Aspects Of Professional Competence Research Articles

Using Scenario-Based Assessment in the Development of Students’ Digital Communication Skills and Professional Competence

In this discussion, we consider how the use of scenario-based assessment (SBA) can provide students with a way of developing the digital communication skills that business communication research has found they will need for the workplace, alongside other aspects of professional competence. This is because SBA can be employed to engage learners in the same types of authentic performance tasks in a situated context that they will likely encounter in their professional lives. In addition, SBA can also be used to maximize the integrity of an assignment by harnessing the positive effects of using generative Artificial Intelligence (AI) tools, while simultaneously mitigating against the misappropriation of AI by students. SBA allows learners to practice both their digital, and other, communication skills as well as contributing to their understanding of professional practice, and it also provides instructors with a powerful form of formative assessment. Our aim is to put forward a motivating and effective way of helping our students to develop the skills that they will need to become successful communicators in a postpandemic professional world.

Teachers' proactive behaviour: Interactions with job characteristics and professional competence in a longitudinal study.

In times of accelerating changes, teachers who proactively engage in activities towards school improvement and innovation are increasingly needed. Still, studies on factors that affect teachers' proactive behaviour are rare. Integrating previous research on proactive behaviour within the Job Demand-Resources (JD-R) Model, this paper investigates how job characteristics (time pressure, bureaucratic structures, participative climate, personal initiative of the team) and aspects of teachers' professional competence (self-efficacy, self-regulation skills and knowledge) contribute to and interact with their proactive behaviour. A total of 130 German secondary school teachers (M(SD)age = 44.05 (11.36), 65% female) participated in this study. We employed a full two-wave panel design, with measurement points 5 months apart. The data were analysed with (moderated) single indicator modelling and a cross-lagged panel model. While teachers' self-efficacy in implementing change and self-regulation skills predicted their concurrent proactive behaviour, job characteristics and teachers' knowledge had no such cross-sectional effects. In addition, we found an interaction effect of time pressure and teachers' self-efficacy on proactive behaviour. Including the second measurement point, data indicated no cross-lagged effects of the job and personal factors on proactive behaviour. However, cross-lagged analysis revealed that teachers' proactive behaviour predicted their later self-efficacy in implementing change and the time pressure they perceive. Examining both cross-sectional and longitudinal effects, this study highlights the importance of measurements over time when analysing factors that influence teachers' proactive behaviour: While aspects of professional competence appear to be trainable concurrent resources, time pressure can limit their effect. Finally, cross-lagged effects of teachers' proactive behaviour on their later self-efficacy and time pressure appear as influential in the long run.

Exploring the Value of Hosting a Grassroots Neuroscience Workshop That Facilitates Near-Peer Engagement Between Medical Students and High School Students (Local Brain Bee Participants) in a Developing Country in the Caribbean.

Objective This article explores the value of hosting a grassroots neuroscience workshop that facilitates near-peer engagement between year-one medical students and local Brain Bee finalists (high school students). Near-peer mentoring is a formal relationship in which more academically advanced students guide immediate junior students. We hypothesized that similar activities have teaching, learning, and psychosocial benefits for all andcan be easilyreplicated. Activity The Grenada National Brain Bee Challenge was launched in 2009 as a competition for high school students. Annually, there are at least 100high school students registering to participate in the national challenge. In 2018, a grassroots neuroscience symposium, a local initiative, was createdto prepare high school students who participated in the preliminary rounds for the final localand International Brain Bee competition. Traditionally, it is hosted annually by faculty at St. George's University School of Medicine (SOM). However, in 2022, the symposium was hosted by medical students. The symposium is designed as an eight-hour tutorial one-day session.The students rotate between facilitators as small groupteamsduring each teaching hour. There areicebreakers,content presentations, and neuroanatomy skills stations. The medical students demonstrate expertise inneuroscience contentand other aspects of professional competence. The activity was also designed to offer students of diversified backgrounds the opportunity to affect their educational pathways through role modeling, mirroring, and mentorship.Was this change beneficial to both sets of students (medical and high school)? Results and discussion We aim to determine the value of the near-peer relationship between the local 2022 Brain Bee finalists (high school students) (n=28)and university (medical) students (n=11). Participants were surveyed about their experience. Data were de-identified and grouped according to common themes. A thematic analysis was conducted on the data retrieved from the literature review. Data suggestthat both high school and university (medical) students report benefits after participating in near-peer engagement at a grassroots neuroscience symposium. In this teaching model, the medical students are the more experienced instructors and transfertheir knowledge and skills about the field to the high school students. The medical students have an opportunity to consolidate their personal learning and give back to the Grenadian community. While informal teaching occurs often, this type of near-peer engagement with students from the community helps medical students develop both personal and professional skills such as confidence, knowledge, and respect. This grassroots initiative is easily replicated in a medical curriculum. Themajor benefits experienced by the high school student participants (of varioussocioeconomic backgrounds) were access to educational resources. The symposium requires active engagement, fosters a sense of belonging, and promotes interest in pursuing careers in health, research, academia, and Science, Technology, Engineering, and Mathematics (STEM). Conclusion Participating high school students of various genders and socioeconomic backgroundsgained equal access toeducational resources andmay select careers in health-related sciences. Participating medical students developedknowledge and teaching skills and engaged in a service-learning opportunity.

