Concept Of Competence Research Articles

Exploring English Culture Through English Language Books

It is common to overlook or perceive culture as an extra component in EFL teaching. Modern linguistic theories emphasize the importance of focusing on culture as an essential part of language teaching. Since The communication approach was relied upon in teaching language at the end of the sixties, the concept of communicative competence has been highlighted, which many researchers believe develops not only through learning language skills, but We also mention this as well actual language interaction (Richards and Rodgers, 2001).Kramsch From his perspective, culture is not considered a “fifth skill” that is part of the skill traditional skills (speaking, listening, reading, and writing), but rather represents a background that exists from the beginning of language learning, causing changes in learners’ perception of language and revealing the limits of their communicative competence (Kramsch, 1993: 1). Tseng's sociolinguistic perspective links language and culture, highlighting that language proficiency involves not only grammatical accuracy but also the ability to use language appropriately in various contexts. He believes that understanding the culture that underlies a language is essential for successful language learning (Tsing, 12: 2002).

Structural Competence in Social Work

ABSTRACT This article reviews the concept of structural competence as a powerful analytic tool to advance social work education and improve social work pedagogy, practice, and research. Structural competence offers a promising avenue for improving approaches to understanding and addressing the root causes of the social, economic, and health disparities affecting social work clients and historically marginalized communities. A tailored social work definition of structural competence is presented and related core competencies are discussed. Three case examples are provided to demonstrate how to apply a structural competence lens, even in clinical contexts.

Competence Modelling From the Perspective of Complex Systems Theories: A Systematic Literature Review

This article aims to investigate how the notion of competence is conceptualised and modelled from the point of view of complex systems theories. Although the importance of competences and competency-based education is widely acknowledged, the concept of competence keeps evolving and it remains difficult to define it in today's constantly changing and uncertain VUCA world. Therefore, this study explores how the approach of complex systems, which is increasingly more often applied in educational research, can contribute to the definition of competence. The article presents a systematic review of 21 articles published in various databases in 2000-2023, revealing that from the perspective of complex systems, competence can be conceptualised both at the individual level and at the level of the whole system or organisation; it can follow a functionalist or contextual approach. Based on the research findings, it is assumed that in certain cases competence can be treated as emergence or even as an entire complex system, characterised by such properties as non-linearity, chaos, emergence, feedback loops, etc. Finally, this article reviews the variety of complexity-informed mathematical/computational and theoretical models utilised in the reviewed studies, the application of which opens up new avenues in overall educational research.

The Concept of Principal's Technology Competency in School Management Effectiveness

This study aims to analyze the concept of school principals' technological competence and its role in the effectiveness of school management in the digital era. Using a qualitative research method with a literature review approach, the study identifies the concepts of school principals' technological competency, the indicators of this competency, and its relationship with the effectiveness of school management. The analysis results reveal three fundamental components of principals' technological competences: digital literacy, technological literacy, and human literacy, which principal’s must possess as a foundation to support their leadership duties in the digital era. These competencies are significantly influence the effectiveness of school management, such as efficient and effective administration, innovative technology-based learning, precise and rapid data-driven decision-making, transparency and accountability in school management, effective and productive school communication, and flexible, effective, collaborative, and globally of professional teacher development.

Modeling the Relationship between Organizational Competency, Entrepreneurship, Human Resource Management, Technology Management, and Organizational Performance

Background and Aims: Organizational competency development is an important factor enabling community enterprises to respond to customer needs and effectively adapt to changing environments. This article aims to study the factors, components, and relationships among organizational competency factors, entrepreneurship, human resource management, technology management, and organizational performance, and to create a model of the relationship between organizational competency, entrepreneurship, human resource management, technology management, and organizational performance. Methodology: A literature review was conducted using the EBSCO database with the keyword “organizational competency”. This search yielded 195 articles, of which 125 were deemed non-redundant and suitable for analysis. Content analysis was employed to analyze the data. The review revealed that the key variables studied about organizational competency were entrepreneurship, human resource management, and technology management. These competencies were found to impact organizational performance significantly. Results: The study findings suggest that community enterprises seeking to enhance operational efficiency and improve overall performance should adopt the concept of organizational competency. To foster these competencies, organizations should focus on entrepreneurship, human resource management, and technology management. The relationships between these variables are illustrated in the proposed conceptual model. Conclusion: The study found that organizational competency is a critical determinant of organizational performance. Five key factors were identified: entrepreneurship, human resource management, technology management, organizational competency, and organizational performance. The empirical evidence suggests a positive correlation between the implementation of organizational competency and improved performance. Consequently, organizations aiming to enhance their performance should consider adopting the concept of organizational competency.

