Model Of Professional Competence Research Articles

Curricular Redesign With a Model of Professional Competences in Mathematics: A Case in Chile

This paper presents a competency-based curriculum redesign, whose pedagogical orientation is related to the development of a common training base for professional performance specialized in mathematics training and didactic-pedagogical training. The study contributes to the literature on quality assurance in Mathematics Education and provides empirical evidence of the success of a process implemented over five years and certified by an external body. Each of the stages of how this can be done in the classroom and what elements need to be considered for implementation are outlined.

Teaching note: assessing social work students on placement: a model for professional competence

ABSTRACT This teaching note describes how the author (a practice teacher and university lecturer) retrospectively considered and applied the work of Jean Lave and Etienne Wenger; with a specific focus on situated learning, communities of practice and pre-qualifying social work education in Northern Ireland. Through this retrospective lens, this conceptual paper presents a new, inclusive model for practice teachers (practice educators) and social work students to use in professional supervision. The Social Work Placement Professional Competence (PPC) Model is presented as a supervisory tool to guide and frame professional discussions and critical analysis of student’s practice. The model can be used to critically reflect on the development of the students’ incremental learning, knowledge base, evidence of decision-making, assessment of need and ability to effectively manage risk.

REFLECTION ON THE EXPERIMENTAL MODEL OF A CHESS TEACHER’S COMPETENCES (analyses and interpretations)

Chess teaching approach in junior classes of primary schools is discussed in the article, considering it as a leading educational activity, as it completely reflects the essence of psychological renovation. Chess education is considered to be the unique display of resistant process of aimed unification of educational activity, the result of which are the actions with certain characteristics (scientific, systematic, generalized, etc.). The idea of junior school education can be newly interpreted in the process of chess teaching. In this context the model of professional competences of a chess teacher, which is the means of the formation of academic activity, must be considered and checked in primary schools as well. Thus, the purpose of the research is to reveal the real place of teaching of chess as a leading activity and to suggest a new model of competencies with the perspective of cognitive block and activation of cognitions. During the research, the following methods have been used: theoretical analysis, modeling, combination of empirical studies. It has been revealed that chess education in primary school is built with the mechanism of combining suitable learning activities, which in its cognitive nature reflects the entire element of the competences of the chess teacher.

SOFTWARE FOR AUTOMATION OF PERSONNEL PROFESSIONAL SELECTION AND EMPLOYEE ATTESTATION OF JSC «NAFTAN» BASED ON THE MODEL OF KEY COMPETENCIES

Formation of a capable and highly efficient team is the main task of personnel work at petrochemical enterprises, which are high-risk facilities. High requirements are imposed on the qualification of engineering and technical personnel of oil refineries. The process of selection of candidates for work in technical or engineering specialties is rather labor-intensive. Development of software for automation of personnel selection and employee attestation processes for JSC «Naftan» based on the model of key professional competencies will improve the procedure of hiring efficiency, will allow processing more applications of applicants and focusing on the best of them already at the initial stages.

Development of professional-pedagogical competence in future English language teachers

The study examines the professional pedagogical competence of future English language teachers. The concept of "professional pedagogical competence" is increasingly relevant in Kazakhstan's higher education reform. It reflects teachers' pivotal role and professional qualities in achieving high-quality education and upbringing. Our literature review defines the professional pedagogical competence of future English language teachers as an integrative set of qualities that indicate their personal and socio-moral experience. It also reflects their capacity to foster motivational, cognitive, and operational aspects within their professional domain. The outcomes of their pedagogical endeavors evidence this. Our model of professional pedagogical competence for future English language teachers is a pedagogical system that includes four blocks: target, conceptual, content-procedural, and criteria-evaluative. The criteria and indicators of professional-pedagogical competence are communicative, cognitive, operational-activity, and motivational-valuable. The communicative dimension emphasizes foreign languages as a means of personal and professional communication. The cognitive dimension emphasizes skills to solve non-standard lingua-pedagogical tasks. The operational-activity dimension reflects personality, professional development, and pedagogical activities. The motivational-valuable dimension emphasizes linguistic-cognitive motivation, professional self-awareness, the need for self-realization, and self-development. Our research findings contribute significantly to the discourse on teacher education in Kazakhstan. Our comprehensive model aligns with contemporary educational needs. It serves as a valuable guidepost for educational stakeholders and offers insights that can inform policy, curriculum development, and teacher training programs. Ultimately, it advances the overarching goal of enhancing the quality and impact of English language education in Kazakhstan.

