School Competence Research Articles

Assessment Competence of Teaching Staff – a Factor in the Implementation of National Policy in the Field of School Competence Assessment

The article addresses the issue of assessment competences of teachers in the context of the reform undertaken in the Republic of Moldova at the level of educational policies related to the school competence assessment. The article examines the national normative framework; the educational policy documents underlying the assessment process in primary education are mentioned and analysed. The descriptors to be demonstrated by the teachers in the classroom assessment process, as well as the principles of andragogy, are listed here. The objective of this article is to analyse the main achievements of the national educational system at the level of educational documents and highlight the importance of training the assessment competences of teachers as an essential factor in increasing students’ performance. Kompetencje kadry nauczycielskiej w zakresie oceniania – czynnik warunkujący realizację polityki krajowej w zakresie oceniania kompetencji szkolnych Artykuł omawia kwestię kompetencji nauczycieli w zakresie oceniania w kontekście reformy przyjętej w Republice Mołdawii na poziomie polityki oświatowej związanej z oceną kompetencji szkolnych. W artykule zbadano krajowe ramy normatywne oraz wymieniono i przeanalizowano dokumenty polityki oświatowej leżące u podstaw procesu oceniania w szkolnictwie podstawowym. Wymieniono w nim deskryptory, którymi powinni wykazać się nauczyciele w procesie oceny klasy, a także zasady andragogiki. Celem artykułu jest analiza głównych osiągnięć krajowego systemu edukacji na poziomie dokumentów oświatowych oraz podkreślenie znaczenia prowadzenia szkoleń dotyczących kompetencji nauczycieli w zakresie oceniania jako istotnego czynnika sprzyjającego poprawie wyników uczniów.

‘The wrong’ kind of students or ‘Santa’s workshop’? Teaching practices for newly arrived migrant students in Swedish upper secondary VET

At some upper secondary schools in Sweden, newly arrived migrant youths can attend vocational courses while studying in the language introduction programme. The teaching practices in relation to language learning for newly arrived migrant students in this kind of school-based VET and how these practices are conditioned are investigated in the article. Eight VET-teachers were interviewed, and the narratives were analyzed using concepts from the theory of practice architectures. Three teaching practices in relation to language learning were identified within the broader project of teaching newly arrived students in VET: i) Swedish language first, ii) second language learning-in-action, and iii) joint VET and second language teaching. These practices were in turn connected to three different approaches to language learning in VET: language learning understood as a) segregated skills instruction, b) as happening ‘naturally’ while participating in VET-practice, c) integrated in VET but requiring explicit instruction and daily interaction with Swedish-speaking students. A conclusion drawn from the study is that newly arrived migrant students are provided unequal opportunities for development of vocational knowing and language competences in Swedish upper secondary schools depending on local conditions. The results also show how economic resources and support from school-leaders provides conditions for re-shaping teaching practices.

CLUB MODEL TO DEVELOP LIFE ADAPTIVE COMPETENCY FOR STUDENTS WITH DISABILITIES IN INCLUSIVE ELEMENTARY SCHOOLS

The issue of developing competencies for students with disabilities has been raising in recent years because of the issuance of a new program for all students from K1-12 - the 2018 General Education Program (GEP). Students with disabilities must face challenges to be able to develop their competencies in different subjects as well as in experiential activities. Life adaptive competency is one of very important competencies in the program of Experiential activities that students will develop their knowledge of understanding about themselves and their living environment as well as practice their self-regulation skills in responding to change. However, students with disabilities show a lack of life-adaptive competency because of the difficulties caused by their own disabilities as well as other external influences. The club model is one of the solutions that inclusive elementary schools can choose to improve competencies in general and life adaptive competency in particular for all students including those one with disabilities. This study focuses on finding out information about different club models and mentions 04 forms of club models as well as their meanings for students with disabilities so that they may have improved their life adaptive competency in inclusive elementary schools.

9. Specific Aspects of School Competency Assessment in Plastic Education Classes

Abstract The article defines evaluation as a strategy for the development of school competencies in plastic education classes. Reveals the advantages of the criterion assessment through descriptors of the educational products, carried out based on the evaluation objectives through traditional and complementary evaluation samples.