THE CONCEPT OF MEDIA COMPETENCE AND ITS PLACE IN EDUCATION

THE CONCEPT OF MEDIA COMPETENCE AND ITS PLACE IN EDUCATION

A Phenomenological Research on Examining Middle School Teachers' Digital Competency Self-Efficacy Perceptions

The primary purpose of the research is to examine middle school teachers' self-efficacy perceptions of digital competence. The participants of this study, which was conducted using the phenomenology pattern of the qualitative research approach, consisted of 17 middle school teachers who were determined using the criterion sampling method, one of the purposive sampling methods. The data were collected using a semi-structured interview form developed by the researchers and analyzed by content analysis. As a result of the research, it was determined that teachers mostly tried to define the concept of digital competence as having technology and software knowledge. It has been observed that teachers' self-efficacy perceptions of digital competence are generally at a moderate level. Middle school teachers mainly stated the factors contributing to self-efficacy as being able to do daily and professional life in a digital environment and using digital devices, software, and the internet. In contrast, they stated that the factors that lead to poor self-efficacy perceptions are the inability to use digital devices and software comprehensively and to prepare content.

Some issues of forming the professional competence of teachers of fine arts

This article discusses and reflects on the important aspects of improving the professional competence of future teachers of fine arts and the directions and mechanisms of forming professional competence, the conditions and opportunities for its development, describes the concepts of competence and competence, their similarities and differences, types of professional pedagogical competencies, stages of pedagogical competence formation, and provides some information.

가톨릭계 대학의 역량 개념 설정에 관한 고찰 - 가톨릭 교육의 목적과 사명을 바탕으로

This study aims to conceptualize the purpose and mission of Catholic education as Catholic Competencies and to expand it by integrating the values of Catholic education into the competency areas that form the basis of the domestic university curriculum, in order to examine whether the competency concepts established by Catholic Universities, which account for half of private universities, align with their inherent identity. To this end, a literature study was conducted, focusing on official Vatican documents of the Catholic Church, to extract and structure Catholic Competencies from the purpose and mission of Catholic education. The results indicate that the purpose of Catholic education is first, to nurture genuine and complete individuals; second, to educate the most noble and capable citizens; and third, to contribute to humanity by interpreting academic disciplines through the eyes of faith. To achieve these objectives, Catholic schools bear the mission of practicing holistic education and evangelization, and Catholic educators perform their duties based on a sense of vocation as their apostolate. The components of Catholic Competencies include a sense of vocation, evangelization competency, character competency, and Common Good competency. To explore how these Catholic Competencies relate to the competencies established by domestic Catholic Universities, two target universities were selected and analyzed. The findings reveal that the components of Catholic Competencies are reflected in the competency areas, educational philosophy, educational objectives, and ideals of graduates of Catholic Universities. However, there is a need for a more proactive exploration and concretization of competency concepts to embody the fundamental mission and diverse identity of each university. This study is significant as the first research combining Catholic values and competencies, and it anticipates expansion into various case studies on Catholic Competencies in the future.

