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Journal articles on the topic 'Teaching Competency; Education; Teachers'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

Harrison, Louis, Russell L. Carson, and Joe Burden. "Physical Education Teachers’ Cultural Competency." Journal of Teaching in Physical Education 29, no. 2 (2010): 184–98. http://dx.doi.org/10.1123/jtpe.29.2.184.

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The purpose of this study was to evaluate the common assumption that teachers of color (TOC) are more culturally competent than White teachers by assessing physical education teachers’ cultural competency. A secondary purpose was to ascertain the possible differences in cultural competence levels of White teachers in diverse school settings versus those in more racially homogenous schools. One hundred and ninety physical education teachers from two states in the southeastern U.S. completed a demographic questionnaire and the Multicultural Teaching Competency Scale (MTCS) (Spanierman et al., 20

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Li, Mengmeng, Le Cai, Dimei Chen, and Jianqiang Ye. "MEASURING CHINESE RURAL SCIENCE TEACHERS’ SELF-PERCEPTION TOWARDS TEACHING COMPETENCIES: INSTRUMENT DEVELOPMENT." Journal of Baltic Science Education 21, no. 6 (2022): 1026–39. http://dx.doi.org/10.33225/jbse/22.21.1026.

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The teaching competency of rural teachers is fundamental to providing rural pupils with a high-quality education. Nonetheless, China has not yet established standardized competence criteria for rural science teachers, making it difficult to ascertain the actual competence of the rural teaching force on the front lines. Consequently, this study aimed at accessing Chinese rural science teachers’ teaching competency and exploring rural-urban differences by developing a measurement instrument. Factor analyses confirmed the reliability and validity of this instrument, which consisted of 21 items an

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Ulfa, Wahyuni, S. Pettalongi Sagaf, Andi Baso Malla Hamlan, and Nurdin Nurdin. "Competence of Islamic Religious Education Teachers in the Era of Globalization: Multi Case Studies at State Senior High School in Palu City, Indonesia." INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS 06, no. 12 (2023): 5913–19. https://doi.org/10.5281/zenodo.10430290.

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The influence of globalization has occurred in various aspects of human life, including social, cultural, economic, political, and even educational aspects. The Role and duties of Islamic religious education teachers must be performed with qualified competence. This study examines the competency of Islamic spiritual education teachers in three State Senior High Schools in Palu City. This research used a qualitative approach with a multi-cases study design. Data collection techniques were carried out through direct observation, in-depth interviews, and written material analysis. The results of

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Julie, Ann B. Real. "21st century competencies of teachers in teacher education institutions: Basis for designing faculty development program." International Research Journal of Science, Technology, Education, and Management 2, no. 2 (2022): 153–64. https://doi.org/10.5281/zenodo.6951452.

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The role of teachers in the teaching-learning process is crucial. Students flourish when instruction and learning are at their finest. Competent teachers are needed to achieve successful teaching and fruitful learning. The main objective of this study is to assess the teachers’ competencies in selected public and private Teacher Education Institutions (TEIs). It covered 1,770 respondents: 95 from teachers, 1,658 from students and 17 from superiors. Teacher-respondents were asked to evaluate the level of their teaching competencies. To make the study more consistent, their students, and s

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Nguyen Thu, Trang. "The status of final year pre-service teachers’ teaching competence of some teacher education universities: Result of pre-service teachers self-assessment." Journal of Science Educational Science 66, no. 3 (2021): 92–101. http://dx.doi.org/10.18173/2354-1075.2021-0046.

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Teaching competency is an important component of the professional competencies of teacher training curriculum. This article analyzes the results of final year pre-service teachers self-assessment on their teaching competence and difficulties in developing it. Participants were 316 fourth-year preservice teachers of three major pedagogical universities in Vietnam: Hanoi National University of Education, The University of Danang - University of Education, Ho Chi Minh City University of Education. The results show that final year preservice teachers selfassess their teaching competence at a good

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Mikelsone, Ilze, Jana Grava, and Vineta Pole. "Pre-school Teachers' professional development needs concerning competency-based teaching." Cypriot Journal of Educational Sciences 17, no. 1 (2022): 306–19. http://dx.doi.org/10.18844/cjes.v17i1.6716.

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The competency-based approach is currently introduced throughout the whole pre-school education system, and this process reveals the uncertainty, doubts, confusion, and unpreparedness of teachers for the implementation of this task. It also highlights the need to provide new guidance for the professional development of in-service teachers. The article presents the results of a survey on the professional needs of pre-school teachers for implementing a competency-based approach. The research data is obtained from focus group discussions, teacher surveys, and self-assessments from teachers’ profe

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Huankhoksung, Witoon, Ophat Sukwan, and Chakrit Ponathong. "Teaching Competency Development Model of Instructor in Bachelor of Technology Degree in Automotive Technology Program for Institute of Vocational Education." Higher Education Studies 15, no. 1 (2024): 160. https://doi.org/10.5539/hes.v15n1p160.