PENGUATAN KOMPETENSI CALON GURU TERHADAP MAHASISWA PPL DI SMPN 3 KASIHAN BANTUL YOGYAKARTA

This study aims to reveal how the PPL program is able to strengthen / strengthen the competence of prospective educators who have been competently mandated in the Teacher and Lecturer law such as; paedagogic competence, professional competence, social competence, and social competence. The types in this study are qualitative research, with a phenomenological approach, with techniques for collecting interview, observation and documentation data. As for data analysis, it uses interactive analysis. So that the results of this service research produce among others; first in the aspect of paedagogic competence; PPL students are able to understand curriculum terms, learning indicators, prepare lesson materials, master teacher knowledge and students are also able to master the knowledge they teach. Second, aspects of professional competence; PPL students have self-confidence, have consequences and preparation in the profession, and always evaluate themselves. Third, the aspect of social competence; PPL students have the ability to communicate, the ability to organize. Fourth, aspects of personality competence; PPL students are actually skilled in organizing the order of materials, skilled in preparing learning materials, skilled in formulating learning indicators, mastering teacher knowledge, and mastering the knowledge they teach

Pedagogical aspects of the formation of professional competence among students of physical culture and sports

The main purporse is to determine the main aspects of professional competence among students of physical culture and sports. The pedagogical practice of future physical culture teachers is an integrating and core component of the personal and professional formation of a future specialist, which provides for the formation of his professional competence through mastering various types of activity, leads to professional self-improvement, student self-knowledge in various professional roles in the real conditions of a general education school. Among the main tasks facing the system of higher pedagogical education, an important place is occupied by the task of training a competence-based specialist of a wide profile, further strengthening of fundamental education and bringing it closer to research and practical professional activity, therefore, the goal of training should provide for an optimal combination of theoretical knowledge and creative abilities of future teachers, which would allow them, after graduating from an educational institution, to independently raise the level of their education and professional training, to find fundamentally new solutions to the problems of science and practice. The study was carried out using the following theoretical methods: systems analysis and synthesis, induction and deduction, comparison, classification, generalization and systematization, idealization and abstraction. As a result of the study, the main aspects of professional competence among students of physical culture and sports were determined

Theoretical Aspects of Professional Competence of Police Officers from the Tactical and Operative Response Unit

