Developmental Competence Research Articles

THE EFFECTIVENESS OF SCHOOL PRINCIPAL LEADERSHIP IN ENHANCING TEACHER PROFESSIONAL COMPETENCE AT SMK MIFTAHUL ULUM TUMPENG WONOSARI, BONDOWOSO

Effective leadership of school principals is considered a crucial factor in creating a supportive learning environment. This study aims to investigate the effectiveness of the principal's leadership in enhancing teachers' professional skills at SMK Miftahul Ulum Tumpeng Wonosari, Bondowoso. The method used is a qualitative descriptive approach, utilizing data collection techniques through observation, interviews, and documentation. The researcher observed the effectiveness of the principal's leadership by taking notes and recordings. Additionally, the researcher conducted interviews with the principal, teachers, and administrative staff at SMK Miftahul Ulum. Once the data was collected, the researcher performed data reduction, classification, validation, and coding based on the data types, followed by interpretation. The results showed that there were three aspects observed in the principal's leadership at SMK Miftahul Ulum, namely strategies to improve teachers' professional competence, challenges faced in this process, and the impact of the principal's leadership on enhancing teachers' professional competence. The strategies to enhance teachers' competence include training programs, workshops, performance assessments, and evaluations. Meanwhile, the challenges faced include global competition and changes in the educational curriculum. The positive impact of the principal's leadership is evident in the improvement of teachers' teaching quality, the creation of a conducive work environment, and the enhancement of students' academic achievements. Thus, this study concludes that the principal's leadership at SMK Miftahul Ulum Tumpeng has proven effective in improving teachers' professional competence. These findings provide practical implications for other educational institutions in efforts to improve education quality by focusing on teacher competence development. The suggested recommendations include increasing policy support, allocating adequate resources, and enhancing the frequency and quality of professional development programs.

Readiness of Future Librarians to Work in Today's Digital Environment in Kazakhstan

The purpose of this research is to determine the optimal pedagogical conditions in the context of the formation of information and communication competencies of future librarians, as well as to reveal the basics of professional training of information-library specialists in the higher educational institutions of Kazakhstan. The basis of the methodological approach is a qualitative combination of the system analysis methods of librarians’ training at universities with the analytical study of the development of professional competencies of future specialists. To implement the conceptual tasks of professional education, an important component is the psychological and pedagogical conditions for the training of qualified personnel, which involves the use of modern approaches to teaching in the educational process with the use of innovative methods. The results of this study reflect the problem of preparing librarians for professional activity in the modern digital environment. It also presents ways of effectively organizing the educational process in the context of the formation of information and communication competencies of higher education students.

VPS34 Governs Oocyte Developmental Competence by Regulating Mito/Autophagy: A Novel Insight into the Significance of RAB7 Activity and Its Subcellular Location.

Asynchronous nuclear and cytoplasmic maturation in human oocytes is believed to cause morphological anomalies after controlled ovarian hyperstimulation. Vacuolar protein sorting 34 (VPS34) is renowned for its pivotal role in regulating autophagy and endocytic trafficking. To investigate its impact on oocyte development, oocyte-specific knockout mice (ZcKO) are generated, and these mice are completely found infertile, with embryonic development halted at 2- to 4-cell stage. This infertility is related with a disruption on autophagic/mitophagic flux in ZcKO oocytes, leading to subsequent failure of zygotic genome activation (ZGA) in derived 2-cell embryos. The findings further elucidated the regulation of VPS34 on the activity and subcellular translocation of RAS-related GTP-binding protein 7 (RAB7), which is critical not only for the maturation of late endosomes and lysosomes, but also for initiating mitophagy via retrograde trafficking. VPS34 binds directly with RAB7 and facilitates its activity conversion through TBC1 domain family member 5 (TBC1D5). Consistent with the cytoplasmic vacuolation observed in ZcKO oocytes, defects in multiple vesicle trafficking systems are also identified in vacuolated human oocytes. Furthermore, activating VPS34 with corynoxin B (CB) treatment improved oocyte quality in aged mice. Hence, VPS34 activation may represent a novel approach to enhance oocyte quality in human artificial reproduction.