Key Quality Factors in Digital Competence Assessment: A Validation Study from Teachers’ Perspective

The progressive shift from a transmissive to a competence-based approach emphasises the need to design new models and tools for competence assessment. In order to address this need, this study, firstly, introduces the assessment model for digital competence in primary and secondary schools developed within the H2020 CRISS project. The Competence Assessment Model (CAM) (1) embraces the integration pedagogy approach in which competences are embedded within the curriculum and (2) provides competence assessment scenarios (CAS). Secondly, the study presents the results of the evaluation of its quality from the teachers’ perspective through an instrument designed on the basis of nine competence assessment quality criteria. The CAM was tested in a large-scale pilot study conducted in 535 primary and secondary schools across Europe. The outcomes show that the CAM mainly fulfills two out of the nine quality criteria: meaningfulness and authenticity. However, the exploratory factor analysis also reveals that all these quality criteria can be summarized into four key quality factors that more accurately describe how CAM is experienced in school teaching. Out of these, the most relevant is the (1) efficiency over time, student monitoring, support and evaluation. The three secondary factors identified are (2) fairness and cognitive complexity, (3) meaningfulness and authenticity and (4) reproducibility and transparency. The study provides a conceptual and methodological approach for the evaluation of Digital Competence in the school context. Most of all, it helps highlight four factors that, according to teaching staff, describe the quality of the proposed model when applied to daily teaching practices.

Assessing interactional competence in secondary schools

AbstractInteractional competence (IC) is a crucial component of teaching and assessing speaking in second/foreign languages in general. However, SLA research based on Conversation Analysis (CA) has shown that IC is a complex phenomenon, and while a qualitative approach to assessing IC is needed, it is time-consuming. At the same time, assessment in the foreign-language classroom has to be both manageable for teachers and it should provide learners with reliable and supportive feedback about their specific strengths and weaknesses. This paper offers some solutions for these issues. It will draw on previous proposals in CA to employ generic organizations of practice as a way to manage the complexity of the IC concept. Second, it will show how one of these organizations – action accomplishment – can be operationalized for assessment purposes in public-school classrooms. This includes a discussion of the CEFR Companion’s approach to ‘action’. Finally, it will present a possible rubric for action accomplishment. Our approach to assessing will be illustrated through the analysis of a sample role play with two foreign-language learners from a corpus of 14 2–4 minute role plays, recorded with beginning-to-intermediary-level learners of English as a foreign language in two German secondary schools.

An Empirical Study on the English Classroom Teaching Evaluation Combined with the Concept of Key Competency in Chinese Senior High School

With the sweeping of the new curriculum reform, new changes and requirements in English teaching stress the development of students' key competencies and require teachers to carry out teaching activities based on key competencies. As an important part of teaching, however, the evaluation in traditional English classes in senior high school lacks diversity and innovation and ignores the main role of students. Many explorations on classroom teaching evaluation have been conducted, but most of them are theoretical research, focusing on the compulsory education stage. This paper studies the evaluation of high school English classroom teaching combined with key competencies and explores the impact of the evaluation on English teaching and learning. The author selected two classes in a senior high school as the experimental class and the control class to conduct a two-month comparative experiment using classroom observation, testing and other experimental tools. It is found that the English classroom evaluation based on the key competencies can promote teaching effect as well as learning effect. Therefore, in the classroom evaluation, it is important for teachers to implement key competencies in the classroom teaching evaluation, use diversified teaching evaluation to arouse students' enthusiasm for learning, and improve students' comprehensive English learning ability.

K3LH ELECTRONIC MODULE DEVELOPMENT AND INDUSTRIAL WORK CULTURE FOR VOCATIONAL HIGH SCHOOL LIGHT VEHICLE ENGINEERING EXPERTISE COMPETENCIES (ASSISTED FLIP PDF CORPORATE EDITION APP)

This study aims to develop electronic-based module teaching materials on K3LH material and Industrial Work Culture for light vehicle engineering competency competencies in Vocational High Schools by using the Flip PDF Corporate Edition application. This research method was carried out using the Research and Development method using the ADDIE development model, which went through the stages namely: 1) Analysis, 2) Design, 3) Development, 4) Implementation, 5) Evaluation. This stage of testing the feasibility quality of the electronic module was validated by material experts with a percentage value of 94% and media experts at 89%, and reinforced from supporting data for student evaluation of 89%, so that electronic modules were categorized as very suitable for use as learning modules in schools. This effectiveness test is carried out to determine the effect of using the module, then obtained the average pretest test results of 65.47 and 73.00 posttest so that there is an increase in the average value after the treatment is carried out and it is effective. The results lead to the conclusion that there is a difference between the use of electronic modules established with the PDF Corporate Edition flip application on K3LH material and Industrial Work Culture before and after treatment.