중학교 글로벌 역량 교육 내용요소 도출을 위한 연구: PISA 2018 글로벌 역량 평가를 중심으로

Ahead of introduction of revised 2022 National Curriculum for middle schools in 2025, research has been actively investigating how to align international academic achievement results with the curriculum. While agreeing on the necessity of implementing the global education agenda, there was a tendency to be passive in dealing with the concepts of global citizenship and global competency at a general level and in systematizing the content based on the results of assessments. The research draws from the PISA 2018 global competence assessment, specifically selecting key elements related to Global Citizenship Education (GCED). To analyze the impact of GCED on global competence, structural equation modeling was applied to student-level data from Republic of Korea(ROK)'s PISA 2018 assessment. The study explored the mediating effect of students’ agency regarding global issues, examining how GCED influences sub-elements of global competence. The analysis revealed three global competences that were most strongly associated with effective GCED practices: cognitive adaptability, interest in learning about other cultures, and awareness of global issues. These competences were selected as major elements for organizing content elements for the integrated curriculum beyond the transformative level.

РОЗВИТОК НАВИЧОК ЕФЕКТИВНОЇ МІЖКУЛЬТУРНОЇ КОМУНІКАЦІЇ

The article discursively analyzes the skills of effective intercultural communication. It highlights the importance of developing communication skills and examines key aspects of the development of effective intercultural communication skills, which are crucial in the context of globalization. The concepts of intercultural communicative competence, which includes knowledge, skills, motivation, and empathy necessary for effective interaction with representatives of other cultures, are analyzed. The factors influencing the development of intercultural competence, such as education, immersion experience, and language training, are identified. The importance of continued research to improve strategies for teaching and developing intercultural skills is emphasized.

Teachers’ and students’ beliefs on developing argumentative competence

When we deal with argumentative competence in class there are many points of view: teacher’s and student’s point of view and the external point of view of knowledge (in a theoretical sense). The research shows a qualitative experimental study that allows a comparison between different perspectives in order to measure argumentative competence. The study involved 5 classes and 9 teachers. First, the idea of argumentative competence was discussed from a theoretical and institutional point of view in the Italian school system. Then questionnaires were administered to teachers and deep interviews were conducted with students. Finally, teachers participated in focus groups, and this allowed reflections and encouraged discussion. The process implemented allowed an in-depth key on the concept of argumentative competence. Also, the analysis of the results of the questionnaire and interviews shows how classroom practices are related to teacher and students’ attitudes and beliefs in mathematics.

АНАЛІЗ ОСНОВНИХ ПОНЯТЬ ДОСЛІДЖЕННЯ ПРОБЛЕМИ ФОРМУВАННЯ СОЦІАЛЬНО-ГРОМАДЯНСЬКОЇ КОМПЕТЕНТНОСТІ В ДІТЕЙ ДОШКІЛЬНОГО ВІКУ ЗАСОБОМ ХУДОЖНЬОЇ ЛІТЕРАТУРИ

Introduction. Among the main directions of modern preschool education, civic, patriotic and national-patriotic education occupy a prominent place. The priority of the indicated directions is due to the Russian-Ukrainian war, the need to educate the Ukrainian younger generation’s national consciousness, national dignity, and socio-civic competence. The foundations of patriotism, citizenship, awareness of national identity and self-sufficiency are formed in preschool childhood. Purpose. To represent the conceptual field analysis of research the senior preschool age children’s socio-civic competence forming by means of fiction. Methods are analysis of regulatory, reference literature and scientific research on the problem of patriotic, national-patriotic, civic and family education of preschool age children; synthesis of the received information, its grouping and generalization. Results. It has been found that the concept of socio-civic competence is formed by two terms “social competence” and “civic competence”. The interpretation of the concepts of “social competence” and “civic competence” has been considered. Based on the analysis of a number of interpretations of social competence, the author’s definition of the concept “senior preschool child’s social competence” has been formulated, namely it is a complexly structured, integrated personal quality that makes it possible establishing optimal interpersonal interaction with various representatives of society, adequate choice of behavioural style, easy adaptation to life situations, in accordance with motives, value attitudes, knowledge, age opportunities, personal qualities, social experience. It has been generalised the scientific views of researchers on the essence of the terms related to the basic concept of the study “social and civic competence”, namely: “civic education”, “patriotic education”, “national and patriotic education”, “family education”, “literature”, “fiction”, “literature for children”, “children's literature”. Together they form the conceptual field of the study. Originality. The novelty is in the identification of concepts that form the conceptual field of the study and the formulation of author’s definition of the concept “senior preschool child’s social competence”. Conclusion. The conducted analysis of the basic concepts of the study of preschool children’s socio-civic competence forming allows us to assert that it is an integrated, multi-component personality’s quality formed in the field of the following areas of education: civic, patriotic, national-patriotic, family. The tasks of the specified areas should be implemented comprehensively in the educational process of a preschool institution with an active participation of preschoolers’ families.