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Providing higher education is crucial for the development of human resources. This research aims to develop a model for developing teaching competencies of teachers in the Bachelor of Technology Program in the Automotive Technology Department, Institute Vocational Education. Research and Development was divided into 3 phases: Phase 1 to study the conditions, problems, and approaches to developing teaching competence of teachers, using in-depth interviews with 10 teachers and 5 Experts. Phase 2 develop a model for developing teaching competence of teachers, using group discussions with 10 exper

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., Hasnawati. "KOMPETENSI GURU DALAM PERSFEKTIF PERUNDANG - UNDANGAN." Inspiratif Pendidikan 9, no. 1 (2020): 68. http://dx.doi.org/10.24252/ip.v9i1.14125.

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Teacher competence is the ability of a teacher to do duties responsibly and properly. Competence is the ability and authority of teachers to carry out their teaching profession. Teacher competence is also the skill or ability possessed by teachers regulated in Law Number 14 in 2005 concerning Teachers and Lecturers, Ministry of Education Number 16 in 2007, and Government Regulation Number 74 in 2008. Teacher competency standards is a set of knowledge, skills and behaviors that must be possessed, comprehended, mastered, and actualized by the teacher to fulfill their professional duty. Teacher c

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Tambak, Syahraini, Siti Marwiyah, Desi Sukenti, Ilyas Husti, and Zamsiswaya Zamsiswaya. "Problem-based learning methods: Is it effective for developing madrasa teacher social competence in teaching?" Journal of Education and Learning (EduLearn) 17, no. 3 (2023): 342–53. http://dx.doi.org/10.11591/edulearn.v17i3.20796.

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Developing social competence of madrasa teachers is increasingly popular in the classroom, but of these teachers, mixed results (without clear reasons) are reported. This study aims to see if increasing the use of problem-based learning (PBL) by madrasa aliyah or senior high school teachers in Indonesia increases their social competency in education. This study employed a quasi-experimental technique and data from PBL intervention program to investigate how PBL is connected with teacahers’ social competency and was analyzed using a t-test. In general, the social competence of madrasa teachers

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Syahraini, Tambak, Marwiyah Siti, Sukenti Desi, Husti Ilyas, and Zamsiswaya Zamsiswaya. "Problem-based learning methods: Is it effective for developing madrasa teacher social competence in teaching?" Journal of Education and Learning (EduLearn) 17, no. 3 (2023): 342~353. https://doi.org/10.11591/edulearn.v17i3.20796.

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Developing social competence of madrasa teachers is increasingly popular in the classroom, but of these teachers, mixed results (without clear reasons) are reported. This study aims to see if increasing the use of problem-based learning (PBL) by madrasa aliyah or senior high school teachers in Indonesia increases their social competency in education. This study employed a quasi-experimental technique and data from PBL intervention program to investigate how PBL is connected with teacahers' social competency and was analyzed using a t-test. In general, the social competence of madrasa teachers

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Kim, Mi-sun, and Bo-hyun Kim. "An Exploratory Study on the Index Configuration for Early Childhood Teachers’ Disaster Safety Education Teaching Competency based on the ADDIE Model: Focusing on the Content Validity Using Professional Delphi Method." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 22 (2023): 639–56. http://dx.doi.org/10.22251/jlcci.2023.23.22.639.

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Objectives The purpose of this study is to configure index for early childhood teachers’ disaster safety education teaching competency based on the ADDIE model for diagnosis of early childhood teachers’ disaster safety education teaching competency. Methods After analyzing and reviewing prior research on safety education, disaster safety education, and ADDIE instructional design models, five components of analysis competency (15 questions), design competency (14 questions), development competency (18 questions), execution competency (15 questions), and evaluation competency (16 questions

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Yoon, Ji Hyun, and Mi Sun Kyung. "Comparison of the importance-implementation perception of elementary school teachers and prospective teachers regarding elementary school teachers' teaching competencies." Korean Association For Learner-Centered Curriculum And Instruction 25, no. 4 (2025): 1239–54. https://doi.org/10.22251/jlcci.2025.25.4.1239.

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Objectives The purpose of this study is to identify the differences in perceptions between elementary teachers and prospective teachers regarding the importance and implementation of elementary teachers' teaching competency and to seek educational measures to improve elementary teachers' teaching competency through needs analysis based on this. Methods To this end, the results of a survey conducted on 213 current elementary teachers and 245 prospective elementary teachers were analyzed. The data were analyzed using SPSS 26.0, and the reliability was .745 (elementary teachers) and .809 (prospec

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Domangue, Elizabeth, and Russell Lee Carson. "Preparing Culturally Competent Teachers: Service-Learning and Physical Education Teacher Education." Journal of Teaching in Physical Education 27, no. 3 (2008): 347–67. http://dx.doi.org/10.1123/jtpe.27.3.347.