Maturational competence of equine oocytes is associated with alterations in their "cumulome".

Assisted reproductive technologies are an emerging field in equine reproduction, with species dependent peculiarities, such as the low success rate of conventional in vitro fertilisation. Here, the "cumulome" was related to the developmental capacity of its corresponding oocyte. Cumulus oocyte complexes (COCs) collected from slaughterhouse ovaries were individually matured, fertilised by intracytoplasmic sperm injection (ICSI), and cultured. After maturation, the cumulus was collected for proteomics analysis using label-free mass spectrometry (MS) based protein profiling by nano-HPLC MS/MS and metabolomics analysis by UPLC-nanoESI MS. Overall, a total of 1671 proteins and 612 metabolites were included in the quantifiable "cumulome". According to the development of the corresponding oocytes, three groups were compared with each other: not matured (NM; n = 18), cleaved (CV; n = 15) and blastocyst (BL; n = 19) groups. CV and BL were also analysed together as the matured group (M; n = 34). The dataset revealed a closer connection within the two M groups and a more distinct separation from the NM group. Over-representation analysis detected enrichments related to energy metabolism as well as vesicular transport in the M group. Functional enrichment analysis found only the KEGG pathway of oxidative phosphorylation as significantly enriched in NM group. A compound attributed to ATP was observed with significantly higher concentrations in the BL group compared with the NM group. Finally, in the NM group, proteins related to degradation of glycosaminoglycans were lower and components of cumulus extracellular matrix were higher compared to the other groups. In summary, the study revealed novel pathways associated with the maturational and developmental competence of oocytes.

Effect of swimming initiation period and continuation frequency on motor competence development in children aged up to 3 years: the Japan environment and children’s study

BackgroundAlthough involvement of toddlers in swimming activities has increased recently, information regarding the impact of swimming during toddlerhood on subsequent child motor competence development is scarce. This study aimed to determine how swimming experience, particularly the timing of initiation and the continuity of swimming activities up to the age of 3 years, affects motor competence development.MethodsThis prospective cohort study included data on children aged 1.5 and 3 years (100,286 mother–child pairs) from the Japan Environment and Children’s Study. The outcomes measured were gross and fine motor function, using the Japanese version of the Ages and Stages Questionnaire (Third edition). We assessed how these functions correlated with the continuous pattern of swimming pool use frequency from age 1 up to 3 years.ResultsThe group that used a swimming pool once a month or more from age 1–1.5 years but stopped from age 2–3 years showed consistently significant negative associations with gross motor development delay (minimum adjusted odds ratio [aOR]: 0.66, 95% confidence interval [CI]: 0.60–0.73) and fine motor development delay (minimum aOR: 0.66, 95% CI: 0.58–0.76). The group that continued swimming once a month or more from age 1–3 years showed consistently significant negative associations with gross motor development delay (minimum aOR: 0.64, 95% CI: 0.54–0.75) and fine motor development delay (minimum aOR: 0.42, 95% CI: 0.31–0.55).ConclusionsThese results suggest that swimming experience starting around age 1 year is positively associated with gross and fine motor function development. The beneficial impact on gross motor function persisted from age 1–3 years. In contrast, the effects on fine motor function were not evident until age ≥ 2.5 years after starting swimming at approximately age 1 year. These findings underscore the potential benefits of early swimming experiences in enhancing overall motor skills development during early childhood.

A bibliometric study on the effects of e-learning technologies on innovative competency development of university librarians and smart library services

Purpose The purpose of this study is to conduct a bibliometric analysis to discover the published information on the effects of e-learning technologies on innovative competency development of university librarians and smart library services. Design/methodology/approach This study is based on bibliometric research methodology. The data were retrieved from the leading database Web of Science to analyze the scholarly publications on the topic during 1965–2023. VOSviewer and Biblioshiny software were used to analyze the bibliometric data on the subject. Findings Results displayed that the topic of e-learning technologies in the domain of librarianship has been greatly used by several authors as a title to publish their research work. The dominance of countries such as the USA, China and the UK in research output reveals their leadership in advancing research and innovation in the field of e-learning technologies for university libraries. Originality/value To the best of the authors’ knowledge, this is the first bibliometric study that has been conducted to measure the productivity of literature at the international level on the effects of e-learning technologies on innovative competency development of university librarians and smart library services.

