Competence Development In Education Research Articles

Pedagogical competence development programs: tensions and challenges to meaningful participation

Pedagogical competence development programs are gaining traction in the world of higher education teaching. In 2016, the Norwegian government issued a white paper calling for a “culture for quality” in higher education teaching. In line with earlier developments in other Scandinavian countries, the white paper proposes mandatory pedagogical competence development programs for university teachers as a new responsibility for the Norwegian universities – with new challenges for the institutions. In this article we, therefore, explore how participants in one of the new mandatory competence development programs experience tensions that challenge meaningful participation. Based on a qualitative analysis of 9 semi-structured interviews with participants, we identify three tensions: 1) between reflection and application, 2) between research and teaching, and 3) between demands and workloads. The vision of this program is a critically reflective approach to teaching. In the analysis we found that these tensions potentially halt this process. To discuss how this can challenge pedagogical competence development in higher education more generally, we employ the theoretical perspective of critical reflection, integrated with dialogue, praxis, and discourses on teaching.

Well-Being and Self-Esteem in Professional Training and Its Relation to Complex Thinking

The relationship between mental health and well-being is of utmost importance, as confirmed by the COVID-19 pandemic, as a global circumstance that disrupted people’s daily lives, their ties, their dynamics in general, positioning “total isolation” as a survival strategy, leading in many cases to loneliness not only at a physical level but also at an emotional level with a direct impact on self-esteem, differentiated by age, physical, social and economic condition, among others. Self-esteem as an element favoring well-being, allows the adequate use of personal coping strategies in crisis circumstances. This article shows the results of a study that looks to argue a possible relationship between student well-being, perceived achievement of complex thinking and self-esteem in a population of students from a technological university in western Mexico. Methodologically, a multivariate descriptive statistical analysis was conducted to demonstrate the relationship between the indicators, integrating the gender variable. In conclusion, it is possible to point out that there is statistically relevant information to argue the relationship between the perception of self-esteem as a transcendent indicator in the acquisition and development of educational competencies.

Teacher Interaction with Adolescents’ Parents in Condition of Current Situation of Child Development

This article presents an analysis of the problem of interaction between teachers and parents of adolescents: contradictions of the current situation of childhood development are revealed, the values-based orientations of modern teachers, parents, and adolescents are determined. Based on the synthesis of ideas of environmental and activity-based methodological approaches, strategies of cooperation between teachers and parents, the sequence of actions of a teacher to ensure positive socialization of a teenager are proposed: identification of difficulties of socialization, design of the educational environment, organization of activities for the development of psychological and pedagogical competence of parents.

Развитие педагогической компетентности у студентов-хореографов в процессе изучения народного танца

The current state of the labor market dictates the necessity to develop personal and professional competencies in the current educational process of Kazakhstan. A modern specialist should both be educated and capable of generating knowledge and be able to respect and appreciate the opinions of other people, to negotiate with them to reach agreement, be active, emotional, communicative, and organized. Moreover, currently, much attention is paid to pedagogical competence in the professional training of a specialist – a future choreographer. The authors consider the development of personal and professional competencies of a future choreographer in the process of studying folk dance at the university as the main way to form pedagogical competence. Theoretical studies of the development of the future choreographer pedagogical competence in the process of studying Kazakh folk dance through the unity of the competencies identified by the authors – intellectual-pedagogical, communicative (empathy, extraversion), informational, and reflective – were carried out. The formation of these competencies helps in transforming knowledge about the content of Kazakh dance into knowledge about teaching and educating through Kazakh dance. Studying the history of national ballet art, analyzing its libretto, comparing and collating with modern national ballets will allow the future teacher-choreographer to reflect adequately in choreography the spiritual and moral foundations of national identity, culture, traditions, authenticity of epic traditions and awakening of national artistic and aesthetic consciousness. Through the involvement of students-choreographers in creative groups, creative thinking and personal qualities are awakened and activated, educational and creative activities are carried out, difficulties are overcome, and creative tasks are solved. The authors formulate proposals for the development of professional and personal qualities of students-choreographers. The authors consider the development and understanding of spiritual and cultural values, activity, self-analysis, performance skills of students-choreographers in the process of studying national dance at the culture and arts university as a solution to the problem of developing pedagogical competence.