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Following the devastation of hurricane Katrina, a university located in the south-eastern United States created a service-learning program. This program was established so that physical education teacher education (PETE) students could provide physical activities to children living in a temporary, government-funded housing community. The purpose of this study was to investigate how the service-learning program shaped preservice teachers’ cultural competency. The participants were 16 PETE students in a curriculum development course. A questionnaire was used to assess changes in the students’ cu

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Veerendra, Kumar, and Arora Santosh. "TEACHING COMPETENCY AND MULTIPLE INTELLIGENCE AMONG PRIMARY SCHOOL TEACHERS: A COMPARATIVE STUDY." Scholarly Research Journal for Humanity Science & English Language, 11, no. 57 (2023): 242–57. https://doi.org/10.5281/zenodo.8107261.

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<em>Education plays a pivot role in strengthen of any nation. Education system depends upon the competencies of teachers teaching in the classrooms and in result they are shaping the destiny of the nation. Teaching competency is a broad term which is affected by academic, social, and psychological factors. The present paper reveals about teaching competencies and multiple intelligence of primary school teachers. The researcher also made a comparison of teaching competencies and multiple intelligence of primary school teachers based on teaching experience and professional qualifications. T

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Park, yun joung, and hee soo Im. "The Effects of Play Beliefs and Teaching Creativity of Early Childhood Education Institution Teachers on Play Support Competency." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 1 (2023): 475–89. http://dx.doi.org/10.22251/jlcci.2023.23.1.475.

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Objectives The purpose of this study was to examine the effects of play beliefs and teaching creativity of teachers at early childhood educational institutions on play support competency. Methods The subjects of this study were 287 teachers at day care centers and kindergartens in Busan and Gyeongsangnam-do. The analysis method was Person's product-moment correlation using SPSS 23 program to examine the relationship between teacher's play belief, teaching creativity, and play support competency, and multiple regression analysis was conducted to verify the influence of teacher's play beli

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Lim, Eun Mee. "The structural relationship among kindergarten teacher’s teaching efficacy, play expertise, and digital play support competency: Mediation effect of teachers’ grit." Korean Association For Learner-Centered Curriculum And Instruction 25, no. 13 (2025): 639–51. https://doi.org/10.22251/jlcci.2025.25.13.639.

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Objectives The purpose of this study is to examine the relationship among early childhood teachers' teaching efficacy, play-based expertise, and digital play support competencies and to explore the mediating effect of grit. Methods The research subjects were 158 kindergarten teachers. The measurement instruments were used to examine teachers' teaching efficacy, play expertise, digital play support competency, and grit. For data analysis, correlation and regression analyses were conducted. Results The result of the study showed that, first, teachers' teaching efficacy has a positive effect on p

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Sijila, Das.M.K, and Nalinilatha.M Mrs. "A STUDY ON TEACHING COMPETENCY OF SECONDARY SCHOOL TEACHERS." International Journal of Research - Granthaalayah 5, no. 6 (2017): 508–13. https://doi.org/10.5281/zenodo.822610.

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The role of teacher is proficient, be composed of academic, didactic and social roles. Academic roles cover teaching, instructing and supervisory characters and pedagogical characters include instructional, valuation and simplifying roles. The study aimed to identify the teaching competency of secondary school teachers. The investigator adopted survey method to study the teaching competency between teachers from selected government, private and aided school. For this study a sample of 300 school teachers from eight various schools which are situated in Palakkad district selected by the investi

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Das, Ranjit Kr. "Teaching Skills and Competency of Teacher: A Study." International Journal of Science and Social Science Research 1, no. 4 (2024): 183–88. https://doi.org/10.5281/zenodo.13751276.

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Teaching is the mother of all professions. Teaching is the complex art of guiding students through a variety of selected experiences towards the attainment of appropriate teaching –learning goals. Good teaching is the result of  hard work and many effort. It is a vocation filled with the excitement of helping children , discover themselves and the full range of their capabilities. For teaching, competency is necessary. Competency in planning the lesson, presentation of the lesson, ending or closing the teaching, evaluation of his students capabilities, managing the class and mainten

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He, Xuan, and Xiaochuan Song. "Competency Evaluation Model of English Teaching Position Based on Nonlinear Random Matrix." Mathematical Problems in Engineering 2022 (July 31, 2022): 1–9. http://dx.doi.org/10.1155/2022/7604866.

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Nowadays, the economic globalization is advancing day by day. As the most widely used language for international communication, English is becoming more and more important. English education is the most important part of the whole English basic education, and English teachers play an important role in developing the cause of English basic education. Job competency assessment is a technical method to assess the staff’s working ability, which can comprehensively and objectively evaluate the English teaching position competency. Based on the in-depth study of the relevant theories of the job comp

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20

P, Pachaiyappan, and Sadayakumar M. "Soft Skills About Teaching Competency of Prospective Teachers." Shanlax International Journal of Education 6, no. 3 (2018): 23–28. https://doi.org/10.5281/zenodo.1299772.