ESD training for university teachers: which is more effective, the face-to-face or digital format? Results of an intervention study

Purpose This paper aims to analyze the extent to which education for sustainable development (ESD) training enhances university teachers’ professional competence and whether it has the same effect in the digital as in the face-to-face format. Design/methodology/approach A training concept was developed based on the professional action competence model. Between 2018 and 2021, 19 training sessions were conducted with 183 university teachers: ten in face-to-face sessions and nine in the digital format. Questionnaires were administered before and after the training to determine its impact. Findings Overall, the training proved to be effective. There was a significant increase in professional knowledge and self-efficacy after the training, but there was no change in motivation. The face-to-face and digital formats proved to be equally effective. Research limitations/implications The long-term effect of the training could not be determined. Practical implications There should be regular ESD training and coaching for university teachers. Originality/value There has been little research on the effectiveness of ESD teacher training, and no comparison between the face-to-face and digital approaches exists. It has been possible to train a relatively large number of university teachers from a wide range of subject areas, about two-thirds of whom have had no previous ESD experience.

CORPORATE SOCIAL RESPONSIBILITY AND ITS IMPACT ON BUSINESS SUSTAINABILITY

This article substantiates the relevance of developing a model of professional competence for future skilled workers with a focus on ensuring sustainable development. The analysis of factors influencing the formation of professional competence serves as the basis for this research. The primary objective of the article is to systematically structure and analyze the factors contributing to the development of professional competence in future specialists with an emphasis on sustainable development. The article specifically outlines the stages involved in the model's development, utilizing professions within the food production sector in the European Union as a case study. The intent is to adapt the insights gained from this examination to the national system of vocational education. The theoretical framework of the article is grounded in established methods, including analysis, synthesis, interpretation, abstraction, generalization, analogy, and comparison, employed to effectively structure and analyze the factors influencing competence formation in future professionals. The authors employ modeling methods to elucidate the stages involved in the development of the model and utilize comparative methods to contextualize and adapt the European experience to the national system of vocational education. Systematic structuring and analysis of factors influencing the formation of professional competence in future specialists with a focus on sustainable development are carried out by the authors. This analytical approach enables the identification of distinct levels of competence distribution across various dimensions of sustainable development, including international, national, regional, sectoral, and institutional (enterprise-vocational education institution) levels. Additionally, the article presents the stages involved in the development of a competence formation model, using professions related to food production in the European Union as a case study.

Development of a Model for the Professional Competence of Middle Managers in the Educational Administration Headquarters

Objective: This research aimed to develop a model for the professional competencies of middle managers in education, including general managers, their deputies, heads of centers, and their deputies. Methodology: The research method was qualitative and aimed at practical application. The research population included all academic experts in educational management, general managers, their deputies at the headquarters level of education, all related studies, research, and articles, as well as relevant documents and laws. A sample of 9 managers and 7 experts, 70 articles, books, or research, and 4 relevant documents and laws were selected through purposive sampling. Data were collected using a document review form for studies, research, articles, and regulations, as well as a semi-structured interview form. Data analysis was performed using thematic analysis and MAXQDA software. Findings: According to the findings of this research, the most important components of professional competence for middle managers in education include 10 main categories derived from 62 subcategories: Personal Skills, Interpersonal Skills, Work Competencies, Global Mindset, Aspiration for Excellence, General Managerial Ability, Professional/Advanced Management Skills, Resource Management, Specialized Knowledge, and Success Enabling. These categories were ultimately presented in the form of a model. Conclusion: It can be concluded that the model of professional competence for middle managers in the headquarters area of education is capable of examination and can be used by educational system planners.

