Competency-based Teaching Research Articles

A novel system for teaching the in-plane vascular access technique: A simulation study.

The long-axis in-plane approach is amenable to ultrasound-guided central venous catheterization. However, the long-axis in-plane approach is considered difficult to learn because the needle should remain visible in the ultrasound beam during the procedure. We developed a novel competency-based modular system to acquire the skills for the long-axis in-plane approach. The purpose of this study is to evaluate the efficacy of this system.The study was approved by the local ethics committee. Participants performed ultrasound guided venous catheterization (pre-test), attended a 2-hour hands-on session with the teaching system and were then evaluated again (posttest). The teaching system is a simulator device consisting of an ultrasound probe, a simulated vessel, a needle, and an endoscope connected to a computer to visualize the image inside the simulated vessel. The success rate, visualization of the needle tip, and puncture accuracy were measured before and after training. The puncture accuracy was determined by evaluating the distance of the needle tip and needle shaft from the center of a simulated vessel. Primary outcomes were the success rate and the puncture accuracy. The secondary outcome was needle tip visualization. McNemar test was used to analyze success rate and needle tip visualization. Tukey test was used to analyze puncture accuracy. A P value <.05 was considered statistically significant.Forty-seven participants were enrolled in this study. The success rate was significantly increased (pre-test 79%, posttest 94%, P = .04). Ultrasound images from 42 participants were analyzed for puncture accuracy. Puncture accuracy significantly increased for needle tip distance (P = .03), but not shaft distance (P = .1). The needle tip visualization was significantly improved (P = .02).A novel competency-based teaching system was constructed in a step-by-step manner, which improved needle tip visualization and puncture accuracy, with a higher success rate.

ОЦЕНКА НА КОГНИТИВНОТО И ЛИЧНОСТНОТО РАЗВИТИЕ НА ПЪРВОКЛАСНИЦИ В УСЛОВИЯ НА ОБУЧЕНИЕ ПРИ ПРИЛАГАНЕ НА ДИНАМИЧЕН МОДЕЛ В БОГАТА НА ТЕХНОЛОГИИ СРЕДА

This study presents the results of expert assessment of cognitive and personal development of 7–8-years-old students as a result of the implementation of educational project The First graders’ New Start“. The project aims to apply an innovative model of competency-based teaching and learning in rich of technologies environment with application of Dynamic Model of work in primary school. „The First Graders’ New Start“ is a project initiated, implemented, and supported by the government – Municipality of Burgas, Bulgaria. The expert evaluation is realized from Primary school teachers, who are involved in the project activities. The expert assessment is done according to the methodology „The Students’ Profile“ of Gilbruch (according to Dragolova, 2007). It is realized through long-term observation of the student by the teachers during the project work. 320 first-grade students from 17 schools in Municipality of Burgas, Bulgaria are evaluated. Data on the degree of cognitive and personal development of students are derived. The level of development of various skills that are important for this age and that are related to the objectives of the project are analysed. The adequacy of the expert assessment is compared with standardized methods of research. The conclusions correspond to the achievement of the goals defined within the Dynamic model of work during „The First graders’ New Start“ experiment.

Transition to Teaching

This article describes lessons learned from the first-year implementation of a Grow Your Own teacher preparation alternative route program, Transition to Teaching. Implemented in a rural area in Washington State facing significant teacher shortages, the Transition to Teaching program reaches potential teachers who may not have access to a four-year college and a high-quality, competency-based teacher preparation program. The Transition to Teaching program fulfills the priority assigned by the state to recruiting and retaining teachers from underrepresented groups. Beginning with describing the design of the program and the application process, we discuss students’ first-year experiences, lessons learned, and solutions developed. Content, strategies, access, and efficiencies are highlighted and advice for new programs is provided. In the end, we prove programs comparable to Transition to Teaching require clear collaboration and coordination as well as oversight to ensure teacher candidates are successful.

Компетентностные способы обучения песни в начальной школе по предмету «Литературное чтение»

The subject of this research is the activity of teaching children’s songs on the subject “Literary reading”. The aim is to test the effectiveness of the evidence-based model in schools and present proven options to primary school teachers. Theoretical, empirical and experimental methods were used in research. In the course of the experimental work, it was shown that the views and attitudes of students and teachers to teaching children’s songs in the subject “Literary reading” were carried out by pedagogical research methods and the obtained results. The methods of teaching in Soviet schools are analyzed depending on the type of work. The peculiarity of the results was that the plot and satirical works were not remembered for a long time and in a humorous and satirical form they revealed the character of people in the works. As a result of experimental activity, a model of teaching children’s song in primary school was demonstrated. As a result, in order to increase the effectiveness of the lesson in teaching competence-based songs for children, teachers were asked to focus on the areas of competence-based teaching methods, modern pedagogical technologies and tools in the teaching process.