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The purpose of the study is to find out the soft skills and teaching competency among prospective teachers with respect to Gender, Locality, Year of Study and Type of Management. Survey method was adopted to collect the relevant data for the present study. Soft Skill Inventory and Teaching Competency Scale developed by Sasipriya and Annaraja (2009) and it was used to collect data for the present study. The Investigator randomly Selected 315 B.Ed. student teachers studying in Government, Government Aided and Private Colleges of Education in Chennai and Tiruvallur District of Tamilnadu. For anal

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Kim, Sae Hee, and Youn Hee Kim. "The Effects of Early Childhood Teacher’ Teaching Creativity and Play Teaching Efficacy on Play Support Competency." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 22 (2024): 405–21. http://dx.doi.org/10.22251/jlcci.2024.24.22.405.

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Objectives The purposes of this study was to investigate the effect of early childhood teachers’ teaching creativity and play teaching efficacy on play support competency, develop a teacher education program that can increase early childhood teachers’ play support competency, and present basic data. Methods An online-based survey of early childhood teachers nationwide was conducted to collect data on teaching creativity, play teaching efficacy, and play support competency of a total of 302 teachers, and the SPSS 29 program was used for data analysis. The general trend of variables was to condu

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Fang, Jiacheng, Qin Guo, and Shanchao Guan. "A Study on Competence of Teaching or Scientific Projects Research for Primary and Secondary School Teachers Based on Blockchain Technology." International Transactions on Electrical Energy Systems 2022 (September 15, 2022): 1–11. http://dx.doi.org/10.1155/2022/3920877.

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Competence of Teaching or Scientific Projects, which include teacher competencies, knowledge, self-image, motivation, and personality traits, distinguishes high-performing teachers from average teachers in school education. The Competence of Teaching or Scientific Projects model is the sum of the competency characteristics required for the specific role of a teacher, and it is a set of characteristics developed in response to the professional performance and task requirements of the teacher. This paper adopts a systematic literature review method to analyze the research results on teachers' re

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Chae, Shin Young, and Jiyun Won. "The impact on Digital Play Support Competency of Early Childhood Teachers’ Awareness of Early Childhood Coding Education and Mathematics Teaching Efficacy." Korean Association For Learner-Centered Curriculum And Instruction 25, no. 13 (2025): 763–75. https://doi.org/10.22251/jlcci.2025.25.13.763.

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Objectives The purpose of this study is to analyze the impact on digital play support competency of early childhood teachers’ awareness of childhood coding education and mathematics teaching efficacy. Methods The survey target was one hundred twenty-nine early childhood teachers in Seoul and Gyeonggi-do. Cronbach Coefficient was calculated to verify reliability of the survey questionnaires for the collected data, and Pearson’s Ratio Correlation Analysis was applied to examine the relationship among early childhood teachers’ awareness of early childhood coding education, mathematics teaching ef

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Wu, Lin, Thawatchai Kanchanataweekul, and Prakit Hongsaenyatham. "Selected Teaching Competency for Physical Education Teachers under the Applied Talent Cultivation Background." International Journal of Sociologies and Anthropologies Science Reviews 4, no. 1 (2024): 197–204. http://dx.doi.org/10.60027/ijsasr.2024.3670.

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Background and Aim: Nowadays, the deepening reform of the teaching mode of Universities is constantly developing with the improvement of demand, Skill-based talent training has become an inevitable requirement for universities to comply with the education reform. In recent years, sports professional training in management, teamwork, social interaction, and other aspects of comprehensive competency appear to be insufficient, which puts forward a higher demand for the teaching competency of university physical education teachers. Materials and Methods: Using IOC expert testing, 21 experts conduc

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Hastuti, Tri Ani, Soegiyanto Soegiyanto, Wawan Sundawan Suherman, Setya Rahayu, and Nur Sita Utami. "Improving the pedagogic competence of physical education teachers." Jurnal Cakrawala Pendidikan 41, no. 2 (2022): 377–87. http://dx.doi.org/10.21831/cp.v41i2.48231.

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The competencies possessed by teachers have not been as expected, as evidenced by the average value of pedagogic competencies, which are still low compared to the results of professional competence scores on the Teacher Competency Test. This study aimed to develop a model for improving the pedagogic competence of Physical Education teachers which was arranged into a module that contains how to develop a learning implementation plan, how to create and use the learning media, how to create and use the teaching materials, and how to prepare and implement the learning assessments. The development

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Lertlam, Kosol, Chaiyuth Sirisuthi, and Vanich Prasertporn. "Program Development for Enhancing Teachers’ Competencies in Teaching Railway Control and Maintenance in Vocational Colleges under the Office of Vocational Education Commission." International Education Studies 17, no. 4 (2024): 16. http://dx.doi.org/10.5539/ies.v17n4p16.