Sprach- und Sprachmittlungskompetenz in Translationswissenschaft und Sprachdidaktik

In this article, I will compare the concept of mediation competence, its modelling and its relationship to language competence in Translation Studies and Language Teaching. While competence modelling has a long tradition in Translation Studies and focuses on describing the competences of professional translators (often opposed to bilinguals’ competence), mediation is a relatively new concept in Language Teaching, which was put on the map in the CEFR 2001. For my analysis, I will first describe areas of interest and relevant models in each discipline and then analyse the overlaps and differences as well as areas of contention.

METHODS OF SCIENTIFIC JUSTIFICATION FOR THE DEVELOPMENT OF PROFESSIONAL AND CREATIVE QUALITIES IN THE INTEREST OF MODERN PROFESSIONS IN CHILDREN OF SCHOOL AGE

This article explores ways in which the information communication field scientifically substantiates the mechanisms of professional-creative competence in schoolchildren. The article analyzes the concept of professional-creative competence and its role in the field of Information Communication. The scientific methodology for the development of professional competence, approaches in the educational system and methods used in the preparation of school students in the field are also discussed. The main goal of the study is to develop scientifically based mechanisms for the development of professional-creative competence for specialists in the field of Information Communication. The results of the article will help determine effective approaches to the training of Information Communication Specialists.

THE NECESSITY OF IMPLEMENTATION OF TEACHER'S COMPETENCES FOR PEDAGOGICAL WORK WITH CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

In modern society, the need for competences is becoming increasingly apparent, both for teachers, pedagogues and for other professions. Teacher competencies are a current topic of pedagogy, because they are trying to research, analyze and reach the most complete, high-quality profile of the teacher, in order to maximally improve his role in the upbringing and education of children and young people. It is necessary to design and modify competencies that would be most suitable for the teacher's work with children with special educational needs. In addition to the theoretical part of the paper, in which we analyzed in more detail the meaning of the concept of teacher competence, the paper also contains an empirical part. In fact, only an extract from a more extensive research is given, which explicitly refers to the pedagogical phenomenon - The necessity of professional development of the competence of teachers for working with children with special needs. The research was conducted on a sample of 170 primary school teachers in the area of ​​Kosovska Mitrovica using the descriptive method and the method of pedagogical theory analysis. From the research techniques, we opted for the survey technique, and from the instruments - a questionnaire for teachers. Based on the conducted research, we can state that the obtained results can be used to draw a series of conclusions about the need to implement the competence of teachers for pedagogical work with children with special educational needs.

МОДЕЛЬ ФОРМУВАННЯ ЕКОЛОГІЧНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ УЧИТЕЛІВ ФІЗИКИ ЯК ПЕДАГОГІЧНА УМОВА ФУНДАМЕНТАЛЬНОЇ ПІДГОТОВКИ В ПЕДАГОГІЧНОМУ УНІВЕРСИТЕТІ

In the article, the author reveals the concept of environmental competence of future physics teachers as an integrative personality quality, which is manifested in the ability to acquire environmental knowledge and the ability to apply it when solving environmental problems, to apply environmental knowledge in situational activities in everyday life and the natural environment to protect the environment , as well as in the ability to implement eco-pedagogical activities. The components of environmental competence of future physics teachers are characterized: value-motivational, cognitivecognitive and operational-activity. It has been found that the selection of three interdependent and interdependent components allows for effective management of the process of formation of environmental knowledge, providing mobility and orientation, as well as prerequisites for creating a system of professional activity, which consists of professional, environmental and eco-pedagogical activities. A model of the formation of environmental competence of future physics teachers at a pedagogical university is proposed, which consists of three blocks: methodological-targeted, contenttechnological, and diagnostic-resultative.

