Instructor Competence Research Articles

Enhancing Pedagogical Skills and Industry Knowledge for Maritime Instructors through Applied Management Studies

This study examines the effectiveness of enhancing teacher training and development programs for maritime instructors by focusing on improving both pedagogical skills and industry knowledge. The research explores applied management strategies in the fields of port, shipping, and logistics, aligning them with industry-specific educational needs. Qualitative perspectives from 5 maritime professionals, 5 lecturers, and 5 graduates working in maritime sectors were analyzed through descriptive analysis. The study aims to understand how maritime instructors can effectively integrate technical, promotional, marketing, and innovative skills into their teaching practices to better prepare students for the maritime industry. The data collection was conducted through structured interviews, observations, and focus group discussions. Findings indicate that improving teacher training not only enhances instructor competencies but also bridges the gap between maritime education and industry requirements. Key indicators include the effectiveness and efficiency of the training programs, with a performance score of 9/10 based on qualitative assessment. The paper discusses the implications for maritime vocational education, emphasizing the need for continuous improvement in instructor development. The study concludes with recommendations for further enhancing maritime teacher training programs by incorporating modern management practices and technological advancements to ensure that maritime education stays relevant to industry demands.

Analysis of Knowledge Management and Instructor Competence on Training Satisfaction with Industrial Relations as Moderation Variables at LP3I Sidoarjo

The purpose of this study is to ascertain how knowledge management and instructor competency at LP3I Sidoarjo affect training satisfaction with industrial relations as a moderating variable. 94 respondents—representatives of the 2019 and 2020 Batch—who have completed a two-year professional education program were given questionnaires as part of a quantitative research project. SmartPLS was utilized for data processing, and disproportionate stratified random sampling was the sampling technique. The research's analysis's findings indicate that: 1) Knowledge management hasn't been able to directly raise training satisfaction. 2) Training satisfaction can be positively impacted by instructor competency. 3) Knowledge management and training satisfaction have not benefited from industrial relations. 4) Training satisfaction and instructor competency can both benefit from industrial relations.

Professional Competencies of English Language Teachers: A Literature Review

Professional competence is a dynamic process that improves working quality resulting in a teacher's professional development and self-improvement. Teachers' beliefs, best practices, and a supportive work environment are all essential factors in the development of professional competence during the span of a teacher's profession. Likely, teachers' notions of what teaching is and how it should be successfully done have an impact on the way they teach and learn. To be competent in their field, instructors must appreciate the value of reliable and well-maintained facilities, continuous training, workshops, appropriate learning environments, independent use of learning materials, and successful teaching methods. This entails mastering teaching and learning processes, resources, and educational technologies. Professional competence in education also involves the ability to motivate students, as well as high levels of talent and knowledge of the educational environment. This study based on a review of the literature aims to examine the professional competence of instructors and to improve teaching and learning methods in the classroom. The findings paint the picture of teacher professional development in the education environment for effective teaching and learning.

The Predictive Power of Students' Metacognition and Perceptions of Instructional Competencies of Instructors on Academic Life Satisfaction

In university education, change and development occur due to environmental factors and the individual's efforts. Students' awareness of their cognitions, the instructors they interact with, and their qualifications play an essential role in this development and change process and determine academic life satisfaction. This study aims to assess university students' metacognitive skill perception and their perceptions of instructors' instructional competencies and to reveal the predictive power of these two variables on academic life satisfaction. The practical implications of this study's findings can empower educators and students to enhance academic life satisfaction. Based on the relational survey model, the study's data were obtained from 405 students at a state university's Faculty of Humanities and Social Sciences. Academic Life Satisfaction Scale, Metacognitive Skill Perceptions Scale, and Instructor’s Instructional Competence Scale were used to collect data. In the data analysis, the Pearson Product Moment Correlation coefficient was calculated to examine the relationship between the scores obtained from the scales. Hierarchical Regression Analysis was used to solve the sub-problems related to prediction. The hierarchical regression included the student's achievement perception as a control variable. As a result of the data analysis, it was determined that there was a moderate positive significant relationship between students' academic life satisfaction and their perception of instructors' instructional competencies and metacognitive skill perception levels. When students' achievement perceptions were controlled, it was determined that metacognitive skill perception explained 15% of academic life satisfaction. When achievement perception and metacognitive skill perception were controlled, it was found that the perception of the instructor's instructional competence explained 10% of academic life satisfaction. Based on the research findings, it was concluded that the effect of students' metacognitive skill perception on academic life satisfaction was higher than their perceptions of the instructor's instructional competence.

