Indicators Of Professional Competence Research Articles

Professional and Creative Skills and Personal Qualities of a Teacher in Organising Educational Process

The given article considers and characterizes the professional definition of individual features in a music teacher’s pedagogical activity. The authors have provided the interpretation of the concept “professional-creative and individual-personal qualities of a teacher” as an integral component of his/her performing a high-quality educational process. A pedagogue’s dominant indicator of professional competence has been determined. The article outlines the modern context, problems and prospects of a teacher’s personal development throughout the entire life.

СПЕЦИФІКА ФОРМУВАННЯ ІНДИВІДУАЛЬНОГО СТИЛЮ В ПРОФЕСІЙНІЙ ДІЯЛЬНОСТІ МАЙБУТНІХ УЧИТЕЛІВ ЦИФРОВОЇ ТЕХНОЛОГІЇ

The article examines the peculiarities of the formation of the individual style essence connected with the professional activity of future digital technology teachers. The main factor in the renewal of the education system is the personality of the teacher, who is constantly improving his skills, because he has to mobilely react to changes taking place in the educational space, and to think creatively and find non- standard solutions. He is ready to learn throughout his life and build his professional path. Realized at the state level, society's need for a teacher of the new formation has determined the need to attract creative young teachers to schools, where the special attention should be given to the professional development. The creative nature of pedagogical work requires the presence of such a component as an individual style of activity in the structure of humanitarian specialist professionalism. The individual style of teaching gives students the opportunity to realize themselves as the creative individuals, directs activities to the development of the unique essence of everyone, provides an opportunity to develop the teacher as a person and as a professional, promotes the growth of the active, gifted, intellectually and spiritually educated citizens of Ukraine. The individual style of pedagogical activity should be the main factor and indicator of professional competence, the goal of the further professional self-improvement. The success of the humanities teacher's professional activity and the achievement of a high level of pedagogical skill depend not only on the quality of mastering a certain amount of knowledge in the relevant field, but also on a large extent of the level of formation of the effective style activity. It is the unity of the professionally unchanged and individually unique humanitarian profiles in the activity of a teacher. The mechanism that ensures the formation of the style is the personal self-regulation, which encourages the subject to self-improvement in the process of professional self-development and self-education. The way to realize an individual style is self-education, through the individual creative plans, the competition of pedagogical initiatives, participation in the work of master classes, the festival of the pedagogical ideas, internships, pedagogical workshops, the School of the teacher-experimenter, unproved work.

IMPLEMENTATION OF SUPERVISION AND SELF-EVALUATION OF SCHOOLS WITH PERFORMANCE OF TEACHERS

Supervision and evaluation of school principals is an important thing that must be improved so that teacher performance becomes even better. Therefore, this thesis discusses the relationship between the implementation of school supervision and self-evaluation with teacher performance at Junior High School of Serang city. The research was conducted with the aim of knowing the relationship between the implementation of supervision and school self-evaluation with teacher performance. To achieve this goal, descriptive analysis is used. The study was conducted on state teachers of Junior High School in Serang city with a sample of 69 of the 221 population. Furthermore, to analyze the relationship between variables, a quantitative approach is used and a descriptive correlation design is used. The results showed (1) There was a significant relationship between the implementation of supervision and teacher performance of 5.386 with indicators of implementation, targeting, application of principles, use of techniques, follow-p plans for supervision, as well as rewards and warnings; (2) There is a significant relationship between school self-evaluation on teacher performance of 8,295 with indicators of planning, school development and school-based management; (3) The implementation of school supervision and self-evaluation is significantly related to teacher performance by 72% with teacher performance indicators of professional competence, pedagogic competence, social competence, and personality competence.