In this article the author has made a theoretical analysis of law enforcement officials’ professional competence and has defined the meaning of professional competence of the police officer in the tactical-operational respond unit (TOR) of the National Police of Ukraine. Taking into consideration specific official tasks and professional activity the author describes the main abilities of the police unit (TOR). Among the structural components of professional competence of the police unit TOR: personal, active, social competence is separated. It is shown the intentional filling of structural ingredients of the professional competence of the police unit TOR. It is underlined that the actuality of the research of the development of police officers’ professional competence in this tactical-operational respond unit is connected with the increasing of citizens’ “close” looks at the police actions on the whole and a new-organized unit of the patrol police especially.
 Social-economic and political changes which are taking place in the lives of modern Ukrainians are characterized by the considerable increase of their civil activity and are expressed by their participation in public events of the different types: political, economic, social, sports, cultural, gendered, religious, ecological and so on. Considering Ukrainians’ high political activity, the urgent necessity of security guaranteeing and holding the public order were formed by the National Police Bodies during public events with participation of a great number of people. That’s why on purpose of providing civil security and law-and-order guard of the public events in 2017 the new unit of patrol police of tactical-operational respond TOR was organized. The new challenges have arisen before the new-organized police unit [3, 6]: to minimize the risks which may appear during public events; to decrease tense in the crowd without demonstrating force; to prevent and to resist street criminality; to be on patrol in the city for the operational support of the patrol police crews in the case of calls with the higher degree of the risk; to react on the situations where there is a real threat of using the weapon or another threat to people’s life; to detain people who are hiding from justice or are wanted and can be dangerous. “We need the units of the civil guard with a new mentality, and absolutely a new approach”, said the assistant of the minister of MIA of Ukraine S. Yarovyi in his interview [3].
 The fulfillment of the mentioned tasks demands from the policemen a high level of preparation and professional competence, which is expressed according to O. Tsylmak in the person’s possibility to use the set of acquired knowledge, skills and abilities in practical professional activity effectively [11]. The actuality of the research of the development of professional competence of a police officer in the tactical –operational respond unit is connected with the increasing of people’s “close” looks at the policemen in general and the new-organized patrol police unit in particular. The question of the policeman’s professional competence is a central one because nowadays in the communication with the policemen people use technical means of fixation (such as photo-, video-fixation), somebody to protect themselves against the police misconduct, somebody to show policemen “in not the most flattering light”.

SUBSTANTIATION OF INNOVATIVE TEACHING METHODS IN TRAINING FUTURE DOCTORS

The article presents material on solving the problem of improving modern methods and technologies in teaching in medical institutions of higher education, as higher medical education requires rapid changes and non-standard creative solutions, especially in today’s conditions. Innovative teaching methods are aimed primarily at the processes of information perception and successful acquisition of practical skills, memory, development of creative and clinical thinking, proficient behavior in extreme situations, and gaining communication experience. The methods are calling innovative because they significantly change both the role of the teacher and the role of students. At the same time, the level of training of future doctors must meet clear criteria of goals and competence approach by the requirements of the quality of education. The importance of innovative teaching methods in the training of future doctors is highlighting. The theoretical and methodological analysis of the educational process of medical institutions of higher education. The content of the application of innovative teaching methods in the training of future doctors is generalized and systematized. Aspects of professional competence of the future doctor are covered. The effectiveness of case studies and situational role-playing methods is substantiated and identified as integral elements of teaching in medical institutions of higher education.

The Professional Competence Analysis of Chemistry Teacher of Senior High School in Merauke

Teacher competence is the roundness of knowledge, skills and attitudes that manifest smart and responsible actions in carrying out tasks as agents of learning. Teacher competencies consist of pedagogic competencies, social competencies, personality competencies, and professional competencies. This research focuses on teacher professional competence. Teachers' professional competencies are examined in 3 aspects namely mastering the material, mastering basic competencies, and developing learning materials that are creatively influenced. This research is a descriptive study to get a picture of the professional competence of Senior High School chemistry teachers in Merauke District. The study was conducted in 3 schools, namely SMAN 1 Merauke, SMAN 2 Merauke and SMAS YPK Merauke. Data obtained through observation, interviews, and documentation. The data obtained were analyzed by means of data reduction, data presentation and conclusion drawing. Through descriptive data analysis the results are obtained: (a) mastering material with an average value of 1.6 being in the category of very competent; (b) mastering basic competencies with an average value of 1.5 very competent categories; and (c) developing learning materials that are creatively influenced by an average value of 1.25 competent categories. Average overall aspects of professional competence 1.45 competent categories. The results of the analysis indicate the professional competence of chemistry teachers in Merauke District is quite good, although there are things that need to be developed so as to improve the professional competence of teachers who have.

