Gotowe bibliografie tematyczne / Teaching Competency; Education; Teachers

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Gotowa bibliografia na temat „Teaching Competency; Education; Teachers”

Autor: Grafiati

Data publikacji: 3 czerwca 2025

Data aktualizacji: 31 lipca 2025

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Artykuły w czasopismach na temat "Teaching Competency; Education; Teachers"

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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Rozprawy doktorskie na temat "Teaching Competency; Education; Teachers"

Majewska, Izabela Agata. "College Teachers' Perceptions about Teaching Global Competency." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5750.

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National and international organizations emphasize the importance of teaching global competence in American higher education as a way of preparing students for the rigors of a globalized workforce. Lack of nation-wide educational initiatives aimed at providing institutional guidelines for assessing international relations (IR) courses for this skill acquisition requires colleges to rely on their own resources and ingenuity. Presently, no course assessment methods for gauging global competency attainment exist at Florida College. The purpose of this study was to investigate faculty perceptions

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Schluter, Traci Diane Yates. "Perceptions of school-based competence : parents' and teachers' conceptions of parent and teacher competence /." Digital version, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008437.

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Sivhabu, Tendani Emmanuel. "Teachers' experience of professional support in a changing educational setting." Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-09272005-134954.

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Argotsinger, Jamie A. "Components of performance-based teacher evaluation systems related to teacher growth : a case study /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3060087.

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Cakir, Recep. "Preservice And Inservice Basic Education Computer Teachers&amp." Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12610130/index.pdf.

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The purpose of this study was to investigate the professional growth of the preservice and inservice Basic Education computer teachers. To understand their professional growth in terms of perception of teaching and competencies about pedagogic and subject matter knowledge, questionnaires were administered to 1,568 preservice teachers and 104 inservice teachers in Turkey. In order to seek answers to this broad purpose, mixed research method including both quantitative and qualitative traditions was used in this study. The researcher employed the questionnaires as the primary data collection t

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Thabede, Jacobeth Ntsebe. "Multicultural Teaching Competence as Perceived by Business Education Student Teachers." Diss., This resource online, 1996. http://scholar.lib.vt.edu/theses/available/etd-06062008-144932/.

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Booi, Kwanele. "The implications of the introduction of outcomes based education in the natural sciences curriculum at Cape College of Education: the assessment of perceptions of squatter camp teachers in Khayelitsha towards the outcomes based education." Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1003451.

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1. This pilot study is a survey of practices of natural sciences educators at Cape College of Education to establish if they reflect the conceptual development, development of skills, change of attitudes and values that are the pillars of the Outcomes Based Education (OBE). Their approaches of lecturing have been assessed to determine if they incorporate investigative approaches based on social constructivism, the theory underpinning Curriculum 2005. The status of science education in the college has been analyzed to establish whether the curriculum can adapt itself to the specifications of th

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Lawes, J. S. L. "Student teachers' awareness of their nonverbal teaching behaviour and its relationship to their overall teaching competence." Thesis, University of Southampton, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.370648.

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Van, Blerk Susan. "Teachers' perceptions of the implementation of the arts and culture learning area in the senior phase." Thesis, Nelson Mandela Metropolitan University, 2007. http://hdl.handle.net/10948/627.

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Teachers are the primary implementers of a curriculum as they need to bring the curriculum to life in the classroom. In order to optimize the success of the implementation of a specific curriculum, it is necessary to monitor the experiences of the educator in the classroom and in drawing conclusions from the data gained, make recommendations for the continued improvement of implementation. As mentioned earlier, Fullan’s reference (1991:117) to the significant effect of teachers thoughts on the implementation gave rise to the central research question, namely to determine teachers’ perceptions

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Du, Plessis André. "The introduction of cyberhunts as a teaching and learning strategy to guide teachers towards the integration of computer technology in schools." Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1210.

