Model Of Professional Competence Research Articles

ЦІННІСТЬ МОДЕЛІ ФОРМУВАННЯ ПРОФЕСІЙНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ МЕНЕДЖЕРІВ ФІЗИЧНОЇ КУЛЬТУРИ І СПОРТУ

The analysis of the scientific works on the development of different models of the formation of professional competence of specialists in the system of higher education in Ukraine is carried out. The model of formation of professional competence of managers of physical culture and sport is offered. The basis of the model of professional competence of future managers of physical culture and sports is four blocks, which are built in spiral, pyramidal, linear forms and give an idea of various aspects of the process of formation of professional competence, namely: methodological, objective, substantive, procedural and diagnostic-effective. The content of each of these blocks is revealed. The proposed model corresponds to the basic criteria for the formation of professional competence, in particular such as: motivational, cognitive, information-technological, creative, control-diagnostic, social-personal and self-development. This allows intensifying the cognitive coaching activity of future managers of physical culture and sports in order to form new knowledge, skills and abilities in them through a system of content modules based on the previously formed level of their preparation through established interdisciplinary connections. The proposed model substantiates psychological and pedagogical conditions that influence the effectiveness of the process of forming the professional competence of future managers of physical culture and sports. The proposed model takes into account the peculiarities of the gradual formation of knowledge and skills of professionals in the field of professional activity. The value of the reasoned model lies in the fact that it allows to ensure the formation of the professional competence of future managers of physical culture and sports in a trajectory that takes into account the directions of the development of education in the state, the integration unity of the world and European educational space, the demand of the domestic and international labor markets and employers, and provides step by step in getting the predicted results. The result of implementing the model of professional competence of future managers of physical culture and sports should be a highly skilled specialist in this field with a high level of professional competence.

Development model of professional competences in environmental monitoring in the system of postgraduate education

During the study there was elaborated the structural-functional model of professional competences formation in the system of postgraduate education, and its main components (purpose, conceptual, content, operational and activity, control and regulative, resulting and diagnostic) were defined. This model is a generalized system with a system-innovative approach to improving theoretical knowledge and practical skills in the field of environmental monitoring, it reflects the content filling of the professional development of specialists, main scientific-methodological statements (principles, phenomena, processes) that may be corrected, corresponding to concrete requirements of the professional activity of specialists in the nature protection field. There are separated the components of training specialists in environmental monitoring: special and professional (informational, graphic, professional-motivational, gnostic, communicative, adaptive), scientific and research (methodological, analytic, prognostic), laboratory and practical (methodical, organizational, activity) that mutually add each other and are closely connected. There is characterized each component of the structural-functional model, and interconnections between them are demonstrated. There is demonstrated the methodology of formation of professional competences in environmental monitoring in the system of postgraduate education. It is established, that this model structures and improves formation stages of professional competences in ecological specialists, determines organizational-pedagogic conditions of this process. In particular the improvement of the content component, complex combination of different forms of study organization, creation of the innovative educational space in environmental monitoring in the system of postgraduate education. According to this model, professional competences in environment monitoring will be developed by workers of state, expert-control, inspection, departmental, scientific and educational, social institutions, production, nature protection enterprises, establishments, institutions, social organizations

