Definition Of Competence Research Articles

유아 사회정서역량 척도 개발 및 타당화

Objectives The purpose of this study is to develop and validate a social emotional competence scale for young children aged 3 to 5 years that can be measured by early childhood teachers in early childhood education institutions.
 Methods To this end, first, a review of literature and previous studies and an open survey were conducted to derive the constituent factors of the concept definition and scale of young children social emotional competency, and a draft of scale questions was prepared based on this. Second, the content validity was verified by conducting Delphi surveys twice. Third, to validate the scale, this survey was conducted on 322 infants aged 3 to 5, and 144 of the collected data were surveyed for exploratory factor analysis, and the remaining 178 were verified for Confirmatory Factor Analysis.
 Results First, as a result of reviewing literature and previous studies and an open survey, seven sub-factors and a total of 133 questions were derived. Second, as a result of the Delphi survey, four sub-factors and a total of 59 questions were selected. Third, as a result of exploratory factor analysis, four sub-factors and a total of 33 questions were derived. Fourth, as a result of confirmatory factor analysis, the young children social emotional competence scale consisted of 26 questions, including 4 sub-factors of self-awareness (6 questions), self-management (5 questions), social consciousness (7 questions), and relationship management (8 questions). Fifth, the reliability range of the sub-factors was .878 to .923, which was an appropriate level.
 Conclusions First, it was confirmed that the young children social emotional competence scale developed in this study was suitable for reliability and validity. Second, this study is meaningful in that it developed a scale that can measure social and emotional capabilities for young children aged 3 to 5. Third, it is expected that programs that can improve the social and emotional capabilities of young children can be developed and used in various studies by accurately measuring the social and emotional capabilities of young children.

Defining psychosocial strength and conditioning coaching competencies: A participatory action research approach

Strength and conditioning (S&C) practitioners need to know and apply varying and diverse psychosocial competencies in their practice. The definitions of psychosocial coaching competencies are poorly understood and multiple interpretations exist. The purpose of this study was to define psychosocial S&C practice terms (i.e. pedagogical, philosophical, psychological, sociocultural) from the perspectives of S&C researchers and practitioners. Using a participatory action research approach, qualitative data were collected from 13 researchers and 30 stakeholders with the United Kingdom Strength and Conditioning Association (UKSCA). A qualitative summative content analysis was used to analyze the researchers’ and UKSCA stakeholders’ definitions of psychosocial competencies. Pedagogical competencies were defined related to the themes of instruction, learning, skill acquisition, feedback, and design structure. Philosophical competencies were defined related to themes of beliefs, values, and style. Psychological competencies were defined related to communication, mindset, relationships, motivation, emotions, learning, and behavior. Sociocultural competencies were defined related to sport norms, understanding differences and different backgrounds, adapting to culture, and coaching behavior and biases. Significant differences existed between researchers’ and practitioners’ definitions of these terms, particularly with pedagogical, philosophical, and sociocultural competencies. Practitioners often associated psychological coaching competencies with subject matter outside of biophysical knowledge or many aspects spanning diverse social and behavioral sciences.

Training Model for Professional Language Service Competence: A Case Study with Sports English Service Talents

Language service competence is central to language service and is the basis of professional language service talents training. Although the demand for professional language service talents increases dramatically in various fields in China, studies on professional language service competence have been quite limited, thus affecting the training and supply of professional language service talents. In view of this, this study first discusses the definition and componential contents of professional language service competence, and on that basis, takes Sports English service talents as an example to design a training model for professional language service competence. This training model, combining on-campus education and off-campus practice, can promote the development of professional language service competence in an efficient and holistic way. The training effect shows that the training model works well and the students who have received training can meet the demands of various language services in sports field. It is hoped that this study can provide some enlightenment for further research and training of professional language service competence.

Formation of Intercultural Communicative Competence of Future Foreign Language Teachers by Means of Interactive Education Technologies