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This study, which is based on a computer literacy teacher development programme that included introducing the teacher participants to the Internet, investigated whether the development of teacher ICT skills through the design of cyberhunts in a learning-as-design context, has the potential to promote the critical and developmental outcomes which form the basis of the South African National Curriculum Statement (NCS) and Draft White Paper on e-Education. The research was conducted within the post-positivist paradigm underpinned by a critical realist position and made use of qualitative and quan

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Książki na temat "Teaching Competency; Education; Teachers"

Baur, Gregory R. Helping teachers learn mathematics: A competency-based content approach. Kendall/Hunt Pub. Co., 1985.

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Kellough, Richard D. A resource guide for elementary school teaching: Planning for competence. 3rd ed. Macmillan College Pub., 1994.

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Kellough, Richard D. A resource guide for elementary school teaching: Planning for competence. 4th ed. Merrill, 1997.

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Suzanne, Mellor, Australian Council for Educational Research., and Australia. Dept. of Employment, Education, Training, and Youth Affairs., eds. Literacy & the competencies: Teachers' perspectives. ACER, 1995.

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Molina, Pedro Rubio, and José Luis García Leos. Desarrollo profesional docente: Las competencias en el marco de la reforma educativa. Escuela Normal Superior de Chihuahua Profr. José E. Medrano R., 2015.

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Corcoran, Roisin P. Developing emotionally competent teachers: Emotional intelligence and pre-service teacher education. P. Lang, 2012.

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Cahyono, Sunit Agus Tri. Melepas jerat kemiskinan, menggapai kesejahteraan sosial: Kajian off-farm activities petani miskin di pedesaan. Widya Sari Press, 2009.

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Bryson, John. Effective mentoring manual: Assessing competence and improving teaching through mentoring. Pearson Education, 2001.

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National Council of Educational Research and Training (India). Regional Institute of Education, Bhopal., ed. Third Conference of Primary Teachers of Demonstration Schools on Competency Based Teaching-Learning Strategies at Primary Stage: A report, December 22-24, 1997. Regional Institute of Education, National Council of Educational Research and Training, 1998.

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Teachers, Ontario College of. Maintaining, ensuring and demonstrating competency in the teaching profession: A response to the request from the Minister of Education re a teacher testing program. Ontario College of Teachers, 2000.

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Części książek na temat "Teaching Competency; Education; Teachers"

Pyrini, Anastasia Nancy. "Teaching Environmental Education Using an Augmented Reality World Map." In Makers at School, Educational Robotics and Innovative Learning Environments. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_17.

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AbstractThe aim of this short paper is to provide readers with a comprehensive lesson plan for elementary schools, which seeks to improve digital citizenship and competency in students and teachers, by fostering digital literacy skills through an augmented reality (AR) application. The lesson plan was developed within the framework of the “Digital, Responsible Citizenship in a Connected World (DRC)” project funded under Key Action 2: Cooperation for innovation and the exchange of good practices, part of the European Union’s Erasmus+program. The DRC project aims to infuse contemporary pedagogic

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González, M. Teresa, M. Candelaria Espinel, and Janet Ainley. "Teachers’ Graphical Competence." In Teaching Statistics in School Mathematics-Challenges for Teaching and Teacher Education. Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1131-0_20.

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Nethsinghe, Rohan, Premnadh M. Kurup, and Jose Cherian. "Building Global Teaching Competency Based on Australian and Indian Preservice Teachers' Paired Practicum." In Teacher Education. Routledge India, 2023. http://dx.doi.org/10.4324/9781003253242-8.

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Chun, Seyeoung, Okhwa Lee, and Deuk-Joon Kim. "An Explanation of the ICALT Instrument’s Measurement of Teaching Quality in Relation to Teacher Education and Policy in South Korea." In Effective Teaching Around the World. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31678-4_14.

