Competence Development In Education Research Articles

Development Of Universal Competence In Future Teachers

The author brought in the article an analysis of materials on the basis of improving the system for the development of pedagogical competence, paying special attention to the formation of universal competence in future teachers, knowledge, awareness and possession of skills related to Universal competence in future teachers on the basis of information on a foreign language, including English-language materials.

Mastering the digital frontier: Development of pedagogical use of ICT competences among student-teachers in Tanzania

This study investigated the factors influencing student-teachers’ development and use of pedagogical ICT competences in teaching and learning process. The study was guided by the Theory of Planned Behavior and the Technological Pedagogical Content Knowledge model. A descriptive research method was employed to gather quantitative data from a purposive sample of 187 third-year student-teachers from three universities in Tanzania. Data analysis included descriptive statistics and correlation analysis. The results indicated a significant positive correlation between variables related to facilitative condition factors for the development of pedagogical ICT competences. Other factors such as attitudes and expectations, operational usefulness, and social influences had positive corrections; although, they were statistically insignificant. Regarding perceived pedagogical ICT competences related to content delivery, about 74% of the respondents perceived themselves as very skilled and 25.67% as fairly skilled. In addition, competences related to incorporating ICT in instructional strategies, 58.82% of the respondents reported that they were very skilled and 34.22% said they were fairly skilled. These findings highlight the need for targeted interventions to strengthen the training on pedagogical ICT competences and promote effective technology integration in content delivery and instructional strategies.

Development Of Pedagogical Competence of Indonesian Primary School Teachers: Merdeka Learning Implementers

This research describes the development of driving teacher pedagogical competence. This study aims to describe teachers efforts in developing pedagogical competence, supporting and inhibiting factors in developing pedagogical competence for teachers driving Indonesian elementary schools using the IA (Appreciative Inquiry) approach. In this study, the subjects studied were 37 driving teachers in 25 public and private elementary schools in Klaten Regency. This research uses a descriptive qualitative approach. Data collection techniques through observation, interviews, field notes, and documentation. To check the validity of the data, triangulation of sources and research techniques was used. Data analysis techniques using Cresswell's 4-step analysis model. The pedagogical competency profile of driving teachers to explore pedagogical knowledge based on philosophy and psychology of the development of elementary school age children, based on reflective abilities, understanding and resilience of emotional intelligence has shown a fairly good classification for 42.3% of teachers and a good classification for 57.6% of teachers.

Pre-Service EFL Teachers’ Beliefs about Reflective Practice in the English Language Teacher Education Program: A Life History Study

This study examined pre-service EFL teachers’ beliefs about reflective practice in the English language teacher education program using a life history study. The study involved seven pre-service EFL teachers taking their master’s program in English language teacher education at a private university in Jawa Tengah, Indonesia. The research used a life history study which is a qualitative research design. The research instruments were reflective essays containing the past and present experience dealing with reflective practice, and a life history interview. The findings highlighted more positive beliefs than negative ones. Positive beliefs considered reflective practice effective for increasing EFL pre-service teachers’ pedagogical competence, critical thinking, and professional development. The negative beliefs viewed RP as time- and energy-consuming and could be confusing without any focus on writing. As the pedagogical implication, reflective should focus on a particular issue, be guided with practical guiding questions, not be rigorous about how often and how to do it, and provide some alternatives based on the need and conditions of the (pre-service) EFL teachers.