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Teacher competency is crucial for the quality development of learners. Teachers with high competence in learning management will result in high-quality learners. This research aims 1) to study the components and indicators of teachers&rsquo; competency in teaching railway control and maintenance. 2) to study current conditions, desirable conditions, methods of development, and needs for the development of teachers&rsquo; competency in teaching railway control and maintenance. 3) to design and develop a teachers&rsquo; competency-enhancing program in teaching railway control and mai

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Hodovaniuk, Tetiana, and Dariia Voznosymenko. "THE VALUE-COMPETENT APPROACH IN THE PROFESSIONAL TRAINING OF FUTURE TEACHERS OF MATHEMATICS." Collection of Scientific Papers of Uman State Pedagogical University, no. 4 (October 27, 2022): 24–31. http://dx.doi.org/10.31499/2307-4906.4.2022.269290.

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The article highlights the pedagogical expediency of using the value-competency approach in professional training of future mathematics teachers. The content of the concepts “competence”, “value-semantic competence”, “value-competence approach” is outlined. It is noted that the value-competency approach to the organization of the educational activities of future mathematics teachersensures unity in the formation of professional competences and life values (general cultural competences) of the students of education. It is indicated that the value-competency approach is focused on the formation

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Yusof, Mat Rahimi, Mohd Faiz Mohd Yaakob, and Mohd Yusri Ibrahim. "Measurement Model of Teaching Competency of Secondary School Teachers in Malaysia." International Journal of Emerging Technologies in Learning (iJET) 14, no. 20 (2019): 157. http://dx.doi.org/10.3991/ijet.v14i20.11465.

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Competent teachers are the most important capital in boosting the nation's education system in line with other developed countries in the world. This quantitative study aims to develop a model for measuring the teaching competency of a secondary school teacher in Malaysia. This measurement model has contained three functions namely (i) teaching and learning strategies, (ii) teacher and student communication, and (iii) teachers' professionalism value. The results of confirmatory factor analysis from the collected data through 352 respondents that were analyzed by SEM AMOS found that 17 of the 2

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Nuraeni, Cucu, Ratna Anjani, and Siti Winda Mariam Nabila. "Tingkat Kompetensi TIK Guru PAUD di Era Abad 21." Kumarottama: Jurnal Pendidikan Anak Usia Dini 4, no. 2 (2025): 43–55. https://doi.org/10.53977/kumarottama.v4i2.1625.

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ICT competency framework, Knowlage Deepenin, ICT competency of early childhood teachers In the 21st century, the role of information and communication technology (ICT) in education has become increasingly crucial. Teachers are required to be able to integrate ICT into the teaching and learning process to improve the quality of learning. This study aims to examine the level of ICT competence of early childhood education (PAUD) teachers in TK Ashabul Fikri. Based on the UNESCO ICT Competency Framework for Teachers (ICT CFT), teacher ICT competence is classified into three levels: technology lite

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Mariscal, Liza L., Melanie R. Albarracin, Froilan D. Mobo, and Anesito L. Cutillas. "Pedagogical Competence Towards Technology-driven Instruction on Basic Education." International Journal of Multidisciplinary: Applied Business and Education Research 4, no. 5 (2023): 1567–80. http://dx.doi.org/10.11594/ijmaber.04.05.18.

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This study investigates the pedagogical competence of elementary school teachers in integrating educational technology in the classroom. Pedagogical competence involves creating effective learning environments, designing activities that cater to different learning styles, and using appropriate teaching strategies. Technology integration in education has opened up new opportunities for interactive learning experiences. The study found that elementary school teachers had a positive attitude towards educational technology, and most reported having high levels of competence in its use. However, th

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Diao, Jun-feng, and Juan Yang. "Multiple-role perspective on assessing teaching ability: reframing TVET teachers’ competency in the information age." Journal of Educational Technology Development and Exchange 14, no. 1 (2021): 57–77. http://dx.doi.org/10.18785/jetde.1401.04.

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In the information age, technology has changed people's lives as well as working and learning styles. The teaching competency of vocational teachers’ is facing new challenges. Based on the modernization of vocational education, "Internet + Vocational Education", and "reform of teachers, teaching materials and teaching methods", the study intends to enrich the research on vocational teachers’ teaching competency theoretically by establishing the framework, criteria and assessing instrument. In practice, the study aims to provide benchmarks and tools for the diagnosis and assessment of vocationa

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Mahzan, Saifolrudin Khalid. "Teachers Competency In Malaysia During Covic19 Pandemic." Albukhary Social Business Journal 2, no. 2 (2021): 22–33. http://dx.doi.org/10.55862/asbjv2i2a003.