The Development of an Instructor Competency Model for Music Instructors in Guizhou Province, China

The Development of an Instructor Competency Model for Music Instructors in Guizhou Province, China

Exploring the Interplay of Authentic Assessment and Instructor Competencies in Enhancing Industry Readiness in Maritime Education

Exploring the Interplay of Authentic Assessment and Instructor Competencies in Enhancing Industry Readiness in Maritime Education

Relationship between forensic medicine education, stress factors, and mobbing perception from the perspective of specialists in Turkey's universities

IntroductionThe current situation needs to be presented with scientific data to ensure and improve the quality of specialist training. This study examined the quality of education, instructor competence, stress factors, mobbing, and their interconnections in the domain of forensic medicine specialty education in Turkey. Materials and methodsThis cross-sectional study was conducted through an anonymous, web-based survey targeting forensic medicine specialists who have completed their specialist training in university forensic medicine departments within the last three years. The survey consisted of questions regarding issues included in the core education curriculum, educator characteristics, and perceptions of stress and mobbing. Based on the responses provided, the relationships between these factors were statistically analysed. Results72.7 % of the study population completed the survey. Nearly half of the participants (46.3 %) did not consider the number of instructors adequate. The quality of instructors (scientific competence, educational and teaching skills, interpersonal relations, accessibility, management, and problem-solving abilities) was determined to be partially sufficient (mean = 3.36). Approximately one-third of the respondents indicated that instructors made the greatest contribution to their specialist training, whereas the proportion of those who said otherwise was much higher. Education received for topics included in the core curriculum was partially sufficient level (mean = 3.04). It was observed that there was a significant relationship between the instructor characteristics, sufficiency score of the taught topics, and perception of mobbing (p < 0.01). The sufficiency scores of instructor characteristics had a 1.02-fold impact on sufficiency ratings of the topics covered in residency training. Among the respondents, 76.9 % reported encountering stress factors during their specialty training, with the most frequently exposed stress factor (52.2 %) being disorganisation within the training program. Among the participants, 22.8 % reported experiencing mobbing. ConclusionsEducation and instructor qualifications were correlated; however, stress factors and mobbing adversely affected education. A close association was observed between education, instructors, stressors, and mobbing. Thus independent and objective auditors tasked with verifying whether institutions meet the established educational standards need to be established.

The influence of perceived institutional support and social competencies on online learning satisfaction: A private higher education student perspective

COVID-19 pandemic has revolutionised higher education delivery through online learning. While it offers flexibility and accessibility, it also challenges social interaction and satisfaction. To address this challenge, this study adopted the Community of Inquiry framework as a valuable lens to investigate the relationship between perceived institutional support, social competencies with classmates and instructors, and online learning satisfaction. A quantitative approach was used to analyse and explore the proposed hypotheses through Partial Least Squares Structural Equation Modelling. Students with prior experience in online learning from private higher education institutions were approached as the respondents. A total of 419 samples were selected through purposive sampling. The results indicated a positive relationship between perceived institutional support and online learning satisfaction. Perceived institutional support is positively related to social competencies of classmates and instructors. The research found that social competencies with classmates and instructors significantly mediated the association between perceived institutional support and online learning satisfaction. The findings from the study have implications for educational institutions, instructors, and students.