NORMATIVE-COMPETENCE MODEL OF THE TEACHER OF THE ADDITIONAL PROFESSIONAL EDUCATION SYSTEM

Introduction. The growth of requirements for the quality and effectiveness of educational activities, identified in a number of government documents, determines the need to normalize the professional activities of teaching staff. The aim of this article is to present the normative-competence model of the teacher of additional professional education developed by the Department of Pedagogy and Andragogy of the Nizhny Novgorod Institute of Education Development, and to substantiate the potential of this model as an effective mechanism of intracorporate support of continuous professional development of the institutes of advanced training of specialists teaching staff. Methodology and research methods. The general theoretical basis for the design of the normative-competence model of the teacher consists of the system-activity, competency-based, andragogical, comparative general scientific approaches. The methods of the qualification and dispersive analysis, expert estimations, participant observation, stratified sampling were used to determine the efficiency of the model and diagnostics of professional competences of teachers of additional professional education. Processing of the data obtained was performed by the methods of mathematical statistics – the analysis of reliability of mathematical expectation differences and hypotheses checking on the basis of fitting criterion. Results and scientific novelty. The presented model contains a set of key qualities that provide the pedagogical worker with the ability to be successful in achieving the strategic educational goals. The structure of the model includes the clusters of universal, general professional and professional competencies; maps and indicators of competencies divided into three levels – monodisciplinary, multidisciplinary, metadisciplinary. The advantage of the model is that it can serve as a framework for objective assessment of professionalism of teachers of additional professional education as well as a standard framework to upgrade teachers’ qualification and self-development. The hypothesis on the conditions of the model realization was tested in the course of the project experiment conducted by the authors. The conditions of three types presented: content-activity, organizational-managerial, and the ability to transform the conditions of the first and second types for professional development of the teachers. The inputs and outputs research results on teachers’ competencies by the end of the three-year intra-corporate training curriculum “Andragogical School of Eventual Education” have shown the efficiency of application of the developed model in the format of self-training organization. Practical significance. The normative-competence model is universal and fully consistent with the requirements of the teachers’ career development system. The model presented provides the groundwork for scientific and educational activity of the teacher of additional professional education and can be used by everyone who is engaged in educational activity in the conditions of continuous pedagogical education.

Becoming a Chemistry Teacher – Expectations for Chemistry Education Courses

The development of professional competence is of major importance for each teacher student and in the end for the entire education system. Therefore, optimising students’ learning processes is a central goal of professional development at the university level. Learning processes are influenced by an individual’s prior knowledge, beliefs, and expectations. Having insights into the beliefs and expectations of our students should give us the opportunity to optimize their university courses. To obtain a better understanding of these beliefs and expectations we used a questionnaire with open questions. All statements of feedback from 168 students in BA/MA programmes were categorised. For this purpose, we developed a category system based on the COACTIV model of professional competence. The results indicated that many students assume that the most important influence on their future profession is the possession of self-related ability cognitions, but they do not expect to develop such cognitions in their university courses. As a consequence of these findings, the Division of Chemistry Education has begun offering students authentic learning situations with real pupils. This approach offers the chance for the students to try out the teacher role and to reflect upon the first teaching experiences. They can revise their image of the teachers’ role and acquire a realistic view of their future profession.

Self-education as a component of the system of post-graduate education of ecological specialists

During the study there was analyzed the notion “self-education” as a component of the development model of professional competences of ecological specialists in the system of post-graduate education. Self-education is considered as a separate structure beyond the system of education and as a part of professional life. There were characterized structural-functional stages of self-education organization in the formation of specialists’ professional competences: diagnostic, educational-organizational, practical-research, resulting-generalizing, summarizing-controlling. Main principles and forms of self-educational activity were separated. The structure and content of a course work on elaborating the environment monitoring system for the “Little motherland” as a form of self-education in the inter-course period at the qualification improvement that includes cameral, methodological, experimental, resulting-recommending stages of its preparation was elaborated. The course work realization as a form of self-education in the system of post-graduate education forms specialists’ ability to independence, self-determination, self-realization, self-management, self-development. At the same time the acquired professional experience becomes a source of education of his/her colleagues

Professional Competence of an Archivist: Changes that Can Be Expected

Over the 21st century, the model of professional competence of the archivist will certainly be changing and evolving. Competence, namely is the combination of knowledge and skills which enable the archivist to carry out the assigned tasks efficiently and effectively. These tasks, expected in the perspective of several decades are not quite possible to be predicted today. Undoubtedly now, and in the future even more, we should focus on training the present archivists and educating the future ones in the field of information management, data processing and secure storage of widely understood electronic documentation. So, are we going to witness a gradual evolution of the profession of an archivist towards the information manager, info broker, or a specialist in modern technology? Judging by the changes in the study programs for future archivists, it is highly probable. For the time being, these changes are being introduced quite slowly, at individual universities, but still, they determine a certain direction in education. We should also consider the methodology and standards of dealing with archival resources and the needs in this field, resulting from the changes which are happening now, and the expected ones, caused by the emergence of new techniques and technologies.

