Professional Competence Of Educators Research Articles

CURRENT CHALLENGES AND REQUIREMENTS FOR THE PROFESSIONAL COMPETENCE OF EDUCATORS IN THE MODERN WORLD

The article examines the current challenges and requirements facing educators in the modern educational context. The research is based on an analysis of current trends in education, the changing needs of students, as well as scientific research related to the professional competence of educators. The article identifies key aspects, including the development of socio-emotional skills, inclusive education, digital technologies and intercultural interaction. The authors discuss strategies and methods necessary for effective adaptation of educators to modern challenges and ensuring a high level of professional competence. In conclusion, the article emphasizes the importance of continuous professional development and flexibility in adapting to changing educational environments.

Professional Competence of Educators as an Effort to Prepare Professional Learning and Character Building in Students in Elementary Schools

<p>Peran guru sebagai pendidik harus memiliki kompetensi mengajar yang baik dan benar dalam pembentukan karakter peserta didik khususnya di sekolah dasar. Tujuan penelitian ini adalah mengkaji tentang kompetensi profesional pendidik sebagai upaya mempersiapkan pembelajaran profesional dan pembentukan karakter pada peserta didik di sekolah dasar. Metode penelitian yang digunakan adalah pendekatan kualitatif yang bersifat deskriptif melalui teknik pengumpulan data kajian literatur. Hasil dari penelitian ini adalah Kompetensi pendidik menjadi faktor utama dalam keberhasilan peserta didik. Guru yang mempunyai kompetensi profesional dan mengembangkan kemampuannya dapat menciptakan suasana pembelajaran yang kondusif, kreatif, efektif dan menyenangkan sehingga dapat mewujudukan pembelajaran profesional yang membentuk karakter peserta didik khususnya di sekolah dasar. Dengan demikian kompetensi profesional pendidik memiliki peran penting dalam upaya mempersiapkan pembelajaran profesional dan pembentukan karakter peserta didik di sekolah dasar.</p>

Teaching professional competence in preschool education

The article clarifies the theoretical foundations of the content of the teacher's professional competence; we will single out the types of professional competence of the educator in the context of readiness to work in the environment of the preschool education institution, on which the maturity and formation of the specialist are based in professional activity. At various stages of our research, the following general scientific research methods were used: theoretical and empirical. The professional competence of the educator in the context of readiness to work in the environment of the preschool education institution was studied, its main components were substantiated; the skills that the teacher's professional competence should include are listed; the stages of formation of professional competence of future educators are shown. In accordance with the modern educational conditions of the formation of the professional competence of the teacher, the structure of the system of professional training of teachers of preschool education institutions is considered. During an experimental study (we surveyed students of pedagogical specialties), we discovered the effectiveness of using Wiki-technologies for the formation of the professional competence of an educator in the context of readiness to work in the environment of a preschool educational institution.

Інноваційна діяльність як засіб формування та розвитку професійної компетентності педагога у взаємодії з викладачами закладів вищої освіти

This article explores the importance of innovative activity in the process of shaping and developing the professional competence of educators, particularly in the context of collaboration with instructors from higher education institutions. It examines the use of advanced teaching methods and pedagogical approaches in the educational process, as well as highlights innovative technologies that can enhance the quality of education. The article emphasizes the significance of interaction between educators and university instructors to achieve common pedagogical goals and improve the educational process. The authors analyze strategies and methods for implementing innovative approaches in practical activities aimed at enhancing teaching effectiveness and developing pedagogical knowledge and skills. Additionally, it’s worth noting that the research findings indicate a significant impact of innovative activity on pedagogical practice and the professional development of teachers. Innovations assist educators in adapting to changes in the modern educational environment, implementing new teaching methods and approaches, thereby facilitating more effective learning and improving student performance. Therefore, the study underscores the importance of innovations in contemporary pedagogical practice and their role in enhancing education quality and fostering the development of the pedagogical community. The research conclusions emphasize the importance of innovations in pedagogical practice and their potential for enhancing education quality. Specifically, it has been found that innovative activity promotes creativity and professional growth within the pedagogical community by facilitating the adoption of advanced methods and technologies in the educational process. Additionally, the significance of collaborative efforts between educators and university instructors is highlighted for achieving common goals in improving the educational environment and enhancing the quality of teaching and learning.