Communicative competencies of civil servants: foreign experience

To date, the Law on the Civil Service of the Republic of Kazakhstan for civil servants has approved ethical rules, tasks, requirements that must be observed when interacting with society, however, explanations of communicative competencies, communication skills that must be observed when interacting with society are not given. The concept of development of local self-government in the Republic of Kazakhstan until 2025 outlines the need to clarify the status, functions, and powers of civil servants taken together of the current model of local self-government. The research paper uses the results of a sociological survey conducted by the Kazakhstan Institute for Strategic Studies under the President of the Republic of Kazakhstan in 2021, which indicate the main characteristics of the state body: accessibility of the state body, starting with the availability of contacts and addresses in the public domain; openness in providing information about activities and budget; availability of existing feedback channels with the population. This result once again confirms the need to improve the communicative competencies of civil servants of the Republic of Kazakhstan. In the course of writing the article, the analysis of the content and history of the development of the process of reforming the civil service of the countries of Great Britain, France, USA, Switzerland, Japan, Canada, South Korea, standards of conduct of civil servants was carried out. Based on foreign experience, on the full coordination of the functions of the Civil Servants Service, on the experience of introducing the benchmarking process into the public administration system, the principles of the Civil Service Commission, the School of Public Service, Charity and Care in the country, recommendations are given on the formation of a model of professional communicative competencies of Kazakhstan civil servants.

Inspiring academic confidence in university students: perceived digital experience as a source of self-efficacy

PurposeThis study aims to introduce a research framework that identifies the potential sources of design self-efficacy that emerge from the digital class by covering the teaching for professional competence model (TPCM) to enhance students’ design self-efficacy.Design/methodology/approachThe multistage and purposive sampling technique is used, and the respondents considered are Malaysian university students. Further, the students who completed the survey included both local and international students so as to capture responses through primary data.FindingsThe findings of this research study reveal that design self-efficacy is determined not only by feedback and collaborative learning but also by perceived digital class experience.Research limitations/implicationsMoreover, this study is limited in offering a theoretical framework using the TPCM; therefore, future studies may incorporate Bronfenbrenner’s ecological systems theory and may also use the theory integration approach. Also, in terms of geographic coverage, the current work is limited to an area in Klang Valley. Future studies may be carried out in other parts or regions of the country. Future researchers may also focus on technological self-efficacy to capture the other related factors that may be related.Practical implicationsThis study not only contributed to the theoretical extensions but also to practical implications, which would benefit the policymakers of higher education providers in Malaysia.Originality/valueTPCM components, which are students’ personal characteristics, teaching practices and student’s perceptions of the classroom climate, are mapped into the digital class context as potential sources of design self-efficacy and collectively labelled as digital class experience. To the authors’ knowledge, the digital class environment variable is yet to be tested as a component of TPCM.

Digital Literacy, Pedagogical Knowledge, and Research Skill: A Structural Equation Model in Professional Competence of Teachers

Aims: To determine the levels of digital literacy, pedagogical knowledge, and research skills and to identify the best-fit model of professional competence of elementary and high school teachers in Southern Mindanao Region, Philippines.
 Study Design: Quantitative-causal research design utilizing the Structural Equation Model.
 Place and Duration of Study: Southern Mindanao Region, The Philippines, during the school year 2022-2023.
 Methodology: Stratified random sampling technique was used to determine the 400 elementary and secondary Filipino teachers. Only those respondents who agreed to be part of the study were included. However, this study did not have teachers not handling Filipino subjects; those teaching in college; teaching outside Region XI; or training in the previous school year. The respondents came from different divisions of Davao City, Davao del Norte, Davao del Sur, Davao Occidental, Davao de Oro, Davao Oriental, Digos City, Mati City, Panabo City, Island Garden of Samal, and Tagum City.
 Results: Filipino teachers' digital literacy, pedagogical knowledge, and research skills were very high. It indicated that digital literacy, pedagogical knowledge, and research skills were observed. Likewise, my professional competence was also very high. It was an indication that the respondents paid much attention to professional abilities. It also revealed that digital literacy, pedagogical knowledge, research skills, and professional competence had a significant relationship. Among the five models tested, hypothesized model 5 was the best-fitted model. Digital literacy exhibited the effect, making it a significant predictor of professional competence. In contrast, pedagogical knowledge shows eligible results, which means partly a predictor of professional competence. Moreover, the research skill shows a negligible direct effect on professional competence.
 Conclusion: Model 5 was the most appropriate model for the teachers' professional competence, and the study indicated that Filipino teachers in Southern Mindanao Region had very high levels of digital literacy, pedagogical knowledge, research skill, and professional competence. It implies that teachers must maintain substantial and relevant teaching-learning activities to gain professional competence. It shows further that these three independent variables may be used as a starting point for future research and as a resource when creating prospectuses for students enrolling in education programs.