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AbstractThe rapid development of South Korea’s educational system has attracted international interest. The country is well-known for its high student achievement, as indicated by the OECD PISA research, yet the causes for the high achievement remain unclear. Many argue that high teacher quality is an explanatory variable, even though accurate and rigorous measurement of teaching quality at both the practical and theoretical levels has yet to be established. The ICALT (International Comparative Analysis of Learning and Teaching) developed by van de Grift and colleagues in the Netherlands was r

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Lakkala, Suvi, and Outi Kyrö-Ämmälä. "Teaching for Diversity with UDL: Analysing Teacher Competence." In Inclusive Learning and Educational Equity. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80658-3_10.

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AbstractThis chapter is a description of collaborative action research on teacher competence in the context of inclusive education and universal design for learning (UDL). Our goal was to analyse what kinds of professional competencies teachers need when they are implementing UDL in heterogeneous classes. The action research was carried out as a case study together with two co-teachers and a class teacher, who implemented UDL in their heterogeneous classes. As a theoretical framework for teacher competence, we used the multidimensional adapted process (MAP) model of teaching, developed by Finn

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Peters-Dasdemir, Joyce, Lars Holzäpfel, Bärbel Barzel, and Timo Leuders. "Competency Framework for the Qualification of Facilitators of Mathematics." In The Evolution of Research on Teaching Mathematics. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31193-2_11.

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AbstractContinuous professional development (CPD) is an increasingly significant field of research that focuses on the development of teachers’ competencies, knowledge, and skills as lifelong learning. It is essential that CPD be well-designed and professionally performed. CPD must both enhance the cognitive dimension of teachers’ competencies as well as make these competencies meaningful and manageable for their daily practice. In this regard, facilitators play a crucial role as external experts and must possess specific competencies to meet this manifold challenge. This chapter describes a c

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Zhan, Zehui, Siyuan Lyu, Shijing Niu, Kai Tu, and Qingna Lai. "Assessment Tools for Teachers' Interdisciplinary Teaching Competence." In Designing and Implementing Interdisciplinary Education. Routledge, 2025. https://doi.org/10.4324/9781003592006-7.

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Fernández, Daniel Madrid, and Stephen Hughes. "Competences and Foreign Language Teacher Education in Spain." In Competency-based Language Teaching in Higher Education. Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-5386-0_4.

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Lavonen, Jari, and Katariina Salmela-Aro. "Experiences of Moving Quickly to Distance Teaching and Learning at All Levels of Education in Finland." In Primary and Secondary Education During Covid-19. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-81500-4_4.

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AbstractIn this chapter, the teaching and learning in Finnish compulsory education during the COVID-19 pandemic in the spring and autumn terms of 2020 will be analyzed and discussed. First, preconditions, such as teacher and student digi-competences and digi-infrastructure for switching to distance teaching and learning, will be analyzed. Second, the organization and experiences of teaching and learning during this time are described based on representative surveys conducted during and after the spring 2020 distance teaching period. Finally, teachers’, principals’ and students’ engagement and

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Zhang, Wei, Yuan Gao, and Cong Li. "From Big Ideas to Big Questions: Practices and Reflections on Teaching Units from a Competency Perspective." In Recent Advances in Mathematics Textbook Research and Development. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-97-8426-4_14.

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AbstractWith the introduction of “Core Competency for Student Development in China”, Chinese education has officially entered the era of “competency.” Although the curriculum standards have described the core competencies in different subjects to different degrees, there is still a large gap between them and specific subject knowledge, which is not enough to provide classroom teachers with the directions to implement the core competencies in their teaching practice. To make core competencies come into practice, it is necessary to find bridges that effectively link competency and learning conte

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Streszczenia konferencji na temat "Teaching Competency; Education; Teachers"

Español, Angela, Ernesto Diaz, Lisa Rubio, and Sandra Espaillat. "EXTRAORDINARY TEACHERS: A PROGRAM FOR COMPETENCY DEVELOPMENT THROUGHOUT THE TEACHING PROFESSION." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.1872.