The article reflects the results of a study on intercultural communicative competence formation of future foreign language teachers by means of interactive technologies. The study on the urgent requirements for the foreign language training of future specialists confirms the relevance of the identified problem, which has not been so far the subject of a special pedagogical study. Education technologies that ensure the effective formation of intercultural communicative competence of future foreign language teachers has been determined as a purpose of the article. The study was based on competence-based, student-oriented, intercultural, communicative activity-based and systematic methodological approaches, as well as methods: analysis of pedagogical and methodological sources on the research topic, comparison, induction, deduction, study and generalization of the experience of interactive learning in higher education, as well as the formation of students’ intercultural competence by means of interactive technologies in global and national practice. The article provides the author’s definition of intercultural communicative competence of a foreign language teacher and the structure of the investigated phenomenon. The ideas of scientists and practitioners about the impact of interactive teaching technologies on the foreign language training of future teachers became the basis for determining the author’s position on the essence of interactive technologies and highlighting those interactive technologies that allow future foreign language teachers to form intercultural communicative competence. The following types of interactive technologies are referred to such technologies by the author: CLIL technology, Flipped Classroom technology, case technology, IBLL technology, simulation game technology. In the context of the research problem solving, the expected results in the formation of intercultural communicative competence of future foreign language teachers, their mastery of integrated methods and interactive teaching technologies, which allow students of educational institutions to transfer the skills of effective intercultural interaction, are substantiated. Keywords: foreign language teacher, intercultural communicative competence, CLIL technology, flipped classroom technology, case technology, IBLL technology, simulation game technology

OUTCOMES OF OOCYTE RETRIEVALS COMPLETED BY REPRODUCTIVE ENDOCRINOLOGY AND INFERTILITY (REI) FELLOWS VERSUS FACULTY PHYSICIANS: A 7-YEAR RETROSPECTIVE REVIEW

Oocyte aspiration is a crucial step of in vitro fertilization and an important skill for REI fellows to develop. However, the few studies that have examined fellow oocyte retrieval outcomes have reported conflicting results. For example, the number of procedures required for proficiency has been cited as anywhere from 10 to more than 50 [1,2]. Furthermore, these studies are limited by small numbers of fellows and inconsistent definitions of clinical competence.

TEACHING COMPETENCIES IN TEACHING FOREIGN LANGUAGES IN HIGHER EDUCATION SYSTEM

The rise of the borderless world and networked organizations, as well as, the almost irreversible phenomenon of increased movement of workers, students, visitors and retirees to overseas destinations, has made inter-cultural competence a compelling proposition. This article clarifies the definition of cross-cultural competence in the context of adult learning and discusses the essential elements of cultural competence. The paper also outlines the reason that requires teachers in adult education to be culturally competent themselves.

EDUCATION FOR SUSTAINABLE DEVELOPMENT AS THE BASIS FOR FORMING THE ECOLOGICAL CULTURE OF FUTURE SPECIALISTS

The article examines the problem of education for sustainable development as a basis for the formation of the ecological culture of future specialists. The possibility of synthesis of humanitarian and ecological knowledge through the eco-humanitarian paradigm of thinking has been established. The essence of such concepts as “humanization” and “humanitarianization” in relation to the educational process is defined. It has been proved that the strategy of humanization and humanitarianization of all spheres of human activity is currently becoming the main reference point of the vast majority of futurological forecasts related to the future of humanity.The essence of environmental education is considered. It has been established that environmental education as education for sustainable development is one of the leading links of global education, a system of international cooperation aimed at preserving human civilization on the planet. The humanitarian aspects of modern environmental education in combination with the global concept of sustainable development are considered. The principles and priorities of sustainable development as the most important component of the foundation for the development of the theory and practice of modern environmental education are revealed.The definition of sustainable development is given as a way of life of the world community, in which the main task is to ensure normal conditions for the population of the planet without limiting the interests of future generations. The connection between the period of sustainable development and the change in environmental awareness and environmental culture of society as a whole has been proved. The humanitarian educational paradigm is highlighted, which is aimed at revealing the spiritual, intellectual and moral potential of the individual for the benefit of the individual himself, in which environmental education plays a strategic role in the process of modernizing the educational space in the direction of its humanization.The relationship between the strategy of interaction between man and nature, ecological culture and ecological competence is revealed. It has been proved that the most important component of environmental culture is the environmental competence of an individual. It has been established that ecological competence includes such life values and attitudes, which are based on the self-worth of the surrounding living nature and the planet as a whole and the conviction of a person that he is responsible for their preservation as a result of his intelligence. The definition of the ecological competence of the individual is presented as a stable system of views and beliefs of the individual on nature, on the relationship between nature and society, on the planet as a place of existence of humanity, on man's awareness of himself as a subject of the development of nature. It has been proved that the main thing in education for sustainable development is its general cultural, active orientation, which is aimed at the formation of such personality qualities that provide it with the readiness and ability to take environmentally safe actions in the environment, and the ideal goal of environmental education is the development of ecological culture (the formation of ecological values, ecocentric worldview, ecologically oriented behavior).
 Keywords: sustainable development; formation; ecological culture; future specialists; ecological competence of the individual; education for sustainable development; ecological education.

