Concept Of Competence Research Articles

Exploration of the Teaching Model of Music and Art in Universities under the Cultivation of Core Competencies

Core competencies connect teaching objectives with teaching practices. The cultivation of core competencies is the fundamental task of implementing moral education and promoting the modernization of education in China. Under the guidance of core competencies, musical art education in universities should readjust its course, deepen teaching reform, optimize teaching models, comprehensively improve the teaching quality of music majors, and promote the long-term development of music teaching in universities. Based on this, this paper takes the cultivation of core competencies as the object of music and art education in universities, and explores its educational reality. The paper explores the path of modernization development of music education in universities under the concept of core competencies from five aspects, including creating a core nurturing environment, expanding music basic knowledge courses, enriching music literacy teaching content, optimizing music literacy teaching strategies, and strengthening music literacy teaching management. It aims to provide useful references for relevant research.

E-Health literacy and online health information utilization among Jordanians: A population-based study.

The internet has become an essential part of empowering people to access health-related information. Huge amounts of health-related information are available online, but few people have the skills to assess its validity and reliability. Accordingly, the concept of ehealth literacy competencies emerged to measure the skills necessary to validate such information. As a result, the purpose of this study was to assess Jordanian people's e-health literacy, online health information utilization, and associated factors. This population-based cross-sectional study was conducted from March to December 2023. Results: The study found that participants rated their e-health literacy at 28.94 out of 40, indicating a sufficient level of health literacy, and their online health information utilization at 39.62, indicating a high level of engagement with online health resources. Furthermore, it is revealed that e-health literacy is associated with gender and geographic region, whereas online health information utilization is associated only with chronic disease. In Jordan, there is a balance between traditional and online health information use. While healthcare providers and primary health centers are the main sources of information, Jordanians show a sufficient level of e-health literacy, with females and the capital region exhibiting higher levels. Furthermore, Jordanians were more likely to use online health information. Nevertheless, it is crucial to work on improving internet platforms to enhance the quality of online health-related information.

Evelopment of Key Competences of Pupils in the Subject of Technology, Technical education

The contribution is focused on key competences and on the de-velopment of key competences of primary school pupils in the subject of Tech-nology (work-based teaching) in the Czech Republic and Slovakia. In the first part, the authors describe the concept of key competences, competences in the work of a teacher, and then the authors reflect on the key competences that pupils should achieve in the subject of technology after finishing primary school and show some possibilities for achieving these competences.

СУТНІСТЬ СОЦІОКОМУНІКАТИВНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ФАХІВЦІВ СОЦІАЛЬНОЇ СФЕРИ

Socio-communicative competence is an important component of the professional training of specialists in the social sphere. It involves the formation of abilities and skills in effective interaction, communication, and understanding of other people. The article examines the role of socio-communicative competence for future specialists in the social sphere. It was found that in today's fast-paced world, a highly qualified professional must possess effective communication skills in order to navigate the complexities of human interactions, promote positive social change, and provide ethical and culturally competent services. It is noted that researchers consider this competence as the ability to express oneself clearly, recognize signals in context, and adapt to the needs of the interlocutor. It has been found that it includes building partnerships and solving problems through effective communication. The study analyses the essence of the concept of socio-communicative competence, and considers its components and structure. The need to develop communication skills in students of the social sphere, the ability to establish contact, organise partner interaction, overcome conflicts, develop empathy, and reflection are substantiated; the importance of the formation of this competence in future specialists of the social sphere for the successful implementation of their professional activities is determined. The main structural components of socio-communicative competence are revealed and approaches to the formation of these components in future specialists are indicated. Specific ways and pedagogical conditions for the formation of socio-communicative competence of future specialists in the process of studying humanitarian disciplines, passing practice, and extracurricular work are proposed. It is noted that the formation of socio-communicative competence is an important task in training competitive, professionally mobile specialists in the social sphere.