Личностный компонент как важная составляющая структуры профессиональной компетентности современного педагога

The present study considers the place of personal component in the complex structure of professional competence of a teacher, as well as its influence on the process of education and children upbringing. On the one hand, it is connected with the essence of the profession itself, and on the other hand, with the mandatory requirement for the presence of specific qualities inherent in teacher’s personality. Other-wise, the teaching process may become ineffective. The main aim of the author is to draw attention to the considered aspect of professional competence. This approach is reflected in the new documents in the field of education and in particular, in preschool education. Based on the analysis of various aspects of the content of the concept, the study presents a model of psychological competence, which com-plements the relationship of personal, theoretical and practical components. There is also defined the structure of competence regarding a preschool teacher who is engaged in the first stage of educa-tion process. The author focuses, first of all, on the practical aspect, tools and technologies of an edu-cational and nurturing process as a priority in the teacher’s work. The novelty of the study is deter-mined by the practice-oriented approach to solving the problem of providing a teacher with necessary tools with regard to personal self-realization in the modern educational system in accordance with the empirically emerging needs of modern society. Thus, practical implementation, technology and tools (diagnostics, forecasting and analysis) are the novelty factor of the present research. The publica-tion is intended for specialists in the field of peda-gogy and psychology, preschool workers, under-graduate and postgraduate students.

Analysis of Competency of Educators in Khoirul Ummah School Malang from The Perspective of Law Number 14 of 2005 about Teachers and Lecturers

This study seeks to explain the competence of teaching staff/educators in Islamic education, the Khoirul Ummah School, Malang. The benchmark of change and strengthening teaching skills within the scope of Islamic educational institutions is using the competency analysis. The significance of the research lies in the analysis of the integration of modern science and the Islamic one. It used a descriptive qualitative survey research method with a documentary observation pattern and inquiry-based source tracking method. The findings reveal 1) aspects of personality competence, which characterized by moral and moral indicators, leadership and educational figures. In this competency, educators are highly qualified. The reason is that educators have a social competence enlightened by the kiai or cleric 2) aspects of professional competence. Here, family educators get a small scale. Educators master more the subject matter, compared to methods or learning concepts that are appropriate to the goals of the institution. In this aspect, 70% of educators do not understand concepts and methods, especially digital-based methods. 3) Aspects of social competence. In this aspect, educators become a good one if they can communicate and interact with students, guardians and surrounding communities. 60 % of educators are active in social activities and establish friendships with students’ guardians.

Re-conceptualising professional competence development of student teachers in initial teacher education

ABSTRACT This article presents a qualitative study which presents professional competence development in an undergraduate initial teacher education (ITE) programme in Hong Kong. Fifteen student teachers participated in two rounds of interviews, one after the first ITE fieldwork and another after the second ITE fieldwork in a five-year Bachelor of Education Programme. The interviews placed focus on the ‘context-specific’ aspects of professional competence, namely Competence in Classroom Teaching and Competence to Work in Schools, as well as student teachers’ experiences in different aspects of the ITE fieldwork context. The findings provide important insights into re-conceptualising professional competence development with an integrated analysis which explicates the dynamic interaction between the teaching context, the school context and the student teacher’s approach to learning. Three distinctive patterns of competence development in terms of student teachers’ perceived change in the two ‘context-specific’ aspects of professional competence were identified. The insights from the integrated analysis also extend Mutton, Burn and Hagger’s (2010) study by connecting different patterns of professional competence development with the interaction between student teachers’ approaches to learning from experience and factors in the ITE fieldwork context. Enhancing and constraining conditions for professional competence development and implications for ITE stakeholders are discussed.

