kind of neglect of forming and developing psychological and pedagogical qualifications of teachers speaks not only about the tradition which has taken roots in this sphere, but also about the actual professional socialization conditions of young scientists. Systematic education in the field of the higher school didactics practically is not stipulated by the program of their vocational training and occurs under conditions of daily practice. Under these conditions young teachers begin the teaching activity, constantly experiencing psychological uncertainty in their didactic qualifications and feeling a constant shortage or a full absence of didactic methods and ways of their application. The choice of didactic methods and receptions is carried out by assistants intuitively on the basis of their student's experience. Besides these methods correspond with the social form of frontal lessons, which are traditional for German higher schools. Popularity of these methods speaks, apparently, that their using by beginners does not demand an enough high level of the social and didactic competences and assumes use of own special competence. That fact is obvious, that such state of affairs is absolutely not adequate to professional teacher work at the present stage of developing and reforming the German higher education sphere. Traditional sights at universities on didactical preparation of teachers prevent improvement of the given situation. Patent defects of vocational teacher training provokes on the part of students open criticism of training methods at German higher schools.
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Arlasheva, Lyudmila Vyacheslavovna. "Implementation of a Teacher’s health-preserving Competence in the Process of Adaptive and Developmental interaction between Subjects of Education." Siberian Pedagogical Journal, no. 3 (June 22, 2024): 121–33. http://dx.doi.org/10.15293/1813-4718.2403.12.
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The article discusses the issue of implementing the health-preserving competence of a teacher at the present stage of modernization of education in Russia. A pedagogical model for the implementation of the health-preserving competence of a teacher is presented. The possibility of a variable part of educational programs through the introduction of a software and technological complex for preparing teachers for activities to improve the adaptive and developmental potential of students. The purpose of this article is to present pedagogical conditions developed and tested on the basis of experimental data and a model for the implementation of a teacher’s health-preserving competence. Methodology. One of the central methodological problems discussed in the article is the identification of the relationship between the readiness of teachers for health-preserving activities and the ability to implement the health-preserving competence of a teacher in the process of adaptive and developmental interaction of subjects of education in class and extracurricular activities. Research results. Materials are described that show that as a result of the combined pedagogical, socio-pedagogical, psychological-pedagogical, medical-physiological-pedagogical interaction of subjects of education, the psychological-pedagogical, didactic and information-technological health-preserving competencies. In conclusion, it is concluded that the implementation of a teacher’s health-preserving competence should be considered as a process of purposeful and consistent adaptive and developmental interaction between subjects of education, promoting the build-up of information technology, psychological, pedagogical and didactic health-preserving pedagogical competencies.
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Ishbayeva, Nazira Abduraimovna. "DIDACTIC COMPETENCE AND SPECIFIC ASPECTS OF ITS DEVELOPMENT." American Journal of Advanced Scientific Research (AJASR), no. 9 (March 18, 2025): 160–65. https://doi.org/10.5281/zenodo.15047197.
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In the process of professional retraining, it is necessary to optimizethe educational process, taking into account the features of the development ofdidactic competence of trainees, their academic skills and abilities. The developmentof didactic competence of trainees in the process of professional retraining is thesum of the high level of development and improvement of all components ofpedagogical activity and the implementation of the personal strengths, talents andcapabilities of the teacher. The article describes the pedagogical conditions for thedevelopment of didactic competence of trainees in the process of professionalretraining.
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Perez Reategui, Sayra Astrid Sujey, Kelita Ytamar Rodríguez Rojase, Osmer A. Campos-Ugaz, et al. "Development of Literary Competence Through a Semiotic Approach and Technological Resources." Journal of Curriculum and Teaching 12, no. 6 (2023): 206. http://dx.doi.org/10.5430/jct.v12n6p206.
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Currently, literary competence is scarcely addressed in secondary education teaching. Therefore, the objective of this study was to design a didactic proposal to improve literary competence through a semiotic approach and technological resources in secondary school students of an educational center located in the city of Lambayeque. The research was quantitative, non-experimental and descriptive-propositive design. The instrument used was the "Likert scale to evaluate literary competence", which was applied to a sample of 32 fifth grade students, selected by non-probabilistic sampling. As a result, it was obtained that the students presented low levels of achievement, since 100% of them only evidenced beginning processes. In response to this problem, a didactic proposal for the comprehension and production of narrative discourse was designed and validated from a semiotic perspective using ICT resources. We conclude on the importance of the contributions in the area of communication, which can integrate didactics with technology, contributing to the pedagogical processes for current generations and educational systems of the globalized world.