ПСИХОЛОГО-ПЕДАГОГИЧЕСКИЕ ОСНОВЫ ПАТРИОТИЧЕСКОГО ВОСПИТАНИЯ В СОВРЕМЕННОМ МУЗЫКАЛЬНОМ ОБРАЗОВАНИИ В РОССИИ И КИТАЕ

Patriotic education is the basis for the spiritual and moral development of the individual. The relevance of the article lies in the consideration of the cross-cultural foundations of patriotic education in music education in Russia and China. The purpose of this scientific work is to justify and propose for the implementation the main directions of patriotic education in modern music education on the basis of theoretical and methodological analysis. The content also presents a theoretical analysis of the concepts of education, moral education, patriotic education, patriotism. Based on the analysis of modern scientific literature by Russian and Chinese authors, the main approaches to the formation and development of patriotism in music education in Russia and China are considered. The authors of the article substantiate and reveal through comparative analysis and comparison the leading psychological and pedagogical directions of patriotic education in modern music education: 1) development of psychological and pedagogical competencies in the field of patriotic education in a music teacher; 2) development and implementation of new technologies in musical education in using the potential of folk music and folk songs; 3) creation of new forms and methods in the study of musical works of national classical music created in various historical periods; 4) introduction of a modern repertoire of patriotic musical works into the practice of music education. In conclusion, promising trajectories for the development of technologies of patriotic education in music psychology and pedagogy in Russia and China are presented, along which further international research by Russian and Chinese scientists and practitioners of music education can develop.

РАЗВИТИЕ ПСИХОЛОГО-ПЕДАГОГИЧЕСКОЙ КОМПЕТЕНТНОСТИ РОДИТЕЛЕЙ ПОДРОСТКОВ В УСЛОВИЯХ ОБРАЗОВАТЕЛЬНОЙ ОРГАНИЗАЦИИ

Background. Development of psychological and pedagogical competence of parents is placed among the relevant problems of scientifi c and practical interest in the modern psychological science. Its role is especially great in the crisis periods of the ontogenesis of mental processes and personality traits of children and adolescents. Th ere are many studies in the scientifi c literature devoted to the development and formation of parental competencies, but the issue of motivating teenagers’ parents to interact with school psychologists, in our opinion, has been paid insuffi cient attantion. Objective. Th e study was aimed at investigating the reasons for the low motivation of teenagers’ parents to interact with the school psychological service and the possibilities of educational institutions in providing support to adolescents’ parents in developing their psychological and pedagogical competence. Methods. Th e study implemented methods of theoretical analysis, questionnairies, quantitative and qualitative analysis of the research results. Sample. Th e study involved 100 people, including 50 school psychologists with more than 3 years of experience working in educational institutions of Moscow, and 50 parents of adolescents aged 14–15 studying in the secondary education schools in Russia (Moscow, Belgorod, Klimovsk). Results. Survey of educational psychologists has established the fact of a decrease in the number of appeals of teenagers’ parents to the psychological services at schools.Survey of adolescents’ parents revealed their readiness to interact with specialists of a psychological service, subject to special conditions. A methodological complex has been developed aimed at increasing the motivation of teenagers’ parents to interact with educational psychologists in order to develop parental competences. Conclusion. Th e study revealed the problem of a decrease in the motivation of teenagers’ parents to consult with a school psychologist. Th e results analysis suggests that the reasons for this decline are associated with the peculiarities of adolescence period and the parents’ unwillingness for transformation of parent-child relationships. Th e parents survey revealed the problem of creating conditions for the eff ective provision of counseling services by a school psychologist on the basis of educational institutions. Th e resulting methodological complex makes it possible to investigate the problems and opportunities of an educational organization in terms of increasing parental competence and off ers means of involving them in interaction with school psychological service. Th e results of the study suggest that preventive work with parents at the earlier stages of their ьchildren’s education in school will be eff ective in increasing the motivation of teenagers’ parents to interact with school psychologists.