Students’ Possession of Social and Emotional Learning Competencies in the Second Cycle Schools of Basic Education in the Sultanate of Oman

The study aimed to identify the degree of students’ social and emotional learning competencies in the schools of the second episode of basic education in Oman after the COVID-19 pandemic, and the researchers used the descriptive curriculum. The questionnaire of the OECD study was used for social and emotional skills in learning (Kankaraš and Suarez-Alvarez, 2019) which consisted of 5 competencies and 30 indicators: accomplishing tasks; emotional organization; dealing with others; cooperation; and openness. The results of the study showed that the overall degree of students’ ownership of social and emotional learning competencies was largely, with an average account (3.70), 74%, and a degree of ownership of each competency to a large extent, and in proportions percentage, ranged from 60.3% to 82%. There are statistically significant differences in the degree to which students have social and emotional learning competencies in the schools of the second episode of basic education in Oman in the total degree attributable to the sex variable, in favor of females (female students), while there are no statistically significant differences in the degree to which students have the competencies of social and emotional learning in the overall degree depending on the age variable. The study recommended that social and emotional learning skills be integrated into the curriculum, and that the Ministry of Education adopt courses, workshops, and lectures on emotional social learning programs aimed at educating all educational, community and media institutions.

Entrepreneurship Education, a Challenging Learning Process towards Entrepreneurial Competence in Education

Entrepreneurship education is a recent field in education. From a field mainly related to small business, it is extended towards enhancement of students’ entrepreneurial attitudes and skills. It can support students in developing an independent and versatile way by growing the spirit of entrepreneurship. Developing entrepreneurship competence among students requires the mastery of concepts by teachers. Training teachers in entrepreneurship education helps them apply specific competences, methods, and tools to encourage confidence in learners’ own capabilities and to stimulate flexibility, leadership, and initiative. To understand the teachers’ entrepreneurial competence, an online survey was developed to assess the level of mastery of such competence in Albanian teachers. The survey was designed to analyze the development of entrepreneurial competence of teachers, and their entrepreneurship education and training. The research goal of the survey is to evaluate the influence mechanisms of gaining entrepreneurship education competence and the way of implementing this competence in pre-university education schools. Results from the questionnaire highlighted the teachers’ need for the acquisition of entrepreneurial competence at every professional level, starting from initial teacher education. The findings from the survey are analyzed by taking into consideration the European policies regarding entrepreneurship education, such as the European Entrepreneurship Competence Framework (EntreComp), and their implementation in the Albanian educational sector.

Professional Competence of Teachers on Thematic Learning in Elementary Education

Online thematic learning requires creative teachers to prepare practical learning experiences for students, choose basic competence from various learning subjects and arrange them so that learning becomes more meaningful, engaging, and fun. This study aims to analyze the professional competence of teachers in thematic learning at elementary schools. This research is a type of qualitative research with a descriptive approach. The validity of the data in this study uses triangulation techniques and sources. Data collection techniques use interviews, observation and documentation methods. The research subjects were the principal, lower, and upper-grade teachers. The data analysis techniques used are techniques by Miles and Huberman. The results showed that the professional competence of elementary school teachers in thematic learning is an indicator that is applied, namely the understanding of material, structure, concepts, and scientific mindsets. The subjects are online thematic implementation, mastering basic competency standards, developing learning materials creatively, creating professionalism on an ongoing basis, and mastering information and communication technology have been carried out well with evidence from research data. Thus, teachers already have professional competence in elementary school in thematic learning.