Symposium 2: A tentative model for sustainable pedagogical digital competence development

This paper addresses one large university initiative for educational development aimed at further developing educations and teacher competence with a focus on technology-enhanced and lifelong learning. The aim of the paper is to describe and problematize the design of an ongoing project for educational development, Higher Education and Digitalisation (HEaD). It focuses on identifying key components of an educational development project for technology enhanced learning as well as how such a project can be organized to sustain in regular university operations. The article discusses how a project for educational development can create over-time durable infrastructures, organization, policy and motivation for maintaining a continual educational development. In the first phase of the project, a model was developed for how competence development can be conducted sustainably. This model contains two perspectives: (1) an organizational perspective that focuses on the key partners to be involved; and (2) a process perspective that focuses on activities and aims in strategic competence development projects. The tentative model with its two perspectives is described and discussed in this article as a preliminary result. The model includes four identified key entities and their roles in pedagogical digital competence development; academic departments and their faculty, educational developers, infrastructure and IT-department and the pedagogical research unit. Further, a process model based on existing support structures, complemented with activities that can be sustained after the HEaD project ends is presented.

От самоэффективности педагога — к психологической безопасности и жизнестойкости

<p><em>The article presents the results of the study of the relationship between a teacher’s self-efficacy and his psychological safety in the educational environment and resiliency. The participants of the study were teachers (n=113) with teaching experience from 0 to 55 years (M = 25.4), aged from 20 to 76 years (M = 49.5). The study used the method “Psychological safety of the educational environment of the school” (I.A. Baeva), “Test to determine the level of self-efficacy” (J. Maddux), the method “Professional viability” (B. Moreno-Jimenez). The obtained results make it possible to say that self-efficacy of a teacher is a predictor of resilience and psychological safety of a teacher in the educational environment. The role of psychological safety of an individual in the educational environment as an additional link that strengthens the connection between self-efficacy and resilience was determined. The obtained conclusions are of practical interest in designing a program for the development of psychological and pedagogical competencies of a modern teacher aimed at increasing his/her resilience in difficult life situations.</em></p>

Peran Kepemimpinan Kepala Sekolah dalam Meningkatkan Kompetensi Pedagogik Guru di MTs Miftahul Jannah Segedong

This study aims to examine the role of principal leadership in improving teacher pedagogical competence at MTs Miftahul Jannah Segedong. Improving the quality of education through teacher competency development is the main focus, considering the challenges of declining quality of education at various levels. Using a qualitative approach, this study explores the leadership strategies implemented by principals to support the development of teacher pedagogical competence. Data were collected through in-depth interviews, participant observation, and document analysis. The main findings of the study indicate that strategies such as conducting periodic workshops, ongoing teacher training, providing motivation through awards, intensive supervision, and holding regular school meetings are very effective in improving the quality of learning in the school. In addition, the principal plays a role in creating a school culture that supports collaboration and pedagogical innovation among teachers. The implications of this study highlight the importance of the role of the principal in fostering a conducive and sustainable learning environment for teacher professional development, which ultimately has a positive impact on the quality of education. Recommendations for this study include increasing policy support for teacher competency development and strengthening school leadership capacity.

MEDIATIVE COMPETENCE DEVELOPMENT OF THE NON-LINGUISTIC STUDENTS LANGUAGE PROFILE

The article analyzes theoretical and methodological approaches of mediation competence development in education of non-linguistic students in higher education system. The development of mediative competence seems to be an effective way of forming the university student’s language profile. The novelty of the study is justified by an attempt to apply a mediative approach in developing assignments and exercises in a foreign language for students of higher professional education historical faculties. The paper presents the results of current needs survey and the identification of non-linguistic specialty students language profile. The analysis confirmed the relevance of mediative techniques usage as a pedagogical form of educational process organization. Methods of developing mediative competence through the use of special tasks and exercises in the university educational process are described. It was concluded on the presented techniques implementation effectiveness in order to improve non-linguistic specialties students’ language profile. Purpose. The article is devoted to the problem of the mediative competence development in the context of higher education modern pedagogical didactics. The subject of the analysis is the mediative approach practical application in the organizing the educational process when teaching a foreign language to students of historical faculties in universities. The author aims to characterize the mediative approach principles aimed at improving the language profile of higher education students. Methodology. The basis of the study are theoretical and general scientific methods, sociological methods (questioning). Results. The results of the study are to identify four components of the mediative competence formation among university students (communicative; pluricultural; socio-psychological; professional), which form the language profile basis of higher education students. Also, the work attempted to develop techniques and principles for introducing a mediative approach to teaching English as a foreign language for students of historical specialties. Practical implications. The results can be applied in the educational process of higher education as part of the non-linguistic specialties in foreign languages teaching.