Diversity Competence in Healthcare: A minimal definition

Abstract Background Health professionals face a variety of professional challenges in today's plural societies. Sciences propose a specific skill set can help to meet those challenges. Various terms and sometimes extensive concepts are provided for diversity competence. The related learning processes are time-consuming and demanding to implement in hectic clinical realities, so that a basic, easy to deplore training package of essential skills would be desirable in order to enable health professionals to take equally good care of all patients including migrants and minorities. Methods A two-round Delphi study was conducted to prioritise teaching objectives; 31 clinical and academic migrant health experts from 13 European countries participated. A round of open questions was followed by a standardised rating round of 65 items. Data was descriptively analysed (m, M, SD) and consensus defined as 80% of experts assigning high importance to a competence. Results The process identified essential competences as well as high priority cognitive, affective and pragmatic competences, leading to a minimal definition of diversity competence for health professionals which includes respectfulness, empathy, diversity awareness and reflection, knowledge on social determinants as well as ethics and human rights; Further skills are: being able to listen, observe and communicate understandably, including professional usage of interpreters, shared decision-making and individual, need-based care. Conclusions The panel reached consensus on many of the competences. In general, attitudes and practical skills were considered essential. Basic trainings that meet the needs of professionals and help them cope with everyday challenges can be designed on the grounds of these findings. We provide a working definition of ‘diversity competence of health professionals’ for scientific exchange and investigation and propose the conscious use of a ‘diversity’ instead of ‘intercultural” terminology. Key messages

Young Adults’ Understanding of Sexual Competence: A Qualitative Study with German University Students

IntroductionHandling sexual interactions in a competent manner is a key skill for young adults, which is linked to positive aspects of sexual and general well-being. Several research conceptualizations of sexual competence have been proposed in the literature, but little is known about how young adults define sexual competence and what consequences they consider low sexual competence may have.MethodsIn this qualitative study conducted in 2019, 571 university students (365 women, 206 men) from Germany with a mean age of 22.6 years provided open-ended answers to two questions: (Q1) What do you consider to be sexual competence? (Q2) What consequences can low sexual competence have? Combining thematic analysis and qualitative content analysis, responses were coded into 264 categories that were then condensed into 30 latent themes, with 14 themes referring to Q1 and 16 themes referring to Q2. All categories showed strong inter-coder agreement.ResultParticipants defined sexual competence in a multi-faceted way and in partial overlap with research definitions. Gender differences emerged in four themes (needs/desires, communication, skills/abilities, and setting boundaries/limits). Participants’ statements about the consequences of low sexual competence corresponded closely with their definitions of sexual competence. Gender differences emerged in five themes (risk of sexual victimization and sexual aggression, problems in sexual communication, problematic [sexual] risk behavior, negative influence on [sexual] satisfaction, and lack of skills).Conclusions and Policy ImplicationsThe implications of the findings for research conceptualizations of sexual competence, for designing interventions to promote sexual competence, and for policy measures designed to reduce sexual aggression are discussed.

Concept Content and Structure of Self-Educational Competence of School Students in the Modern Educational Space

Purpose is to characterize the self-educational competence of the individual as a key one in the modern educational space and to reveal the essence and distinguish the structural components of the self-educational competence of school students.
 Methodology. The study used the terminological analysis – provides the development of the concepts of competence approach, competence, self-educational competence; a general scientific method that facilitated the analysis and systematization of scientific and methodological literature (regarding study of the concept of the competence approach and approaches to determining the self-educational competence of an individual), comparison (studying the components of self-educational competence); comparative method – was the basis for comparing the interpretation of the essence of the self-education of students.
 Results. In the course of the study, such concepts as "competence approach", "competence", "self-educational competence" were analyzed as key. Approaches to the interpretation of self-educational competence of schoolchildren (activity, personal and integrative) are highlighted and summarized. Views on the understanding of the structure of self-educational competence of schoolchildren are systematized and compared. A refined definition of the self-educational competence of schoolchildren based on the integrative approach is proposed. The conducted analysis of psychological and pedagogical research provides grounds for delineating the components of self-educational competence of schoolchildren are considered.
 Conclusions. The self-educational competence of a student of a general secondary education institution is understood as the personality’s integrated quality, which is determined in a certain way by systematized knowledge, self-educational abilities, and skills; focus on life-long learning, motives, and aspiration for self-educational activities; formed self-control skills and reflection, self-evaluation of educational activities. The components of the structure of the school student’s self-educational competence are: motivational-value, substantive-procedural, and control-reflective.