Enhancing reading competence through drama-based pedagogy

Students' reading comprehension difficulties are a serious challenge that we encounter every day both inside and outside the school environment. Several comprehensive studies (e.g., the Hungarian National Assessment of Basic Competencies – NABC, and the Program for International Student Assessment - PISA) have shed light on that problem and its seriousness. The improvement of reading competence in school is, therefore, a particularly important task. And the methods that improve reading competence play a crucially important role. One such method is drama-based pedagogy. The purpose of this study is to emphasize how the methods of drama-based pedagogy can be used to help the development of reading comprehension. The study highlights that the use of drama-based pedagogy methods strengthens both the motivation and the reading competence. The described drama-based pedagogic methods and games can be used not only within various school lessons but also beyond the classroom setting.

Exploratory Factor Analysis: Evaluating the Validity and Reliability of the Middle Leader Competency Model

Competency model is a tool designed for assessing the quality standards of effective educational leaders in school. However, the validity and reliability of the competency model using Exploratory Factor Analysis (EFA) has not been studied extensively. Therefore, this paper aims to identify the usability of the competency model of middle leaders in primary school in Malaysia through EFA. This study employed a qualitative approach using a survey method with the use of a questionnaire as the instrument of the study. The study instrument contains four constructs namely Leadership, Instructional, Governance and Self-Emotion with a total of 90 items collectively. A total of 179 respondents participated in this pilot study. The validity and reliability of the instrument were obtained through descriptive analysis of Cronbach\'s Alpha reliability and EFA using SPSS software. The overall analysis showed that 68 items met the appropriateness of EFA with a KMO value of more than 0.6, and the value of Bartlett\'s test is significant, eigenvalue is greater than 1.0 at percentage of variance greater than 60 percent. The remaining 22 items were dropped. The value of Cronbach\'s Alpha coefficient is more than 0.70 for all four main constructs of the study. The findings show that the research instrument has high validity and reliability and has the potential to be used as a guide in the development of middle leader competency in schools. Furthermore, the findings are also able to make a positive impact to achieve the fifth shift in the Malaysia Education Blueprint 2013-2025 aspirations

Effect of Instructional Supervision on Teachers’ Competences in Public Primary Schools in Rwanda.

The purpose of this paper was to examine the effect of instructional supervision on teacher’s competences in Public Primary School in Rwanda. More specifically this researcher paper analyzed the preparation of teaching and learning documents and assessment practices. In this study 6 head teachers and 148 primary teachers from three selected sectors of Kamonyi district was related as informants. For selecting the sample size, the researcher adopted the two techniques that were purposive and simple random sampling techniques. The researcher was managed to use questionnaire, interview guide plus observation protocols aimed at combining primary and secondary data. To analyze the quantitative and qualitative data descriptive statistics was used in terms of mean, while in terms of statistics correlation and regression the researcher was used standard deviation and inferential. The findings were organized around the research objective and informed that most of head teachers conduct instructional supervision every day to help teachers to develop their competences. Most of teachers agreed that instructional supervision play a great role on the preparation of pedagogical documents where 78.9% agreed on this point. 81.07% agreed that instructional supervision influence assessments practices. It was revealed that instructional supervision influence teachers’ competences as shown by high positive correlation of 0.821. Further results showed that a one percent (1%) change in classroom visits will lead to 0.488% variation in teachers’ competence; also, a one percent (1%) change in provision of instructional resources practice will lead to 0.269% variation in teachers’ competence. Further, a one percent (1%) change in checking teachers’ records will lead to 0.384% variation in teachers’ competence and lastly a one percent (1%) changes in providing teachers’ assistance and feedback after observation will lead to 0.221% variation in teachers’ competence. As recommendation, primary school leaders should know that instructional supervision is very important and needs to be a priority in schools and given enough time so that improvement in education can occur. Next, school rules should plan the supervisory practices in normal way as long as beginner and expert teachers have the option of selecting from a variety of teaching styles. Last, the researchers are advised to carry out more studies in order to discover the influence of real supervisory methods, educators’ approach and happiness on skilled improvement.