Manajemen Perencanaan Pengembangan Kompetensi Pedagogik Guru Kelas Dalam Meningkatkan Kualitas Pembelajaran Peserta Didik (Studi Kasus di SDN Se-Kecamatan Cipaku Kabupaten Ciamis)

The quality of student learning is not yet optimal, this is in accordance with empirical data that the decline in achievements achieved by students in the academic and non-academic fields and the lack of professional teaching graduates means that planning management for developing teacher pedagogical competence is needed. The research was conducted using a descriptive analysis method with a qualitative design. The data analysis technique used is an interactive analysis technique, through data reduction, data presentation, drawing conclusions, and triangulation. The results of the research inform that (1) Planning for the development of pedagogical competence at SDN 2 Cieurih, SDN 3 Cieurih and SDN 1 Jalatrang was made based on the results of identifying needs and vision, mission and goals that had been determined, in its implementation the planning for developing teacher pedagogical competence was carried out in the form of meetings Work. (2) Implementation of pedagogical competency development at SDN 2 Cieurih, SDN 3 Cieurih and SDN 1 Jalatrang by participating in teaching, learning and administrative meetings, scientific forum programs held by local agencies in the form of education and training, making lesson plans, KKG, seminars or workshops . (3) evaluation Planning for the development of pedagogical competence focuses more on evaluating teacher performance through supervision activities with classroom action assessments. Apart from that, the principal also holds monthly work evaluations, one of which discusses the activities that have been carried out by teachers after participating in scientific forum activities outside the school. The monthly meeting is a control over the implementation of activities that will be carried out as well as an evaluation of activities that have been carried out previously. (4) Follow-up to the development of teacher pedagogical competence is to give awards to teachers who have met standards, provide coaching by holding meetings between school principals and teachers through face-to-face meetings and implementing the MGMP (Subject Teachers' Conference) program. ) (5) Supporting factors, namely teaching staff with a bachelor's degree, available funds, and complete infrastructure. Meanwhile, the inhibiting factor is that a handful of teachers who are approaching retirement have difficulty or are less interested in activities to develop the competence of teaching staff, in addition to having problems with timing at the same time as teaching schedules.

Development of pedagogical competences for future primary school teachers through distance learning

The aim of this work is to identify effective means of distance learning, aimed at the formation of pedagogical competence among students-teachers. Achievement of the set goal is possible only by applying a number of special methods and approaches, among which dialectical and functional, as well as the method of analysis and synthesis, pedagogical observation, comparison, classification. The article produced a number of important results, including both theoretical and practical bases of the study. The practical value of the article lies in the fact that it can be used both in the form of teaching and methodical material in the process of training future teachers, and on an arbitrary basis by already working educational workers to improve their skills. In subsequent scientific developments it is necessary to determine the evolution of the development of distance-learning means of training teachers, in order to identify their main shortcomings and thus overcome.

Advantages and prospects of constructive learning of school mathematics epistemes in a pedagogical higher educational institution