Information And Communication Technology Mediates The Competence And Workers And Its Impact On The Productivity Of Corn Farming In Tojo Una - Una Regency

The aim of this research is to analyze The influence of instructor competency and work motivation on mastery of information and communication technology and instructor performance and its impact on corn farming productivity in Tojo Una- Una Regency . Causality research method using the SEM-PLS approach. The research sample was 151 extension workers in Tojo Una-Una Regency. The research results show that of the 9 (nine ) research hypotheses there is 1 (one) hypothesis that is not significant, namely the motivation variable The work of extension workers has an effect but is not significant on the performance of agricultural extension workers in Tojo Una-Una Regency. Furthermore, the research results show that Information and Communication Technology mediates the influence of competency and Work Motivation, and the performance of instructors mediates the application of information technology on farming productivity.

IMPACT OF PHYSICAL ACTIVITY AND PHYSICAL FITNESS ON ACADEMIC PERFORMANCE: META ANALYSIS PROTOCOL

Physical activity and physical fitness are well-documented contributors to overall health, affecting various physiological and psychological outcomes. While some studies have reported a positive impact on academic performance, others have not found significant effects. Given these mixed results, the aim of this meta-analysis is to explore the effects of physical activity and physical fitness specifically on academic performance. Aadditionally, the research will examine whether the competencies of teachers delivering the physical activity interventions significantly influence the implementation of the intervention and how this impact manifests in the academic performance of children and adolescents. The Meta-Analysis will include searches in PubMed, Scopus, and ScienceDirect. The results will be crucial for understanding how measured physical fitness, in addition to increased physical activity, influences the academic performance of children and adolescents. By identifying the most effective types of interventions and the critical role of instructor competence, we can guide the development of more targeted and effective physical activity programs.

Development of Open Ended Based Mathematics Teaching Materials on Grade X Quadratic Equations and Functions to Facilitate Mathematics Learning Outcomes

The purpose of this study was to identify the process of developing teaching materials (modules) as well as the degree of validity, practicality, and effectiveness of teaching materials (modules) based on open-ended on equations and quadratic functions of class X at SMAN 8 Bone. This research is classified as development research (Research and Development) and follows the 4D development approach (Define, Design, Develop, and Disseminate). The validation sheet, teacher and student response questionnaire, student activity observation sheet, teacher ability to manage learning observation sheet, and learning outcome test were used in this study. The process of making teaching materials (modules) is divided into four stages, namely the definition stage, design stage, development stage, and distribution stage. Data were collected from product trials to determine whether the product met the criteria of a good product or not. After assessment and development, the quality of the teaching materials (modules) produced is considered very valid with an average validator answer of 4.4. While the teacher response questionnaire shows the practicality of teaching materials (modules) with an average of 92.5% and the competence of instructors to manage learning with an average of 3.8 in the good category. The questionnaire can also be used to assess the effectiveness of teaching materials (modules). The positive student response was 83%, student activity was 81% with a very good category, and the results of the analysis of the learning outcomes test obtained a percentage of student learning completeness of 90.3% and a percentage of completeness of 90.3%. 9,7%. The results of these measurements indicate that the teaching materials have met the standards, so they can be used.