Implementation of competence-based teaching and examinations in gynecology and obstetrics within the framework of the new 2020 Medical Licensing Regulation

ZusammenfassungAktuell wird der Nationale Kompetenzbasierte Lernzielkatalog Medizin auf Grundlage des „Masterplan Medizinstudium 2020“ weiterentwickelt. Er soll mit Inkrafttreten der neuen Ärztlichen Approbationsordnung verpflichtend an allen medizinischen Fakultäten umgesetzt werden. Im Mittelpunkt steht die Frage, welche Kompetenzen der ärztliche Nachwuchs im Rahmen des Kerncurriculums ihres Medizinstudiums erwerben sollte. In diesem Rahmen sollen auch neue kompetenzbasierte Lehrformate in das Medizinstudium integriert werden. Ein essenzieller Bestandteil sind dabei neue Prüfungsformate, die das aktuelle Format der Multiple-Choice-Questions (MCQ) in Zukunft ablösen werden.

Management of Teaching Material Development Competency-Based to Increase Life Skill Vocational High School Students

This study aims to determine the competency-based teaching materials development program to improve student life skills, implementation, problems and challenges, and future improvement steps. The method used in this research is descriptive qualitative. This research was conducted at the Ma'arif Nahdotul Ulama Vocational High School, Garut Regency, West Java Province. The data collection techniques were interviews and documentation, while the data analysis techniques used were qualitative data analysis techniques using an inductive approach. The research results are: First, the teaching material development program carried out is planning development quality objectives, establishing a School Activity Plan, collaborating with the business world and the industrial world. Second, the implementation is that the partnership relationship is not optimal. Implementing the guidelines for the development of teaching materials is not optimal. Good management is needed in implementing the results of the development of teaching materials, and an additional budget is required. Third, the problems faced are poor management of school principals, inadequate curriculum development and cooperation, preliminary school budgets, a productive syllabus that needs to be developed, and industrial practices for production are not optimal. Simultaneously, the future challenges are the student resources managing the partnership, the students' character, and the demands for practical facilities that require special attention. Fourth, the corrective steps are that the regulation of material development needs particular attention, additional budget is needed, the apprenticeship material must adjust to the productive syllabus, quality learning, improved competency tests, the competence of educators needs to be improved, optimizing the acceptance of new students, completing facilities and infrastructure.

Translation assessment in the professional and pedagogical settings: proposal of a teaching unit for peer review and assessment

Assessment in translation can be considered from at least three perspectives: assessment of published translations (translation criticism), assessment in translation teaching (pedagogical) and assessment of professionals at work (MARTINEZ MELIS; HURTADO ALBIR, 2001). In the pedagogical context, literature on translator education indicates the need to bridge the gap between translation training and professional practices (KELLY, 2005; KIRALY, 1995). With the aim of taking another step towards this connection, this paper brings elements from professional assessment of translation into the context of translation teaching by proposing a Teaching Unit (TU) in which methodologies and tools from DQF-MQM model are used as a basis for learning tasks, involving peer review and assessment (“co-assessment” according to Hurtado Albir, 2015a). The design of this teaching unit is in line with the theories of constructivist learning and Competence Based Teaching (CBT) (PACTE, 2017), with task-based teaching approach as its methodological cornerstone (HURTADO ALBIR, 2015a). The theoretical framework includes the conceptual base from CBT as well as assessment in CBT, and data related to the DQF-MQM assessment model, used for professional assessment in translation agencies. Procedures adopted to build the TU follow the parameters proposed by Hurtado Albir (1999, 2005), according to which the TU is built around translation tasks that constitute the organizational axis of learning. Research results indicate that CBT is an appropriate choice to promote the integration between the market sector chosen and the pedagogical environment, by bringing together the competencies required from professionals and those to be acquired in the pedagogical context. Results also indicate that the DQF-MQM model is a relevant choice to stablish a dialog between the professional setting and translation teaching due to the fact that this model offers (i) the possibility of adjusting error categories and quality levels to suit the pedagogical context; (ii) a category for positive points in the translation assessment; and (iii) information publicly available about the criteria, metrics and methods that constitute the model.