Relevance. In the context of constant changes in the educational sphere, the introduction of constructive teaching to the epistemes of mathematics is an urgent task, the study of this topic helps to adapt teaching methods to modern requirements and effectively introduce innovations into pedagogical practice. Purpose. The purpose of the study was to analyse the effectiveness of constructive teaching of mathematics epistemes in a pedagogical higher educational institution in order to identify and evaluate the results obtained. Methodology. The following methods of scientific cognition were used: literary analysis, synthesis, deduction, and induction. Results. The study identified specific epistemic competencies needed by future mathematics teachers, such as the ability to analyse mathematical concepts, identify connections between them, and develop systematic mathematical thinking. Specific elements of successful educational programmes were also highlighted, such as precisely tuned courses, systematic practical exercises, and effective feedback that contribute to the development of professional competence of future mathematics teachers. The methods contributing to the effective mastery of educational material by students and to the development of pedagogical competence in the field of mathematics education were considered. Tools and criteria were also proposed to assess the effectiveness of the implementation of constructive teaching of epistemes of mathematics, contributing to the development of systematic mathematical thinking and deep awareness of students. Conclusions. Constructive learning based on an epistemic approach is aimed at developing students� holistic understanding of mathematics, supporting flexibility, creative problem solving and interest in the subject. The study proposed strategies and methods aimed at developing the professional competence of future mathematics teachers, including special educational courses, practical exercises, and feedback from experienced teachers. Keywords: educational practice; professional competence; applied sciences; methodology; teaching; learning; abilities

Resistance to Curriculum Changes among Teachers of Madrasah Ibtidaiyah in Indonesia

The objective of this research is to examine teachers’ resistance to curriculum changes occurring in Indonesia, which encompasses aspects of lesson planning, teaching implementation, and learning assessment. This research employed a qualitative approach with a case study design. Data were gathered through interview techniques using focus group discussions involving 20 teachers of Madrasah Ibtidaiyah. Additionally, it encompassed the study of lesson planning documents and learning task outcomes. On top of that, data condensation, data display, and conclusions drawn were also used for data analysis. Furthermore, to ensure the validity of the research findings, data triangulation among various sources was conducted. The research findings showed that teachers’ resistance to curriculum changes fell into the moderate category. This was primarily because teachers view curriculum changes as ordinary occurrences. In terms of lesson planning, teachers struggled to identify operational verbs relevant to competency achievement indicators, particularly those related to action verbs from the basic competencies or learning outcomes. Regarding teaching implementation, in addition, teachers still lacked experience in implementing the curriculum recommended, such as Project Based Learning (PjBL) and Problem-Based Learning (PBL). Furthermore, in the aspect of learning evaluation, teachers encountered difficulties in generating questions that prioritized higher-order thinking Skills (HOTS). As a result, the role of the Institute of Teachers’ Education (LPTK) and the training institute for teachers’ pedagogical and professional competence development needs to be expanded.

Environmental education as part of the training of future biologists at the university

Relevance. The relevance of this study is determined by the development of environmental and pedagogical competence in the training of future biology teachers in higher education institutions. The man-nature relationship must be introduced into the education system as a priority in the hierarchy of values, a component of the versatile development of the individual.Purpose. The purpose of this study is to discover ways and create methods for the development of environmental competence, which require environmental education and orient biology students towards a rational relationship between humans, nature, and the profession of a biology teacher.Methodology. Identification of organisational and methodological conditions contributes to the formation of environmental and pedagogical competence in the process of professional training of future biology teachers. The leading method of study is a pedagogical experiment.Results. The experiment revealed ways to develop environmental and pedagogical competence of students of biological specialities, educational programme - "Teacher Training in Natural Science". The main environmental components of the competence are identified and the motivation for the development of the competence stated in the subject is substantiated. The materials of the study are of practical value in the education system preparing future biology teachers in higher education institutions, through environmental education both for students and educators. Their students live in the modern world, in this regard, the conditions of the environment in which they live will depend on their training.Conclusions. The effectiveness of such studies depends not so much on the identified range of challenges outlined in the methodological literature, but rather on the teacher's internal position in the professional activity of promoting students' environmental literacy.

Development of teacher communication skills as the basis of pedagogical competence

In this article we consider the features of the development of a teacher’s communication skills as the basis for the formation of professional competencies. The effectiveness of mastering communication skills is emphasized. The study reflects the results of diagnosing the level of communication abilities and professional competence of the teacher. The work reveals questions about the importance and necessity of developing communication skills, since it is an integral part of solving problems of interaction of any member of society, and in teaching activities it also serves for the formation and development of pedagogical competencies. Different areas of communication skills are considered, including all technologies of communicative influences necessary for effective communication. The empirical study examined ways to develop communication skills in accordance with modern digital technologies.