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Fundamental elements and principles of teacher competence related to knowledge, skills and personal characteristics of a teacher in performing the tasks from time to time in accordance with educational requirements in Malaysia. In line with the changes in education around the world as we move towards the 21st century, education based on Information and Communication Technology (ICT) demand for increased levels of competency of teachers today. Within the context, teachers should be more creative when planning their teaching. Teachers’ teaching should correspond to students’ abilities. During th

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KRYEZIU, Belgizare. "CHALLENGES OF COMPETENCY-BASED EDUCATION IN PRIMARY SCHOOLS OF KOSOVO." Journal of Educational Research - EDUCATION 6, no. 11-12 (2024): 107–16. http://dx.doi.org/10.62792/ut.education.v6.i11-12.p2644.

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Competency-based education (CBE) has gained recognition as a progressive approach to teaching and learning, emphasizing the mastery of specific knowledge, skills, and abilities. Competence-based education began its implementation in Kosovo ten years ago. It has become a main topic in all pre-university education, including primary education. There are almost as many parents, teachers, and civil society organizations claiming to have a clear definition of competency-based education and then implementing it in the classroom by teachers as there are practitioners. The most important characteristi

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Ko, Youngsil, and Yijeong Kwon. "Development and effectiveness of teacher education program to improve parent education competency of infant teachers." korean Jouranl of Early Childhood Education 26, no. 3 (2024): 63–90. http://dx.doi.org/10.15409/riece.2024.26.3.3.

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The purpose of this study is to develop an educational program to enhance the parental education competency of infant teachers so that infant teachers can recognize their role as parental educators and implement parental education in the child care field. To this end, prior research analysis and a demand survey were conducted in the analysis and design stage and 288 teachers in charge of the 2-year-old infant class and 239 parents with 2-year-old children. In the implementation stage, a program (draft) was executed for 10 infant teachers, and in the evaluation stage, the final program was deve

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Jung, Su Jung. "Analytical study of German digital education policy and teacher education for digital competency enhancement." Koreanisch-Deutsche Gesellschaft Fuer Erziehungswissenschaft 28, no. 2 (2023): 169–94. http://dx.doi.org/10.26894/kdge.2023.28.2.169.

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The rapid development of digital technology has led us to a society of digital transformation. Digital competency has become the core competency of social members, and all members of society should cultivate digital basic competency as an essential basic competency like reading, writing, and counting. This paper analyzes Germany's digital education policy and teacher education for digital competency in order to gain implications for improving digital education and teacher education for digital competency in Korea. Germany has a very comprehensive and systematic long-term strategy for digital e

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Novak, Olha. "DEVELOPMENT OF KEY COMPETENCE OF FUTURE PROFESSIONAL EDUCATION TEACHERS WHILE STUDYING THE COURSE «PEDAGOGY OF HIGHER EDUCATION»." Society. Document. Communication Historical science, no. 5 (2018): 316–31. https://doi.org/10.5281/zenodo.1246630.

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The article deals with theoretical approaches to the problem of development of key competencies of future vocational education teachers (Occupational Safety). Different approaches to the definition of the essence of the concept of «competency», «core competencies» and their classifications have been presented and analyzed. Based on the different views of scientists on the interpretation of the concept of key competences, the key competences of future teachers of professional education (Occupational Safety) are considered as a system of socially recognized knowledge, ski

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Thao, Trinh Thi Phuong, Hoang Thi-Nga, Nguyen Thi Thu Hang, et al. "The Influence of Gender and Training Sector on the ICT Competency of Pre-Service Teachers in Vietnam: Using the UNESCO ICT Competency Framework." International Journal of Learning, Teaching and Educational Research 23, no. 3 (2024): 411–27. http://dx.doi.org/10.26803/ijlter.23.3.20.

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Information and communication technology (ICT) is a powerful educational change and reform tool. Teachers are a direct subject in promoting the application of information technology (IT), and the ability to integrate technology into teaching affects the application of IT in teaching. Integrating ICT into education requires teachers to be competent in using ICT. In other words, teachers are required to have sufficient ICT competence to use ICT for education. Faced with this requirement, teacher training schools have made positive changes to improve the ICT capacity of pedagogy students and prep

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Khuu Thuan, Vu. "BUILDING PROCEDURES TO TRAIN LEARNING OUTCOMES ASSESSMENT COMPETENCE FOR BIOLOGY TEACHERS." Journal of Science Educational Science 67, no. 3 (2022): 250–64. http://dx.doi.org/10.18173/2354-1075.2022-0063.