The Development of Historical Competencies in Secondary Education: A Study Based on the Analysis of Sources in Spanish and Italian History Textbooks

This work presents the results of research whose main objective was to analyze the sources present in Geography and History textbooks used in Spain and Italy in secondary education, as well as how they were designed for use by the teaching staff of this subject. This research was carried out for the benefit of teachers and for the improvement of the teaching-learning process. The sample was configured on the basis of a rigorous analysis of textbooks belonging to relevant publishers in Spain and Italy, whose selection was made using a quantitative and descriptive research method based on the interpretative paradigm, with the help of an SPSS statistical program. As for the main results obtained, the data indicated that the tasks requested from students (based on the use or analysis of sources) are of a low cognitive level, which makes it difficult to learn critical and reflective historical thinking. Finally, it was concluded that for students to strengthen the development and acquisition of critical thinking, the use of textbooks must be integrated with other, more active resources and more participatory teaching strategies, putting both competency-based teaching and its assessment in quarantine.

The effectiveness of technology delivered instruction in teaching Human Resource Management

In this study, the effectiveness of a technology delivered instruction (TDI), the Human Resource Management simulation, was investigated using a within-subjects design. Sixty-nine upper level undergraduate management students at a mid-Atlantic university in the U.S. completed the Human Resource Competency measure twice, once at the beginning of the semester and again at the end of the semester. Their HR competency improved by 40% at the end of the semester. In addition, the gain in HR competency was positively related to both HRM simulation and HR exam performance. However, student reaction to the simulation in terms of their post-training self-efficacy was not related to the HRM simulation performance. Female students performed significantly lower than did male students on the HRM simulation suggesting that females might be disadvantaged in the increasing popularity of TDI in higher education and industry human resource training and development. Discussion was offered in relation to competency-based teaching practices and future research.

Developing and improving Competences of Educators/Teaching Staffs of Indonesian National Police School (Sekolah Polisi Negara/Spn)

The purpose of this research is to discuss and analyze the root of the problems of the low competences of teaching staffs at Indonesian National Police School (SPN) and the factors that may contribute to it which include: recruitment and selection systems, placement, competency improvement program, and reward system. This research is a qualitative approach with a case study. The research addresses interviews and discussions with SPN educators, education experts from Police of Republic of Indonesia (POLRI), academic education experts human resource management experts from academia, and police officers who graduated from SPN. Data collection methods include: interviews, focus group discussion (FGD), observation, related documents studies, and review of previous research. The results of this study indicate that low competences of SPN teachers is rooted from the absence of a competency-based recruitment system. POLRI career development system does not yet include and regulate career development of SPN teachers as part of police career development. This research recommends and proposes a competency-based SPN teaching career development system and a SPN teaching competences improvement system, as a contribution to POLRI human resource management system as a whole.

Bringing Environmental Education to the Curriculum: Practical Elements Emergent from Teaching Experiences and Research &amp;nbsp;

Bringing theories or policies about environmental education into the classroom is a common problem that teachers must confront. The purpose of this paper is to provide teachers with practical elements emergent from teaching experiences and research. A Complex Environmental Formation framework is proposed to curricularize a self-eco-organized understanding of the environment and being. Methodologically, three cases are studied using in two methods – a content analysis to identify emergent teaching elements, and a conducted analysis using the framework. The analysis and results indicate some potentially transferable teaching elements –a) selecting local environmental situations to contextualize curriculum, b) integrating knowledge for reading/transforming reality, c) guiding teaching and learning through questions, d) competence-based teaching and learning, e) project-based teaching and learning, f) assessing cooperatively and with formative purpose, g) addressing environmental education from different educational approaches, and h) breaking institutional barriers. There is an approximation to self-eco-organize the subject, communities, institutions, knowledge, learning, teaching, and assessment.