Культурологический аспект профессиональной компетентности учителя русского языка мультикультурной (полиэтнической) школы

Культурологический аспект профессиональной компетентности учителя русского языка мультикультурной (полиэтнической) школы

Окремі аспекти формування професійної компетентності майбутніх інженерів-механіків у процесі математичної підготовки у ВНЗ

Окремі аспекти формування професійної компетентності майбутніх інженерів-механіків у процесі математичної підготовки у ВНЗ

ANALISIS TINGKAT KEPUASAN MAHASISWA TERHADAP KINERJA DOSEN SEKOLAH TINGGI ILMU EKONOMI (STIE) DI WILAYAH KOTA PEKANBARU

This study aims to find out how the level of student satisfaction on the performance of lecturers of the College of Economics (STIE) in the city of Pekanbaru. The population in this study were all students who were still active in lectures at the College of Economics in the city of Pekanbaru which consisted of 7 (seven) campuses of the College of Economics (STIE) with a total of 7,367 students. While the sample was taken as many as 500 respondents with sampling techniques using quota sampling and data analysis techniques used were descriptive analysis methods. Based on the results of the study, it was found that the level of student satisfaction on the performance of lecturers of the Economics College in the city of Pekanbaru, in terms of the pedagogic competence of the majority of 63.5% respondents expressed satisfaction with aspects of pedagogic competence. Judging from professional competence most of the respondents 62.3% expressed satisfaction with the aspect of professional competence. Judging from the personality competencies, most respondents 63.7% expressed satisfaction with the aspect of personality competence. And in terms of social competence most of the respondents, namely 59.80% expressed satisfaction with aspects of social competence.

Development of existential aspects of professional competence of penitentiary system prospective employees

The paper discusses the problem of professional competence of penitentiary system employees. The author says that employees of the penal system should be ready for the challenges of the vital and professional way. The author defines existential aspect as part of holistic professional competence. Existential setting is included in the existential aspect of professional competence. Existential setting is defined as readiness of a future specialist for self-development and self-improvement. Existential setting is a spiritual resource of a person. Existential setting helps to maintain interest in the professional activity of penitentiary system employee in difficult situations. Existential setting is formed in the process of reflection development. The paper considers forms of educational work: existential dialogue, essays, solution of situational problems. The author gives a brief description of these forms of work and specific examples. The paper contains indicators of effectiveness: students interest in the spiritual side of life as well as in problems of the meaning of life and professional activities.

SUBJECTIVE CRITERIA OF SELF-ACTIVITY CONTROL OF THE RUSSIAN AND SLOVENIAN MANAGERS: COMPARATIVE ANALYSIS OF PROFESSIONAL COMPETENCE

Aim . The results of the first stage of the Russian-Slovenian crosscultural research are provided in the present article; the purpose is identification of the key factors that have an impact on the choice of control criteria of a management activity by the Russian and Slovenian leaders. Methods . Empirical information acquisition was made on the basis of the questionnaire «Subjective criteria of monitoring of activities performance» by G. Miroljubova and F. Ismagilova. The correlation analysis using nonparametric criteria (Kendall’s tau-b and Spearman’s rho), Mann – Whitney U-test and a method of descriptive statistics were used to process the received results of the research. Calculation of data was performed by means of a software package SPSS Statistics 17,0. Results . The research unit which is stated in the publication has comparative character and includes three stages. The difference of managers’ positions in Russia and Slovenia concerning self-checking of managerial activities was studied at the first stage. When researching the Russian managerial activity, listeners and graduates of the Presidential program of preparation of a managerial personnel provided by the Business School of the Ural State Federal University named after B. N. Yeltsin (Ekaterinburg) were engaged. The research has showed that both groups of measurable and weakly-measurable parameters are equally presented in the structure of subjective control criteria among managers. The significant differences are revealed between average values of the measured criteria of all types (natural, binary, criteria of a ratio and fitting) in the Russian (56,11) and Slovenian (60,39) samples. Scientific novelty . Activities control is a capability of a person to influence on the process and result of own work that is an extremely important aspect of professional competence of leading experts and managers. This aspect should be considered in programs of managerial professional training; unfortunately, it is poorly considered when training the Russian managers. The research confirmed and expanded theoretical theses on national cultural differences in managerial processes of work evaluation efficiency. Practical significance. The proposed diagnostic model which has confirmed its practical consistency, and the questionnaire developed on its basis can be considered as working tools for monitoring of the content of activity and measurement of indicators of its control among managers of various organizations. The results of diagnostics can serve as the material for correction of educational programs for training of managers in higher educational institutions, and the academic content of further vocational training courses.