Model of Supervision Based on Primary School Teacher Professional Competency in Tematic Learning in Curriculum 2013

This study aims to find the Supervision Model Based on Primary Teacher Professional Competence which effective on integrated learning. This study use research and development with qualitative approach which will be carried out in the Palmerah, West Jakarta. The techniques used to collect data are interviews, questionnaires, observation and documentation. Data v alidity is tested with credibility, transferability, dependability, and comfortability. The model developed will be validated using the Delphi technique. The result of this research is the discovery of the model and device-based supervision model of professional competence of primary teachers in integrated learning. The long-term goal of this research is to improve the teachers’ competence and the supervision quality for primary teachers in integrated learning

Działalność edukacyjna archiwów w kształceniu archiwistów na Uniwersytecie Mikołaja Kopernika w Toruniu

The article comprises two parts. The first one pays attention to educational function of archives and professional profile of a person, who would conduct such activity, which is an archival educator. It is shown that professional competences of the archival educator were determined in the paper of Archival Education Section of the Society of Polish Archivists, published in 2010, entitled “The model of professional competences of archivists and records managers”, in its part concerning the professional level in promotion, education and archival information. The second part of the article describes training of archivists at the Nicolaus Copernicus University in Torun in the scope of content and skills connected with promotional, cultural and educational activity of archives in the past, the present and the future.

ФОРМУВАННЯ ПРОФЕСІЙНИХ КОМПЕТЕНТНОСТЕЙ МАЙБУТНІХ ФІЛОЛОГІВ ЗАСОБАМИ КОМП’ЮТЕРНО ОРІЄНТОВАНИХ ТЕХНОЛОГІЙ

The article analyzes the problems of formation of professional competence of future philologists by means of computer oriented technologies in terms of introduction of computer-based education in higher education institutions (HEI). Author determined a model of future philologists professional competence formation by means of computer-oriented information and communication technologies (ICT); singled structural components of the model of professional competence of future philologists formed by means of computer oriented ICT (target, content, technical, productive) and revealed their relationship to the specific future linguists’ careers; proved the thesis that the studied problem is of particular importance because of the necessity of informatization of higher education and usage the computer-oriented ICT in the educational process of the university.

Educational Model Of Teachers Hmei Professional Competence In Post-Graduate Education

The article deals with the grounding of the Higher Military Educational institutions lecturers’ professional competence development pedagogical model in the post-graduate education system. The analysis of scientific views concerning the problem of the optimal forms of teaching and learning activities process, professional development in continuous education system, competence approach in military education system is completed. The approaches to the terms definition “model” and “modeling” are investigated, the author’s definition of professional competence development pedagogical model is offered. Higher Military Educational institutions lecturers professional competence development in the post-graduate education system structural functional model is offered. This model includes next structural blocks: purpose-defining, organizational pedagogical conditions, theoretic methodological, content, organizational, processing, results diagnostic. The content of the model structural elements is revealed.

PERCEPÇÃO DE COMPETÊNCIAS PROFISSIONAIS DE INSTRUTORES DE ATIVIDADES DE AVENTURA NA NATUREZA ATUANTES EM FLORIANÓPOLIS (SC)

Este estudo tem como objetivo analisar a percepção de competências de instrutores de atividades de aventura na natureza atuantes em Florianópolis (SC). Realizou-se uma pesquisa descritivo-exploratória e quantitativa. Participaram 22 instrutores (18 do sexo masculino e quatro do feminino), com idade média de 39,5±12,1 anos. Utilizou-se um questionário validado para este estudo, contendo 27 perguntas baseadas no modelo de competência profissional de Cheetham e Chivers (1996, 1998) e na norma 15285 da Associação Brasileira de Normas Técnicas (2005) sobre as competências necessárias aos instrutores. Para analisar os dados, aplicou-se a estatística descritiva. A maioria dos instrutores percebe dominar totalmente as competências cognitivas, funcionais, sociais, éticas e fatores relacionados (metacompetências, personalidade, reflexão, avaliação, empreendedorismo). Contudo, em todas há pelo menos um instrutor que percebe dominá-las parcialmente e há um que percebe não dominar duas competências funcionais relativas à segurança dos participantes. Um instrutor também acredita não dominar a capacidade de empreender.