The Crucial Role of Teacher Support in Enhancing Willingness to Communicate, Professional, Communicative and Lexical Competences

Effective communication skills are essential in education as they significantly enhance student learning experiences and outcomes. This article explores the role of Willingness to Communicate (WTC) and communicative competence in language learning, emphasizing the importance of teacher support in fostering these competencies. Key factors influencing WTC, such as self-communicative competence, communication apprehension, and individual psychological traits, are discussed. The article highlights the pivotal role of teacher involvement, immediacy, and autonomy support in promoting student engagement, self-efficacy, and language proficiency. Furthermore, the development of lexical competence and the use of innovative teaching approaches, such as flipped classrooms and collaborative learning activities, are examined as effective strategies for improving communication skills. The article underscores the importance of creating supportive classroom environments that reduce communication anxiety and promote active participation. Ultimately, the integration of robust teacher support practices and ongoing professional development is critical for enhancing communicative competence and ensuring long-term academic and professional success for students.

Diagnosis of TPACK in Elementary School Teachers: A Case Study in the Colombian Caribbean

Numerous studies support that the development of digital teaching competence is essential in 21st century schools. This paper examines Technological Pedagogical Content Knowledge (TPACK) to gain a deeper understanding of ICT integration in teaching. By assessing TPACK, we uncover opportunities to enhance teacher competencies and, consequently, improve student learning. This research evaluated the initial TPACK of primary school teachers from a public school in the Colombian Caribbean. Eight teachers participated in a professional development program based on the Lesson Study (LS) methodology. Adopting an interpretive qualitative approach and a case study for the operational analysis of LS, the findings indicate that teachers, in self-reports and performance-based assessments, highlight high competence in the PK, CK, and PCK domains. This demonstrates their ability to select and adapt effective teaching strategies. They excel in guiding learning and understanding academic content, showcasing a remarkable capacity to adapt to the diverse socioeconomic realities of their students. However, these findings also highlight areas for improvement in developing the technological components of TPACK, specifically TK, TPK, TCK, TPCK, and XK.

Assessing student teachers’ knowledge of English to inform curriculum design in initial teacher education

Background: In Initial Teacher Education (ITE) programmes, there are concerns about student teachers’ English language proficiency.Aim: To discuss the first iteration of the PrimTEd English language and literacy test and analyse the results for information about the test instrument and about student teacher attainment.Setting: South African student teachers in BEd programmes preparing for teaching in primary schools, across six public universities, participated in the test from 2020 to 2022.Methods: The student results for the PrimTEd English assessment were analysed using basic statistics, focussing on the largest samples of first-year and fourth-year students who took both the subtests. The items in each subtest were coded according to their underlying language constructs, and each subtest was subjected to Rasch analysis before the test was considered as a whole.Results: The initial test showed the attainment of fourth-year students (mean = 55%, standard deviation [SD] = 21%, n = 731) was only 3 percentage points higher than that of first-year students (mean = 52%, SD = 20%, n = 1177).Conclusion: The similarities between the first- and fourth-year students’ test results is concerning. There remains much work to be done in building student teachers’ English language proficiency in BEd programmes.Contribution: The findings and recommendations should be useful to ITE lecturers in designing programmes that enable progressive development of English language and literacy competence from first year to graduation.

The Role of Practical Training in the Development of Special Competencies for Future Speech Therapists

The article examines the importance of practical training in the educational training of future speech therapists. Various forms of practical training, such as laboratory work, clinical practice and simulation training, and their impact on the development of special competencies are analyzed. Special attention is paid to the integration of theoretical knowledge and practical skills, as well as the development of professional thinking and independence of students. The results of an empirical study confirming the effectiveness of practical training in the formation of skills necessary for the successful professional activity of speech therapists are presented. The conclusions of the article emphasize the need to strengthen the practical component in educational programs for the training of highly qualified specialists in the field of speech therapy.

