Model Of Professional Competence Research Articles

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.

THE STRUCTURE OF PROFESSIONAL COMPETENCE OF A TEACHER

In this article, the professional competence of a teacher is considered as a set of generalized knowledge, skills and abilities that ensure the implementation of the content of state educational standards. The most common skill is the ability to think and act pedagogically, closely related to the ability to subject facts and phenomena to theoretical analysis. Ideally, the full compliance of the teacher with the requirements of the qualification characteristic means the formation of the ability to think and act pedagogically integrating the whole set of pedagogical skills. Regardless of the level of generality of the pedagogical task, the completed cycle of its solution is reduced to the triad "think — act — think" and coincides with the components of pedagogical activity and their corresponding skills. As a result, the model of professional competence of a teacher acts as a unity of his theoretical and practical readiness.

A Study on the Professional Key Competences of Kindergarten Teachers

Professional key competences comprise the necessary personality traits and action competences that meet the requirements of work. For kindergarten, they are an important reference for selecting and training teachers. This study uses the paradigm of qualitative research and is based on job analysis and the semi-structured interview method. Researchers conducted 37 semi-structured interviews with 29 kindergarten teachers from different provinces in China. A three-level professional key competence model of kindergarten teachers is preliminarily constructed. The inner layer of the model is the core professional values of kindergarten teachers, the middle layer comprises the four core personality traits of kindergarten teachers, and the outer layer comprises the nine key action competences of kindergarten teachers. The results of this study have important reference value for the training of kindergarten teachers and for the team building of teaching staff.

Inclusive professional competencies of a teacher in the assessments of parents of children with disabilities

Problem and goal. The effectiveness of the partnership of school teachers with parents of children with disabilities (hereinafter referred to as CHwD) in inclusive education is mediated by the extent to which the inclusive professional competencies that teachers possess correspond to parents' ideas about the nomenclature and comparative significance of these competencies. However, the evaluation position taken by parents of CHwD in relation to the list and hierarchy of inclusive professional competencies has not been the subject of special study. The purpose of the study was to investigate the paradigm of evaluation by parents of children with disabilities of inclusive professional competencies of a teacher. Materials and methods. To assess the importance of inclusive professional competencies of a teacher, parents were offered a list of 30 indicators of such competencies identified in the texts of 59 sample basic educational programs implemented by universities in the areas of training "Pedagogical Education", "Psychological and pedagogical education", "Special (defectological) education" and "Adaptive physical culture". The respondents were 127 parents with CHwD aged 3 to 16 years. In the course of the study, a meaningful and structural analysis of the hierarchy of importance of competence indicators and indicators of the importance of integral inclusive competencies of a teacher was carried out. Results. The study showed that parents of children with disabilities attach priority to the readiness and ability of the teacher to take into account the specifics of the physical and mental development of the child (M=3.96), to carry out an individual approach to him (M=3.99), to provide him with psychological and pedagogical support (M=3.98). The type of health disorder (F=5.05; p<0.0001) and the actual context of the child's education (F=2.81; p<0.0001) are significant factors mediating the paradigm of parents' assessment of inclusive teacher competencies of children with disabilities. Scientific novelty. The results obtained made it possible to consider the competence model of an inclusive education teacher from the point of view of the "parental request", to determine the specifics of this request depending on the type and nature of the child's developmental disorder, as well as the institutional conditions of his education. Practical significance. The conducted research makes it possible to determine the guidelines for adjusting the model of professional competencies of an inclusive teacher and improving the scientific and methodological support of the inclusive educational process in the context of psychological and pedagogical support and support of the student and his family.

Actualizing the model of professional training and development of state civil servants: challenges and prospects

The development of the civil service in Russia is a permanent process aimed at improving the quality and effectiveness of the civil servant activities, bringing it in line with the new conditions and expectations of citizens. The civil service transformation is accompanied by changes in the legal framework governing this institution, outstripping the professional development of its personnel corps. The principle of lifelong learning laid down in the federal law «On education» has caused the need to fix a new model of professional development of civil servants in the law «On the state civil service of the Russian Federation». The article analyzes the fundamental differences between the previously existing and modern approaches to the professional development of civil servants. A normative model of professional competencies of civil servants is proposed based on the requirements and legal norms governing the civil service, programs for its development, current trends (digitalization and expansion of information technology, organizational and technological capabilities). The model integral components are normative values that guide the activities of civil servants in the context of public service. The model considered in the article can serve as a basis to determine the needs, content and forms of professional development of both current and potential civil servants on the part of the heads and personnel services of government agency. Moreover, this model makes it possible to identify problems and omissions in the federal state educational standard in the direction of «State and Municipal Administration» and to set up development zones for students – future civil servants.