MODEL OF FORMING OF PROFESSIONAL INTEGRATIVE- SERVICE COMPETENSE OF SPECIALIST OF INDUSTRY OF FEED AND HOSPITALITY

В статье показано, что индустрия питания и гостеприимства, развивается быстрыми темпами и нуждается в инновациях, способных поднять уровень услуг в соответствии с возрастающими требованиями потребителей. Соответственно появляется необходимость подготовки специалистов, имеющих фундаментальные, профессиональные знания в области индустрии питания и гостеприимства, стремящихся к творческой самореализации, так как эффективное внедрение любых инноваций невозможно при низкой квалификации персонала и его слабой мотивации. Рассмотренная авторами модель формирования профессиональной интегративно-сервисной компетенции будущего специалиста индустрии питания и гостеприимства в среднем профессиональном образовании, включает взаимосвязанные целевую, методическую и результативную составляющие, а также механизм контроля формирования данной компетенции.

A model of professional competences in mathematics to update mathematical and didactic knowledge of teachers

ABSTRACTThis paper describes part of a research and development project carried out in public elementary schools. Its objective was to update the mathematical and didactic knowledge of teachers in two consecutive levels in urban and rural public schools of Region de Los Lagos and Region de Los Rios of southern Chile. To that effect, and by means of an advanced training project based on a professional competences model, didactic interventions based on types of problems and types of mathematical competences with analysis of contents and learning assessment were designed. The teachers’ competence regarding the didactic strategy used and its results, as well as the students’ learning achievements are specified. The project made possible to validate a strategy of lifelong improvement in mathematics, based on the professional competences of teachers and their didactic transposition in the classroom, as an alternative to consolidate learning in areas considered vulnerable in two regions of the country.

Reflections about outdoor adventure sports and professional competencies of physical education students

ABSTRACTUniversities have been entrusted with the task of qualifying professionals for their future practice. In light of this, the present study analysed the competencies perceived by 80 physical education students of a public university in the state of Santa Catarina, Brazil, enrolled in the subject Outdoor Adventure Sports. An exploratory descriptive investigation was conducted with a qualitative approach. The content analysis technique was applied, and analysis categories were created according to a specific professional competence model. The findings indicate that the students perceived themselves as more competent in social/vocational, intra-professional, ethical and theoretical aspects of the profession, respectively. This study demonstrates that principles and values of outdoor adventure sports could contribute to the perception and development of some competencies, depending on the context and forms of mediation.

System formation model of students’ experimental and research competence

The article presents the research results of the formation model of students' professional experimental and research competences during performance of laboratory and experimental works. It explains the problem and solution of professional training of specialists in physical processes of oil and gas industry. It shows the meaning of laboratory and experimental works in competence paradigm of specialists in physical processes of oil and gas industry. Here author represents such concept as professional experimental and research competence and defines its functionality and content components. It points out the formation model of students' professional experimental and research competences during performance of laboratory and experimental works which is an algorithm and system navigator for developers and users of similar systems. The author notes descriptors of functionality and content components which use such as criterion of the formation level of students' professional experimental and research competence. The article points out the structure and content of the information and didactic basis based on the laboratory works complex in physical processes of oil and gas industry. The article represents the results of ascertaining and forming experiment. It determines the initial and final equation of formation in experimental and control groups. It shows the feasibility and effectiveness of using high innovative competence modular technology of laboratory and experimental works.

Modelo de Competencias Profesionales de Matemáticas (MCPM) y su Implementación en Profesores de Enseñanza Primaria en Chile

Resumen En base a la implementación de un Modelo de Competencias Profesionales de Matemáticas (MCPM) este proyecto de investigación y desarrollo se centró en los profesores del segundo ciclo básico, específicamente NB5 (7° grado), con la finalidad de desarrollar e implementar a través de una capacitación, una metodología de trabajo docente basado en una didáctica que asocia el saber matemático-pedagógico y la práctica de aula, logrando la actualización de los saberes matemáticos y didácticos de los profesores que enseñan matemática y potenciando la habilidad para favorecer el aprendizaje por resolución de problemas. La metodología usada fue cualitativa y cuantitativa y, para tal efecto, se trabajó con 47 profesores pertenecientes a 36 escuelas urbanas con dependencia municipal de la Región de Los Lagos de Chile. Los resultados muestran que los profesores progresan ante tareas didáctico-matemáticas, mejorando sustancialmente su desempeño docente y evidenciando competencias generales y específicas.