Validation of a training model of professional competence management of patient safety in intensive care in the Bachelor of Nursing degree

Introduction: the pedagogical model as a scientific result of educational research, understood as a representation of essential elements of the training process or some of its parts. Objective: to validate a model for the formation of the professional competence "Management of patient safety in intensive care" in the Bachelor's degree in Nursing. Method: A study was carried out at the Baracoa Medical Sciences Branch, belonging to the Guantánamo University of Medical Sciences from 2016-2018, methods such as methodological triangulation were used through the criteria of 20 experts by the Green method. Results: The consensus general of the experts was "strongly in agreement" for the foundations that support the training model of professional competence "Management of patient safety in intensive care" in the Nursing Bachelor's degree and its quality. Conclusions: the training model of professional competence "Management of patient safety in intensive care" is accepted as valid and feasible for its implementation in practice, it constitutes a novel and relevant contribution for the transformation of the training process in the career of Nursing, from the Emergency Nursing subject in the fourth year, which promotes the relationship between the systematization of skills and the development of innovation capacity in students to guarantee patient safety.

ОСОБЕННОСТИ ОЦЕНКИ ЛИЧНОСТНО-ПРОФЕССИОНАЛЬНЫХ КОМПЕТЕНЦИЙ ВЫПУСКНИКА ВЫСШЕГО УЧЕБНОГО ЗАВЕДЕНИЯ НА ОСНОВЕ ПРИМЕНЕНИЯ АССЕССМЕНТ-ЦЕНТРА

In the course of the study, the theoretical and methodological grounds for using the assessment center in assessing the personal and professional competencies of a graduate of a higher educational institution were considered, an overview of approaches to understanding personal and professional competencies was provided, their current state was considered, and the possibility of using the assessment center in modern development conditions was assessed. higher education systems. This study substantiates the development of a model of personal and professional competencies, which is based on scientific and practical research, expert opinion of professionals, professional standards developed by the Ministry of Education and Science, as well as on the Passport of Competencies received by graduates of the Peter the Great St. Petersburg Polytechnic University (SPbPU) in the learning process. The competency model for each area has a general structure consisting of four main blocks: professional competencies, personal competencies, interpersonal competencies and self-development, but each of the presented blocks differs significantly in content depending on the profile of the education received. The use of the assessment center method for assessing the personal and professional competencies of graduates of higher educational institutions seems to be one of the most promising directions, since this procedure allows not only to assess the quality, but also to reveal its content for a particular graduate and make assumptions about the possibilities of developing competencies. Students’ passing through the assessment center allowed them to understand their personal and professional competencies more deeply and clearly, as well as to consider various ways to develop these formed competencies. Moreover, graduates directly link their development with the activities they plan to engage in after graduation. After participating in the assessment center procedure, students were able to more consciously approach planning their own trajectory of personal and professional development. They are able not only to set the final goal, but also to present in detail those on whom they will rely, set specific steps and deadlines for their implementation, as well as describe those personal and professional competencies that will help in achieving the goal and those that still need to be adjusted.