Problems and Optimizing Strategies of Primary School Students’ Mental Health Education

This article aims to explore the problems and optimization strategies in primary school students’ mental health education. After analyzing the current status of mental health education for primary school students, the article will employ a literature review method to analyze the issues related to the weak teacher workforce, insufficient school emphasis, and family factors. By strengthening professional training to enhance the professional competence of educators, actively transforming teaching philosophies to prioritize mental health education, and promoting home-school cooperation to integrate mental health education into various subjects, these optimization strategies can effectively improve the current status of mental health education for primary school students. The research findings indicate that the current mental health education for primary school students faces problems such as a weak teacher workforce, insufficient school emphasis, and family factors. However, through the implementation of optimization strategies, the professional level of educators can be enhanced, and home-school cooperation can be promoted, thereby effectively improving the mental health education for primary school students. The study suggests that the aforementioned optimization strategies provide some guiding recommendations for mental health education for primary school students and have a certain impact on promoting their mental well-being.

Applying the Maximum Information Entropy Model to Optimize Innovative Strategies for Physical Education Management

Abstract Physical education holds a crucial role in the educational systems of schools at all levels, and innovating physical education management is essential for promoting its coordinated development. This paper uses the maximum information entropy model as the foundation and, with the goal of optimizing the quality of physical education management, establishes an evaluation index system for physical education management quality based on the generalization and summarization of traditional evaluation theory. For the established evaluation indexes, the entropy weight method in the maximum information entropy model is used to assign certain weights to the indexes at all levels in order to highlight the importance of different indexes in the evaluation system of physical education management quality. In the process of indicator screening, the mean value of the first, second, and third level indicators established in this paper is greater than or equal to 3.75, and the standard deviation and coefficient of variation also meet the design requirements of this paper, so there is no need to eliminate the indicators or other work. In the weighting analysis, the weight of the teaching process is 0.5136, which is the evaluation indicator with the highest weight among all the first-level indicators, while the weight of the professional education competence is the highest among the second-level indicators and all the third-level indicators are also given the corresponding weights. According to the results of the screened evaluation indexes and weights, this paper completes the establishment of the quality evaluation system of physical education management based on the maximum information entropy model and the formulation of evaluation standards, which provides strong support for the innovation of physical education management.

PROFESSIONAL ABILITY OF PROSPECTIVE ELEMENTARY SCHOOL TEACHER THROUGH PROJECT-BASED LEARNING MODEL IN PRIMARY EDUCATION

Today's rapid technological advances must be accompanied by the professional competence of educators, especially in integrating technology and project-based learning models. This research is a systematic review study to analyze the professional competency of teachers, the PjBL model in Primary Education, and the relationship between the professional abilities of teachers to implement the PjBL model in learning at elementary school. An article search through the Google Scholar database found 33600 journal articles after inclusion and exclusion were carried out. Ten journals were obtained for systematic review. From the results of a systematic study, it was found that there were journals that stated that the teacher's motivation in using the PjBL model had a direct impact on increasing the ability of children to develop their mindset towards the material being taught. It was also found that the ability to implement the PjBL model was combined with other learning models and approaches, and the ability of teachers to apply the technology-assisted PjBL model, so, in general, the competence of prospective elementary school teachers can be improved through the PjBL model. Based on the findings of a review of ten relevant journals, it can be said that using the PjBL model in learning presents some difficulties, particularly at the basic education level. Therefore, higher education institutions are expected to design the models and techniques to prepare student-teacher candidates to develop professional competence by innovating, being creative, and utilizing technology through project-based learning.