THE FORMATION OF COMMUNICATIVE COMPETENCE IN THE PREPARATION OF FUTURE TEACHERS FOR PEDAGOGICAL COOPERATION

The article argues that the conceptual basis for the training of future teachers of foreign languages forpedagogical cooperation is the formation of communicative-linguistic competence, which is a leading component of themodern scientific paradigm in the Ukrainian and world university education. Overcoming the contradictions between thetraditional system of teaching of a foreign language with modern communicative-linguistic and cultural approaches to theteaching of the future teacher of foreign languages is based on the theoretical and methodological principles of pedagogy, psycholinguistics, communicative linguistics and pragmatics, the most common areas of complications in communicative-linguistic interaction are semantic, cognitive, tactical, and emotional; in a joint activity they are motivational and operational complications that integrate such components of interaction as communicative and integrative, manifested inthe cognitive, affective and behavioral spheres.The definition of communicative-linguistic competence, its functions, as well as cultural and pedagogicalorientation is given. The pedagogical condition for the training of the future teacher of foreign languages in universityeducation should be the creation of a system of educational and process through which the mastery of communicativeskills is based on the interpenetration of linguistic and psychological and pedagogical educational systems, which requiresfuture scientific, theoretical and methodological research.

Domains of competence in midwifery students: a basis for developing a competence assessment tool for iranian undergraduate midwifery students

BackgroundCurrent study was conducted with the aim of explaining domains of clinical competence in undergraduate midwifery students so that it addresses the challenges in midwifery curriculum and improving clinical assessment methods in Iranian undergraduate midwifery students.MethodsQualitative approach and conventional content analysis were used in the design of the present study. The research setting included midwifery and nursing schools and hospitals and health centers affiliated to Tehran and Guilan universities of medical sciences in Iran. The target population consisted of undergraduate midwifery students in the fourth to eighth semesters of school, midwives working in hospitals and health centers, midwifery faculty members, and obstetricians. The participants were selected through purposive maximum variation sampling, which continued until data saturation. After in-depth semi-structured interviews, the content of the interviews was analyzed according to the steps proposed by Zhang & Wildemuth.ResultsTwenty-four people participated in this study, including seven midwifery students, seven midwives, nine midwifery and reproductive and sexual health faculty members, and one obstetrician. The participants were aged 20–56 years and their mean age was 39.75 years. Their level of education varied from midwifery student to PhD. The mean work experience of the participants was 13.62 years and the mean duration of the interviews was 48 min. The analysis of the data obtained from the experiences of the participants led to the formation of the four categories of ethical and professional function in midwifery, holistic midwifery care, effective interaction, and personal and professional development, along with ten subcategories.ConclusionThe findings of the present study showed that clinical competence in midwifery students involves different domains that correspond well overall to the general definitions of clinical competence in different sources. These findings can be used as a basis for the design and psychometric assessment of a clinical competence assessment tool for undergraduate midwifery students.

Cultural competence in occupational therapy to reduce health disparities: a systematic literature review

Background/Aims Despite agreement about the relationship between cultural competence and health equality, there is a lack of clear guidance within occupational therapy about what it means to be culturally competent and how it can be achieved. This literature review aims to critically appraise qualitative research to explore occupational therapists' experience of working cross culturally. By comparing these experiences, this review aims to identify ways in which occupational therapists individually, and occupational therapy as a profession, can increase the efficacy of the interventions they provide within cross-cultural situations, so all clients can be supported to achieve equal health outcomes. Methods The following databases were searched between 2010 and 2020: ASSIA (Applied Social Science Index), CINAHL (Cumulative Index to Nursing and Allied Health Literature), Cochrane, Embase, Medline Pubmed. The resultant papers were appraised using the Critical Appraisal Skills Programme checklist and thematic analysis was used to identify three themes. Results The six papers included in this review present the experiences of occupational therapists and occupational therapy students working in cross-cultural situations in the UK, Canada, South Africa, USA, Australia and Ireland. Three major themes emerged that explore the relationship between client-centred practice and cultural competence, theory–practice links, and strategies and barriers to working in a culturally competent way. Conclusions Cultural competence is strongly aligned with some of the core principles of occupational therapy: occupational justice and occupational identity. However, theoretical knowledge and confidence among occupational therapists in this area is lacking, implying that their impact could be greater if there was a more concrete definition of cultural competence and standardised guidelines for practice. Further research is needed to build on the strategies and overcome barriers, so that occupational therapists can fulfil the professional obligation they have to work effectively with all populations.