Предпринимательство в индустрии спорта России: современные тренды развития

This article attempts to investigate the current state of affairs in the development of entrepreneurship in the Russian sports industry, as well as to show their possible perspectives. This issue is very relevant today, because the state sets the task of starting to earn to sports organizations and organizers of sports events, bearing in mind commercial sources of income, because in the coming years there will be a phased reduction in funding from the budget, especially if it comes to professional sports. The purpose of this study is to analyze how entrepreneurship in the sports industry is developing today, bearing in mind different types of sports, and why it is necessary to develop specialized entrepreneurship studying programs in sports. Among the main objectives of the study: to show successful examples and practices of entrepreneurship development in different segments of the sports industry and to explain the possibilities of entrepreneurship development in sports, taking into account the emergence and implementation of specialized studying programs, primarily additional education programs. This article presents the author’s own vision of how entrepreneurship is developing today in mass and corporate sports, as well as in the fitness industry. The article uses various research methods, including comparative analysis and statistical methods. The scientific results include an analysis of the potential audience of such specialized studying programs and the direction of development of targeted programs, including various sports and functional areas. The justification of the need for aspiring entrepreneurs to be trained in additional education programs (advanced training and professional retraining) is given. In the next article, the author will try to more specifically form a model of professional competencies for entrepreneurship training programs in sports.

Factors Influencing Vocational Education and Training Teachers’ Professional Competence Based on a Large-Scale Diagnostic Method: A Decade of Data from China

China has the world’s most extensive vocational education and training (VET) system, and VET teachers are central to training high-quality technical and skilled workers. This study aimed to explore the factors influencing VET teachers’ professional competence based on empirical research. We used a large-scale diagnostic method based on the competence measurement of VET, the teachers’ professional competence model. Comprehensive diagnostic tasks, assessment criteria, and test protocols jointly developed by Chinese and German researchers were used to diagnose professional competence. Background questionnaires were collected from 601 VET teachers in 39 vocational colleges and schools in China over ten years. Path analysis was used to explore factors influencing the professional competence of VET teachers. The study found that skill awards, highest academic degree, course type (practical over theoretical), highest level of professional qualification, and enterprise support positively influenced professional competence. School support negatively influenced VET teachers’ professional competence. Organizational identification mediated the relationship between enterprise support, school support, and professional competence. However, professional identity or learning strategy aren’t mediated the relationship between enterprise support, school support, and professional competence. This study provides an empirical basis for enhancing VET teachers’ professional competence and facilitating further development of theories regarding the professional competence of VET teachers.

Mediators’ professional competence and personal qualities in conducting conciliation processes with varying degrees of success

Orientation: Mediation is becoming an increasingly popular conciliatory procedure, which makes it possible to increase the psychological protection of parties in disputes in educational, social environment and legal practice.Research purpose: To develop and empirically confirm the model of mediators’ professional competencies to determine the features of mediators’ professional competencies and personal characteristics in the conciliation procedure with varying degrees of success.Motivation for the study: Today, the profession of mediator is becoming increasingly popular; however, there is not enough information in scientific literature about the issues of specialists’ professional suitability to training and experience, desirable personality traits and competencies.Research approach/ design and method: A total of 103 mediators from the Russian Arkhangelsk region took part in the study. Research methods include psychological testing using Bardin and Presnov’s ‘11 personality factors’, Costa and McCray’s Five-Factor Personality Questionnaire adapted by Bodunov and Biryukov and questioning (the author’s self-assessment questionnaire of mediators’ professional competencies). Statistical processing was carried out using descriptive statistics, correlation (Pearson’s χ2), multivariate variance and stepwise multiple regression analysis using the SPSS 23 software package.Main findings: The mediators’ professional competence model includes communication, conflict management, problem analysis, planning and self-control. A self-assessment questionnaire for mediators’ professional competencies, which can be used by the 360-degree method, has been developed and tested. A conclusion was made that the success of a conciliation procedure is influenced by such personal qualities as self-control, communication, curiosity and morality. From the list of mediators’ professional qualities, compiled by the authors, the following ones directly influence the success of mediation: activity, specificity, openness, poise, organisation, responsibility and communication skills.Practical/managerial implications: It is necessary to provide additional support for novice mediators, because this will facilitate more active involvement in activities, conduct more conciliation process and subsequently lead to increased success.Contribution/value-add: The developed questionnaire for assessing professional competencies will help in the training and selection of mediators. It will allow us to highlight what key and specific competencies of the mediator hinder the achievement of a successful result in the rehabilitation procedure and require development.