Providing professional and pedagogical culture of future English teachers in the context of European integration

The article presents the features of ensuring the professional and pedagogical culture of future English language teachers in the context of European integration. By professional and pedagogical culture we understand the integral quality of the teacher’s personality, which is a prerequisite for effective pedagogical activity, a generalized indicator of professional competence and the goal of professional self-improvement. A modern future teacher must be comprehensively prepared for various aspects of the future work and demonstrate the results of learning – “knowledge, skills, ways of thinking, skills, views, values and other personal qualities. Modern education and upbringing of an active and independent creative personality, competitive in the conditions of the information society, requires from the future teacher not only interactive skills, but also the ability to independently acquire knowledge, thoughtfully build a schedule, navigate information and prepare oneself for the use of these technologies in future professional activities. This approach determines the organization of pedagogical practice of students, which contributes to the formation of motivational-emotional, cognitive, activity and regulatory structural-criterial components of the intellectual culture of the future teacher. Educators assure that sensitivity to suggestions and the value of accepting one’s own opinion dominate during education. They noted that in an educational institution it is very important to teach the material in an accessible way, as well as to encourage an increase in motivation for better assimilation of knowledge with words and support. They need such encouragement and motivation in writing papers of various research types, supervision and mentoring. Such support will contribute to the formation of the professional and pedagogical culture of future teachers of the English language and the possibility of applying the acquired skills, knowledge and skills in professional activities.

Formation of Ecological Culture of a Teacher of a Preschool Educational Organization

In the article, the phenomenon of ecological culture is considered as part of the professional and pedagogical culture of a specialist in a preschool educational organization, the level of development of which is a criterion for assessing his creative self-realization in various types of professional and pedagogical activities, during which the development, transfer and creation of pedagogical values, technologies, creative experience activities. The author presents the generalized results of a study of the level of formation of the ecological culture of specialists in the field of preschool education, in which teachers of the Altai Territory took part. The model of the formation of ecological culture proposed by the author in the structure of professional and pedagogical culture reveals the content of the main components (cognitive, motivational-value, technological, personal-creative, reflective-evaluative) and can become the basis for developing a program of methodological support for teachers of preschool educational organizations in the process of forming them. ecological culture. The presented analysis of the components of ecological culture reveals it as an integrated psychological education. The totality of knowledge, abilities, skills, value orientations, volitional qualities, methods and techniques of pedagogical activity, reflexive abilities and pedagogical creativity acquire personal content in the structure of professional and pedagogical consciousness, form the motives of the teacher’s environmentally oriented activity. Ecological culture is part of the general and professional-pedagogical culture of a specialist in a preschool educational organization, acts as a condition for productive environmentally-oriented activities, an indicator of professional competence, the goal of professional self-development, and contributes to the creative self-realization of a teacher in professional activities.

Defining Vocational Teacher Competencies in Industry 4.0 from the Perspective of Teachers and Lecturers

Abstract: The purpose of this study was to analyze the competence of vocational teachers needed in implementing the independent learning policy based on the opinions of teachers and lecturers. The research method uses quantitative methods on 356 teachers and lecturers. The results showed the priority of vocational teacher competency indicators from pedagogical competence, social competence, personality competence, and professional competence. The pedagogic competency indicator that is needed by vocational teachers is the ability to motivate students. An indicator of social competence that is needed by vocational teachers is having a polite and polite attitude. Personality competency indicators that are needed by vocational teachers are having an honest personality, and indicators of professional competence that are needed by vocational teachers are the ability to transfer knowledge and technology. Keywords: competence, competence of teachers, vocational teachers, independent learning, teachers, lecturers