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Khusanova, Mokhira Sherali qizi, and Madina Shavkatovna Bakhriddinova. "Didactic Conditions for the Formation of Discussion Competence among Students." International Journal of Multidisciplinary Research and Analysis 04, no. 06 (2021): 742–43. https://doi.org/10.47191/ijmra/v4-i6-09.
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The article substantiates the need for the formation of discussion competence among students of linguistic universities. For this purpose, it is proposed to use an integrated approach. The methodology for developing an integrated approach is based on general scientific principles that take into account the specifics of the formation of students' discussion competence. Clarified the content of the concepts: "discussion competence" and "discussion speech". The didactic conditions for the formation of discussion competence are revealed, which provide a combination of factors of purposeful pedagogical influence on a student in order to form a discussion competence.
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Blândul, Valentin Cosmin, and Adela Bradea. "DEVELOPING PSYCHOPEDAGOGICAL AND METHODICAL COMPETENCES IN SPECIAL / INCLUSIVE EDUCATION TEACHERS." Problems of Education in the 21st Century 75, no. 4 (2017): 335–44. http://dx.doi.org/10.33225/pec/17.75.335.
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In a general sense, competence represents a higher finality which ensures the transfer of acquired theoretical knowledge to effective teaching practices. In the teaching profession, there are three types of competences: professional (they show the teacher's theoretical knowledge), psycho-pedagogical (they concern the teacher's ability to know their students and to establish interhuman relationships with them) and methodical (concerns the teacher's ability to teach effectively the elements of the didactic content). Due to the particularities of special / inclusive education, teachers involved in this form of education should possess mainly psycho-pedagogical and methodical competences so that they can meet successfully the educational needs of students with disabilities. The aim of the research was to identify the psycho-pedagogical and methodical competences of special / inclusive education teachers, as well as ways to improve them using continued professional training activities. The sample consisted of 225 teachers, who work in various forms of special education in Bihor County, Romania. The instrument consisted of a questionnaire with 21 items. The research was conducted in April 2017. The results of the research showed that special education teachers are more empathetic and use a more diversified range of didactic strategies, while inclusive education teachers are concerned with continued professional training in the field of special education. Keywords: didactic competences, people with disabilities, special / inclusive education
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Barbaros, Claudia. "The pedagogical model for developing the research competence of teachers in general education." Univers Pedagogic, no. 2(70) (July 2021): 47–53. http://dx.doi.org/10.52387/1811-5470.2021.2.08.
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The article proposed for publication highlights the principles of research competence and the strategic components of the development of teachers’ research competence. We consider that the pedagogical model for the development of research competence would be useful in the didactic activity and will contribute to the increase of the quality of the instructive-educational process.
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��������, Elena Logunova, ��������, and Irina Levchenko. "Features of Educational Process under the Formation of Diagnostic Competences of Masters in Speech Therapy." Standards and Monitoring in Education 2, no. 6 (2014): 48–53. http://dx.doi.org/10.12737/6000.
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The article is devoted to the peculiarities of �Speech Pathology Education� Ph.D. program against the reforms of the education of persons with disabilities.
 The work implements competency-based approach to the preparation of students for the Master?s program. Competences of the Master of
 psychological-pedagogical diagnostics and one�s activities in the field of integrated studying of persons with disabilities, as well as of teaching and
 research activities, are described. To assess the development of diagnostic competence authors developed and submitted tasks of different levels of
 complexity, allowing to assess competence at different stages of learning. The article presents an innovative technology of application of a &#34;Portfolio&#34;
 didactic method in the formation of diagnostic competence, describes the contents of the �Portfolio� (created by the magistrand), and provides evaluation
 criteria for the performance of the proposed technology.