대학 행정직원 역량리모델링 및 교육요구분석 연구

Purpose: The purpose of this study was to redefine a competency model for each rank of a university’s staff and to assess the training needs of each competency in the Digital Transformation era. Methods: To redefine a competency model, a six-step procedure was designed using a modified generic model overlay method developed by Dubois(1993). A literature review and extant interviews were executed to design roles, responsibilities, and competency structures of each rank. Research team workshops and expert workshops were also conducted to derive a competency model draft which included competency definitions and behavior indicators. Following this, the Delphi method was conducted to secure the validity of the derived model. To assess training needs for university staff, each rank’s competencies and common competencies were utilized. Results: As a result, twenty-five competencies by rank and five common competencies were confirmed. Five common competencies were problem solving, communication, digital literacy, business planning,and documentation. With the assessment of training needs, the highest competencies for each rank were derived. The derived competencies are as follows from the highest rank to common competency:Strategic thinking, vision suggestion/organizational management/conflict and management/creative thinking/responsibility/problem solving. Conclusion: In order to increase the work efficiency and the competitiveness of university staff,universities need to reform their job structure based on the competencies and should implement talent transformation for the Digital Transformation era.

Оценивание результатов обучения в системе высшего образования Из опыта Германии

The article presents the results of the analysis of the best practice of learning outcomes assessment in the German higher education system. The analysis compares a wide range of approaches to learning outcomes assessment, lists assessment methods, the choice of which is determined by the tested competencies and the assessed learning outcomes. Assessment of learning outcomes is considered in the context of national qualification systems that operate with the category of «learning outcomes», including the concept of competence. In order to distinguish these concepts, the article discusses the use and meaning of the terms «learning outcomes» and «competencies». In addition, the emphasis is placed on the generally accepted definition of competence in European countries as a degree of independence and responsibility. As a result of the analysis of the practice of learning outcomes assessment in the German higher education system, the authors of the article highlight important points that can be borrowed or adapted to the conditions of the domestic higher education system: differentiation of learning outcomes in conformance with the levels of education according to B. Bloom's taxonomy; credits award (ECTS) for learning outcomes; widespread use of assessment methods and tools, described in the article; implementation of technological maps in the framework of learning outcomes assessment and etc.

A Study on Competence of Teaching or Scientific Projects Research for Primary and Secondary School Teachers Based on Blockchain Technology

Competence of Teaching or Scientific Projects, which include teacher competencies, knowledge, self-image, motivation, and personality traits, distinguishes high-performing teachers from average teachers in school education. The Competence of Teaching or Scientific Projects model is the sum of the competency characteristics required for the specific role of a teacher, and it is a set of characteristics developed in response to the professional performance and task requirements of the teacher. This paper adopts a systematic literature review method to analyze the research results on teachers' research competency in China since the 21st century. Horizontally, the number of literature types first increases and then stabilizes, the publishing journals are concentrated, and the research topics are diverse; vertically, the definition of teacher research competency includes hybrid, behavioral, and trait theory; the cultivation goals of teacher research competency range from breakpoint separation to articulation and integration, the cultivation process ranges from theory acquisition to participation in creation, and the cultivation methods range from primary and secondary schools based to demand-based. The construction of a teacher research competency model helps in teacher recruitment, research competency development, and assessment; the construction methods include qualitative, quantitative, and mixed research; specific strategies involve sample selection, competency indicator determination, and subjective influence control. This study selected high-performing primary and secondary school outstanding teachers as a valid sample, used the event interview method, adopted the classical BEI competency modeling method, analyzed key behavioral events that occurred in teachers’ past teaching work, examined performance behaviors, explored identifying and conceptualizing Competence of Teaching or Scientific Projects characteristics, determined outstanding Competence of Teaching or Scientific Projects criteria through retrospective interview evaluations of graduates, explored key elements of teachers’ long-term impact on students, compared outstanding teachers with ordinary teachers, and constructed a model of primary and secondary school Competence of Teaching or Scientific Projects to provide an effective basis for teacher selection, training, and assessment. Future research needs to increase research perspectives, broaden research themes, and innovate research methods.

Career Education Of Military Leaders in the Area of the Lessons Learned

The paper is focused on the issue how to develop and strengthen the competencies of military leaders essential for management of the Lessons Learned process in the Czech Armed Forces. The analysis shows that the issue of lessons learned is sufficiently addressed in relevant military documents which provides a foundation for definition of relevant competencies. Questionnaire survey proves that most respondents apply identified competencies related primarily to analysis phase and the verification of lessons identified. The article further presents a study curriculum proposal that can be used as a comprehensive framework for study programs within career education currently provided by the Center for Security and Military Strategic Studies of the University of Defence and the Training Command - Military Academy.