Digital Citizenship and Digital Literacy in the Conditions of Social Crisis

In the present day, Internet technology and social media totally dominate as a means of communication. The media and social interaction have a two-sided nature, as the important role is not only those of the media messages to the users, but of the users to the media, too. This article aims to present the dominant importance of digital media, digital literacy transformation into a precondition for social inclusion, and an indicator of professional competence and social skills. Digital citizenship is a term that reflects the level of training and competencies, with a view to active participation in social, professional, and civic life. The article is based on two methods: Focus groups that were conducted in late 2019, which includes: Students, young mothers, pensioners, and unemployed. The second method used is the documents analysis—publications, materials, and quantitative results of research on social reactions to digital media as a source of information in the context of the COVID-19 pandemic crisis. The combination of materials and data that have been analyzed are related to the period of the lockdown between March 2020 and December 2020. In the time of global social crises and confrontations, digital media literacy has turned out to be of critical importance for the normal course of social events and their interpretations. In this regard, digital citizenship contributes to social understanding and control, as well as the individual practices in the global pandemic trajectory.

Evaluation of the Professional Competence of Kitchen Staff to Avoid Food Waste Using the Modified Delphi Method

Avoiding food waste has become an important development trend nowadays, and the concept of sustainable cooking is becoming more and more important. How to integrate the concept of surplus food into the catering industry is, in reality, a topic of concern in all walks of life. This study discusses the indicators of professional competence that kitchen staff should have in cooking, from the perspective of surplus food. In this study, literature review, interviews, and the modified Delphi method were used to evaluate the importance of the indicators. After three rounds of the Delphi method analysis by 22 experts, the indicators of the professional culinary competence of kitchen staff, with regard to surplus food, were summarized in the results. The research results showed that there are a total of 58 indicators in professional culinary competence, which are divided into the following four dimensions: 13 items were knowledge competence indicators, 13 items were attitude competence indicators, 23 items were skills competence indicators and 9 items were problem and difficulty indicators. Among them, attitude was the most important indicator, followed by knowledge and skills.

FORMATION OF PROFESSIONAL COMPETENCE OF EDUCATIONAL AND SUPPORTING STAFF OF THE HIGHER EDUCATION INSTITUTION IN CONDITIONS OF INTEGRATION, NON-FORMAL EDUCATION AND IN-FORMAL EDUCATION

The article reveals the essence of the professional competence formation. Informal and informal education are important components of this process. Based on analysis of foreign and native literature the essence of these concepts is revealed. The essence of the activity of teaching and support staff and the peculiarities of the development of their professional competence by means of non-formal and informal education are described. The structure, criteria and indicators of professional competence are also characterized and the problems that hinder its formation are identified.Based on the analysis of typical job responsibilities and practical experience, the main activities of teaching and support staff of higher education are determined as technological, organizational, managerial, information-analytical, communicative, which are common to certain subgroups, but differ in the specific tasks. Based on the elucidation of the essence “professional competence” concept, the author defines and substantiates the structure of professional competence of teaching and support staff and identifies ways to form it. In the process of research, the organizational and pedagogical conditions have been determined, on which the efficiency of the process of professional competence formation of teaching and support staff depends. A model of professional competence formation of teaching and support staff of higher education institution has been developed, which consists of target, content, organizational-procedural and evaluation-effective blocks. It is established that new tasks and problems arise in professional competence formation. Not enough attention is paid to clarifying the essence of professional activity of teaching and support staff, its role in the organization of the educational process, beyond the scientific interest of researchers is the development of the problem of professional competence of this category of staff of higher education.

Autonomic medical practice viewed through the lens of physician-rating websites.

To survey online patient ratings of physicians practicing autonomic medicine. Online patient review scores of US physician members of the American Autonomic Society were compared to scores of US physicians in general and to indices of professional expertise. The 68 autonomic physicians who had been rated scored 3.80 ± 0.82 on a composite five-star scale, in which 5 was the most favorable score, as compared to 3.84 ± 0.98 for all US physicians (no significant difference, p = 0.8). Scores correlated inversely with autonomic physicians' number of scientific publications (p = 0.01), h-index (p = 0.01), and m-index (p = 0.0004). Scores of diplomates of the United Council for Neurologic Subspecialties certified in autonomic disorders or who were ranked in the top 1% of US physicians by Castle Connolly had scores comparable to those of other autonomic physicians. Scores did not correlate with physician gender, number of reviews, or years in practice. A quality patient experience, accurate diagnosis, and appropriate treatment are goals shared by patients and autonomic specialists. In this study, patient reviews of autonomic physicians were comparable to those of physicians across specialties. Metrics of greater autonomic expertise were associated with equal or lower patient satisfaction scores. In conclusion, compiled subjective reviews are a useful but incomplete indicator of autonomic physician quality and expertise. An ideal profile would combine clinical and nonclinical indicators of professional competence. Reliable information is needed to empower autonomic patients to make truly informed healthcare choices.