How much is enough? Involving occupational experts in setting standards on a specific-purpose language test for health professionals

This paper considers how to establish the minimum required level of professionally relevant oral communication ability in the medium of English for health practitioners with English as an additional language (EAL) to gain admission to practice in jurisdictions where English is the dominant language. A theoretical concern is the construct of clinical communicative competence and its separability (or not) from other aspects of professional competence, while a methodological question examines the technical difficulty of determining a defensible minimum standard. The paper reports on a standard-setting study to set a minimum standard of professionally relevant oral competence for three health professions – medicine, nursing, and physiotherapy – as measured by the speaking sub-test of the Occupational English Test, a profession-specific test of clinically related communicative competence. While clinical educators determined the standard, it is to be implemented by raters trained as teachers of EAL; therefore, the commensurability of the views of each group is a central issue. This also relates to where the limits of authenticity lie in the context of testing language for specific purposes: to represent the views of domain experts, a sufficient alignment of their views with scores given by the raters of test performances is vital. The paper considers the construct of clinical communicative competence and describes the standard-setting study, which used the analytical judgement method. The method proved successful in capturing sufficiently consistent judgements to define defensible standards. Findings also indicate that raters can act as proxies for occupational experts, although it remains unclear whether the views of performances held by these two groups are directly comparable. The new minimum standards represented by the cut scores were found to be somewhat harsher than those in current use, particularly in medicine.

Persepsi Siswa Terhadap Kinerja Guru Bimbingan dan Konseling yang Bersertifikasi Pendidik

This study aimed to describe the perception of students on teacher performance counseling certified educators (the field of guidance and counseling). the method in this research is descriptive quantitative research. The research was conducted in SMP N 1 Banguntapan, with a population of students of class IX in SMP N 1 Banguntapan with the number of 30 students. Instruments in this study using a questionnaire with data analysis techniques using grouping criteria, moderate, and less. The results obtained in this study concluded that students' perceptions of teacher performance guidance and counseling in both categories on the basis of the data categories of each aspect, among others: aspects of personal competence with the number of 14 students (47%), aspects of social competence with number 25 students (83%), and aspects of professional competence by the number of 23 students (77%). This study may provide information to teachers BK to improve performance related to personal competence, social, and professional, so it can be a teacher BK capable of carrying out its duties and responsibilities in providing guidance and counseling services in schools optimally.

Integrating an Existential Perspective in Youth Care: A Care Ethical Argument

The biographies of youngsters placed in youth care are burdened with deeply impacting and often traumatizing experiences of abuse, neglect and violence. These experiences raise existential questions that play a pivotal role in the development of these youngsters. In this paper, our purpose is to make clear that good, effective youth care integrates paying attention to these existential aspects. First, we elaborate on the debate on the effectiveness of youth care. Our goal here is to draw attention to the importance and relevance of this dimension of youth care, and embed it in a care ethical point of view. Second, we give a more elaborate account of this existential dimension of youth care, from both the perspectives of the care receiver and the caregiver. We discuss the relation to identity formation of young people, to various forms of sense making and to the symbolic character of the existential dimension of care which is visible in play. Third, we point out several aspects of professional competence that seem crucial to integrate the existential dimension in youth care practice.

Unnoticed Professional Competence in Day Care Work

This article presents a double perspective on social educators’ professional competence: It discusses how everyday life in day care centres (preschools) is dependent on professional competences that can be conceived as “unnoticed.” These aspects of professional competence are embedded in routines, experiences and embodied forms of knowledge. However, it may be discussed whether these competences are under pressure from increased demands for documentation, standardization and evaluation of children’s learning outcomes. The article will briefly outline this development in the day care sector, followed by a discussion of unnoticed professional competence and the related notion of gestural knowledge. The double perspective on social educators’ professional competences will be illuminated by empirical examples from a research project involving social educators from two day care centres in Denmark.