The effects of primary school teachers’ professional development activities on differentiated instructional practices and possibilities of elevating students’ learning engagement

ABSTRACT The study examined the effects of primary school teachers’ professional development activities on differentiated instructional practices in classrooms and possibilities for elevating students’ learning engagement. A mixed method with concurrent triangulation design was used. The samples were selected by using purposive, simple random, and stratified sampling techniques. The data were collected through questionnaires, interviews, observations, and document analysis. The data were analyzed by using different descriptive (mean and standard deviation), and inferential (independent sample t-test and one-way ANOVA) statistics, and thematic narration. The findings indicated that teacher professional learning contributed to the development of professional and pedagogical competencies required in classrooms although the objectives of differentiated instructional practices were not aligned with the learning outcomes of diverse learners. The practices of students’ learning engagement were not empowered due to the lack of appropriately differentiated contents, process, products, resources, and learning environment to address the diverse learning needs of children in the classroom. Therefore, contextualisation, conceptualisation and adaptation of best differentiated pedagogical practices should be realised by giving ongoing professional development training through face-to-face interaction, online digital and E-learning for primary school teachers.

Management Of Teacher Pedagogic Competency Development In Improving Teacher Performance Productive Network Computer Engineering (Case Study Of SMKS Kosgoro and SMKS Nusantara Bogor City)

This research is motivated by the implementation of pedagogic competence development in general has not been able to improve its quality because it does not yet have a superior quality culture. This study aims to determine the implementation of the management of teacher pedagogical competence development in an effort to improve their performance. The theories in this research are: management theory, coaching (empowerment), competence, performance and six value systems. This study uses a descriptive exploratory method with a qualitative approach to the type of case study that focuses on one particular object as a case and makes general conclusions based on scientific facts. The results of the research in general have obtained an overview of the implementation of management of pedagogic competence development in an effort to improve its performance. Specifically, it is concluded that: (1) Planning for teacher competency development to improve teacher pedagogic competence has a 5-year program formulation and an annual coaching program. (2) The organization of teacher competency development to improve teacher pedagogic competence is prepared by the School Team, consisting of school principals, vice principals and heads of the Computer Network Engineering program. (3) Implementation of teacher competency development to improve teacher pedagogic competence is sometimes not in accordance with the programmed schedule/time and established procedures, as well as operational cost constraints. (4) Supervision of teacher competency development to improve teacher pedagogic competence has been carried out by the Head by recommending suggestions to teachers to make follow-up plans, (5) Factors that support teacher competency development to improve teacher pedagogic competence are good activity planning according to the program and objectives; high enthusiasm and passion for the profession. As for the obstacles in the implementation of the development of pedagogical competence include: a) Lack of competent teachers; b) productive teachers of Network Computer Engineering have not fully utilized the data obtained from the coaching; and c) productive teachers of Network Computer Engineering have not carried out their duties according to their duties and responsibilities. (6) Efforts made to overcome obstacles and obstacles in the implementation of teacher pedagogical competence development to improve the performance of productive teachers in Networking Computer Engineering are: a) maintaining communication always connected and monitoring more intensely, b) Principal recommending the results of coaching to the Foundation , c) sharing good practices of knowledge and experience with other productive teachers; and d) Utilizing information technology in the form of applications and social media to facilitate the implementation of coaching. The research product of the hypothetical model is depicted in a schematic diagram and its explanation.

Features of teacher’s reflection: Connection with personal and professional value orientations