Methodological Strategy for the Development of Speaking Skills in the English Language

The present research study examines the crucial role of methodological strategies in English language teaching to develop speaking skills. It focuses on a sample of students from the elementary basic level of two public educational institutions and Uleam University in the city of Chone. A descriptive approach was employed, centering on scientific tasks and utilizing convenience sampling method. Data collection was conducted through five interviews with elementary basic level teachers, three interviews with university English teachers, and observation of five English class sessions. The results highlight the importance of applying strategies to motivate students to speak during the English teaching-learning process, emphasizing the need to balance both in order to maximize the use of available techniques, methodologies, and resources. The study particularly emphasizes the importance of the communicative approach, underscoring how this method influences the development of students' communicative competence. Additionally, internal factors such as self-will, enthusiasm, enjoyment, satisfaction, and autonomy, as well as external factors such as rewards and recognition, were identified as having an impact on students' learning. These findings underscore the importance of considering both methodological and motivational elements when creating effective strategies to improve oral expression in English. This study contributes to the field of research and education by providing important insights into the significance of planning and balancing methodological and motivational strategies in the development of English language proficiency.

Parental role and responsibilities in preschool distance learning environment

This study explored the lived experiences of parents in the home schooling of their preschool children during the Covid-19 pandemic. It focused on the parental roles and responsibilities as parent-teachers, and the support they received from the school. Purposive sampling was used in this qualitative study in order to choose participants who had firsthand experience with preschool distance learning during the pandemic. Twenty parents from a range of socioeconomic backgrounds made up the sample, ensuring a thorough comprehension of diverse viewpoints. Based on the findings, parents played an active role in the learning process during the distance learning approach, facilitating and guiding their children through the modular lessons. To promote children’s safe attachment, social-emotional competence, and cognitive development, they were expected to exhibit more positive emotions and greater levels of professional competence while doing remote learning. On the other hand, parents encountered variety of difficulties with distance learning, including the virtual environment, instruction delivery, unsatisfactory learning outcomes, challenges with the use and accessibility of technology, personal issues with health, stress, and their child’s learning style. To ensure parents receive the resources they need, there must be strong collaboration and open communication between the school and parents. The results imply that planning for blended learning models in the long run should assist and ready parents to work as co-teachers.

Measuring the Impact of Technological Evolutions on Fine Arts Competence Development

Technological evaluations have significantly enhanced college students’ fine arts competence development by providing advanced tools and platforms that foster creativity, improve technical skills, and enable innovative artistic expression. In this study 500 college students were mentioned as participators. The variables Technological Tools, Technical Proficiency, Advanced Technologies, Creativity and Innovation, Online Platforms, Skill Development, and Collaborative Competencies are built to evaluate various aspects of technological and creative capabilities in educational and professional settings. Fine arts competitions like the (Artificial Intelligence) AI art contest, digital choreography competition, and speech AI innovation challenge are held for the students to improve their skill development. The questionnaires are taken to measure the student's technological skills development based on before and after competitions. The SPSS software version 28 is used to statistically analyze the data with multiple regression analysis and pearson correlation analysis. The results showed that the integration of technological tools and platforms significantly improved college student's technical proficiency, creativity, and collaborative skills in fine arts. Students exhibited notable enhancements in skill development and engagement with advanced technologies post-competition. Technology significantly enhances fine arts education by improving students' artistic skills and collaboration. Embracing digital tools offers valuable opportunities to enrich curricula and foster innovation.

Competence Development and Affective Commitment as Mechanisms That Explain the Relationship between Organizational Culture and Turnover Intentions

This study investigated the effect of organizational culture (supportive culture, innovation culture, goal culture and rule culture) on turnover intentions and whether this relationship was mediated by organizational practices of competencies development (training, functional rotation and individualized support) and affective commitment. The study sample consisted of 369 participants working in organizations based in Portugal. The results show that only goal culture positively and significantly affects the three dimensions of organizational practices of development competencies and affective commitment. The culture of support has a positive and significant effect on functional rotation, individualized support and affective commitment. The culture of innovation has a positive and significant effect on training. Supportive culture, goal culture and the dimensions of organizational practices of development competencies negatively and significantly affect exit intentions. The serial mediating effect of organizational practices of development competencies and affective commitment on the relationship between organizational culture (supportive culture and goal culture) and turnover intentions was proven. Organizational culture, especially supportive culture and goal culture, proved to be relevant in boosting the implementation of organizational practices of development competencies, boosting affective commitment and reducing turnover intentions.