Использование информационно-коммуникативных технологий при обучении деловой письменной речи на занятиях по русскому языку как иностранному

The use of various types of information and communication technologies in foreign language classes has gradually become an integral part of the educational process and one of the indicators of professional competence of the teacher. The article considers the wide possibilities of using a computer and its analogues, as well as information resources of the Internet at various stages of the lesson in Russian as a foreign language in the teaching of business writing. At the stage of presentation of a sample business letter/document and its oral analysis, it is advisable to use a projector, as well as Internet resources such as specialized sites and the web portal Culture of written speech. Presentation on the screen not only the text, but also the Internet page, makes it possible to replace the usual images from the tutorials on a brighter and more attention grabbing ones. The stage of building similar statements with the help of different types of language exercises will be effective if you organize it in an electronic learning environment Moodle. It allows you to place training materials designed for theoretical development, and then perform tasks using online tests, the so-called simulators. Preparation of the text of the business letter/document according to the model involves the use of a computer, laptop, netbook or tablet and e-mail. Tasks with the use of e-mail make learning business writing truly communicative, contributing to the better development of the material and increase the educational motivation of students. For the final stage, which involves the analysis of the received texts, a projector is needed that allows to work together. The article provides examples of different types of exercises for students and emphasizes the positive impact of the use of information and communication technologies in the classroom.

FUTURE SPECIALISTS’ SOCIALIZATION IN THE CONTEXT OF COMPETENCE APPROACH


 
 
 
 A solução dos problemas enfrentados pela sociedade russa moderna depende em grande parte das crenças, expectativas, valores e atitudes das pessoas que determinam sua atitude em relação à inovação, conteúdo, eficácia e eficiência de várias atividades. A adaptação social (inclusão ativa no ambiente social) do indivíduo assume como condição necessária a conquista de um certo nível de competência social. O ambiente social moderno tem um impacto significativo no processo de formação da personalidade, causando certas contradições: por um lado, a modernização sociocultural requer uma nova abordagem para o problema da auto- realização social do indivíduo, exigindo maior atividade humana como sujeito da vida social, assumindo a responsabilidade por suas atividades e comportamentos, mas, por outro lado, a instabilidade da sociedade moderna aumenta as dificuldades naturais de crescer; a situação de incerteza leva à deformação do desenvolvimento pessoal, à desadaptação na sociedade. A modernização do sistema educacional levou a mudanças no conteúdo, formas, métodos e tecnologias da educação, em relação às quais havia a necessidade de avaliar os resultados do funcionamento do sistema educacional. Analisando a qualidade de um treinamento especializado moderno, os pesquisadores começaram a recorrer cada vez mais às competências formadas durante o estudo, entre as quais um lugar importante é ocupado pela competência social, estimado como o indicador mais importante da competência profissional de um especialista em geral e, em particular, , no campo das relações econômicas, trabalhistas e sociais.
 