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Marieta, NEAGU, and BOCANCEA Viorel. "DEVELOPMENT OF RESEARCH/INVESTIGATION COMPETENCE IN PRIMARY SCHOOL STUDENTS: METHODOLOGICAL APPROACHES AND DIDACTIC STRATEGIES." Analele Universității din Craiova, seria Psihologie-Pedagogie/Annals of the University of Craiova, Series Psychology- Pedagogy 46, no. 2 (2024): 92–106. https://doi.org/10.52846/aucpp.2024.2.07.
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The article explores the importance of developing research/investigation competence in primary school students, highlighting the didactic strategies and methodological approaches essential for this process. It emphasizes the importance of practical activities and experiments for assessing research/investigation competence (CCI), proposing concrete examples of activities and taxonomies for evaluating the levels of this competence. It examines the didactic strategies and methodological approaches necessary for the development of research/investigation competence (DCCI) in primary school students within the context of pedagogical research for a doctoral thesis, particularly the pilot phase (PP), emphasizing the significance of education that integrates investigative and experimental activities.
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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." CTE Workshop Proceedings 7 (March 20, 2020): 60–70. http://dx.doi.org/10.55056/cte.310.
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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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afurovna, Ashurova Dildora G‘. "DESIGNING EFFECTIVE COLLABORATIVE STRATEGIES FOR ENGLISH LANGUAGE INSTRUCTION: KEY DIDACTIC CONDITIONS." International Journal of Advance Scientific Research 05, no. 12 (2024): 246–51. https://doi.org/10.37547/ijasr-04-12-37.
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This article explores the didactic conditions for designing and implementing collaborative strategies in English language teaching. It examines the role of teachers in guiding the integration of modern pedagogical technologies and the active participation of students. The study highlights the importance of innovative tools, pedagogical expertise, and student-centered learning for enhancing communicative skills and intercultural competence.
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Allamovich, Karimov Inoyat. "THEORETICAL AND PEDAGOGICAL BASIS OF THE METHODOLOGY FOR IMPROVING PROFESSIONAL COMPETENCE OF FUTURE MUSIC TEACHERS." International Journal of Pedagogics 4, no. 9 (2024): 63–69. http://dx.doi.org/10.37547/ijp/volume04issue09-12.
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This article analyzes the theoretical and pedagogical foundations of the methodology of improving the professional competence of future music teachers. The theoretical knowledge and pedagogical practice approaches that are important in the formation of the professional competence of a music teacher are highlighted. Also, ways to develop important competencies in the professional activity of teachers - didactic, communicative, creative and technological skills are considered. In order to improve the professional competence of future teachers, the article focuses on strengthening the knowledge and skills of students through modern pedagogical technologies, interactive methods, analysis of musical works, and practical training.
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U.U., Jumanazarov. "Principles And Methods Of Linguistic Competence." American Journal of Social Science and Education Innovations 03, no. 04 (2021): 151–57. http://dx.doi.org/10.37547/tajssei/volume03issue04-23.
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The article is based on five principles (linguistic, didactic, pedagogical, psychological-psycholinguistic, and methodological) in teaching English and their contribution to the development and improvement of linguistic competencies of students in the field. It is said that these principles serve as the main sources in achieving the set educational and methodological goal, as well as the choice of methods, tools and techniques used in the process of learning a foreign language.
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O’g’li, Umirov Ilhom Iskandar. "PEDAGOGICAL ESSENCE AND MODEL OF TECHNOLOGICAL COMPETENCE DEVELOPMENT IN FUTURE ENGINEERS." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 03, no. 10 (2022): 7–14. http://dx.doi.org/10.37547/pedagogics-crjp-03-10-02.
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Pedagogical factors of development of technological competence of students of higher educational institutions with the help of electronic educational tools are considered in this article. The components of the didactic support system for electronic educational tools are highlighted. The model of the advantages of organizing education based on electronic educational tools and the main problems of organizing the educational process with the help of electronic educational tools are shown.
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Wilhelm, Sandra, Ruth Förster, and Anne Zimmermann. "Implementing Competence Orientation: Towards Constructively Aligned Education for Sustainable Development in University-Level Teaching-And-Learning." Sustainability 11, no. 7 (2019): 1891. http://dx.doi.org/10.3390/su11071891.