ENHANCING PROFESSIONAL COMPETENCE OF VOCATIONAL TRAINING INSTRUCTORS IN UKRAINE AND EU COUNTRIES: GENERAL ASPECTS

Vocational training serves as a cornerstone in equipping individuals with the necessary skills and knowledge for successful integration into the workforce. The competence of instructors tasked with imparting essential training is crucial for the effectiveness of vocational education. This article embarks on an extensive exploration into the realm of competence development within training programmes for vocational training instructors, focusing on the practices and methodologies employed in Ukraine, as well as prominent European Union (EU) nations such as Germany, Finland and the Netherlands. Drawing upon a synthesis of existing literature, the study meticulously examines the multifaceted challenges encountered by vocational training instructors. From outdated curricula to limited resources and inadequate professional development opportunities, the hurdles are diverse and complex. However, amid these challenges, the article offers a beacon of hope through actionable recommendations aimed at bolstering the professional competence of vocational training instructors. Noteworthy among these recommendations is the pivotal role of international partnerships and initiatives, which are instrumental in fostering collaboration and facilitating knowledge exchange to address the pressing issues faced by vocational training instructors. Moreover, the study delineates future research directions that hold promise for further enriching of the field. Longitudinal studies promise to provide invaluable insights into the sustained efficacy of development programmes for vocational training instructor over time. Comparative analyses across varied socio-economic contexts and educational systems offer a broader understanding of effective practices. Additionally, researches on the integration of technology stand poised to revolutionize instructor development, paving the way for innovative approaches and enhanced educational outcomes. Through this comprehensive exploration, the article not only sheds light on the challenges but also illuminates a pathway towards a more robust and dynamic vocational education opportunities.

Advancing teacher competencies: assessing the influence of faculty development programs (FDP) on embracing modern innovations in teaching

PurposeThe present research aimed to examine the role of FDP in enhancing the teachers' competencies through modern technological tools and innovative teaching methods. And also, to evaluate the impact of FDPs on teachers' attitudes and motivation to integrate modern teaching innovations into their classroom practices.Design/methodology/approachUsing a pre-post study design, the study was conducted in two phases, Phase I was conducted one week before conducting FDP (14th to 20th August 2023) and Phase II was conducted after one week of FDP (15th to 21st September 2023). The data were gathered through structured questionnaires from the participants in FDP and collected data were processed and analyzed through a statistical package for social sciences.FindingsThe study found that undergoing FDP by teachers significantly influences the adoption of advanced pedagogical approaches and technology integration during their teaching practice. This indirectly helps in promoting quality education at large and contributes to the UNSDG-4. The study also revealed that the effective FDP not only helps in advancing teaching methods but also influences instructors' philosophies and attitudes towards students' overall learning and development.Practical implicationsThese findings have several key implications for higher education institutions, policymakers and teachers at large. Firstly, HEIs should prioritize undertaking FDPs that promote in adopting advanced pedagogical approaches. This indirectly equips the instructors with the knowledge and skills necessary to integrate modern teaching methods into their real classroom practices. Further, by adopting FDP as a strategic initiative to improve the quality of education and work by aligning these programs with broader SDG goals.Originality/valueAdvancing education for enhancing the overall quality of learning depends on the competencies of instructors. The competencies of instructors rely upon the involvement of instructors in life-long learning, level of adoption of technology, innovative approaches used, etc. This study may help higher education institutions adopt FDP as a strategic initiative to improve the quality of education and work by aligning these programs with broader SDG goals.

Co-Created Virtual Reality (VR) Modules in Landscape Architecture Education: A Mixed Methods Study Investigating the Pedagogical Effectiveness of VR

Extended Reality (XR), an umbrella term for Augmented Reality (AR), Mixed Reality (MR), and Virtual Reality (VR) technology, has the potential to enhance experiential learning and to close educational gaps, but the implementation of XR in higher education requires the competency of instructors, as well as guidance. In the fields of design (architecture, landscape architecture, interior design, urban planning, etc.), XR brings exciting opportunities to students for design visualization and presentation. However, how the XR-based immersive experience may supplement design learning is relatively underexplored and under-researched. This study investigates the role of co-created (with learners) VR modules in landscape architecture education, with a specific focus on landscape construction through an exercise focused on the construction detail of the iconic benches in the High Line Park (NY). This study aims to delineate the pedagogical possibilities and challenges of the implementation of XR in landscape architecture (LA) curricula, thereby offering LA educators actionable insights and frameworks for utilizing the new learning tools. Implementing a mixed methods approach, this research engaged undergraduate students (n = 16) to assess the pedagogical value of XR among five types of instructional modes—lectures, hand sketching, 2D drawing, 3D modeling, and a fully immersive co-created VR experience showcasing students’ work. A focus group discussion with graduate students (n = 7) provided additional qualitative insights. The results indicate that, while all instructional materials were received positively, the 3D modeling was rated most effective in the learning process by the students, due to its versatility as a foundation and its overlap/integration with the other instructional modes e.g., hand sketching, 2D drawing, and VR creation. Although VR-aided teaching creates an immersive learning experience allowing learners to gain a clearer understanding of the learning topics, positioning it primarily as a visualization/presentation tool may limit its utility. This study concludes that repositioning VR at different stages of the educational framework may result in enhanced engagement and, by extension, improve its pedagogical effectiveness. These findings contribute to the ongoing discourse on the optimal integration of emerging XR tools and technology in LA education and other design disciplines and afford new avenues for future research.

