Competence Development In Education Research Articles

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

Teaching Internship Program for the Development of Student Teachers� Pedagogical Competence: Students� Voices

This study investigated English Education student teachers� voices about teaching internship programs to develop their pedagogical competence. The study involved 29 English student teachers of an English Education study program who were selected purposively after they completed their internship programs. A mixed-method research design was adopted, and data were collected by a questionnaire and interviews. The finding suggests that the internship program helped them develop their pedagogical competence. The mean score of the questionnaire to measure their perception of the benefit of the internship program was 64.21, which belongs to the high category.� Eighteen (18) respondents (62.07%) perceived that the program highly developed their pedagogical competence and the rest (37.93) perceived it moderately did. No respondent perceived that it had a low effect on the development of their pedagogical competence.� The qualitative data also suggest that the student teachers could positively benefit from the internship program in terms of their improved understanding of students� strengths and weaknesses, their understanding of curriculum and syllabus, teaching media, and teaching strategy to improve the learning process. With all the positive effects, a teaching internship program can be a tangible facility to improve pedagogical competence.

Main vectors in the pedagogical training of residents and postgraduate students of a medical university

The article describes the specifics of pedagogical training courses for residents and postgraduate students. Analysis of regulatory documents and scientific literature made it possible to assess the pedagogical activity of a doctor, and substantiate the need for its study in residency. Analysis of pedagogical training vectors for residents at the Pavlov First Saint Petersburg State Medical University showed that the training program includes following vectors: development of pedagogical competencies for work in “school for patients” and psychological and pedagogical support in the process of diagnosis, treatment, rehabilitation; ensuring the preservation of the patient dignity; facilitating patient-­centered care. It also describes the specifics of the pedagogical training of postgraduate students, related to activities of a higher school teacher: during this stage of training, competencies are formed that are focused on pedagogical activity, teaching at a medical university. As part of the training of postgraduate students at a medical university, knowledge and skills are developed in the planning and implementation of the pedagogical process in a higher educational medical institution. At the same time, for the doctor-­teacher practitioner, the importance of all the competencies that are included in the pedagogy program for residents remains. Thus, the principle of the continuity of post­-graduate pedagogical training is implemented.

PILOT STUDY OF SELF-ORGANIZATION AND THE FORMATION OF SOCIAL AND PEDAGOGICAL COMPETENCIES IN THE EDUCATIONAL ACTIVITIES OF STUDENTS

The article is devoted to the problem of psychological analysis of self-organization in the educational activities of modern students. Self-organization is the central link arising in the development of social and pedagogical competencies. The article discusses a pilot study of the criteria for the formation of self-organization and current methods of their study in the framework of socio-pedagogical competencies. Trends in the development of modern higher education are due to the global processes of integration of the world educational system, digitalization of the educational space, increased requirements for the quality of training specialists in a highly competitive labor market. Informatization, broad opportunities for obtaining knowledge, and involvement in the global educational process can benefit the subject of educational activity only if they possess the skills of self-organization, planning and self-control of activities.

Conditions for the development of psychological and pedagogical competence of teachers of vocational (professional and technical) education

The urgency of the research problem is due to the need to improve approaches to the development of professional competence of teachers and insufficient development of theoretical, practical and scientific-methodological aspects of creating conditions for psychological and pedagogical competence of teachers of vocational education in the system of continuing education. The conditions of the development are characterized as a set of motivation of professional activity and readiness for innovative activity. The program of the School of Pedagogical Coaching was developed on the basis of the diagnostic study of the peculiarities of the conditions for the development of psychological and pedagogical competence. The purpose of the article is to determine and study the conditions of development of the psychological and pedagogical competence of teachers of professional (vocational) education in the system of continuing education. The leading method of empirical research of this problem is a questionnaire, which allows to cover a significant number of respondents in different regions of Ukraine and analyze in detail the conditions for the development of psychological and pedagogical competence of teachers such as motivation and readiness for innovation activity.