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The call for integration of competences in tertiary education for sustainable development (ESD) has been heard. Helpful competence models for ESD are available but little exists about how to put them into practice. As illustrated in this article in an initial review of competence models for change agency, this is not easy because competences are fundamentally context-bound and generalized models make little sense. Faculty staff who wish to foster competences for SD therefore need help with contextualising and operationalising competences. They often lack the pedagogic-didactic understanding needed to implement competence orientation in their teaching, in an institutional context where knowledge transmission is traditionally rated higher than competence development. Using a reflective practitioner approach, this paper addresses the need for methodological guidance by introducing a heuristic procedure and a didactic planning tool from adult education that enable lecturers to establish coherent ESD teaching-and-learning environments and curricula: the tree of science model and constructive alignment. Two case studies show how these instruments can be used to increase coherence when operationalising competences for SD. The article concludes by outlining three factors that foster integration of competence orientation in ESD: pedagogic-didactic tools, professional development for ESD, and institutional change.
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Medina Astudillo, Auri Jacqueline, and Diana Nancy Martínez-García. "Competency-Based Learning Strategy for Laboratory Quality Management." Salud, Ciencia y Tecnología - Serie de Conferencias 2 (December 19, 2023): 364. http://dx.doi.org/10.56294/sctconf2023364.
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This study arises from the analysis of the lack of knowledge among second-semester clinical laboratory students regarding competency-based learning. It included the development of a competency-based learning strategy for Clinical Laboratory Quality Management. Work was focused on three specific objectives: identifying processes and procedures, developing a pedagogical and didactic strategy, and establishing efficacy indicators for quality management learning in the clinical laboratory. Criteria from various authors on the subject were considered. The methodology was explanatory-descriptive research with a cross-sectional approach. The study involved 20 second-semester students from the clinical laboratory program. The results allowed for the creation of a clinical laboratory process diagram for the pre-analytical, analytical, and post-analytical phases. Furthermore, general and specific competencies regarding quality in the clinical laboratory were identified. With these results, a proposal for didactic strategies with a competency-based approach for quality management learning was developed. In conclusion, the design of this pedagogical strategy was established, based on ICT, with video conferencing as a didactic resource that enables effective communication. The general competence was to perform analytical studies of biological samples, and the specific ones were obtaining biological samples, ensuring the quality of the analytical process, conditioning the sample for analysis, and validating the results.
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Dhaliwal, Rosie. "A Reflection on Cultural Competence: A Dietitian's Didactic Discourse." Critical Dietetics 3, no. 1 (2016): 9. http://dx.doi.org/10.32920/cd.v3i1.648.
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This paper makes the case that cultural competence is a key part of dietetic practice and in turn dietetic education. With a breadth of studies on cultural competence in dietetics and health care, the human, relational component hasn’t been emphasized. To this end, this paper makes the case for a holistic view of clients, patients and all of those who fall under the care and guidance of dietitians. And further, for practitioners to work with a notion of self-reflection to develop a disposition that is attuned to culture. Pedagogical implications and curricular applications are included as a result of this inquiry while concepts from Sikhism are offered as illustrative components to highlight this reflection on cultural competence.
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Yanjun, Guo, and Halyna Nikolai. "Methodological and Methodical Foundations of Studying the Issue of Future Voice Teachers’ Artistic-Didactic Competence Formation." Professional Education: Methodology, Theory and Technologies, no. 15 (November 4, 2022): 70–91. http://dx.doi.org/10.31470/2415-3729-2022-15-70-91.