Оценка профессиональной компетентности студентов медицинского университета

The article analyzes the necessary pedagogical approaches to organizing research activities at a medical university within the framework of the taught discipline “Translational Medicine”. The study was carried out within the framework of competence-based, comparative and cognitive approaches, which determine not only the psychological and pedagogical competence of the student’s personality, but also form the basis of autonomously oriented learning. Pedagogical conditions have been discovered that contribute to the favorable development of psychological and pedagogical competence of a medical university student in the process of mastering the discipline “Translational Medicine”. It has been established that in order to increase the psychological and pedagogical competence of medical students, their conscious desire to study and engage in research activities is necessary. The important role of competency-based and autonomously oriented approaches for this is formulated. The results of the study, including the analysis of foreign and domestic literature, made it possible to identify new conditions for teaching the fundamental discipline, as well as their innovative significance for solving educational and professional research problems. The most relevant sections of the work program of the discipline “Translational Medicine” have been identified. Successful mastery of these sections will contribute to the formation of competencies in the field of research activities, mastery of the methodology and methods of scientific research. The presented study made it possible to formulate certain pedagogical methods and techniques for the psychological and pedagogical competence of students for the development of research activities using the example of teaching such a discipline as “Translational Medicine” at the Krasnoyarsk State Medical University. prof. Voino-Yasenetsky (hereinafter referred to as KrasSMU). The proposals formulated on this basis are aimed at increasing the psychological and pedagogical competence of the future doctor.

Tensions in Pedagogical Competence Development Programs – Challenges and Possibilities Towards an Ecology of Solidarity

Abstract Pedagogical competence development programs are now the norm across Scandinavia, and the higher education sector more generally. These programs are being implemented in an increasingly complex higher education landscape of different influences and interests. Being entangled inside a web of commitments, the enactment of such programs brings with it different challenges and tensions. In this article, we explore how university pedagogues experience and approach different tensions within the university ecology. We argue that university pedagogues responsible for pedagogical competence development are in a unique position to describe and point towards challenges and tensions which emerge in-between the accountabilities and responsibilities of their programs. Based on a qualitative analysis of 16 interviews with university pedagogues across nine universities in Scandinavia, we have constructed the theme of conflicts between, and within, pedagogical competence development programs and university ecology for further exploration. Grounded in the analysis of the empirical material, we subsequently discuss the findings in the light of solidarity, web of commitments and ecology as central concepts. Finally, we outline how an ecology of solidarity can be a step forward for university pedagogy and the role it can play at the university.

CONTEXTUAL TEACHING AND LEARNING FOR HR MANAGERS’ PSYCHOLOGICAL AND PEDAGOGICAL COMPETENCE DEVELOPMENT WITHIN THE FRAMEWORK OF CORPORATE TRAINING

The article is devoted to highlighting the problem of the use of contextual teaching and learning for HR managers’ psychological and pedagogical competence development in within corporate training. The aim of the article is as follows: to substantiate the contextual teaching and learning as pedagogical condition for HR managers’ psychological and pedagogical competence development within the framework of corporate training. The role and significance of psychological and pedagogical competence in the professional activity of HR managers is substantiated. An analysis of the scientific literature on the research problem, highlighting various aspects of contextual teaching and learning usage was carried out. It is justified that for HR managers’ psychological and pedagogical competence development in the framework of corporate training, it is important to master knowledge, develop skills, professional values and attitudes that totality can be characterized as the HR manager’s ability to reach acme and realize one’s own competence in the conditions of a fast‐developing business environment consisting of typical, atypical, problematic, creative and innovative situations and tasks. It is proved that to gain experience in the implementation of the psychological and pedagogical competence of HR managers, it is important to harmonize the content of training, which reflects the specifics of their professional activity, with organizational forms and methods that have proven their effectiveness in the framework of corporate training. The content of professional development should be practice‐oriented, based on the experience of HR managers and provide for its further use in practice. The features and content of contextual teaching and learning for the acquisition of experience in the implementation of the psychological and pedagogical competence of HR managers are presented (the content, tasks, the organizational forms of learning and methods, the peculiarities of participants’ activity, the expected results, the indicators of development). The examples of training organization using the potential of a seminar, role‐playing and business games, team building and teamwork, etc. are provided. On the basis of the conducted research, the conclusion was formulated that the development of HR managers’ psychological and pedagogical competence in the framework of corporate training is possible, if its theoretical foundations are substantiated, and the specifics of the implementation of this pedagogical condition is clearly defined, as well as the appropriate organizational forms of learning and teaching methods are chosen.