Measuring the Impact of Islamic Values-Based Scientific Literacy on Scientific Competency of Madrasah Teachers

Based on the Programme for International Student Assessment (PISA) 383, 382, 403 assessment, the scientific literacy level of students in Indonesia remains relatively low. This study seeks to ascertain the outcomes of scientific competency assessments and scientific literacy when combined with Islamic principles, as well as its impact on the science, technology, engineering and mathematics (STEM) approach employed in education. The study was carried out from February to November 2023 and included quantitative research methods. The instruments employed in this investigation encompassed observation and test sheets. The research findings on the STEM approach have a substantial influence on the scientific competence and scientific literacy of prospective madrasah instructors. This impact was determined by the independent samples t-test with equal variances. If the significance (2-tailed) is less than 0.05, then the hypothesis is accepted. In this study, the independent samples t-test was used to assess both scientific competence and scientific literacy. It was found that the values obtained indicated equal variances. The significance level was assumed to be less than 0.05, indicating that the hypothesis, which indicates that there is an influence, is accepted. In addition, the control class had an average score of 67.52% on the scientific competency pre-test and a score of 70.85% on the post-test. The experimental class, on the other hand, had a pre-test score of 66.63% and a post-test score of 79.00%. The average score for the scientific literacy test in the control class was 57.63% before the test and 74.90% after the test. In the experimental class, the pre-test score was 61.70% and the post-test score was 77.30%. The statistics clearly indicate a notable disparity in the mean score between the pre-test and post-test scores for both competence and scientific literacy in the experimental class trial. The implementation of the STEM approach resulted in a significant improvement in the average score of prospective teachers (post-test), indicating a positive impact on the scientific competence and literacy of prospective madrasah teachers.

The Effect of Instructor Competence on the Learning Process in the PKW Program in Makassar City

This study aims to investigate the influence of instructor competency on the learning process in the Entrepreneurial Skills Education Program (PKW). In this research, a quantitative approach was utilized involving 85 respondents who are adult learners who have previously participated in the PKW Program at the Course and Training Institute (LKP) in Makassar City. This study employs hypothesis testing with a simple regression model to examine the impact of variable X, denoted as instructor competency, on variable Y, representing the PKW learning process. The findings reveal a noteworthy association between instructor competency and the PKW learning process, signifying a positive correlation. This suggests that as instructor competency increases, the quality of the PKW learning process improves. Such findings carry significant implications for enhancing the quality of entrepreneurial skills education. Investing in the development of instructor competency can serve as a strategic approach to augmenting the efficacy and efficiency of the learning process.

Pedagogical Competence Analysis Based on the TPACK Model: Focus on VR-Based Survival Swimming Instructors

This study explores the pedagogical competence of VR-based survival swimming instructors in South Korea, focusing on their application of Technological Pedagogical Content Knowledge (TPACK). Employing qualitative methodology, we conducted in-depth interviews with 11 instructors to understand their instructional strategies within a VR context. The study aimed to identify how instructors integrate TPACK components into their teaching, specifically exploring technological content knowledge (content utilization, equipment preparation, addressing dizziness), pedagogical content knowledge (creating a conducive learning environment, enhancing student engagement), and technological pedagogical knowledge (setting appropriate learning objectives and guidelines, educational assessment), understanding learners, and pedagogical beliefs and philosophy. Our findings reveal that VR-based instructors proficiently blend these knowledge domains to enhance the effectiveness of survival swimming education. The results demonstrate that strategic pedagogical approaches are crucial in leveraging VR technology for educational outcomes, highlighting the importance of instructor competence in successfully implementing VR in teaching. This research contributes to the literature by detailing specific competencies critical for VR-based education and suggesting that a thorough understanding and application of the TPACK framework are essential for optimizing VR’s educational potential.