Introduction. The development of professional reflection is determined by the nature of the activity in relation to which it is carried out. At the same time, teacher professional reflection is an effective resource for the development of educational activities. At the present stage, there is a wide variety of education models. Each educational model is characterised by its special values; reflection has its own special meaning, purpose, and result in a specific educational model.Aim. The current research aims to present the authors’ model for studying the features of teacher professional reflection; to discuss the results of testing this research model, which made it possible to draw a number of conclusions about the presence and nature of the relationship between the level of teacher professional reflection and their personal and professional values.Methodology and research methods. The present research is based on the activity approach, theoretical provisions on the structure and functions of reflection of activity, the meaning of reflection in various models of education, the types of professional pedagogical reflection. The research model is developed through the questionnaire method and the case method. The study involved primary and secondary school teachers of three educational complexes in Moscow (N = 63).Results. It has been established that the values of the life and professional plan of the subjects are consistent with each other, and professional actions are generally not related to the declared professional values. The authors confirmed the hypothesis that the reflection of positional type has a significant positive relationship between the degree of congruence between the values declared in the survey and those manifested in solving problematic professional situations and the level of development of reflection of these types.Scientific novelty lies in the development of a model for studying the features of professional reflection associated with the personal and professional values of the teacher. The results obtained in the course of its approbation can serve as a basis for understanding the mechanisms for the development of professional reflection of teachers in various models of education.Practical significance. The developed methodology for studying the features of professional reflection of teachers can be used for the further creation of the set of tools for self-assessment and the development of professional pedagogical competence, the core of which is pedagogical reflection.

Digital Competencies in the Context of Preschool Music Education

Given the digitalization of modern society and the way a child acquires musical experiences, practitioners are expected to apply various media in everyday educational praxis. The theoretical framework of technological pedagogical content knowledge (TPACK) is an approach that connects the knowledge of educators with Information and Communications Technology (ICT), concurrently developing technology-supported pedagogical knowledge and integration of technology into education. The paper aims to investigate educators’ self-assessment of their digital competencies and their implementation in musical activities with preschool children. The respondents are full-time and part-time graduate students of the Early Childhood and Preschool Education study program from faculties of teacher education in Croatia. The obtained results indicate that 91,1 % of respondents didn’t have any formal ICT education while 59,5 % didn’t have any additional type of music education except during their studies. Nevertheless, the greatest knowledge participants have shown on the competencies for using digital tools (CFUDT) scale succeeded by a technological knowledge (TK) scale of the adapted TPACK-TCCMA survey, thus the respondents rated their digital and ICT competencies exceedingly high unlike music and pedagogical competencies. Considering the results obtained, it can be concluded that additional attention should be given to the development of digital, music, and pedagogical competencies during studies that will be applicable in both music and other areas of education.

Educate to transform: An innovative experience for faculty training

Learning-focussed educational models require the development of pedagogical, methodological, assessment and technological competences among the faculty community. The COVID-19 pandemic has accentuated the need for this training. This study evaluates the impact of the training project “Educate to Transform” on teacher attitudes, knowledge and on the implementation of innovative teaching methodologies. There were 695 faculty participants in the program conducted at the Universidad Francisco de Vitoria (UFV). Participants included full-time professors (FULL-PROF) and part-time professors (PART-PROF). The measurement instrument was validated using the entire sample and a subsample of 357 participants was used to analyse the impact of the program (pre and post measurement). Professor attitudes and knowledge of or familiarity with innovative methodologies and their application in the classroom were evaluated. The findings show that the program improved the attitudes of teachers towards innovation, raised the level of awareness and number of methodologies implemented in the classroom. The methodology towards more experiential and collaborative learning is effective in transforming teaching practice. Furthermore, the implementation of the program through the CANVAS platform, making teachers live the experience as learners, seems to have contributed to improve the teachers' attitude towards the LMS. The only difference found among the participants was a worse attitude towards innovation on the part of medical teachers, with a clearly differentiated profile of teachers and students, as well as a greater implementation of active methodologies by teachers with a lower teaching load. Overall, it may be concluded that the program achieved its proposed objectives.

Социално-педагогическа роля на общообразователните учители в подкрепата за личностно развитие

The socio-pedagogical role of general education teachers is an integral part of their professional status in kindergartens and schools. In recent years in Bulgaria, with the development of the concept of inclusive education, the responsibilities of pedagogical specialists in terms of providing support for personal development have increased. These responsibilities are also the basis of the socio-pedagogical construction as a prerequisite for the development of pedagogical competencies. This article presents parts of a research among pedagogical specialists to recognise socio-pedagogical support as their essential professional competence in modern education.