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Predanocyová, Lubica, and Gabriela Jonášková. "COMPETENCE TO DESIGN AND PLAN EDUCATION AND ITS APPLICATION IN SCHOOL PRACTICE." In NORDSCI Conference Proceedings. Saima Consult Ltd, 2021. http://dx.doi.org/10.32008/nordsci2021/b1/v4/03.

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"Planning is an essential part of the preparation and implementation of the teaching process. Designing and planning education is an important part of the complex professional competencies of teachers, which were the subject of several years of research carried out at the University of Constantine the Philosopher in Nitra. Scientific research of Slovak experts focused on the issue of the professional competencies of teachers. The starting point was to determine the current state of professional skills of teachers in the Slovak Republic, then a complex of necessary competencies was identified.

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Feng, Xiaoqi, and Katja Hölttä-Otto. "An Exploration of Teachers’ Competencies in Interdisciplinary Engineering Education." In ASME 2022 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2022. http://dx.doi.org/10.1115/detc2022-88643.

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Abstract Engineering education requires competent teachers to facilitate students’ interdisciplinary learning in solving complex problems and engage students in interdisciplinary teamwork. While most studies in the literature have focused on identifying or measuring students’ competencies, few studies have focused on teachers. What teacher competencies are essential for effective interdisciplinary teaching in engineering education? To answer this question and contribute to teacher development and improve student learning, this study analyzes teachers’ competencies in interdisciplinary engineer

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Ashimkhanova, Gulbanu S., and Akbota N. Autaeva. "About the professional competence of special education teachers." In Особый ребенок: Обучение, воспитание, развитие. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-474-3-2021-370-376.

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In this article, the authors consider the main conditions and ways to improve the quality of professional competence of teachers of special education. The main conditions for successful professional competence are the improvement of psychological and pedagogical and special knowledge about the competent interaction of a teacher and a child with special educational needs, the organization of the educational process aimed at developing the professional competence of teachers in teaching and raising children with special educational needs.

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Wurdiman, Pluto, and Susan Fitriasari. "Lampung Teaching Program in Developing Pedagogic Competency Teachers." In 2nd Annual Civic Education Conference (ACEC 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200320.046.

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Slišāne, Agnese. "Conceptualization of Pedagogical Entrepreneurship." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.53.

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The European Union (EU) and the Organisation for Economic Co-operation and Development (OECD) have stated that education is central to economic and social policy development. Entrepreneurial competence has been topical since 2006, when the European Commission identified a “sense of initiative and entrepreneurship” as one of the eight competencies necessary for all members of a knowledge-based society, however there is still no consensus on what the distinctive elements of entrepreneurship as a competency are. Latvian educational reforms involve changes in the teacher education system in order

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Grkić Ginić, Jelena. "Student Teachers’ Music Competences Acquired in Initial Class Teacher Education." In PROFESSIONAL COMPETENCES FOR TEACHING IN THE 21ST CENTURY. Faculty of Education in Jagodina, 2020. http://dx.doi.org/10.46793/pctja.19.204g.

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Ming, Li, Kuncharee Kakhai, and Yuwen Meng. "PROBLEMS AND COUNTERMEASURES OF DOUBLE-QUALIFIED TEACHER COMPETENCE IN VOCATIONAL COLLEGES - TAKING GUANGXI REGION AS AN EXAMPLE." In THE 2023 INTERNATIONAL CONFERENCE ON CREATIITY, MANAGEMENT, EDUCATION, TECHNOLOGY AND SCIENCES. EDUCATION STUDIO, 2023. http://dx.doi.org/10.62788/38fe1wk.

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With the rapid development of vocational education, how to improve the competence of double-qualified teachers in vocational colleges and improve the quality of vocational education is particularly important. In this study, 292 teachers from vocational colleges in Guangxi region are selected as research objects, and quantitative and qualitative research is carried out in seven aspects, such as teaching age, gender, education level, title, vocational qualification grade, double-qualified teacher qualification grade, and teaching profession, etc., to construct four dimensions of teacher's knowle

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El-Hmoudova, Dagmar. "Assessing the Quality of Teaching Through the Teacher's Key Competence Balance Circle." In 15th International Conference on Education and Educational Psychology. Emanate Publishing House Ltd., 2024. https://doi.org/10.70020/eesh.2024.12.4.