MASTERING RESEARCH SKILLS BY FUTURE ELEMENTARY SCHOOL TEACHERS UNDER THE CONDITIONS OF NON-STANDARD LESSON

This study investigates the development of research skills in the course of higher education training programs for future elementary school teachers. The purpose of this article is to analyze the formation and development of the scientific and pedagogical outlook of higher education students by employing an innovative approach to traditional education. The article identifies the role of modern children’s books in the development of educational competencies by university students in the elementary education field.The authors suggest optimal methods for future teachers’ research competence development by using the material of modern children’s literature. The emphasis on the creative nature of teaching instruction and the application of learning technologies in the education process are outlined. The proposed design foundation for unconventional teaching methods is focused on generating interest in the content of the subject being taught, emphasizing creative approach to the learning exercise completion and ongoing pedagogical evaluation and research. These principles define the educational content and the teaching methods.The author underlines the importance of using the training method in the classroom for the independent assignments to activate the students’ creative potential and curiosity.The study shows how the training session in the works of modern children’s literature could contribute to the language quality and literary education improvements for future elementary school teachers.It is proposed in the article to design a system of training sessions to develop personal and professional competencies and skills required for the future elementary school teachers. The authors hope that the content of the article is of interest to all Ukrainian language students and educators of all levels from elementary to postgraduate education.
 Keywords: educational process; research skills and competence; language and literary competence; children’s literature, integration; innovation in training; training, hands-on training.

Формування педагогічної компетентності у майбутніх магістрів психології

The article actualizes the problem of purposeful provision of the competence approach in the process of professional and pedagogical training of future masters of psychology. The scientists' views on pedagogical competence were systematized. It was characterized as a multidimensional phenomenon of pedagogical reality, functioning in the context of the competence paradigm and defined as a set of theoretical knowledge, practical skills, attitudes, experience, personal qualities of a teacher, that gives the opportunity to acquire new knowledge, analyze the activities of participants in the educational process, make decisions. The pedagogical competence development in future masters of psychology is a multifactorial process that involves the realization of the potential of all educational components of the educational program. Considering this fact, the authors described psychological and pedagogical aspects of the pedagogical competence development in future masters of psychology during the implementation of the educational component «Psychology and pedagogy in higher education». The following didactic conditions of work with applicants for higher education have been implemented: has been introduced interactive learning technologies, aimed at ensuring effective subject-subject interaction between all participants in the educational process; it has been used project technologies. The psychological practice ensured the approximation of training to the conditions of practical activity of masters of psychology and testing of each master student in the roles of teacher, psychologist, etc. This paper briefly characterized the content, forms and methods of training the future masters of psychology for teaching and give examples of tasks that contribute to the development of all components of pedagogical competence in higher education students. It was found that the greatest interest of future teachers of psychology showed in the process of discussing problematic issues and solving psychological and pedagogical problems, in writing essays, in conducting research using test methods. The content and types of independent and research work of future teachers of psychology were presented. The authors conclude about expediency and efficiency of realization of the introduced psychological and pedagogical aspects of the pedagogical competence development for future masters of psychology. Prospects for further exploration in this direction are to identify effective mechanisms to ensure the individualization of training the future teachers of psychology in the condition of distance learning.

THE ROLE OF THE TEACHER OF THE CONSTRUCTION INSTITUTION OF HIGHER EDUCATION IN FORMATION OF ACADEMIC INTEGRITY OF STUDENTS

Formulation of the problem. The relevance of the study of the role of teachers of technical institutions of higher education in the formation of academic integrity of students is determined by: global trends in education, which are aimed at raising the standards of academic culture; National Strategy for Education Development in Ukraine; a new educational paradigm, which is based on the introduction of personality-oriented and competency-based approaches to learning, as well as compliance by all participants in the educational process of the principles of academic and scientific integrity. The purpose of the article is to analyze the level of development of professional and pedagogical competence of teachers of modern institutions of higher technical education and determine the role of research and teaching staff in shaping the academic integrity of students to improve the pedagogical process in higher technical school of Ukraine. Conclusion. The principles of academic integrity should become the daily norm of corporate culture of the modern academic community. Despite the fact that higher education in Ukraine has many problems with integrity, as it has only recently embarked on the path of building a virtuous educational environment, it is the principled position of teaching staff can help successfully introduce the norms of academic and scientific integrity in everyday practice including at Prydniprovska State Academy of Civil Engineering and Architecture.