Conditions for the Development of Psychological and Pedagogical Competence of Teachers of Vocational (Professional and Technical) Education

The purpose of the article is to determine and study the conditions of development of psychological and pedagogical competence of teachers of vocational education in the system of continuing education. The leading empirical method is a questionnaire that incorporates a significant number of respondents in different regions of Ukraine in order to analyze the conditions for the development of psychological and pedagogical competence of teacher. The article determines motivation of professional activity and readiness for an innovative activity as main conditions for the development of the said competence. The article substantiates an innovative model of teachers’ professional development - the introduction of pedagogical coaching technologies in the system of continuous vocational education. The article considers the Pedagogical Coaching School program and its activity as an innovative model for training of teachers. The article provides results of monitoring studies and assessment of customers’ satisfaction level with educational services, quantitative and qualitative indicators of satisfaction among students of the Pedagogical Coaching School, and the analysis of the results obtained.

The Principal's Role as Supervisor to Develop Pedagogic Competence of the Elementary School’s Teacher

This study aims to determine the role of school principals in the development of teacher pedagogic competencies in elementary schools. For the development of teacher pedagogic competence, this research refers to the academic supervision of teachers. This study used descriptive qualitative method. Data collection techniques through observation, interviews and documentation review. Testing the validity of the data using source triangulation and technical triangulation. Data analysis techniques include data collection, data reduction, data presentation and drawing conclusions. The conclusion of this study is that the principal acts as a supervisor in the development of teacher pedagogical competencies through the implementation of activities to review learning tools, monitor learning tools and choose supervision assessment instruments.

THE CHALLENGES OF APPRENTICESHIP: THE STATUS QUO OF PROFESSIONAL MASTERS’ PEDAGOGICAL COMPETENCIES

With the emerging of apprenticeship (work-based learning form) in Lithuania, an important role is played by professional masters, who are monitoring young specialists' professional practice, form their professional skills, develop a well-oriented and skillful specialist. The main aim of this research is to analyze the development of pedagogical competencies of professional masters during work-based learning process. The qualitative research data were gathered during semi-structured interview. Twelve professional vocational masters from different Lithuanian vocational schools participated in the research. The performed thematic content analysis findings showed that the competencies of the professional vocational masters actively develop, grow, and change mainly through interaction with students in the process of work-based learning, when supervising practice masters become counselors, guardians, consultants, and inspirers. The most significant challenges include transferring subject knowledge to students, their motivation, and work with students with special needs. The results reveal that vocational practice masters need to improve their pedagogical competencies and psychological knowledge, which would help students to convey knowledge of the profession and motivate them to learn.

Methods for Modelling the Process of Training Future Teachers in the Context of Implementing a Quality Management System in Higher Education Institutions

The purpose of the article is to identify and reveal different approaches to the concept of teaching future teachers quality teaching based on the analysis of Ukrainian and foreign studies. The leading methods of research of this issue are methods of analysis, deduction and induction, comparison and generalisation, which will help to distinguish the signs, comprehensively study the professional competencies, skills that make up the personality of future teachers in higher education institutions, demonstrating aspects and methods of actual development of pedagogical competencies and qualities of students based on the development of the higher education system and its quality. The article reveals and demonstrates the problem of preparing future teachers for pedagogical interaction and high-quality teaching through scientific generalisation of theoretical and practical foundations, methodological development of the effectiveness of methods; describes the educational and methodological support for information training of students and teachers; substantiates the processes of modernisation in the education system, which are systematically studied; states ideas for improving the content of the educational process and training of future teachers based on the use of innovative technologies during training; systematises the methodology for modelling the quality management system of education in higher educational institutions. The materials of our article are of practical and theoretical value for students, future teachers, teachers who want to improve the level of their professional qualifications, promote productive development in pedagogical activities, and for scientists and educational figures who study the qualitative implementation of the quality management system of education in the pedagogical sphere.