INTERACTION BETWEEN PRESCHOOL EDUCATIONAL ORGANIZATION AND FAMILY AS A MEAN OF IMPROVING THE PEDAGOGICAL COMPETENCE OF PARENTS RAISING CHILDREN WITH SPECIAL NEEDS

The article is devoted the concept of pedagogical competence of parents, highlights its structural components, crite- ria for the effectiveness of formation, specific features of the pedagogical competence of parents with children with disabilities, and analyzes the difficulties that arise in the family associated with the lack of the correct model of behavior and upbringing. To this end, the authors of the article pay special attention to the problem of interpersonal interaction between specialists, preschool teachers and parents raising children with disabilities.

WHAT SHOULD BE THE DIGITAL COMPETENCE OF TEACHERS IN THE FIELD OF ARTIFICIAL INTELLIGENCE?

WHAT SHOULD BE THE DIGITAL COMPETENCE OF TEACHERS IN THE FIELD OF ARTIFICIAL INTELLIGENCE?

Research competencies in nursing teachers

Introduction: research competencies in Nursing professors are a neuralgic dimension in university processes. In this sense, it is useful to recognize opportunities to enhance their development and overcome hindering barriers. A first step in identifying these shortcomings is to delve deeper into the phenomenon that, although it is highly studied, its approach is not always consistent with real needs.Objective: analyze current approaches to the development of research competencies in Nursing teachers.Methods: integrative review for a critical and reflective analysis of contents of documents published between 2017-2023 with a clear methodology and theoretical reference, selected in the month of November 2023. Keywords identified in DeCS and MeHS and Boolean operators were used: “research in Nursing” AND “teachers” AND “Nursing” AND “competency-based education”. The search strategy was carried out in the Index, SciELO, and Dialnet databases. The flow chart (PRISMA) was used to formulate the search strategy, 96 articles were identified and reviewed, of which 14 were useful regarding the evolution of the category. The following inclusion criteria were considered: original or review studies, available in full text, that declared the methodology applied, published in English and Spanish.Conclusions: and elements were identified that deal with qualities of the phenomenon from the legacy and significance of research in Nursing, the conceptions of research competencies, the impact on professional training with a research focus and the culture of research and development of the professor

Influence of Hovard Gardner’s Linguistic Intelligence on Effective Communication

Intelligence differs to different people. This study intended to know if any relation or influence between verbal and linguistic intelligence and effective communication from Multiple intelligence theory and Managerial Competency concept respectively. The analysis focused among IT professionals to find the relation between this through the theoretical framework. Two hundred samples were collected and analysed which realized that there is significant influence/relation between verbal and linguistic intelligence and effective communication of information technology professionals. Most the previous studies targeted the student to improve their studies, but this study focused on adults’ multiple intelligence. The study found that multiple intelligence remains stable at the mature stage of a person. Adopting these methodologies will help the recruitment and training process more efficient and sharper to the corporate organizations.

Le performing/patterning, moteur d’évolution des compétences collectives ? Le cas de la gestion forestière en contexte de grands défis

Key element of competences management, the collective competence concept is the subject of a substantial literature. Yet, the question of its evolving process remains opened. This research proposes to explore this question by mobilizing the notions of performing and patterning from the theory of routine dynamics. The research is based on the study of a reshuffling collective of actors to adapt the local forest management of a public forest facing grand challenges. As outcomes; we show that performing can be interpreted as a process through which the attributes of collective competence emerge and are transformed, and that the constitution of these attributes forms a new guide for collective action, a process akin to patterning.

Enhancing Leadership and Professionals of Speech-Language Pathology: Perspectives of Korean SLPs on Supervisor Requirements and Supervisory Training Courses

Purpose: Clinical supervision is a dynamic and collaborative ongoing process in speech-language pathology. This study aims to prepare the supervisor certification standards of the Korean Association for Speech-Language Pathologists (KSLP) and the contents of the professional development courses.Methods: A total of 611 Korean speech-language pathologists (SLPs) (52 males, 559 females) completed the Google online survey regarding their perception and demand on the qualifications and core competencies of supervisors and supervisor training courses to develop SLP’s leadership and professional competencies.Results: 74% of respondents believed that a supervisor training courses was necessary to strengthen the professionalism and competence of SLPs, and 79% perceived they were willing to receive clinical supervisor training. Regarding supervisor qualification requirements, 53% answered that the clinical experience required for supervisor qualification was more than 10 years; the highest response rate was 10 hours (53%) of introductory courses and 10 hours (62%) of advanced courses. Respondents felt that an interval every two years was most appropriate (49%) for professional development requirements. The fundamental concepts of knowledge, skills, core competencies, and supervision that supervisors should have were also addressed and discussed.Conclusions: The current survey identified common perceptions and strong demands for a systematic supervisor training framework. The results derived from supervisees’ high demand and awareness can serve as a starting point for developing standards for the supervisee-centered supervisor system of speech-language pathology in Korea.