APPLICATION THE ACADEMIC OF SUPERVISION USING ARTISTIC AND COOPERATIVE DEVELOPMENT MODEL TO IMPROVE THE COMPETENCY OF PEDAGOGICAL FOR TEACHER IN ELEMENTARY SCHOOL PUTAT GEDE 1/94 SURABAYA

The development of teacher pedagogical competence in schools is a must, considering the teacher as the spearhead in learning. While the principal as a leader who has a function as a manager and supervisor has a strategic role in utilizing the teachers in the school. This research produces the following: 1. Principal supervision strategies to improve teacher pedagogical competence through the effective application of academic supervision with (a) conceptual skills; (b) interpersonal; and (c) technical. 2. Principal supervision approach to improve teacher pedagogical competence. The approach used (a) Directif Approach; (b) Non-directive Approach; and (c) Collaborative Approach. In this case, the core pedagogic competencies covered include: First, Mastering learning theory and principles of learning that educate with Second, Developing a curriculum related to the subjects being taught. Third, Utilizing information and communication technology in learning. (3) Implications for schools namely the creation of a conducive school atmosphere. the creation of effective learning by applying interesting learning methods, the implementation of curricula that are following the standards, and the implementation of ICT-based learning processes

Monitoring and assessment of pedagogical competence development among bachelors majoring in Ecology

The paper is devoted to the problem of environmental education implementation in modern conditions through formation of ecological consciousness and ecological culture of students personality within the educational process and outside. To solve this problem it is necessary to develop new approaches to the training of prospective environmental educators and their professional competence development. Its also necessary to control and evaluate all the main components of professional competence. In the structure of the teachers professional competence the authors of the paper include a set of theoretical knowledge and their application in various pedagogical situations, as well as value orientations and a set of indicators of the teachers culture: speech, communication style, attitude to himself/herself and his/her activities and to other fields of knowledge, etc. At the same time, the system of professional education of modern teachers consists of subject training as well as psychological, pedagogical and methodological training, the purpose of which is to form the ability to organize the educational process on principles of personality-oriented interaction. In the structure of professional and pedagogical competence of bachelors majoring in Ecology, it is possible to distinguish meaningful, value-motivational and operational-activity components. The authors also consider possible ways of monitoring and assessment of pedagogical competence development among bachelors majoring in Ecology for pedagogical activity, their professional competence and training.

Development of pedagogical competencies of the vocational teachers in Italy and Lithuania: implications of competence-based VET curriculum reforms

PurposeThe present study aims to reveal common and diverging trends in the development of pedagogical competences of vocational education and training (VET) teachers and trainers in Italy and Lithuania.Design/methodology/approachA structured survey was administered to Italian and Lithuanian teachers. The collected data were analysed and compared.FindingsResults show that there are many common challenges and problems in the development of pedagogical competencies of the VET teachers in both countries; e.g.: the marginalisation of the VET teacher's work and working conditions, especially the dissatisfying wages and poor career opportunities, and the absent or weak institutionalisation of the VET teacher's qualifications and training.Originality/valueThe emerged results can be useful for directors of VET-centres and VET-schools to manage training and pedagogical growth of teachers both in Italy and in Lithuania. Moreover, the outputs can be considered as a set of suggestions also by the policymakers both at national and European level.