Proverbs and Sayings in Mahmud al-Kashgari’s Dictionary for Developing Communicative Competence

A valuable heritage, gathering both oral and written literary traditions characteristic of Turkic peoples, is found in the written monuments that reflect the life, national identity, worldview, and ethical values of the people. These monuments serve as a core of spiritual culture, carrying essential knowledge. One of the main forms of communicative expressions that preserve cultural and spiritual information is proverbs and sayings. Proverbs, which encompass cumulative, communicative, and aesthetic functions, are found in Mahmud al-Kashgari’s famous work Divanü Lügati’t-Türk, which preserves the common proverbs of the Turkic peoples organized into semantic categories. Proverbs and sayings, according to their nature, are indispensable tools in the educational and teaching process for improving students’ speaking skills through their communicative function. As a productive form of linguistic interaction, proverbs help bring thoughts to light in a clear, impactful, expressive, and emotionally charged manner, thus facilitating the speaker’s success in achieving their intended communicative goals. In this article, the significance of developing communicative competence through language interaction is discussed in detail, and ways to enhance communicative skills through the proverbs and sayings found in the Divanü Lügati’t-Türk are explored. The research highlights the crucial role of Mahmud al-Kashgari’s written legacy in Turkic spirituality and its influence on the field of linguistics. It also analyzes various theoretical frameworks of communication proposed by different scholars, revealing the depth of the communicative competence concept and its relevance to modern society’s communication needs. Additionally, the article examines traditional and modern teaching technologies used in teaching the Kazakh language in senior classes, proposing methods for integrating these approaches into speaking activities when teaching Mahmud al-Kashgari’s proverbs. Practical examples of applying modern technologies through speaking, listening, reading, and writing tasks are provided as part of the teaching methodology for proverbs and sayings.

Ability to learn – from ancient to contemporary key competence

The aim of the sketch is to discuss the historiographical aspects of the learning competence. The diaries of Hadrian, a Roman emperor who is considered to be one of the five best Roman rulers, are the starting point of the presented analysis. In his diaries he describes his experience as a schoolboy from the sage’s perspective and the very experience seems to be the reason to indicate the origins of the contemporary school and the concept of the learning competence being incorporated into the educational system. Storytelling, giving a speech, creating a narrative have been a crucial aspect of the learning process ability since the ancient times. Modern storytelling proponents consider the ancient rhetorical art, ars bene dicendi, to be fundamental. Contemporary Polish school may often seem to disapprove of the student’s story due to the fact that curriculum, exams and the teacher’s story are its focal points. Antiquity, which is allegedly perceived as the foundations of our civilisation, is permeated by rhetorical art in politics, culture, law and last but not least education.

SPECIAL FEATURES OF THE DEVELOPMENT OF COMMUNICATIVE COMPETENCE OF WOMEN WITH A MIGRATION BACKGROUND WITHIN THE FRAMEWORK OF THE INQUA PROJECT

The article aims to introduce the educational and scientific community to the InQua project develops communicative competence in women with a migration background. The objectives of the research paper is: to familiarize with the purpose, objectives, and results of the project; to clarify the essence of the concept of communicative competence, professionally oriented communicative competence; to present models and techniques for the development of communicative competence and their effectiveness. The InQua project is a professional development program for women who aspire to become a consultant/coach in the social sphere. Upon completion of the training, project participants should be able to use models and techniques in building communication, conduct systemic counseling independently, focusing on goals and resources. In the course of the training, the project participants had the opportunity to practice, i.e. to simulate various situations that arise during counseling/coaching. After the simulation, the simulated situations were analyzed by both the participants and an experienced coach. The participants of the InQua project were eager to participate in the discussion, as this activity not only helped to develop language and communication skills, but also developed professionally oriented communication competencies. The knowledge gained contributed to better integration into German-speaking society and created conditions for professional and comprehensive personal development. At different stages of scientific research, theoretical research methods (analysis, synthesis, comparison, generalization.