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Regarding the teaching process in general, including teaching Biology, assessment of learning outcomes (LOs) is always considered an important step, helping teachers and students record the outcomes of teaching activities as well as creating a basis for adjusting and continuously improving the quality of teaching and learning. Currently, the General Education Curriculum, in general, and the General Education Curriculum in Biology (2018), in particular, are constructed with the competence development orientation, which has set out a requirement to comprehensively and accurately assess the devel

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Kim, Chul-min, Min-jun Kim, Hyun-su Youn, and Joo-hyug Jung. "Exploring Skills in Observing Teaching Competency through Video Evaluation of Class Demonstrations by Pre-Service Physical Education Teachers." Sustainability 15, no. 3 (2023): 2183. http://dx.doi.org/10.3390/su15032183.

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This study aimed to evaluate the level of skill in observing teaching competency in pre-service physical education (PE) teachers and provide basic data to cultivate teaching competency. A total of 21 third-year pre-service PE teachers were selected as participants. The study derived descriptive statistics to analyze the participants’ observation skills regarding teaching competency in different class stages using evaluation results of class demonstrations by pre-service teachers. The Mann–Whitney U test was conducted to verify the statistical significance of the evaluation between in-service a

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Cao, Chinh Danh, Long Thanh Phan, and Thanh Thi Nguyen. "A Study on the Competency-Based Education of Lecturers in Universities of Technology and Education." International Journal of Education and Practice 10, no. 3 (2022): 267–76. http://dx.doi.org/10.18488/61.v10i3.3117.

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Education and training are critical components for the development of high-quality human resources. Teachers are the most important factor in determining the overall quality of education and training system in any country. As a result, in order to improve the quality of human resource training, it is necessary to first improve the quality of teacher education. It is necessary to have a contingent of teachers who are capable of teaching according to the approach to practicing competence; that is, they must know how to accurately determine the standards of practice competence of the students and

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Malunes, Rodelyn E., and Dexter Paul D. Dioso. "Teaching Competence of Public School Teachers in the Light of the Philippine Professional Standards for Teachers." Philippine Social Science Journal 3, no. 2 (2020): 43–44. http://dx.doi.org/10.52006/main.v3i2.179.

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The teaching competence of teachers is highly regarded as the core of every educational endeavor. Educators worldwide are greatly challenged to gradually develop a more complex teaching competence due to the demand for highly skilled graduates in the global market. Consequently, the Department of Education adopted the Philippine Professional Standards for Teachers (PPST) as a quality assurance tool in implementing the K to 12 Curriculum. The domains of the PPST comprised the complete competency that guarantees a manifestation of globally best teaching practices. Hence, the paper assessed the l

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Ilmiani, Aulia Mustika, Marsiah Marsiah, Adelina Dewi Nuryaman, and Oemar Salim. "Arabic Teachers: Professional Competence and Reflective Teaching." Jurnal Al-Maqayis 10, no. 2 (2023): 1–20. http://dx.doi.org/10.18592/jams.v10i2.8820.

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This article discusses the professional competence of Arabic language teachers in several schools in the Central Kalimantan region which have not been met according to the standards set by the Regulation of the Minister of National Education of the Republic of Indonesia Number 16 of 2007 concerning Academic Qualification Standards and Teacher Competency. Research using qualitative method. Through the results of the research, three Arabic teachers were found with inappropriate educational backgrounds. However, in the learning reflection process, the three Arabic teachers carried out various ref

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Parveen, Farhat, Nadia Nazir, and Shazia Zamir. "Analyzing Teacher Competency: Knowledge, Skills, and Aptitude of Secondary School Teachers of Islamabad, Pakistan." UMT Education Review 4, no. 1 (2021): 58–79. http://dx.doi.org/10.32350/https://doi.org/10.32350/uer.41.04.

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Teacher competency is the key to effective and quality teaching. According to the Oxford English Dictionary, competency denotes the ability, skill, and strength of an individual used to perform a given task. In order to ascertain the efficacy of the learning outcomes of any education system, teacher competency is measured using knowledge, skills, and attitude (KSA) model. The current study used the same model to assess teacher competency of the secondary school teachers of Islamabad. Stratified random sampling technique was used to choose the desired sample comprising 100 male and 100 female s

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Parveen, Farhat, Nadia Nazir, and Shazia Zamir. "Analyzing Teacher Competency: Knowledge, Skills, and Aptitude of Secondary School Teachers of Islamabad, Pakistan." UMT Education Review 4, no. 1 (2021): 58–79. http://dx.doi.org/10.32350/uer.41.04.

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Teacher competency is the key to effective and quality teaching. According to the Oxford English Dictionary, competency denotes the ability, skill, and strength of an individual used to perform a given task. In order to ascertain the efficacy of the learning outcomes of any education system, teacher competency is measured using knowledge, skills, and attitude (KSA) model. The current study used the same model to assess teacher competency of the secondary school teachers of Islamabad. Stratified random sampling technique was used to choose the desired sample comprising 100 male and 100 female s

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Budiyanti, Setia, Itah Miftahul Ulum, Amran Jaenudin, and Siti Aisyah. "PAI Teacher Digital Competency Based on Teaching Level." QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama 14, no. 2 (2022): 275–86. http://dx.doi.org/10.37680/qalamuna.v14i2.1937.