 
 

Тhe skill of the teacher is the main indicator of professional competence

Тhe skill of the teacher is the main indicator of professional competence

Influence of communicative culture on the professional development of students in institutions of higher technical education

The current paper deals with the role and place of the communicative culture of students in the education system in institutions of higher technical education. The communicative competence of students in the technical field is not enough sufficient for communication, including the professional sphere. Today, there is a decline in the cultural level of the modern generation. This fact can be explained by various reseasons, including social and economic, moral and ethics, ethnocultural, language, innovative and etc. Training of highly qualified specialists for technical sphere without proper teaching communicative culture is less fruitful as speech culture is an important indicator of professional competence of any specialist. Being a tool of professional activity of a future expert, speech culture aims to deal with complex problems related to teaching the norms of the Russain literary language to students, as well developing their rhetorical abilities and skills. Ways of achieving this objective include self-study for students, efficiency in applying teaching methods, assessment of knowledge acquired and tasks requiring creative strategies.

Using of the competency oriented tasks in the teaching of discipline «Technologies of teaching in the educational field of mathematics»

The article substantiates that one of the indicators of professional competence of future teachers of elementary school is the level of formation of professional and pedagogical knowledge and the ability to implement them in the process of teaching younger schoolchildren. The author describes some of the possibilities of organizing the educational process and the training of future teachers of elementary school for pedagogical activity. The professional formation of a master’s student in a pedagogical profile involves a complex multidisciplinary and multidimensional process of development and self-development of his personality: mental activity, ability to analyze, the desire to acquire the knowledge that is necessary for the performance of professional activities. The features of the contingency of competence-oriented tasks with the use of the taxonomy of pedagogical purposes B. Blum, in which methods of classification of mental skills, from the simplest teaching actions (knowledge, understanding, application) to the most complex (analysis, synthesis, evaluation) are determined. The author proposes the designer of competence-oriented tasks in the discipline «Technology of teaching in the educational field of mathematics» and gives examples of the tasks developed in accordance with Bloom’s taxonomy. It is determined that competency-oriented tasks act as a technological tool for implementing a competent approach in the process of studying masters. In a competency-based approach, attention is focused on education, not on the process. The primary and system-forming becomes a non-procedural component (educational and teaching-assessment) component, which, however, does not diminish its importance, but productive, expressed in terms of competencies. From the point of view of the competent orientated approach to the organization of the educational process in higher educational institutions, the content of the discipline «Technology of teaching in the educational field of mathematics» should be aimed at the formation of general and professional competencies.

МАРКЕРИ ПРОФЕСІЙНОЇ КОМПЕТЕНТНОСТІ ДЕРЖАВНИХ СЛУЖБОВЦІВ

У статті визначено індикатори професійної компетентності державних службовців в умовах реформування системи державного управління. Узагальнено наукові підходи до тлумачення понять «державне управління» і «публічне управління», проаналізовано взаємозв'язок цих термінів. Розглядаються основні маркери професійної компетентності державних службовців у публічній сфері. За результатами проведених досліджень встановлено, що значна частина державних службовців з різних причин не займається системним розвитком свого професійного ресурсу, основу якого становить творчий потенціал. При цьому високий рівень напруженості професійної діяльності, специфічні труднощі в системі державної служби зумовлюють проблеми в особистісно-професійному розвитку державних службовців, ускладнюючи процес розкриття цього потенціалу і, відповідно, отримання вищого рівня компетентності для здійснення професійної діяльності.Серед ефективних напрямів підготовки державних службовців і підвищення рівня їх професійної компетентності виділено розробку та обгрунтування нових критеріїв оцінки якостей, результативності та ефективності керівного персоналу у сфері державної служби, стимулювання професійного зростання в процесі щорічної оцінки, участь у відкритих конкурсах. Відповідно, розвиток подальших досліджень визначається можливістю вдосконалення теоретико-методологічних основ вивчення маркерів професійної компетентності державних службовців як прикладних аспектів гармонізації процесу їх професіоналізації з урахуванням сучасних вимог нової моделі публічного управління.

Perception of student errors under time limitation: are teachers faster than mathematicians or students?