How employees’ lean construction competence affects construction safety performance

ABSTRACT This study empirically tested the relationship between sub-dimensions of employees’ lean construction (LC) competence and construction safety performance (SP), while incorporating organizational LC competence as a mediator. Data were collected from 710 employees on 300 construction projects. The hypothesis model was validated using multiple regression analysis. The results show that employees’ cognitive competence can positively influence construction SP both directly and indirectly via organizational LC competence. However, employees’ social competence had a direct negative effect on construction SP, but it can have an indirect positive effect on construction SP via organizational LC competence. Coincidentally, employees’ continuous improvement competence had no direct effect on construction SP, but it can have an indirect positive impact via organizational LC competence. This article clarifies the definition of LC competence and empirically validates its influence on construction SP, enriching LC management theory and guiding managers on how to improve construction SP in LC practice.

Developing Intercultural Competence in a Complex Organizational Structure: A Case Study Within Quebec’s Workers’ Compensation Board

Background: Wanting to offer culturally sensitive services to a diverse population, rehabilitation counsellors employed by a workers’ compensation board (WCB) in a Canadian province asked the researchers to provide them with support to develop their intercultural competencies. A collaborative research design was suggested as a potential way to make full use of experiential knowledge. This article presents an action research approach in which study participants were also active in the development of new knowledge and sought to become key players in organizational change.Objective: The objective of this article is to present the steps involved in the co-construction of an intercultural communication support tool and to describe the mechanisms and structure put in place to develop the tool.Methodology: A working group (WG), a steering committee (SC) and a validation group (VG) were created, and each met on a regular basis over approximately 18 months. Several methodological approaches and data collection tools were used: participant observation charts, diaries, an “intercultural situation” workshops.Results: A total of 28 people participated in the project, in addition to the three researchers. The study showed the importance of integrating three dimensions—the individual, collective, and organizational—into the definition of intercultural competence. It soon became evident in our study that a self-reflection process grounded in a collective learning approach was the core component of the entire process of developing intercultural competencies. This finding went well beyond the production of any materials (practical guides, checklists, and supporting documents) that resulted from this process.

Developing a Translation Competence Scale (TCS) and Evaluating the Opinions of Prospective Translators and Professional Translators in Turkey regarding Translation Competence

Upon examining studies on translation competence in the field of translation studies, it is observed that although there are numerous studies in the literature as to the definition of translation competence, what the concept consists of, and evaluation of its acquisition process, much of the research up to now has been descriptive. Previous studies were not carried out to create a translation competence scale. The leading translation competence models addressed in the literature can be classified as individual competence models based on observation and experience, translation competence models based on data obtained through research projects and longitudinal empirical research, and translation competence models based on the industry. However, in our study, we created scale items and components based on the translation competence models mentioned earlier, paving the way to develop a translation competence scale. Through this new translation competence scale, we also evaluated prospective translators and professional translators in Turkey. The main aim of this study is to develop a translation competence scale and examine the opinions of prospective translators and professional translators on translation competence. The research was carried out via a survey model and it was found that the model has significant, good and acceptable values when comparing the fit indices with the data obtained from the results of the confirmatory factor analysis of the translation competence scale (TCS) (χ2 =461,554; sd=186; p=,000; χ2/sd = 2,481; SRMR = ,0488; RMSEA = ,061; CFI = ,918; TLI = ,908; GFI =,904; AGFI = ,880). It was also concluded that the scale is valid and reliable (with three-dimensional and 21-items). There is also a significant difference regarding the translation competence in favor of the male participants, and the effect is medium and positive. The mean scores of the participants regarding translation competence who are 46 years old and above are higher than those who are 25 years old and below. There is a significant difference for those who have lived in a country where a foreign language is spoken for more than three months, and the effect is -medium and positive, in line with the correlation values. There is a low and negative significant relationship with living in a country, while the translation competence of the participants is low and positive with sex and age. Considering these results, the following recommendations have been made: The experience factor plays a vital role in acquiring translation competence. As the level of world knowledge, subject knowledge, field of expert knowledge and exposure to working languages in translation increase with age, the acquisition of translation competence also develops in parallel. Accordingly, prospective and professional translators should be engaged in activities to increase their translation experience.