ПАТРІОТИЧНА ВИХОВАНІСТЬ ДІТЕЙ СТАРШОГО ДОШКІЛЬНОГО ВІКУ

The article reveals the concept of “patriotic education of senior preschool children”. The effective organizational and pedagogical conditions of patriotic education of senior preschool children in the interaction of parents and teachers are highlighted (increasing the professional competence of educators regarding patriotic education of senior preschool children; directing the educational efforts of preschool education institutions and families to ensure patriotic education of senior preschool children; introduction of traditional and innovative forms of interaction between teachers and parents, aimed at the formation of patriotic education in senior preschool children). Each condition is characterized and it is clarified what forms and methods of working with parents, teachers and children can be used to increase the level of patriotic upbringing of senior preschool children.

Quality Development Management Of Educators In Improving Professional Competence (Descriptive Analytical Study At Smk Pelayaran Malahayati, Jakarta And SMK Pelayaran Buana Bahari Cirebon)

This research is based on the reality of the low competence of educators or teachers who teach in shipping secondary schools, especially those with a background in maritime education. Various problems such as the lack of understanding of the concept of competency standards and basic competencies, the structure and mindset of Science, the use of technology in the learning process, as well as understanding related to the Standard of Training Certification and Watchkeeping for Seafarers (STCW 78) Amendment 2010 and the low ability to develop professionalism as educators. The purpose of the study was to analyze the management of educator development in improving professional competence. Specifically, it aims to describe the results of the analysis of planning, organizing, implementing, evaluating, supporting factors, obstacles, solutions and impacts in improving professional competence. This research uses qualitative approach with Case Study Method. Data collection techniques through interviews, observation and documentation studies. This research is based on the theory of quality while operational research is the theory of improvement (development) through teacher development. The results of this study are (1) planning carried out refers to the vision, mission and objectives. (2) the organization of coaching is highly dependent on school leaders and some policies are the authority of the foundation (3) the implementation of coaching is done by including in education/training, workshops, seminars, and skills training, attitudes and personality in accordance with the six values of life. (4) evaluation of coaching conducted by the institution internally. (5) supporting factors some teachers qualified academic S2, or qualified nautical expert/Teknika minimum level III, the availability of practical facilities in the form of simulators and workshops. (6) obstacles include not including coaching in the school's strategic plan, low interest in becoming educators, reluctance to attend training, (7) the impact of coaching is an increase in professional competence, pedagogic, social and personality in line with national standards of education and in line with the six values of life. (8) the solution of teaching transport beyond salary and honorarium, scholarship, discipline supervision of educators as a result of coaching there is an increase in the percentage of graduation of participants in the seafarers ' expertise exam which means that there is also an increase in the quality of graduates. Conclusion quality management development of educators managed to improve the professional competence of educators or teachers in SMK Pelayaran.

To the question of formation of intercultural communicative competence in professional education

Formation of intercultural communicative competence in a future specialist is an urgent problem of modern professional education. Problems of training graduates of higher educational institutions who are able to solve communicative and professional tasks in an international context are considered in the article from the position of competence-based approach. It is shown that intercultural communicative competence has an integrative nature and it is a complex interdisciplinary problem. The structure and components of intercultural communicative competence, its cultural and anthropological aspect, which is no less important than the linguistic one, are analyzed. It is substantiated that competence-based approach sets the goal for teaching foreign languages to form a linguistic personality capable of going beyond their own culture, but saving own cultural identity. The European experience in the formation of competencies that an applicant for education must master in order to be able to communicate productively in a foreign language in a broad social and professional context is analyzed. It is concluded that in order to form intercultural communicative competence among students of non-linguistic specialties, it is necessary to improve methods of teaching foreign language, to acquaint students with history, modern reality, culture, way of life, and style of behavior of the country which language is being studied. It is also advisable to include elective disciplines in the curricula such as basics of theory of intercultural communication, theory of discourse, theory of argumentation, etc.