The ability to offer constructive feedback to students concerning their errors is an indispensable requirement for mathematics teachers, for the purpose of providing cognitively challenging learning opportunities. However, if they are to react adequately, teachers need to identify student errors immediately. The fast perception of student errors can therefore be described as an indispensable part of mathematics teachers’ professional competence. Data on this facet of teacher competence were gathered as part of a national follow-up-study of the IEA’s international TEDS-M (Teacher Education and Development Study in Mathematics) that used a time-limited test to measure teachers’ perception of student errors. This paper aims to provide evidence for the validity of the test interpretation of fast student-error perception as an indicator of professional competence by drawing on contrast groups already used in other studies. Overall, the study could support the validity of the test interpretation because the chosen contrast groups were found to perform either better than the tested teachers—as is the case for the contrast group of mathematicians—or more poorly, as is the case for the group of students. Furthermore, the present study shows that the competence facet of fast student error perception is closer to the domain of teachers’ mathematical content knowledge than it is to the domain of teachers’ mathematics pedagogical content knowledge.

Experimental study of the formation of the professional competence of firefighters-rescuers in the course of course preparation

In Ukraine, the State Emergency Service of Ukraine (hereinafter - SES of Ukraine) ensures and protects population and territories from emergencies of anthropogenic and natural character. The article presents the methodology and results of an experimental study of the formation and development of professional competence of future firefighters-rescuers at the initial and final stages of the course (primary) training. Primary vocational training of fire-rescuers is organized in the network of educational-methodical centers of civil protection (subordination of SES of Ukraine) and safety of life (subordination of local or regional levels of executive bodies), as well as in higher educational institutions (subordinate to Ministry of Education and Science and / or SES of Ukraine). Conducting an analytical and experimental study of the system of vocational training of the fireman and rescuer as the basic profession of specialists in the field of civil protection, which realize the function and tasks of the state in carrying out fire and rescue works and liquidation of emergency situations. The problems of theoretical and practical components of their professional training are considered in order to approximate the national standards of vocational training of specialists in the field of civil protection to the European, increase their professional competence, the effectiveness of fire and rescue and fire fighting. Applied a developed methodology, which gave an opportunity to determine the dynamics of the acquisition of cadets of the training center of basic, basic and high indicators of professional competence

Analisis Kompetensi Profesional Guru PAUD Kabupaten Siak Provinsi Riau

<p>Teachers are the critical success factors of an educational process. Teachers must have competence in educating one of the competencies of teachers is professional competence. Professional competence describes the ability of teachers to master learning materials. The purpose of this study is to analyze the competence of paud teachers who have completed the S1 study located in Siak regency. The method used is quantitative decryption by conducting tests on 36 teachers. From the results of the research can be seen that the indicators included in the low category is Mastering the basic concepts of health and nutrition as a means of development for each field of development of children with a value of 44.44%, understand the ability of children kindergarten in every field of development 43.52%, and understand the progress of children in every field development in kindergarten 49.07%. From the results of this study can be seen that the three indicators are categorized as low compared with other indicators of professional competence.<strong><em></em></strong></p>

The construction of the indicators of professional competence for exercise instructors of the elderly.

The purpose of this study was to construct the quality indicators of professional competence for exercise instructors of the elderly, and then to rank the importance among those indicators. This study used the Delphi technique to integrate the opinions of 11 experts to construct the indicators, and then adopts the analytic hierarchy process (AHP) to calculate the relative rank among each individual indicator. Results revealed that the experts identified 3 first-degree indicators (professional attitude, professional skills, and professional knowledge), 10 second-degree indicators (teaching attitude, exercise knowledge, professional growth, exercise safety, personal characteristics, exercise instructor, gerontology knowledge, communicative competence, curriculum design, and motor skill), and 72 third-degree indicators. In the indicator weighting system, professional attitude was the most important among all other first-degree indicators, and the teaching attitude was the most important among all other second-degree indicators. The results provided will help in planning the curriculums of training, professional growth and evaluation. The results also provide a reference for future research.