영어교육의 새로운 패러다임으로서 복합양식 리터러시 연구

Objectives This study proposes a model of multimodal communicative competence for English education in Korea based on the review of multimodal literacy theories and suggests instruction, materials, and evaluation methods to implement the model in the school curriculum.
 Methods To this end, the study reviewed the theories of Canale and Swain (1980), Byram (1997), and Coccetta (2018) to select sub-competency elements that are applicable from a school curriculum perspective, based on Royce's (2002, 2007) concept of multimodal communicative competence (MCC).
 Results The study extracted four sub-competency categories that constitute MCC: linguistic competence, discourse competence, sociolinguistic competence, and multimodal competence, and set up five stages of elements to constitute multimodal competence, considering the current perspective of competency education: attitude, knowledge, receptive skills—viewing, productive skills—presenting, and multimodal literacy.
 Conclusions This study proposes a multimodal communicative competence model and its sub-competency elements that expand the traditional language-centered communicative competence model for English education by including non-verbal communicative modes from a school curriculum perspective. This study is expected to contribute to the improvement of the learner’s communicative competence by complementing the learning of non-verbal communicative modes, which have been neglected in the practice of English education.

Analysis of secondary school mathematics textbooks in the context of digital competence

In today's world, where digitalization is inevitable and necessary, it is extremely important to raise individuals with digital competence. For this reason, it is of great importance that textbooks, which are important instruments of the education environment, are prepared in a way that contributes to digital competence skills. The aim of the study carried out in this context is to determine to what extent digital competence is included in secondary school mathematics textbooks. Document analysis, one of the qualitative research methods, was used in the study. The documents of the study consist of eight secondary school mathematics textbooks belonging to different publishers and being taught in public schools in the 2022-2023 academic year. The documents determined within the scope of the research were analyzed with the content analysis technique using a technology-supported qualitative data analysis software. The analysis of the data was based on the content, learning areas, and DigComp 2.2 framework that included digital competence. The results obtained from the study show that textbooks generally do not pay much attention to DigComp dimensions, more digital competence is included in the textbooks of MoNE Publications compared to the textbooks of other publishers, but in general, the concept of digital competence, which has an important place in the curriculum, is not sufficiently included in secondary school mathematics textbooks. In line with the results obtained from the study, suggestions were made to textbook authors and researchers.

예비 유아교사의 요구도 분석 기반 전공역량체계 개편방안 탐색

The purpose of this study is exploring ways to reorganize the major competency system based on the analysis of students’ needs for the 7 major competencies set by the Early Childhood Education Department of A University. To this end, a survey was conducted targeting all pre-service teachers attending the Department of Early Childhood Education at A University. To analyze responses of 76 people, the t-test, Borich needs assessment, and The Locus for Focus Model were used, and based on this, the priorities of major competencies were derived. There were three main results: 1) Field practice competency and subject teaching expertise were derived as the top priority competency in all years. 2) As for global competency, the discrepancy between the importance and the current level narrowed in the higher years, but the relative importance is not high. 3) Interpersonal relationship and cooperation competency, teachers' knowledge and empathy competency had high importance. Based on the research results, the need for 1) operation of practical on-site competency-oriented curriculum, 2) expansion of the concept of global competency, and 3) continuous emphasis on personality and aptitude competency was discussed.