E-ASSESSMENT DESIGN DEVELOPMENT IN ENTREPRENEURIAL LEARNING

Assessment is a fundamental aspect of learning and becomes a challenge in online learning in the area of disruption. Besides being able to improve the professional competence of educators, the proper application of e-assessment can help students to have the competencies needed in the 21st century. This study aims to develop an e-assessment design in entrepreneurial learning in Accounting Department Universitas Negeri Malang, Indonesia. This e-assessment, which is designed to assess students' knowledge, attitudes, and skills, becomes more efficient and transparent and is easily accessible to students. The results of this study are not only useful for lecturers in the process of designing e-assessments but also for undergraduate students of Accounting Education as prospective accounting educators so that they know in real-life contexts that can be learned and applied in educational courses. The development of the e-assessment design in this study can be used as a reference for other researchers in developing e-assessments in other subjects, but still must adapt it to the curriculum and learning system that applies at the university.

Professional competence of future educators: theoretical approaches to its formation on the basis of competence approach

The modern preschool educational establishment has been actively becoming an "institution of socialization", and the educator must be an example for children and have the appropriate level of professional competence. It has been established that from the psychological and pedagogical point of view a professionally competent educator has deep knowledge, has developed pedagogical abilities, perfect professional skills, formed professional self-awareness and pedagogical thinking, as well as skills of self-learning and self-improvement. It has been found that the main characteristics of the professional competence of future educators are: perfect mastery of theoretical knowledge; pedagogical skills; self-improvement and creative work on oneself; mastering cultural, ethno-spiritual potential; using of the newest methods of training and education of children of preschool age. There are five main functions in the professional activity of an educator: organization, planning, control and assistance, pedagogical analysis. To the range of main roles of an educator we include: teaching, helping children to acquire new knowledge, and educating on the basis of creative motivation. An important role in the professional competence of educators has given to personal qualities (openness, friendliness, empathy, sincerity). A modern educator must be an innovative researcher, organizer, facilitator, consultant, and coach.
 The leading role in the formation of professional competence of future educators has been played by the competence approach. This approach is a fundamental methodological guideline, because it allows you to make a holistic, integrated view about the activities of the educator. Its implementation will provide knowledge, activity, and motivational readiness, promote the formation of creativity and encourage reflection. The competency approach will allow students to improve the methodology of implementation of didactic, educational, developmental and socializing interactive technologies in preschool educational establishments.

Preschool education teacher's professional competencies in fine art activities

This article discusses the professional competence of educators in preschool education, which is the primary link in the education system, and the process of their implementation. The etiquette of the educator is the basis for the formation of correct behavior in students, because it can be a living example for students with their manners. The professional activity of future educators is complex and multifaceted. Prospective educators face different pedagogical situations during their careers.

PENGEMBANGAN LEMBAR KERJA SISWA ( LKS ) TEMA LINGKUNGAN SAHABAT KITA DI KELAS V ( LIMA ) SD MUHAMMADIYAH SANGATTA UTARA

The ability of teachers to create an atmosphere of learning that is conducive, effective and fun is one part of the professional competence of educators. The use of student worksheets in the teaching and learning process is one of the main choices for a teacher in arousing interest, motivation and stimulation of learning activities. The aim of this research is to produce a Worksheet product for the Themes of the Environment Around Us, the Human Themes and the 5th grade elementary school environment that are suitable for use in the learning process. The type of this research uses research and development methods or commonly referred to as research and development. This study uses the Borg and Gall development research procedure which consists of nine steps namely, gathering initial information, planning, developing initial product formats, initial trials, product revisions, field trials, product revisions, field trials, and final product revisions. The results showed that the Worksheet Product Students Environmental Themes Around Us Sub Themes Human and Environmental grade V SD used had very good eligibility. This finding is supported by field facts where the material expert validation obtained a score of 90.00%, the media expert validation obtained 92.63%, the linguist validation was 92.7%, the student questionnaire assessment on the field test was 92.4%, and the mean score was The average daily test for students increased by 12.50% from 71.96 to 84.46.