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This study introduces the Teacher's Key Competence Balance Circle (TKCBC), a framework designed to evaluate teaching quality through eight key teacher competences, with particular emphasis on the newly conceptualized digital and cultural competence. Utilizing a mixed-methods approach, which integrates direct interviews with a balancing circle assessment, the research aims to establish a comprehensive standard for evaluating teachers' effectiveness in critical areas: Key Competence for Learning, Key Communication Competence, Key Personal and Social Competence, Key Competence for Citizenship and

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O'Regan, Patricia. "Hiding in Plain Sight: Literacy Development Possibilities in Initial Teacher Education." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12908.

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The development of literacy competencies among second-level school students has been highlighted, by the Programme for International Student Assessment as ‘vital to succeed in society’. Literacy competency development has become the remit of all teachers, in all disciplines and initial teacher education programmes have a responsibility to address this. This paper aims to explore the provisions made within one Irish Initial Teacher Education programme, for the development of teaching strategies to enable literacy competency development within the technical-subject classrooms at second level. It

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Raporty organizacyjne na temat "Teaching Competency; Education; Teachers"

Duong, Bich-Hang, Vu Dao, and Joan DeJaeghere. Complexities in Teaching Competencies: A Longitudinal Analysis of Vietnamese Teachers’ Sensemaking and Practices. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/119.

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Education systems globally are implementing competency-based education (CBE) reforms. Vietnam's leaders have also adopted CBE in a comprehensive reform of its education since the early 2010s. Although the global idea of CBE has been widely adopted and recontextualized in various educational contexts, implementing the reform at the local level (e.g., teachers in schools) is never a linear and simple process. Given the complicated sensemaking process of competency and competency teaching, this study explores how Vietnamese teachers made sense of key competencies and adapted their teaching to com

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Desk, Front. Report on Technology-Enabled Learning Competency Framework for Teachers in Zambia. Commonwealth of Learning (COL), 2023. http://dx.doi.org/10.56059/11599/5458.

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The Report on Technology-Enabled Learning Competency Framework for Teachers in Zambia addresses the imperative of adapting to 21st-century education demands. Amidst the rise of technology-driven learning environments, this framework emerges as a response to evolving pedagogical landscapes. Acknowledging ICT's transformative potential in education, Zambia's Ministry of General Education seeks innovation through technology-enabled learning. Yet, teacher competencies in this realm remain uneven. The Teaching Council of Zambia intervenes to uplift teachers' continuous professional development thro

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Villegas-Reimers, Eleonora, Paula Pogré, Silvana Freire, and Emma Näslund-Hadley. Preparing teachers to deliver hybrid education: a framework for Latin America and the Caribbean. Inter-American Development Bank, 2023. http://dx.doi.org/10.18235/0005008.

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The shift to remote and hybrid education during the COVID-19 pandemic demonstrated the need to revise and improve the education and professional development of teachers. It revealed that teachers often lacked the digital and pedagogical skills to organize and deliver education remotely. Better educational systems and processes begin with better-quality teaching, not only in schools and classrooms, but now remotely and in hybrid form. In Latin America and the Caribbean, a recent survey reveals that half of teachers consider that their single most important training need is pedagogical skills. T

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Kalinina, Liudmyla, and Valentyn Rogoza. Results of an online survey of educational institution leaders and teaching staff on examining the content of ukrainian textbooks in natural sciences and mathematics in the context of PISA. The Institute of Pedagogy of the National Academy of Pedagogical Sciences of Ukraine, 2021. https://doi.org/10.32405/online-survey-2021-52.