Research on the Development of a Rubric for Competency-based Assessment of an Introductory Academic Discourse Text

The aim of this study was to develop a rubric for evaluating beginning academic discourse texts produced in a writing class at a university. Given the recent emphasis on competency-based education and the need to introduce the concept of competence into writing education, this study proposed the development and untilzation of a writing assessment tool that enables the measurement of competence. To this end, a rubric was developed to identify competency elements that can be internalized through the performance of assignments in advanced writing courses in the liberal arts curriculum of K university and to specify achievement levels.The rubric followed the four-step model Stevens and Levi (2013), a representative rubric development model. It was designed to identify the link between task performance and university core competencies, detailed competencies that can be measured through the assessment elements of the task, and performance characteristics by achievement level. The rubric was reviewed by experts and revised to ensure its effectiveness through preliminary evaluation. We expect that the rubric can be further improved by introducing it into actual classrooms while considering the implications drawn from the preliminary evaluation results. The significance of this study is that it presents a rubric as an assessment tool that enables the consistent and efficient assessment of academic discourse texts covered in the required liberal arts courses in a university and one that identifies the specific content of the performance required to improve achievement and competence.

Competencies of Polish Army officers in the labor market after completing military service

ObjectivesThe issue of professional competence is dealt with by many scientific fields, hence the need to review the definition and classification of the concept and to indicate, based on the literature, the current state of research. The main objective of this paper was to identify the research gap in the area of the usefulness of competencies acquired during military service by Polish Army officers in their current workplace after military service.Material and methodsThe following research methods were used to write the paper: literature analysis and criticism, heuristic method and comparative method. The quantitative method was significantly applied in the work. A survey questionnaire was used, aimed at retired officers of the Polish Army regarding the use of their competencies after leaving the service.ResultsThe terms that often accompany “competence” in theoretical considerations are qualifications and skills. However, qualifications and skills have a narrower context than competencies, which are the result of having both a wide variety of skills and qualifications. Most respondents found employment in a state institution and a uniformed organization. Retired officers pointed mainly to knowledge, experience, and some also to personality traits.ConclusionsThe issue of competence is undoubtedly an interdisciplinary concept, with its connotations in many fields of science. Consequently, the concept of competence is not clearly perceived in the literature. The personality traits that distinguish officers of the Polish Army are very valuable, as is their specialized knowledge. They will certainly be a great asset to a retired officer's future employer.

EXPLORING THE COMPETENCIES OF ENGLISH TEACHERS IN RURAL BALOCHISTAN

The concept of teacher competency is one of the most dynamic notions to transform fundamental education. The teaching English focuses on lifelong learning, social-cultural and emotional competencies, and fostering lifelong learning for students to effectively communicate and interact with their second language. The present study aims to explore the primary school English teacher competency. To explore teachers’ competencies Exploratory research design was used to conduct the study, to collect qualitative data interviews were conducted with 50 teachers. Collected data was analyzed qualitatively through thematic analysis. Study revealed that teachers lack ICT competencies, however, teachers possess lifelong learning and social- emotional competencies. The study aims to enhance instruction efficiency and capacity development. Thus, It provides insights into English teacher competencies and their impact on learning and teaching. In this regard, it is recommended that schools provide ICT equipment to enhance teaching and learning process and to develop teachers’ competencies. Further, the capacity development sessions were also recommended for teachers to develop other competencies.

Digital Professional Competence (DProCom) for Higher Education: A Systematic Review of Literature

The need to discuss and refine the concept of Digital Professional Competence (DProCom) has become vital in the rapidly advancing and extensively digitized information and knowledge society. The Coronavirus pandemic revealed the usage divide among teachers and its impact on learning outcomes, thus surfacing the need to explore DProCom in Higher Education (HE) for future researchers to use findings of this review for developing pragmatic research models and professional development initiatives for student teachers of all levels. The aim of this systematic literature review is to provide the scholarly community with an overview of the definition, range of attributes, and gaps in research on DProCom from 2012 to 2022 in the context of HE. The initial search yielded 3903 outcomes, which were iterated through inclusion criteria, and 39 research articles relevant to HE were thoroughly reviewed. The results assert a lack of consistency and uniformity in terminologies being used to denote the concept of DProCom and their description in the literature. The findings confirm that DProCom is in its infancy stage. There is a need to continue research on professional competence from a global perspective to predict changes in HE teaching, professional development and quality assessment of learning outcomes to respond to the needs of HE in a digital era.