Analysis of the Application of Situational Teaching Method in Cultivating Core Physical Education Competencies in Primary Schools

Analysis of the Application of Situational Teaching Method in Cultivating Core Physical Education Competencies in Primary Schools

Can Teaching Schools Compete With Research Schools? A FinTech Case

Can Teaching Schools Compete With Research Schools? A FinTech Case

Components and Indicators of Digital Teacher Competency in Schools under the Provincial Administration Organization

In teaching management in modern times, teachers must have digital competence because nowadays digital platforms are being used in teaching and learning in a variety of ways. The objectives of this research aim to study the components and indicators of digital teacher competency in schools under the provincial administrative organization. The tools used to collect the data were the assessment form for the suitability of components and indicators, which was confirmed by seven experts. The results of the study showed that the components of digital teacher competency in schools under the provincial administrative organization are four components: (1) digital literacy; (2) use of digital tools and media; (3) problem-solving using digital tools; and (4) digital adaptation and transformation. Overall, each element is the most appropriate. The components and indicators of digital literacy are best suited. The digital tool and media use components and indicators are the most appropriate. The components and metrics for problem-solving with digital tools are optimal. The elements and indicators of digital adaptation and transformation are most appropriate.

Development of a teaching competency diagnostic tool for army military school instructors

The purpose of this study was to develop a teaching competency diagnosis tool for instructors working in army military schools to improve the quality of education and cultivate the competitiveness of the organization. To this end, previous research data related to the development of teaching competency diagnosis tools were collected and analyzed. Subsequently, focus group interviews and behavioral case interviews with excellent instructors at the Army Military School were conducted, and Delphi surveys were conducted with educational experts to organize teaching competency components and diagnostic tools temporarily. Next, to verify the validity of questionnaire items, a preliminary survey and a main survey were conducted with questionnaires administered to excellent instructors and ordinary instructors to confirm the validity and reliability of the teaching competency diagnosis tool. As a result of the study, four competencies (basic, class, organizational, and digital), 10 major competencies (attitude and attitude as educators, relationship formation, etc.), 25 sub-competencies (responsibility as instructors, initiative, etc.), and 65 behavioral indicators were selected. The diagnostic tools derived through this study are the competencies that instructors must have to perform their duties successfully in military schools. Therefore, our results not only provide information necessary for establishing instructor competency development policies but also contribute greatly to developing programs to strengthen teaching competency in military schools.

PELATIHAN MELAKSANAKAN PTK UNTUK GURU MI FATHUL UMUM DI KECAMATAN MUNCAR KABUPATEN BANYUWANGI


 
 
 
 The community service program is one of the obligations that must be carried out by lecturers (researchers/writers). Training to carry out classroom action research with MI Fathul Ulum as a partners is one of the way for the lack of awareness of teachers regarding increasing their competence in schools. This community service program activity is divided into three phases or stages, these are planning, implementation, and final evaluation using a participatory action research (PAR) approach. PAR has advantages as a type of community service program approach or method because PAR is mutually beneficial by solving the most urgent problems in school partner, it was problems related to learning. After the community service program activity was completed, it was not only the researchers who benefited but other parties also benefited, namely; partner schools, teachers, and students.
 
 
 
 
 Keywords: training, classroom action research
 
 
 

English teachers blended learning teaching competencies in Angono national high school: Basis for school learning action cell

Blended learning became increasingly popular particularly with the introduction of COVID-19 which posed a significant issue in the field of education. Because schools in the Philippines were closed, instructors' pedagogies evolved into remote learning modalities in various forms and platforms and blended learning was introduced. Confronted with such scenario, the purpose of this study was to look at the English teachers' blended learning teaching skills at Angono National High School which served as the foundation for the School Learning Action Cell, or SLAC. Particularly, it aimed to investigate the English teachers’ level of blended learning teaching competencies with respect to online integration, data practices, and personalization by applying the descriptive type of research. Participants of this study were ten (10) Senior High School teachers of Angono National High School who were teaching English for the School Year 2021-2022. Findings of the study connotes that demographic profile of the respondents are not significant thus this failed to reject the hypothesis. Based on the findings, the paper concludes that planning and preparation are the keys in providing effective blended learning teaching. Moreover, in expectations for blended learning, student involvement should be clearly communicated and structured to complement the blended learning mode. Still, as a work in progress, this study suggests future investigation in a different location and the use of other factors in teaching competences in blended learning.