الكفاءة اللازمة توافرها لمعلم اللغة العربية لغير الناطقين بها

Teacher is the foundation in teaching and learning process who plays the important roles of primary and secondary elements in learning process. By having experience and competence, a teacher can transfer language to students well. A purpose of learning will not be reached without the role of a teacher with relevant competence. In second language teaching, especially in teaching Arabic to non-native speakers, it requires a professional expert as the purpose of second language teaching will not meet success unless managed by a teacher who has experience, has learned the teaching method, and has full comprehension in the characteristic of language he teaches.Therefore, the competence of Arabic teacher to non-native speakers is compulsory to have for anyone who teaches the language. There are at least three competences to have by an Arabic teacher to non-native speakers including, first, academic competence, that covers the language mastery learned for approximately four years during undergraduate study and includes the branches of linguistics, like Grammar, Morphology, Phonology, etc;. Second, professional education competence, that includes understanding and mastering various methods and teaching strategies of second language, learning children-related fundamental theory, like Education Psychology, Developmental Psychology, Education Evaluation, etc; and, Third, culture competence.

СТАН ДОСЛІДЖЕНОСТІ ПРОБЛЕМ ФОРМУВАННЯ ПОЛІКУЛЬТУРНОЇ КОМПЕТЕНТНОСТІ ІНОЗЕМНИХ СТУДЕНТІВ-МЕДИКІВ У ПРОЦЕСІ ВИВЧЕННЯ ГУМАНІТАРНИХ ДИСЦИПЛІН

In the article the main scientific thoughts concerning the problems of forming multicultural competence of the foreign medical students in the process of learning humanitarian disciplines were systematized. The relevance of the article is attributable to the presence of contradictions between the necessities of forming multicultural competence among foreigners who study on the medical educational institutions of Ukraine, and absence of systematized scientific and methodological basis concerning the issue of forming multicultural competency among foreign medical students, since during recent decades in the whole amount of scientific and pedagogical works a small quantity of researches dedicated to the mentioned problem, as well as the whole problem of education of foreign citizens in Ukraine, had been performed; and at the same time there is a great increase in the number of foreign students studying in Ukrainian institutions of higher medical education. The aim of the article is to perform an analytical review of the field of research and studies concerning the problems of forming multicultural competency among foreign medical students in the process of learning humanitarian disciplines. In the paper the fields of research and studies concerning the problems of forming multicultural competence in the process of learning humanitarian disciplines, the problems of forming multicultural competence among the students of establishments of higher education of different grades and accreditation levels, the problems of forming multicultural competence among foreign students, especially among the students of Ukrainian institutions of higher medical education were analyzed. Attention was paid to the researches of aspects of forming multicultural competence in educational institutions of different forms and levels of accreditation, forming multicultural competence in professional education of different specializations, forming multicultural competence and/or its components among foreign students, especially foreign medical students. Key words: multicultural competence, foreign medical students, humanitarian disciplines.

Professional competence of educators of the system of inclusive preschool education as a condition for sociolizing the physically challengedchildren

An important condition ensuring the adaptability of educational environment, hence, socialization of physically challenged children under inclusive conditions, is the competence of specialists implemented under new professional circumstances. Special attention should be paid to professional competence of specialists under inclusion in the system of preschool education. The theoretical analysis of the issue of professional competence of pedagogues in the practice of inclusive preschool education is reflected in the Russian and foreign researches, which testifies to the topicality of the issue. The research objectives are: to describe the conceptual basis of professional competence of the pedagogues of the system of inclusive preschool education (by the example of combined groups), which consists of cognitive, operational-functional and personality components; to prove the influence of professional competence of the pedagogues under inclusion on socialization of preschool physically challenged children. The practical part of the research was carried out by the following methods: analysis of scientific psychological-pedagogical sources, dissertations on the topic; summarization of theoretical conceptions; comparative analysis of the practices of inclusive education; questioning; interviews with various categories of specialists; analysis of the process and products of activities; mathematical processing of the results. The research results allowed identifying the key features of professional competence of the pedagogues of inclusive preschool educational establishments, which not only provide the efficient psychological-pedagogical support of physically challenged children, but also serve as the condition for socialization of these preschool children.