Design, Implementation, and Adaptation of a Tutoring Program for the Competency Development of New Nurses in a Hospital Emergency Department.

The healthcare environment faced by nurses is complex, with high workloads and situations of high comorbidity. The integration of nurses into the work environment is a cause for concern, and improvements are sought for their incorporation into the workforce. The benefits of mentoring programs are described not only for nurses but also for patients with safer practices and benefits for the institution due to the increased commitment of its professionals. A methodological article that illustrates the complete process to design and implement a tutoring program for new nurses in an emergency department is presented. The competency profile required for the figure of tutor was developed, including the steps followed for the development of the program and the structure and phases of which it is composed, as well as the validation of the evaluation instruments of the process. A strength was the participation of experts during the in-depth analysis of the competency profile, as well as in the adaptation of the evaluation items, which endorses the pertinence, relevance, usefulness, and clarity of the content of this program. The transparency in this methodology makes it possible to follow the steps for its reproduction and applicability in other hospitals.

Development of Emotional Intelligence of Medical Workers in a Playful Form. Board Game "Understand Me if You Can"

In recent years, studies by Russian authors have noted the need to develop and implement special training tools that promote the development of emotional competencies in healthcare workers, including the use of training, gaming and simulation technologies. The developed Board Game allows for the formation and development of the competence of "Relationship Management and Communication with Stakeholders" in participants in accordance with the competency model of healthcare management personnel (Naigovzina N.B., et al., 2022).

7 Role of the preovulatory follicle in oocyte metabolic and developmental competence for pregnancy

Abstract A majority of bovine pregnancy loss occurs in the first 7 d of gestation. The oocyte is a key driver of embryo viability during this time, and its competence for embryo development and pregnancy establishment is greatly influenced by the surrounding microenvironment during oocyte maturation. Assisted reproductive technologies allow for more efficient propagation of superior genetics and improved reproductive management of the cattle herd; however, many assisted reproductive technologies alter the normal microenvironment of the maturing oocyte and negatively impact oocyte competence for early embryo development. For example, oocytes induced to ovulate from preovulatory follicles of lesser physiological maturity (decreased estradiol production and smaller diameter) have reduced blastocyst development, poorer embryo quality, and a hastened rate of embryo development compared with those ovulated from follicles of greater maturity. Our overarching hypothesis is that the intrafollicular milieu of physiologically mature preovulatory follicles provides the necessary microenvironment to metabolically program maturing oocytes for successful embryo development. Studies by our team have demonstrated that the follicular fluid metabolite milieu during in vivo oocyte maturation differs between preovulatory follicles of greater and lesser maturity and that such differences have direct effects on the maturing oocyte. Numerous follicular fluid metabolites involved in glucose and amino acid metabolism were more abundant in preovulatory follicles of greater versus lesser physiological maturity. Additionally, abundance of transcripts encoding glycolytic enzymes was higher in cumulus cells from follicles of greater maturity, and both ATP and levels of key transcripts in the mitochondrial respiratory chain were higher in oocytes collected from preovulatory follicles of greater versus lesser maturity. We supplemented in vitro maturing oocytes with follicular fluid from preovulatory follicles of greater or lesser maturity to determine causality of differing follicular fluid milieu on cumulus-oocyte metabolism and oocyte competence for early embryo development. Follicle maturity status had robust effects on cumulus-oocyte complex consumption or production of key metabolites in glucose, purine, and amino acid metabolism pathways during oocyte maturation. We also observed hastened development rate in embryos arising from in vitro matured oocytes supplemented with lesser maturity follicular fluid, mirroring past in vivo findings by others. Furthermore, RNA-sequencing of resulting blastocysts of identical stage and quality suggested more efficient metabolism and Wnt/β-catenin signaling in blastocysts derived from oocytes matured in preovulatory follicular fluid from greater maturity follicles. In contrast, transcriptome profiles of blastocysts from oocytes matured in preovulatory follicular fluid from lesser maturity follicles indicated oxidative stress and dysregulated cell division. These recent findings by our lab indicate that impacts of follicle maturity and the resulting follicular fluid microenvironment on the maturing oocyte withstand throughout early embryo development and hold promising roles to improve reproductive efficiency in cattle.