The Development of Pedagogical Competence in Tacit Knowing

Polanyi’s theory of personal knowledge provides a paradigmatic conceptual framework for the empirical analysis of tacit knowing and learning. We use this framework to analyze the development of pedagogical competence. Drawing on Polanyi, we regard pedagogical competence as a particular field of professional tacit knowing that relates subsidiary and focal awareness of events in class, effects situated appraisal, and relates events to teaching intentions. The development of pedagogical competence takes place when a teacher struggles to relate teaching intentions to ongoing events in tacit knowing and engages in situated experimentation. Based on Polanyi’s conception of subsidiary awareness, focal awareness, and appraisal, we present an empirical vignette from a case study. In it, a teacher engages in situated experimentation to resolve two opposing semantic fields in class: an intended field of interaction, which focuses on the lesson topic, and the field of student peer relations. Based on our analysis, we argue that the teacher’s competence development is focused on the educative task of managing students’ peer culture, while the teacher’s focal awareness remains on the didactical task of teaching a subject.

Методическое сопровождение проектной деятельности старших дошкольников в детском саду

The relevance of the research topic is due to the contradiction between the high educational potential of project activities for the intellectual, creative, social, personal development of pre-schoolers and the poor organization of methodical support for project activities in preschool institutions, as a result, project activity acquires a formal character, its essence as a developing means of education and upbringing, productive interaction between teachers, preschoolers and parents is distorted. Purpose: to substantiate the need to organize methodical support of project activities in preschool institutions and develop a structural and functional model of methodological support for project activities of older preschoolers in kindergarten. Research methods: as research methods, an analytical review of scientific sources on the problem of organizing project activities of preschoolers and a modelling method were chosen. Results: methodical support is reviewed from the position of system-organized interaction of the subjects of the educational process – participants in project activities (teachers, children, parents), aimed at achieving the planned project activities, the intellectual and creative development of preschoolers, the development of psychological and pedagogical competencies of parents, mastering their pedagogical experience of interaction with children, improving the professional competence of teachers. A structural-functional model of methodological support for the project activities of older preschoolers is proposed, including three interrelated modules that reflect the logic and functions of the process of methodological support (information-analytical, content-organizational, evaluative-reflexive). It is concluded that a necessary condition for ensuring the effectiveness of the project activities of older preschoolers in kindergarten is building relationships of social and pedagogical partnership between parents (families) of pupils and kindergarten teachers in order to integrate partners’ resources and coordinate joint actions to successfully solve pedagogical problems and achieving predicted results.

МОТИВАЦІЯ ТА ОЦІНКА ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ НАУКОВО-ПЕДАГОГІЧНИХ ПРАЦІВНИКІВ

The article considers the features of professional activity of scientific and pedagogical workers of higher education institutions, outlines the priorities of the modern educational paradigm. The transformation of higher education in the context of globalization places new demands, new motivational and value guidelines for the professional competence of research and teaching staff. The basis of the modern educational paradigm is such priorities as self-education, self-development, self-design. The subject of professional and pedagogical activity should be aimed at managing educational processes, designing and implementing new educational situations of a new type, focusing primarily on the development of personal abilities, not just the transmission of knowledge, skills and abilities. A modern high school teacher is an active organizer of the educational process, capable of effective work at the level of world standards, capable and ready for progressive professional growth. In these conditions, the problem of purposeful definition and justification of pedagogical conditions for the development of professional and pedagogical competence of teachers of higher education institutions, among which the formation of professional motivation becomes especially important. The nature of the motivation of a high school teacher is related to professional motives, cognitive motives, motives for self-affirmation and self-esteem. Motivational and value orientations to the professional development of scientific and pedagogical workers of educational institutions for purposeful influence on the result of their activity are analyzed. The motivational potential, the motivational complex of the choice of profession and the factors of motivation of professional development of the teaching staff of economic and humanitarian specialties of the National University "Zaporizhzhya Polytechnic" are studied. Diagnosis of motives and determination of the rating of factors motivating the professional activity of scientific and pedagogical workers are substantiated, in order to create an effective system of motivation in the institution of higher education with the possibility of using an individual motivational trajectory.

Conceptual fundamentals in the development of pedagogical competence of future physical education teachers

Conceptual fundamentals in the development of pedagogical competence of future physical education teachers