The potential of intercultural foreign language education for the development of existential competence in senior schoolchildren

The anthropocentrism of today’s educational paradigm prioritizes foreign language learners’ ideological self-determination. The latter actualizes the need to define the concept and the components of existential competence in foreign language education. A literature review in existential analysis helps to identify the meaningful models potentially suitable for developing existential competence through an examination of authentic cultural facts. The research paper defines the concept of existential competence, justifies the potential of intercultural foreign language education as a factor in existential competence development, and suggests a short lesson scenario as an educational technology for developing existential competence in senior school students.

Dijital Yetkinlik Kavramına İlişkin Sosyal Bilgiler Öğretmenlerinin Görüşleri

Güncel öğretim programları ile kendinden daha fazla söz ettiren dijital yetkinlik kavramı Covid-19 pandemisinden sonra da eğitimde daha çok işlevsellik kazanmıştır. Bu süreçte ülkemizde uygulanmaya başlayan uzaktan eğitim uygulamaları ile dijital ve teknolojik alt yapıların eksikliği eğitimde görülmeye başlamıştır. Dijitalleşmenin ön plana çıktığı bu dönemde öğretmenlerin süreçten etkilenmesi kaçınılmaz olmuştur. Bu durum göz önünde bulundurularak dijital yetkinlik bağlamında öğretmen görüşlerinin alınması araştırmanın önemini ortaya koymaktadır. Araştırmada, sosyal bilgiler öğretmenlerinin sosyal bilgiler eğitiminde dijital yetkinlik kavramına ilişkin görüşlerini ortaya koymak amaçlanmaktadır. Araştırma, nitel araştırma yöntemi desenlerinden olan durum çalışması deseninde tasarlanmıştır. Araştırmanın çalışma grubu Erzurum iline bağlı bir ilçede görev yapan 14 sosyal bilgiler öğretmeni ile yürütülmüştür. Araştırmanın verileri yarı yapılandırılmış görüşme formu ile toplamıştır. Araştırmanın verileri içerik analizi ile analiz edilmiştir. İçerik analizi yöntemi için MAXQDA 20 analiz programı kullanılmıştır. Araştırmada, okulların teknolojik ve internet alt yapısı olarak sınırlı olduğu, okulların teknolojik materyalleri temin konusunda problemler yaşadığı, ders kitaplarında dijital yetkinlik kavramının yansıtılmasına ilişkin yeterli düzeyde bilgilerin olmadığı, öğrenci dijital yetkinliklerinin yeterli olmadığı ve öğrencilerin sosyal medya kullanımının dijital yetkinlikten uzak olduğu sonucuna ulaşılmıştır.

The Development of a Conceptual Framework for 21st Century Teaching Competency

This research aimed to 1) analyze and synthesize teaching competency in the 21st century for teachers conceptual framework, and 2) develop and validate the 21st century teaching competency conceptual framework and assessment tools. Research methods included the analysis and synthesis of the concept of teaching competency in the 21st century. Nine experts in the relevant fields were requested to assess the standard of evaluation and quality of the 21st century teaching competency conceptual framework and the 21st century teaching competency assessment tools. The research instruments used to collect qualitative and quantitative data were the standard evaluation assessment form and quality assessment form to validate the conceptual framework of the 21st century teaching competency, and the 21st century teaching competency assessment tools which included the self-assessment form, the observation form, and the portfolio assessment form, and interview form. Analysis of the data used in this study included mean, standard deviation and content analysis. The study results of the analysis and synthesis of the 21st century teaching competency framework for teachers evaluated by nine experts, were found to have a very high level of standard evaluation with an average of 4.85 (SD 1.53), and a very high level the conceptual framework quality, with an average of 4.85 (SD 0.28). In conclusion, the 21st century teaching competency conceptual framework and assessment tools were developed and validated at a very high level of quality and standard evaluation. The experts confirmed that the 21st century teaching competency framework is a practical and comprehensive framework for assessing teaching competency in the 21st century.