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The balance of technological developments in education must be carried out through digital competence. Digital competence is the ability to take advantage of digital technology to contribute more efficiently to work. The increase in the intensity of technology use during the pandemic cannot be generalized that teachers master learning technology. Digital competence has a broad study, not just technical. This study aims to diagnose the digital competence of PAI teachers after the pandemic. The DigiComp framework was adopted in this study to measure digital competence. The research design uses a

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Zhang, Jiahua, Junjie Shi, Xu Liu, and Yueliang Zhou. "An Intelligent Assessment System of Teaching Competency for Pre-service Teachers Based on AHP-BP Method." International Journal of Emerging Technologies in Learning (iJET) 16, no. 16 (2021): 52. http://dx.doi.org/10.3991/ijet.v16i16.17891.

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The Education Informatization 2.0 Action Plan issued by the Chinese Ministry of Education calls for further improvement on teachers’ teaching competency in the era of "Internet+ Education", which also brings new requirement for the training of pre-service teachers who are enrolled in university teacher education courses. This study put forward three principles to construct a new framework to assess the teaching competency for university students majoring in teacher education. Developed on the basis of the Analytic Hierarchy Process (AHP) methods, the assessment system included six dimensions c

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Biray, Ersyl T., James R. Gumban, and Amzi V. Martirez. "Information and Communication Technology (ICT) Pedagogical Competency of Technology and Livelihood Education (TLE) Teachers in a Non-Urban Public School." International Journal of Multidisciplinary: Applied Business and Education Research 5, no. 9 (2024): 3537–53. http://dx.doi.org/10.11594/ijmaber.05.09.13.

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Outcomes-based education is practiced in Philippine schools to turn out skilled manpower for the global market. Accordingly, technology teachers are expected to be technically competent in the area assigned to deliver and carry out teaching tasks as, highly qualified teachers produce skilled learners. How well have educational agencies prepared these teachers in rural areas is worth looking into. Thus, this study tried to establish the information and communication technology (ICT) pedagogical competency of Technology and Livelihood Education (TLE) teachers in a non-urban school in the Divisio

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Zhang, Ancheng, Suwana Juithong, and Phithack Nilnopkoon. "The Effect of Teaching a Mathematics Teaching Theory Course Based on Deep Learning to Enhance Mathematics Teaching Competency for Student Teachers at Zhoukou Normal University." International Journal of Sociologies and Anthropologies Science Reviews 5, no. 1 (2025): 809–20. https://doi.org/10.60027/ijsasr.2025.5461.

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Background and aim: With the development and progress of the times, China's basic education has higher and higher requirements for teachers' competency. As a normal university that trains basic education teachers, the traditional teaching model can no longer meet the requirements of training high-quality student teachers. The aims of this study were: 1) to compare student teachers' mathematics teaching competency after learning through Mathematics Teaching Theory course based on Deep learning with the criterion of 70 percent, and 2) to assess the student teachers' satisfaction toward Mathemati

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Muthoifin, Alberto Emmanuel Conti Morales, Mr Anat Maisu, Ika Safitri Windiarti, and Eltom Ishaq Osman Musa. "Competent Teacher Ideal Professional Certified Character and Progressive Perspective of Kitab Al-Rasul Al-Muallim." Solo Universal Journal of Islamic Education and Multiculturalism 1, no. 02 (2023): 84–95. https://doi.org/10.61455/sujiem.v1i02.41.

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The purpose of this study is to evaluate the notion of teacher competency in Islamic education as it is presented in the book al-Rasulul al-Mu'allim. This study included library research from a variety of books or scriptures related to competency, teachers, Islamic education, Sheikh Abdul Fattah's biography, the Prophet Muhammad's teaching style, literature on teaching, and Sheikh Abdul Fattah's ideas. The book Al Rasul Al Mu'allim was the main source of inquiry and study for the data. Content analysis, normative, and theological methodologies are utilized to investigate the topic of divinity

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Yong, Miller, Khadijah Binti Daud, and Anuar Abd Rahman. "Competence Of Preservice Preschool Teachers At Teacher Education Institute Of Malaysia." International Journal for Innovation Education and Research 3, no. 5 (2015): 46–57. http://dx.doi.org/10.31686/ijier.vol3.iss5.357.

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This study aims to identify the level of competency of preserviced teachers at the Institute of Teacher Education. The competencies include teaching, management, communication, professional development, and care and protection of children. This study is based on quantitative design that uses a Likert Scale. The number of respondent involves is 223 people. For the purpose of identifying competencies, data were analyzed using SPSS Ver.21. The results showed that pre-service preschool teachers at the Institute of Teacher Education has statistically significant competencies in attending their teac

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