Features of the development of linguistic and communication competences of future foreign language teachers

The relevance of the study is determined by the fact that the professional competence of a teacher constitutes a dynamic combination of knowledge, abilities and practical skills, ways of thinking, professional, ideological and civic qualities, moral and ethical values. The linguistic competence of the teacher depends entirely on the possibilities of professional growth and the dynamics of the development of professional and communicative competences. The novelty of the study is determined by the fact that in professional activity the teacher acts as an active subject of communication: transmits and accepts information from students, colleagues and parents, strives for the maximum realisation of the abilities of each student and ensuring their emotional comfort. The authors of this study have determined that one of the primary tasks of higher pedagogical education lies in the development of professional and pedagogical communicative competence of a teacher. The practical significance of the study is determined by the fact that professional and pedagogical communicative competence acts as a spiritual and moral factor and the scientific content of the educational process, where a major role is played by the teacher's knowledge, humanity, spiritual generosity, as well as the desire to understand and help the student.

Features of the development of linguistic and communication competences of future foreign language teachers

The relevance of the study is determined by the fact that the professional competence of a teacher constitutes a dynamic combination of knowledge, abilities and practical skills, ways of thinking, professional, ideological and civic qualities, moral and ethical values. The linguistic competence of the teacher depends entirely on the possibilities of professional growth and the dynamics of the development of professional and communicative competences. The novelty of the study is determined by the fact that in professional activity the teacher acts as an active subject of communication: transmits and accepts information from students, colleagues and parents, strives for the maximum realisation of the abilities of each student and ensuring their emotional comfort. The authors of this study have determined that one of the primary tasks of higher pedagogical education lies in the development of professional and pedagogical communicative competence of a teacher. The practical significance of the study is determined by the fact that professional and pedagogical communicative competence acts as a spiritual and moral factor and the scientific content of the educational process, where a major role is played by the teacher's knowledge, humanity, spiritual generosity, as well as the desire to understand and help the student.

Initial Teacher Education of Primary English and CLIL Teachers: An Analysis of the Training Curricula in the Universities of the Madrid Autonomous Community (Spain)

The Madrid Autonomous Community (Spain) offers a significant case of extensive bilingual (English) education provision in primary and secondary school, with over 50% of students following a Content and Language Integrated Learning (CLIL) programme. However, there are doubts about the ability of the current pre-service teacher education provision to meet the demands of the rapid growth of bilingual education in the region. This study analyses the initial teacher education (ITE) of English as a Foreign Language (EFL) and CLIL teachers in the Madrid community, by providing a systematic comparison of the 14 Primary Education teacher training degrees offered and, specifically, their EFL specialist itineraries. In particular, it assesses the balance between the development of linguistic and pedagogical competences, the linguistic requirements to enter the EFL track, and the inclusion of dedicated CLIL modules as part of the training curriculum. Results show that there is a great heterogeneity in the design of such programmes, especially regarding the value given to a language improvement component. Furthermore, it was found that the training in CLIL is insufficient, both in the core programmes and in the EFL itinerary. Beyond the Spanish context, the questions raised in this study can offer insight into the effective design of initial teacher education programmes for educational systems that have committed to mainstream bilingual education as a tool for enhancing foreign language competence.

PRINCIPLES OF MODEL CONSTRUCTION OF DEVELOPMENT OF PEDAGOGICAL COMPETENCE OF FUTURE TEACHERS OF PSYCHOLOGY IN MASTER'S DEGREE

The article reveals the principles of building a model of formation of pedagogical competence in future teachers of psychology in graduate school. In particular, the conceptual block of the model of development of pedagogical competence of future teachers of psychology in the conditions of master's degree defines ideology of the specified development and contains such pedagogical principles: system, continuity, professional orientation, innovation, democratization, electiveness, creativity, professional mobility, problems; unity of scientific, educational and professional activity; informatization; independence, reflectivity.