Structural Equation Model of Professional Competencies with Teachers' Organizational Commitment

Structural Equation Model of Professional Competencies with Teachers' Organizational Commitment

A Model and Questionnaire of Professional Competencies of Iranian EFL Teachers at Public and Private Sectors and its Relation with their Students’ Achievement

A Model and Questionnaire of Professional Competencies of Iranian EFL Teachers at Public and Private Sectors and its Relation with their Students’ Achievement

Professional competence(s) of physical education teachers: terms, traditions, modelling and perspectives

The effectiveness of (physical education [PE]) teachers on students’ school performance (as well as the effectiveness of PE teacher education [PETE]) has been studied within different research paradigms. The evidence shows that the quality of students’ school performance is strongly dependent on the (PE) teacher and the quality of their teaching. Consequently, research into the effectiveness of PE teachers and the effectiveness of PETE has become a central subject of PE research. In this regard, there has been a competence-orientated shift in research on the effectiveness of PE teachers and PETE over the past 15 years. Focusing on competence-oriented PE teacher research, it becomes apparent that this is in a consolidation phase and that the advantages of the competence construct is not fully understood. In addition, the term ‘competence’ is used differently within PE teacher research. Accordingly, this theoretical article aims to clarify the concepts within competence-oriented PE teacher research, to present the different competence-oriented PE teacher research traditions, and to generate a typology and topology model of Professional Competence of Physical Education Teachers (Compe-PET model). The model assumes that the improvement of real-world performance is achieved through the following three developmental components: (1) the qualitative improvement of the aspects of competency (e.g., professional knowledge); (2) the improvement of the situated perception, interpretation, and decision-making skills (P-I-D); (3) through the deliberative practice of implementation of the quality criteria in one’s own teaching practice. Results are discussed with implications focusing on PETE and PE teacher research.

BUSINESS ANALITICS vs. BUSINESS ANALYSIS: CURRENT DISCOURSE, PROFESSIONAL COMPETENCE MODEL OF THE INITIATOR OF POSITIVE CHANGE

Introduction. The need to solve a wide range of problems through analysis has led to a demand for analysts, who are called agents or initiators of change. Given that today in the competitive labour market the position of business analyst is one of the most prestigious and well-paid, to business analytics as an activity, to this rapidly evolving field of knowledge, as well as to the relevant educational product there is a natural interest. Accordingly, the essence of the concept of "business analyst" in its various interpretations and aspects, determining the key parameters of the model of professional competence of business analysts, as well as solving problems of their formation and integration in the relevant educational and professional training program of higher education are becoming relevant consideration. Methods. The authors used the dialectical method of cognition and general scientific techniques and principles of complex research, which provide empirical, theoretical, cognitive and general logical methods. The specified methodical tools are used: observation, comparison, description, generalization for consideration of essence and disclosure of some directions of business analytics; system approach and modelling for identification and systematization of key parameters of professional competence for business analyst; analysis, synthesis and logical approach to solving problems of their formation and integration in the process of educational activities. Results. It is concluded that the complexity of the external environment and internal business processes of the enterprise necessitate the use of business intelligence as a system of integrated and continuous monitoring, evaluation and diagnosis of business operations, as well as changes through business analysis to solve problems or use existing opportunities ensuring viability and business development. This implies a new conceptual approach both in the processing of information and in the purposes and features of such analysis. This will increase the effectiveness of the analysis and allow the organization to turn analytical work into an integral part of successful business. The key parameters of the business analyst’ professional competence model are determined. The tasks of the educational program for training business analysts on the formation and integration of appropriate educational competencies and obtaining applied learning outcomes are formulated. Discussion. Under these circumstances, there are appropriate prerequisites for the further development of business intelligence as a new promising concept of analytical work in the organization, direction in science and educational activities for the training of specialists in this field. Therefore, further developments are extremely important - new scientific approaches, developments in certain areas and types of business analytics, improvement of methodological tools of analysis, suggestions for improving the content, methods and organization of the training process and more. Keywords: business analytics, business intelligence, business analysis, business analyst, analytics, analysis, analytical activity, consulting, professional competencies, accounting, university training of an analyst-consultant.