Rethinking IPE duration: a five-year comparative analysis of competency development across two introductory IPE course models

ABSTRACT Best practices have not yet been established in the interprofessional education (IPE) literature to guide the ideal dose and duration of IPE experiences across the curriculum. As such, the content, structure, and delivery format of IPE offerings vary significantly across institutions. The University of Minnesota had the rare opportunity to evaluate learner-perceived collaborative competency outcomes due to the transition of its centrally offered introductory IPE course. Data were collected consistently, longitudinally, and for a high volume of learners and professions across two IPE course models applied within the same academic institution. Retrospective analysis of pre-post interprofessional collaborative competency scores collected for over 5,000 learners from 17 health profession degree programs demonstrated nearly identical self-reported competency attainment for both a 12- and 4-hour introductory IPE offering, assessed using the ICCAS tool over the course of 5-year format transition. If student-reported competency attainment is the same following an introductory IPE experience regardless of the dosage, then academic IPE programs may be better positioned by decreasing their introductory emphasis and instead focus their resources on exploring innovative workplace-based and competency-based IPE strategies in line with contemporary recommendations. Further studies are needed to explore the implications of and next steps in this line of research.

Unlocking Teacherpreneur Potential in Higher Education: Validating a Competency Measurement Scale

This study investigated the level of teacherpreneur competency among pre-service teachers (n = 400), with an additional 400 pilot participants from the same academic context invited for exploratory factor analysis and reliability analysis. A self-reported questionnaire, adapted from the Teacherpreneur Competency Model (TCM), was used to assess participants’ competency across four key domains: pedagogical, social, personality, and professional. The findings revealed that pre- service teachers possessed high levels of teacherpreneur competency, with Personality Competency scoring the highest and Social Competency scoring the lowest. These results suggest that while pre-service teachers have a solid foundation in delivering instruction, targeted interventions are needed within teacher education programs to nurture their entrepreneurial spirit and foster the social and personal attributes associated with teacherpreneurship. This study underscores the importance of integrating comprehensive competency development into teacher education curricula to better prepare future educators for the dynamic demands of the teaching profession.

Exploring the integration of culturally and linguistically diverse nurses and nursing students in healthcare: A cross-sectional study

AimTo investigate the factors that influence the integration of CALD nurses and nursing students into the healthcare system and to explore their perception of integration. BackgroundIn many countries, strengthening the nursing workforce requires a ramping up of international recruitment. Culturally and linguistically diverse (CALD) nurses and nursing students experience significant challenges when integrating into new healthcare systems. DesignData for this cross-sectional observational study were collected electronically from CALD nurses (n = 15) and from nursing students (n = 87). MethodsThree new instruments were developed and used to measure nurses’ own role at work, cultural and linguistic diversity at work, and the professional competence development. Likert scale from 1 to 4 was used to evaluate the agreement rate. The study data were analysed using K-means cluster analysis to determine the integration profiles. ResultsThree integration profiles (A, B, and C) were identified based on the participants' self-assessed perceptions of integration. Perceptions of each profile ranged from low (≤2.49) to high (≥3.50), with most being intermediate (2.50–3.49). Further, the perceptions of integration were lowest in Profile A and highest in Profile C. The profiles differed statistically significantly in all other measured integration areas, except CALD nurses’ language skills and in the nurses’ ability to develop their skills. Individuals educated in Finland, who have clinical practice experience and assessed their language proficiency at least at an intermediate level, demonstrated better performance, a deeper understanding of the nurse's role in healthcare, greater confidence in their skills, and fewer experiences of discrimination. ConclusionsIntegration is weakest among those with lower language skills and who completed their education outside of Finland. Healthcare organisations should develop integration models and mentoring programmes informed by new insights to support the integration of CALD nurses into the healthcare system. These models and programmes could help CALD nurses and nursing students to better understand their roles in healthcare.