THE CONTENT AND PECULIARITIES OF PROFESSIONAL COMPETENCE OF EDUCATORS OF PRESCHOOL EDUCATIONAL ESTABLISHMENTS

The article has been devoted to the theoretical substantiation of content and peculiarities of professional competence of educators of preschool educational environment. Based on the analysis of scientific sources and the characteristics of the definition of "competence", we have defined the professional competence of educators as an ability to successfully pursue professional activity on the basis of available theoretical knowledge and practical experience, using innovative knowledge and skills in solving problems of education, upbringing and development of preschoolers. It has been noted that the content of professional competence of preschool educators is determined by the peculiarities of their activity and is characterized by certain indicators; the professional competence of the preschool educator, as a systemic phenomenon, includes a set of competencies that are characterized by the authors.

Building professional competence of physical culture educators in higher education institutions

Aim of the research: to explore the possibility of building professional competence of physical culture educa- tors in higher education institutions. Methods and organization of the research: theoretical modeling, interpretation, survey and diagnostic meth- ods, expert assessment, observation, pedagogical experiment, mathematical processing of research outcomes. The study involved 30 teachers of the Department of physical education and sports and coaching staff in Ka- zan State University of architecture and civil engineering. At first, we selected the tools and methodology of the study. Secondly, we designed a competency development model for physical culture educators in higher education institutions. The third step included experimental research on building professional competence of educators with consideration of the developed model. Research results: At the beginning of the experiment, we identified the professional competence baseline for the educators in the control and experimental groups. Building competence of teachers in the control group was carried out by means of advanced training courses on the «standard» program. The program included lec- tures and seminars on various program modules. The course was terminated with a final certification project on the selected topic. Teachers in the experimental group participated in the professional development pro- gram based on the competency development model. At the end of training, we re-identified previously studied indicators and compared the data. The results of the study revealed that the level of professional competence of teachers in the experimental group had considerably increased relative to the control group. Conclusion. The results of the study demonstrated that «standard» professional development programs avail- able in higher education institutions are not enough for effective teaching competence enhancement. It is essential to have a special training technology, which is implemented in the developed educational model of teaching competence enhancement.

Development and testing of an instrument (HeSoEduCo) for health and social care educators' competence in professional education

BackgroundHealth and social care education is highly important for preparing future professionals for their future roles in sustainable health and social care. However, previous studies have emphasized that health and social care educators' competence is complex and poorly defined. Thus, there is a clear need for a psychometrically validated instrument to enable clarification and assessment of the required skills. ObjectiveTo develop and psychometrically validate an instrument (the HeSoEduCo) for assessing health and social care educators' competence in higher and professional education. DesignCross-sectional study. MethodsA HeSoEduCo instrument, with items inviting 1–4 Likert scale responses, was developed, based on one systematic review and one qualitative study, then validated in terms of face, content and construct validity and internal consistency (Cronbach's alpha values). All health and social care educators based in all 21 universities of applied sciences in Finland and seven vocational colleges were subsequently invited to participate in a large-scale application of the instrument in fall 2018. In total, responses of 390 of these educators are analyzed here.Results: The face and content validity of 71 newly developed items were assessed by experts in two evaluation rounds. The final content validity showed high scores for the instrument's relevance and clarity. Confirmatory factor analysis (to test construct validity) yielded eight factors (43-items remaining), defining the following competence areas of educators: evidence-based practice, digital collaborative learning, student-centered pedagogy, collaboration & societal, leadership & management, cultural & linguistic diversity, mentoring student into professional competence development and subject & curriculum. Cronbach's alpha values for the factors ranged from 0.70 to 0.89. ConclusionThe instrument can be used to obtain self-evaluations of educators' competence when assessing their general competence levels and help human resources departments and managers to identify suitable continuous education programs for their staff.