Effectiveness of competency-based teaching and comparison to traditional teaching of Phase I MBBS students

Effectiveness of competency-based teaching and comparison to traditional teaching of Phase I MBBS students

대학자체인증을 통한 역량기반 체육교사교육 프로그램 개발 사례

대학자체인증을 통한 역량기반 체육교사교육 프로그램 개발 사례

Digital life stories in year four of primary school

"Abstract: In Romania, the curriculum for mother tongue education for grade three and four of primary school defines spoken and written text production in various communication situations as a general educational requirement and competence. (see the curriculum for competence-based teaching of the mother tongue approved by Ministerial Decree No. 5003 of 4 December 2014. Hungarian Language and Literature, grade three and four). This experimental study examines the impact of digital storytelling on children’s text production skills. Our aim was to design an interventionprogramme that develops primary school children’s selfexpression, text production skills, creativity but also their digital competencies. The goal is to use digital storytelling to develop children’s composition skills, including staying on the subject, creating the connection between title and content, spelling, text appearance, and reaching the desired length. In order to achieve our objective, we devised experiments involving two cohorts of children in year four of primary school who were given stories selected from Angi Máté’s book Volt egyszer egy… (Once upon a time there was a…). Using these stories as a starting point, the members of the both groups created their own stories, the experimental group applying digital storytelling, while the control group applied the technique of collage."

Teaching Language Skills in Competency-Based Approach: Practical Guidelines

Since the introduction of competency-based teaching into the Algerian English language syllabuses in 2005, teachers have been supplied with a big deal of theory about this instructional model, without practical applications for day-to-day classroom instruction. This study focuses on practical issues of the competency system through a concrete illustration of the teaching of the four language skills (listening, reading, speaking, and writing). Essentially, the teaching of these basics is embedded in life skills, and their practice is carried out through the prior teaching of the competency pre-requisites of knowledge, skills, and attitudes. Next, an authentic global task is presented to learners to harmoniously reinvest their newly acquired knowledge, skills and attitudes to solve a problem.

Perceptions of Competency-Based Teaching and Learning by Teachers and Students of Secondary Schools in Cameroon: Evidence from Implementation of the History Syllabus in Form Five of the Bilingual Grammar School, Buea, South West Region

The effective implementation of any syllabus partly depends on the instructional methods and evaluation strategies used. The revised secondary school syllabuses in Cameroon are based on the competence approach, with entry through real life situations. The objective is to enable learners develop a number of competences for successful interaction within the school milieu and the society in general and to enable learners make a smooth transition from school to the world of work. This study therefore, examines the history syllabus in order to determine how teaching and assessment methods used in its implementation contribute to the development of the stipulated student competences. The case study design was used to carry out the study. The study population consisted of students and teachers of Balingual Grammar School Molyko Buea. 210 Form Five History students and 3 teachers of the same class made up the sample. The sample school was selected using the convenience sampling technique while the sample for students and teachers was selected using the purposive sampling procedure. A focused group discussion and classroom observation schedules were used to collect data. The focused group discussion data were analyzed using thematic analysis, and the observation data were analyzed by simply counting the number of classes where a particular toll was used. The findings revealed that the prescribed learner-centred teaching methods were only partially used, but effectively used in these instances. Therefore the use of teaching methods did not significantly influence learners’ development of competences. Findings from teachers, students and observation were conclusive that evaluation methods were very effective in enabling leaners develop the required competences. Based on the findings, it was recommended that policy makers multiply opportunities for teacher’s professional development to improve on the quality of teaching and enable learners acquire the expected learning outcomes.

Development of professional competence of present and future teachers under the conditions of transformational processes in education

Currently, the modern education system is in the process of transformation processes. One of thedirections of reforming the education system in Ukraine should be directed at improving the level ofprofessional competence of teachers, their knowledge, skills and abilities. The purpose of theacademic paper is to study approaches to the formation of professional competence of present andfuture teachers under the conditions of transformational processes in education. The followingscientific methods have been used in the academic paper, namely: methods of theoretical analysis anddescription – in order to reveal the theoretical and methodological aspects of the development ofteachers’ professional competence in the conditions of transformational processes in education;methods of grouping, comparison and synthesis - to consider the features of the development ofprofessional competence of teachers in Canada and Ukraine. In Canada, the development ofprofessional competence of modern teachers involves the preparation of an exam by educators, whichwould certify the high level of their effectiveness. Intercultural competence-based teaching methods,introduced at higher educational institutions in Canada, have a positive effect on the formation ofprofessional competences of future teachers. In Ukraine, the key directions for improving the level ofprofessional competence of both present and future teachers should be professional selfimprovement,which is achieved through purposeful self-educational activity. The professionalactivity of a teacher should include love for children, pedagogical foresight, knowledge of the subjectof activity, pedagogical tact, innovative scientific and pedagogical thinking. The development ofprofessional competence is a dynamic process of assimilation and modernization of professionalexperience, which leads to the development of individual professional qualities, the accumulation ofprofessional experience, which involves continuous development and self-improvement. Theprofessional competence of teachers allows not only applying basic knowledge and skills, but it alsoforms the ability to carry out practical activities in specific professional situations; it provides creativeJournal for Educators, Teachers and Trainers JETT, Vol. 11 (1); ISSN: 1989-9572 58solutions to professional problems and makes it possible to easily navigate in a professionalenvironment and possess a culture of work. The formation of teachers’ professional competenceshould be carried out on the basis of the general provisions of the system approach and the use ofother scientifically sound approaches.