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The analytical report reveals the current state of practice and prospects for adapting the content of mathematics and natural science education in the context of aligning it with PISA goals. It is based on the results of a survey of teaching staff, which aimed to analyze the content and structure of contemporary textbooks for their correlation with PISA tasks and the achievement of PISA objectives, as well as textbook usage, competence formation, and the evaluation of educational materials’ compliance with international standards. The survey findings enabled the authors to identify the main ch

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Rarasati, Niken, and Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.

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A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sen

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Bima, Luhur, Arjuni Rahmi Barasa, Shintia Revina, Niken Rarasati, and Asri Yusrina. Screening Teachers in Indonesia: Does Ex-Ante Teacher Characteristics Assessment Predict Teaching Effectiveness? Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/134.

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Selecting good teachers is vital as it can lead to a pool of teachers who will continuously strive to improve their teaching quality. Therefore, strengthening the assessment tools for screening effective teachers at their point of entry into the profession is important to improving teaching quality. While abundant studies have been conducted on improving teacher screening strategies in developed countries, only few have examined the process in the contexts of developing countries. Our study aims to enrich the literature on improving teacher screening in developing countries by testing sixty-tw

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Шестопалова (Бондар), Катерина Миколаївна, and Олена Петрівна Шестопалова. Support of Inclusive Education in Kryvyi Rig. Padua, Italy, 2019. http://dx.doi.org/10.31812/123456789/3234.

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An analysis of the system of training, the implementation of a pilot project "SUPPORT OF INCLUSIVE EDUCATION IN KRYVYI RIG". The team that worked in project by GIZ (Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH) create strategy for training teachers that include 6 modules: 1) regulatory and legislative framework for inclusive education; 2) inclusion ethics and philosophy; universal design and reasonable accommodation of educational space; 3) support team: interdisciplinary interation; algorithm of provision of psycho-pedagogical, corrective and development services; 4) ind

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Chambers-Ju, Christopher, Amanda Beatty, and Rezanti Putri Pramana. Exploring the Politics of Expertise:The Indonesian Teachers’ Union and Education Policy, 2005-2020. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/101.

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Research on education politics often uses interest group pressure to explain the policy influence of teachers’ organizations. While acknowledging the power teachers’ unions have to articulate interests and shape labor policy, we explore how a less-studied variable–expertise (or the credibility of the claims they make to expertise)– shapes the policy process. In many low-and middle-income countries, teacher organizations struggle to demonstrate policy expertise and professional competence in core areas related to teaching and learning. Focusing on Indonesia from 2005-2020, we examine how the la

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Goncharenko, Tatiana, Nataliia Yermakova-Cherchenko, and Yelyzaveta Anedchenko. Experience in the Use of Mobile Technologies as a Physics Learning Method. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/4468.

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Swift changes in society, related to sciences technicians’ development, technologies, by the increase of general volume of information, pull out new requirements for maintenance, structure, and quality of education. It requires teachers to diversify a tool in the direction of the increase in possibilities of the use of mobile technologies and computer systems. Lately in the world, more attention spared to the use of mobile learning, which in obedience to «Recommendations of UNESCO on the questions of a policy in the area of mobile learning» foresees the use of mobile technology, both separate

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Topuzov, Oleg, Liudmyla Kalinina, and Valentyn Rogoza. Analytical report on the results of an online survey of academic staff in the context of developing competency-oriented textbooks for a new generation. The Institute of Pedagogy of the National Academy of Pedagogical Sciences of Ukraine, 2021. https://doi.org/10.32405/online-survey-staff-2021-44.

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The analytical report explores the state of practice and prospects for the development and improvement of the content of mathematics and natural sciences education in the context of compliance with international standards, particularly the goals of PISA. The report is based on the results of a survey conducted among researchers from the Institute of Pedagogy of the National Academy of Pedagogical Sciences of Ukraine. The survey focused on analyzing the content of modern textbooks, the application of a competency-based approach, awareness of PISA requirements, and the compliance of educational

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