PRIMARY DIAGNOSTICS OF TEACHERS OF SPECIAL DISCIPLINES OF TECHNICAL COLLEGE

The article raises the issue of readiness for teaching in the Ukrainian Technical College of specialists who do not have pedagogical education. It is determined that the motivating factor is an important factor influencing the work of a young teacher, the formation and development of future professionals, and the problem of determining the readiness of a specialist with engineering education to teach, his motivation for a new activity, ability to acquire knowledge and skills is extremely relevant and needs attention from the head of scientific and methodological work. It is proposed to introduce the primary scientific and diagnostic development of the mechanism of differentiated psychological and pedagogical influence on teachers of special disciplines of the technical college, which will determine the types of teachers, taking into account the level of their motivation for teaching. The algorithm of application of methods, including author’s, is considered, methodical recommendations concerning their application, calculation, use of results of research are given. It is concluded that the application of primary scientific and diagnostic development of the mechanism of differentiated psychological and pedagogical influence in the technical college will help to adjust group and individual scientific and methodical work with beginning teachers and teaching staff as a whole, to plan further stages of development of psychological and pedagogical competence.

РОЗВИТОК КОМУНІКАТИВНОЇ КОМПЕТЕНТНОСТІ ЯК СКЛАДОВОЇ ПРОФЕСІЙНОГО ЗРОСТАННЯ ПЕДАГОГІЧНИХ ПРАЦІВНИКІВ ЗАКЛАДІВ ПРОФЕСІЙНОЇ ОСВІТИ

Актуальність: У професійній діяльності педагог виступає активним суб’єктом спілкування: передає та приймає інформацію від здобувачів освіти, установлює контакти з ними, будує взаємовідносини на основі діалогу, прагне до максимальної реалізації здібностей кожного та забезпечення його емоційного комфорту в освітньому процесі шляхом компетентнісного підходу. Відтак важливим складником професійного зростання педагога є розвиток його комунікативної компетентності, а одним із першочергових завдань в системі освіти – розвиток професійно-педагогічної комунікативної компетентності педагога, оскільки вона виступає духовно-моральним чинником і науковим змістом освітнього процесу. Проблема розвитку комунікативної компетентності педагогів є актуальною, оскільки саме від педагогічного спілкування, а точніше від рівня розвитку комунікативних здібностей викладачів залежить становлення професійної компетентності майбутнього фахівця. Мета: визначення та аналіз основних аспектів розвитку комунікативної компетентності як складової професійного зростання педагогічних працівників закладів професійної освіти Методи: визначення та аналіз теоретичних досліджень, наукової і методичної літератури прогнозування можливих форм і методів розвитку комунікативної компетентності педагогічних працівників коледжів, педагогічне спостереження за професійною діяльністю педагогів, ретроспективний аналіз власного досвіду. Результати: здійснено аналіз основних наукових праць із розвитку комунікативної компетентності; висвітлено основні аспекти розвитку комунікативної компетентності як складової професійного зростання педагогічних працівників закладів професійної освіти; визначено компоненти даної компетентності (когнітивний, комунікативно-мовленнєвий, соціально-перцептивний, інтерактивний); описано результати дослідження рівня комунікативної компетентності педагогічних працівників коледжів; сформульовано рекомендації керівникам коледжів щодо професійного вдосконалення педагогів та розвитку в них комунікативної компетентності; з’ясовано, що педагоги, зазвичай успішно володіючи значним обсягом теоретичних знань зі своїх дисциплін, водночас відчувають суттєві труднощі в процесі ефективного донесення їх до свідомості здобувачів освіти. Висновки: показано, що ефективність педагогічної діяльності залежить від рівня сформованості комунікативної компетентності педагогів; з’ясовано, що формування даної компетентності в коледжах має бути організоване на основі системного підходу; розвиток комунікативної компетентності педагогів повинен відбуватися у кілька етапів (діагностичний, теоретично-навчальний, практично-навчальний, контрольно-рефлексивний); доведено, що для розвитку комунікативної компетентності потрібно не лише надавати знання, але й забезпечувати формування умінь і навичок; виокремлено педагогічні умови, важливі для формування комунікативних умінь і навичок (підвищення мотивації педагогів до професійного саморозвитку; підвищення їх активності; запровадження інноваційних освітніх технологій); акцентовано увагу на важливості забезпечення гуманістичної спрямованості процесу формування комунікативної компетентності педагогів.