The Curriculum Development of Arabic Instruction to Improve Student's Writing Skills

This research study seeks to conduct an objective investigation into the current curriculum applicable to written Arabic instruction and its overall design, to come up with improvements that positively impact students' writing skills. The primary inspiration for this study is the ideas of Adab and Humanities of UIN Sunan Gunung Djati Bandung, consisting of objectives, content, methods, media, and evaluation. To accomplish these objectives, this study has utilized the research and development method, which happens to be a procedure used for developing and validating educational products. This method is based on the steps of analysis developed and established by Borg and Gall. This research study has been conducted based on three fundamental theories: Intentional interactions, cognitive theory, and competency-based language teaching. The findings revealed that the current curriculum applicable to written Arabic instruction had several faults: an extremely rule-oriented teaching program, lack of creativity in the teaching materials, usage of only markers and white boards as media, and an unhealthy focus on results. The developed Arabic curriculum has been proven to possess increased merits: providing learners with ample training for the application of language rules, attractive teaching materials, usage of several teaching methods, placement and achievement tests, and multimedia.

PHÁT TRIỂN KHUNG CHUẨN ĐẦU RA CHO CÁC CHƯƠNG TRÌNH ĐÀO TẠO CỬ NHÂN SƯ PHẠM Ở MỘT SỐ TRƯỜNG ĐẠI HỌC SƯ PHẠM

The current study presents the development of a student outcome standard framework for competence-based teacher training programs in universities of education. The outcome standard framework was built in direction of approaching students’ quality, competency including 5 standards: Key qualities; Core competences; Pedagogical competence; Specialistic scientific competence; Self-study, research and profession development competence. Based on this standard framework, education universities can build student outcome standards for each training program following a multiple-step controlled process. Each student outcome standard of a training program must transparently determine specific requirements of profession competencies. Each standard consists of the criteria of the target-competence and then, each criterion is specifically specified into indicators with several typical-specific behaviors. From this standard framework, education universities can develop student outcome assessment instruments (checklist\ scale\ or questionnaire) for evaluating graduated-student outcome quality\ effectiveness of every teacher training program.

National Competency-Based Teacher Standards and Teaching Effectiveness

The study was conducted to assess the competency and teaching effectiveness of teachers. It aimed at determining the level of teachers’ competency based on the National Competency-Based Teacher Standards in terms of social regard for learning, learning environment, diversity of learners, curriculum, planning, assessing and reporting, community linkages, and personal growth and professional development. It ascertained the level of teaching effectiveness according to commitment, knowledge of the subject, teaching for independent learning, and management of learning. It correlated teaching effectiveness and competency. Also, it identified the variable that singly or in combination best predicts the teaching effectiveness. Employing descriptive-correlational research design, it was delimited to the ninety (90) teacher-participants in Impasugong I District, twenty-nine (29) teacherparticipants in Impasugong II District and sixty-nine (69) teacher-participants in Sumilao District teaching across Grades 1 to VI. Mean, percentage, the Pearson r analysis, and stepwise regression analysis were applied. Among the seven domains of NCBTS, community linkages got the highest aggregate value of 3.88 described which described teachers as proficient. In all domains, the teachers were also found proficient. Results revealed that 0.5% of teachers were fairly effective, 19.15% were satisfactory, 68.09% were very satisfactory, and 12.23% were outstanding. Teaching effectiveness revealed a significant correlation with all the domains of NCBTS. Teachers’ competency in the curriculum was the sole significant predictor of teachers’ teaching effectiveness.