The development of a human resource management (HRM) professional competence model: A pilot study

This study sought to develop and test a diagnostic tool for the measurement of professional human resource management (HRM) competencies in the South African context. Data on HRM competencies were collected from South African human resource (HR) practitioners (N = 189; females = 49.2%, blacks = 91.2%). Exploratory factor analyses resulted in three distinguishable HR competency dimensions: Professional behaviour and leadership (i.e. leadership-personal credibility, organisational capability, solution creation, interpersonal communication, and citizenship); Service orientation and execution (i.e. talent management, HR governance, analytics and measurement, and HR service delivery); and Business intelligence (i.e. strategic contribution, HR business knowledge, and HR technology).

Компетентностный подход к подготовке организационных психологов в контексте реформирования системы высшего профессионального образования

The paper describes a model of professional competences of organizational psycholo- gists developed by the authors and provides outcomes of a study carried out to verify the model. The study aimed to explore content and structural features of notions about professional competences of the organizational psychologist in high- and mid-level executives of various fields (manufacture; trading and services; education). The paper presents results of the correlation analysis of such representations in different groups of executives and argues that it is important to take into account prospective employers’ expectations and preferences regarding organizational psychologists in the training of the latter.

Pedagogical Conditions of University Students Professional Core Competencies Formation in the Process of Humanitarian Training

The development of university students’ professional core competencies today is one of the urgent problems in their humanitarian training. It is advisable to take into consideration the core competencies as a new unit of measurement in humanitarian education of a student – a future specialist, focusing on pedagogical conditions of their formation and results of learning process, which are considered not as the amount of learned knowledge, skills, but humanitarian ability to use this knowledge in different situations creatively. The study aim is to justify scientifically pedagogical conditions’ structure and content of university students’ professional core competences’ formation in the process of their humanitarian training. The leading research method is the method of pedagogical conditions’ complex modeling of university students’ professional core competencies formation in their humanitarian training process. The article presents the theoretical and methodological bases of pedagogical conditions’ complex designing of university students’ professional core competencies’ formation in the process of their humanitarian training: the concept of competence-based approach, declared in the FSES of HPE requirements (federal state educational standards of high professional education), as productive ideas of humanitarian training modernization; variable model of core professional competencies’ development; the structure and content of scientific and methodological support. Article materials are designed for university teachers of humanitarian disciplines, educators, young scientists, postgraduates, students of the advanced training system and teaches’ retraining. They can be profitable for specialists of enterprises’ technical departments, undergraduates and University students, interested in research work.

DIE ‚NEUE‘ LEHRERBILDUNG IN DEUTSCHLAND. VOM PRAXISSCHOCK ZUR AUFGEKLÄRTEN ANEIGNUNG PROFESSIONELLEN HANDELNS? – LEHRERBILDUNG ALS SYSTEMISCHER TEIL DER BILDUNGSREFORM

Seit über zehn Jahren ist die Lehrerbildung in Deutschland in den Bologna Prozess integriert. In der Folge wurde das Studienmodell mit 1. Staatsexamen und anschließendem 2. Staatsexamen zum Abschluss des Vorbereitungsdienstes für den Bereich des Hochschulstudiums auf die Bachelor-Master-Struktur umgestellt. Aktuell wird die zweite Runde der Studienprogramm-Reform implementiert. Diese fokussiert vorrangig die erziehungswissenschaftlichen und die fachdidaktischen Module. Dabei stellt sich durchaus drängend die Frage, wie Konzepte erfahrungsgebundenen eldorientierten Lernens verstärkt in das Studium des Lehramtes eingebunden werden können. Als eine Konsequenz flammen die durchaus kontrovers geführten Debatten über das Verhältnis von `Theorie´ und `Praxis´ in der Lehrerbildung erneut auf. Der Vorwurf der Befürworter erfahrungsbasierter Lernkonzepte lautet, die traditionelle Sichtweise der Lehrerbildung sei als weitgehend gescheitert anzusehen und durch ein Modell zu ersetzen, welches berufliche Kompetenzen zugrunde legt, die sowohl differenzierte wissenschaftlich fundierte Wissensstände als auch verhaltensbasierte Lehrstrategien und Fähigkeiten umfassen. Der folgende Artikel skizziert diese widerstreitenden Diskussionen - aus einer eher theoretischen Sichtweise wie auch aus der kritischen Betrachtung der einschlägigen empirischen Befunde. Dabei wird die Notwendigkeit sichtbar auszuführen, in welchem Ausmaß die aktuellen Reformen in der Lehrerbildung als systemischer Bestandteil des Gesamtkonzepts der Erneuerung des deutschen Schulwesens ausgestaltet werden.