Pilot Study on the Development and Integration of Anthropomorphic Models within the Dental Technician Curriculum.

The effectiveness of modern medical education largely depends on the integration and utilization of digital technologies in teaching various disciplines. In this pilot usability study, we introduced 3D printed anthropomorphic dental models, specifically designed for the elective discipline "Digital and Metal-Free Techniques in Dental Technology" from the curriculum of the Dental Technician specialty in the Medical University of Varna. The evaluation focused on dental technician students' perception of this novel learning environment, its influence on their performance, and the potential for future application of these models and related 3D technologies in their professional practice. A validated satisfaction questionnaire was distributed among 80 students, comprising the total cohort. The results indicated a high acceptance rate, with nearly 95% of participants finding the use of digitally created 3D-printed dental models beneficial. More than 90% believed that exploring digital technologies would enhance their skills. The well-trained instructor's competence in technology use convinced students of its value, with more than 98% expressing a willingness to incorporate these technologies into their future work for improved precision in dental models. However, due to the current high cost of needed equipment, only 10% of participants may practicably introduce this novel technology into their practical work. The use of anatomically accurate 3D printed models is a valuable addition to the current dental technician curriculum in medical colleges.

PELATIHAN MANAJEMEN REKAM MEDIS DAN INFORMASI KESEHATAN PETUGAS REKAM MEDIS SEBAGAI CLINICAL INSTRUCTUR (CI) DI PUSKESMAS KAB.CIREBON

Education and training is one of the efforts to increase human resources and a series of activities or efforts that are carried out continuously, gradually and integratedly. The training was carried out to develop Clinical Instructor competency in organizing student clinical practice activities at community health centers. The limited knowledge of Clinical Instructors in terms of competencies that must be achieved by practical students influences the implementation of clinical practical learning and when giving assessments. One of the competencies that must be achieved during clinical practice is the basic management of medical records. This research aims to increase CI's knowledge and competence in implementing clinical practice guidance for students. The method used is training with several stages of activities, namely competency identification analysis in the form of training system design, then implementation of activities, and evaluation. The increase in competency is proven by an increase in post test results from an average pre test score of 71.59 and an average post test result of 87.73. The evaluation results of training implementation can be assessed on 4 scales, namely training implementation, speakers, materials, etc. Each scale has an average value of 3.5, these results prove that the training implementation process is in the good category. Implementation of training can improve the competency of medical record officers as Clinical Instructors in administering clinical practice students at community health centers.

디지털전환 시대의 직업훈련 교･강사 역량체계 개발 연구

The purpose of this study is to derive common core competencies of vocational training teachers and instructors and develop a competency framework that reflects changes in industrial and occupational trends due to digital transformation. The research procedure is carried out in three stages. In the initial phase, a preliminary competency framework for training instructors was developed through an analysis of prior research. Subsequently, validation was conducted via an expert Delphi survey, leading to the presentation of a competency framework for vocational training instructors. The research findings delineated five major competency domains comprising fundamental competencies, teaching, learning, and assessment competencies, learner support competencies, administrative competencies, and organizational management competencies. Across these five main domains, 23 sub-competencies were identified, each accompanied by operational definitions. This study establishes the groundwork for the development of competency assessment tools, incorporating contemporary demands such as AI and digital competencies within the framework for vocational training instructors. Future efforts should concentrate on aligning competency assessment tools with educational programs to enhance competencies based on this research. Additionally, ongoing updates to the competency framework are recommended for further investigation.