Development of complex pedagogical competencies and reflexivity in clinical teachers via distance learning: a mixed methods study

ABSTRACT Clinical reasoning is the cornerstone to healthcare practice and teaching it appropriately is of utmost importance. Yet there is little formal training for clinical supervisors in supervising this reasoning process. Distance education provides interesting opportunities for continuous professional development of healthcare professionals. This mixed methods study aimed at gaining in-depth understanding about whether and how clinical teachers can develop complex pedagogical competencies through participation in a Massive Open Online Course on the supervision of clinical reasoning (MOOC SCR). Participants self-assed their clinical supervision skills before and after partaking in the MOOC SCR through the Maastricht Clinical Teachers Questionnaire. Item scores and the distribution of response proportions before and after participation were compared using paired t-tests and McNemar’s tests respectively. In parallel, the evolution of a subset of MOOC participants’ pedagogical practice and posture was explored via semi-structured interviews throughout and beyond their MOOC participation using simulated and personal situational recalls. The verbatim were analysed with standard thematic analysis. Quantitative and qualitative findings converged and their integration demonstrated that partaking in the MOOC SCR promoted the development of complex pedagogical competencies and reflexivity with the participants. This was quantitatively evidenced by significantly higher self-assessed supervision skills and corresponding attitudes after completing the MOOC. The qualitative data provided rich descriptions of how this progression in pedagogical practice and posture occurred in the field and how it was shaped by participants’ interaction with the MOOC’s content and their motivations to progress. Our findings provide evidence for the development of pedagogical skills and corresponding attitudes for the supervision of clinical reasoning through participation in the MOOC SCR and contribute to the literature body on the opportunities that distance learning provides for the development of pedagogical competencies. The extent to which the pedagogical underpinnings of the MOOC contributed to these developments remains to be determined.

Maturing through awareness: An exploratory study into the development of educational competencies, identity, and mission of medical educators

Purpose Faculty development in learning-centred medical education aims to help faculty mature into facilitators of student learning, but it is often ineffective. It is unclear how to support educators’ maturation sustainably. We explored how and why medical educators working in learning-centred education, more commonly referred to as student-centred education, mature over time. Methods We performed a qualitative follow-up study and interviewed 21 senior physician-educators at two times, ten years apart. A hierarchical model, distinguishing four educator phenotypes, was employed to deductively examine educators’ awareness of the workplace context, their educational competencies, identity, and ‘mission,’ i.e. their source of personal inspiration. Those educators who grew in awareness, as measured by advancing in educator phenotype, were re-interviewed to inductively explore factors they perceived to have guided their maturation. Results A minority of the medical educators grew in awareness of their educational qualities over the 10-year study period. Regression in awareness did not occur. Maturation as an educator was perceived to be linked to maturation as a physician and to engaging in primarily informal learning opportunities. Conclusions Maturation of medical educators can take place, but is not guaranteed, and appears to proceed through a growth in awareness of, successively, educational competencies, identity, and mission. At all stages, maturation is motivated by the task, identity, and mission as a physician.

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.