Development of professional competence of a leader as a condition for effective management of an educational organization

The article discusses the key skills and competencies that should be possessed by thesuccessful manager of an educational institution. Based on the analysis of modern trends in the development of education, the need for the formation and development of pedagogical competence among the heads of schools, colleges, technical schools and other institutionsis is confirmed. Attention is also drawn to the importance of non-formal education in the preparation of leaders for the organization of effective work and fruitful interaction with all subjects of educational relations.

How EFL Teachers Deal with Pedagogical Competence Development for the Teaching of Writing: A Study on Higher Educational Level in Indonesian Context

This study investigates what has been done by EFL teachers in higher education level or EFL lecturers in the teaching of writing. This study involves seven research subjects who have taught writing for English Department students for at least three years. The data were collected through in-depth interview. The data were then analyzed through open, axial, and selective coding. In relation to development of teaching techniques for teaching writing, the most frequent activity done by the research subjects is to attend workshop and seminar/conference on writing and TEFL (Teaching English as a Foreign Language). The most frequent activity conducted to improve pedagogical competence on material development for writing class is to read literature or article on materials development for writing class from textbook or the internet. As an addition, the most frequent activity the lecturers conducted to develop their pedagogical competence in classroom management is conduct sharing session with fellow and/or senior lecturers. Finally, the most frequent activities the lecturers conducted to improve their pedagogical competence in assessment/evaluation for writing are to read literature or article on ‘assessment/evaluation for writing class’ from textbook, journal, thesis, dissertation, and the internet, and conduct sharing session with fellow and senior writing lecturers and expert in writing. FFuture researchers can develop this study into pedagogical competence in the other English skills (reading, speaking, listening) or other types of competence pivotal for English lecturers (personal, social, and professional). These will have a positive contribution toward development of English as Foreign Language in Indonesian context.

Manajemen Pengembangan Keprofesian Berkelanjutan (PKB) bagi Guru dan Kepala Sekolah

The purpose of this study is to examine the management of sustainable professional development (SPD) for teachers and principals. By using library research methods and content analysis techniques, the results of this study can be concluded as follows: First, sustainable professional development management is a competency development program for teachers and principals which is implemented according to the needs, gradually, continuously to improve teacher professionalism. Secondly, teachers and principals are obliged to carry out SPD activities in stages at each level of their ranks with the aim that every teacher and headmaster can maintain, improve, and expand their knowledge and skills to carry out the learning process professionally. The big goal of the SPD activity is the realization of quality learning to improve abilities in the fields of knowledge, skills and attitudes of students. Third, the implementation of sustainable professional development management includes planning, implementing, evaluating, and reflecting activities designed to improve characteristics, knowledge, understanding, and skills. Through an evaluation cycle, reflection on learning experiences, planning and implementation of teacher professional development activities on an ongoing basis, it is hoped that teachers and principals will be able to accelerate the development of pedagogical, professional, social, and personality competencies for career advancement. Fourth, teachers and principals can implement sustainable professional development management through several programs, namely: 1) Self-development, which includes: a) following functional training; and b) carrying out teacher collective activities. 2) Scientific publications, which include: a) making scientific publications on research results; and b) make book publications. 3) Innovative works, which include: a) discovering fixed technology; b) find / create art; c) create / modify learning tools; and d) follow the development of standards, guidelines, questions and the like. Fifth, with the realization of sustainable professional development management for teachers and principals that are programmed in stages and tiered it is expected to improve: 1) the professionalism of each teacher and school principal; 2) improve the quality of learning and competence of students in the mastery of knowledge, skills and attitudes; 3) improve the quality of education nationally in order to realize the nation's competitiveness Indonesia in the global era.