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The article reveals the issue of forming future voice teachers’ artistic-didactic competence during their professional training at the university. Consequently, an important result of the latter is acquisition by the student of the artistic-didactic competence, which becomes one of the key competences in the process of fulfilling the functions of a voice teacher. The purpose of the article is to highlight methodological and methodical foundations of forming future voice teachers’ artistic-didactic competence, in particular to justify the expediency of using certain principles and general scientific approaches with their concretization in the methodological plane. To achieve the aim of the scientific publication, a complex of theoretical research methods was used – general scientific (analysis, generalization, systematization, extrapolation) and specific scientific, in particular, retrospective and comparative analysis and pedagogical discourse, which helped to generalize scientific opinion on the methodological foundations of research in the field of music pedagogy and to clarify the ways of solving the task of forming future voice teachers’ artistic-didactic competence. The results. In the course of a comparative and comparative analysis of the intelligence of Ukrainian and Chinese scientists, it was established that the specification of general scientific approaches and principles in the field of vocal teaching methods allows researchers to use a set of didactic principles, in particular of: continuity, individualization of the educational process, integrity, scientificity, systematicity and consistency, visibility, the unity of the technical and artistic component of vocal art, etc. Conclusions. The article establishes that among the methodological foundations there should be singled out, first of all, anthropological, culturological, personal and dialogical approaches. The latter includes opportunities for interaction of the cultural-anthropological approaches as meeting and interpenetration of artistic and human, artistic-aesthetic and creative-volitional beginnings. The concretization of general scientific approaches and didactic principles in the methodical plane creates methodical foundations for the future voice teachers’ artistic-didactic competence formation, in particular: the principle of continuity ensures preservation of performance traditions of academic vocals and methodical experience of their teaching; the principle of integrity allows considering formation of artistic-didactic competence in the unity of theoretical, methodological and artistic-performing aspects; the principle of scientificity directs development of the author’s methods and their practical verification; the principle of consistency and systematicity in combination with the principle of accessibility provides a gradual complication of the content, methods and techniques of forming future voice teachers’ artistic-didactic competence.
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Tangirbergenova, Mehriban Koshkinbaevna. "IMPROVING THE MECHANISM FOR DEVELOPING INNOVATIVE COMPETENCE OF FUTURE TEACHERS IN THE PROCESS OF INDEPENDENT LEARNING." Multidisciplinary Journal of Science and Technology 5, no. 4 (2025): 568–70. https://doi.org/10.5281/zenodo.15230417.
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The article examines the issues of preparing students for pedagogical activity based on the use of innovative technologies, which is due to the insufficient orientation of the content of special and general educational subjects to solving this problem. Didactic conditions for introducing innovative pedagogical tasks and situations into the content of subjects at a pedagogical university are identified. Three types of innovative pedagogical tasks are identified.
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Sokhranov-Preobrazhensky, Vladimir. "Regulatory competence as a factor of semantic co-directed interaction of teachers and students of master’s degree." SHS Web of Conferences 70 (2019): 01014. http://dx.doi.org/10.1051/shsconf/20197001014.
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the urgency of consideration of the semantic interaction of teachers and students through the development of their readiness for samoregulyatsiya competent regulatory support individual trajectory of professional and didactic actions on the basis of the integrative personal characteristics; the process of implementation of the program of interactive development of regulatory competence as a factor of semantic co-directed interaction of teachers and students of the master’s degree of the University in the course of teaching the discipline “Acmeological foundations of identity and meaning formation”is considered. Data on the results obtained and criteria for effective evaluation of the results of the process under study are presented. The substantiation of the concept of “educational semantic Elevator” implemented by students as a trajectory of individual and personal self-development in the conditions of psychological and pedagogical support from teachers and psychologists is presented;.semantic conditionality of development of regulatory competence in professionally directed didactic interaction of teachers and students of faculties of pedagogy and psychology in the course of studying of disciplines of a psychological and pedagogical cycle; qualitative characteristics of the co-directed semantic professionally significant didactic interaction. Abstract: the article deals with the process of implementation of the program of interactive development of regulatory competence as a factor of semantic co-directional interaction of teachers and students of the master’s degree in the course of teaching the discipline “acmeological basis of identification and meaning formation”. Provides information about the results obtained and the criteria for an effective evaluation of the results of the process under study. The substantiation of semantic conditionality of development of regulatory competence in professionally directed didactic interaction of teachers and students of faculties of pedagogy and psychology in the process of studying disciplines of psychological and pedagogical cycle is presented.
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Bethere, Dina, Inese Roste–Plostniece, and Kaiva Žīmante. "Developing the Language Pragmatic Competence in Children With Moderate and Severe Mental Disorders." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 3 (May 17, 2015): 55. http://dx.doi.org/10.17770/sie2015vol3.394.
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<p><em>In this research the effectiveness of didactic system is analysed in relation to forming communicative competence of children with moderate and severe mental disorders (MSMD) in the older classes. This publication presents the language competency model, which in this research serves as a theoretical base for studying the language development of pupils and for pedagogical activity. The publication reveals the system of methodological approaches in the educational process for developing pragmatic language competency for pupils with MSMD.</em></p><p> </p>