МОДЕЛЬ ПРОФЕССИОНАЛЬНОЙ КОМПЕТЕНЦИИ ДЛЯ ОЦЕНКИ ПРОФЕССИОНАЛЬНЫХ РИСКОВ

Nowadays, the decision making based on the preliminary risk assessment became a frequent practice almost in all spheres of human activity. As a result of late changes in the legislation relating to labour safety, occupational risks assessment became an employer obligation. To organize this process, the additional training of specialists is necessary. The formation of a system for training such specialists is a topical issue both for employers and educational institutions. At the initial stage of formation of the professional competence model of a specialist for occupational risk assessment, the author selected from the occupational standard of a labour protection specialist the job functions related to the occupational risk management. The paper considers a competence model of a specialist in the sphere of industrial safety and health developed by the experts of British Institution of Occupational Safety and Health (IOSH). To identify professional competences necessary for occupational risks assessment, the author suggests carrying out test assessment of occupational risks and forming a professional competence model using the technique of analysis and observation over actions necessary for risk assessment. To obtain more objective results, the author proposes carrying out such assessment within a group of three people – a labour protection specialist, a department manager, and an employee representative. The Lost Time Accident Frequency Rate and the Work Accident Severity Rate are accepted as the performance criteria of occupational risk assessment. The author suggests using the developed professional competence model in the future when training technosphere safety specialists.

Scientific approaches to developing critical thinking in Asian-Pacific region

This article deals with the study of critical thinking, the need and the ways to apply it in regional studies. It analyzes scientific and educational approaches to developing critical thinking in Asia-Pacific region. It studies them in a theoretical level and tests across regional studies. It gives the reasons to develop critical thinking across regional studies to improve a complex regional analysis in the modern conditions of informatization. It proves the need of integration of critical thinking and regional studies. The author offers to enlarge the model of professional competences of regional studies experts with critical thinking development, emphasizing the purposeful and systematic way of this development. The hypothesis of the work is that investigation of the scientific approaches to developing critical thinking in Asian-Pacific region will promote critical thinking of regional studies experts and their ability to analyse the region. It presents the results showing the effectiveness of the given professional competence model and higher level of critical thinking developed by purposeful and systematic steps during regional studies activities.

Teachers’ Professional Action Competence in Education for Sustainable Development: A Systematic Review from the Perspective of Physical Education

In order to implement education for sustainable development (ESD), teachers from all subjects need to be equipped with ESD-specific professional action competence, including physical education (PE) teachers. However, the current state of research on approaches to defining ESD-specific teacher competence is complex and there is little debate on what competences PE teachers in particular need in order to implement ESD. The purpose of this study is to make a theoretical contribution to clarifying the central concepts of ESD-specific teacher competences and to link this discussion to the subject of PE. We conducted a systematic literature review following PRISMA guidelines with a focus on normative and theoretical work about ESD-specific teacher competences. Twenty-two articles from 2008 onwards met the inclusion criteria. Subsequently, we applied a qualitative content analysis based on theoretically derived main categories. The literature review revealed a more nuanced examination of the categories of ESD-specific professional knowledge and beliefs. The categories of motivational orientation and self-regulation were found to have received less attention in the analyzed papers. PE-specific aspects were not reflected in the reviewed literature. A refined model of ESD-specific professional action competence is suggested and it is demonstrated how this model might be applied to subject-specific discourses from the perspective of PE.

Preparation for College and University Leadership before the Age of 40

The purpose of this study was to investigate the skills and competencies needed for candidates to be hired as a college or university president before the age of 40. Using a phenomenological approach, participants who first obtained the position as a college or university president before 40 were interviewed. Using Clark’s model of professional competencies as a conceptual framework, four themes were identified from the results. The themes include little to no mentoring at all, learn by either sinking or swimming; being in the right place, at the right time, with the right credentials; having the right education and experience matter for candidates seeking a college or a university president position; and having the interpersonal skills and the ability to work with others. The results of this study will help those seeking to acquire a position as a college or university president while under the age of 40 and for all others to better prepare future leaders in higher education.

Examining the dimensionality of pre-service teachers' enthusiasm for teaching by combining frameworks of educational science and organizational psychology.

The aim of this study was to obtain a holistic understanding of pre-service teachers’ enthusiasm for teaching (a subject) by examining its structure as well as relevant factors that may be related to it in the first phase of teacher education. For this purpose, we considered two strands of research: educational science and organizational psychology. Accordingly, the professional competence model and the job demands and resources model helped to identify factors that are associated with pre-service teachers’ enthusiasm for teaching. Responses of 211 pre-service biology teachers indicated that enthusiasm for teaching can be considered as one-dimensional. Moreover, we found positive relationships between enthusiasm for teaching and academic self-concept, intrinsic career choice motives and occupational commitment. In contrast, we detected negative relations between enthusiasm for teaching and both emotional exhaustion and intention to quit. No significant relations could be found for enthusiasm for teaching and both professional knowledge and extrinsic career choice motives. Our findings highlight the importance of enthusiasm for teaching in the earliest stage of teachers’ careers. Thus, our study points out relevant factors that could help to maintain high enthusiasm and to keep (pre-service) teachers healthy and in the profession.

Developing a model of professional competencies of engineers for industrial modern organizations

پژوهش حاضر با هدف تدوین الگوی شایستگی‌های حرفه‌ای مهندسان برای سازمان‌های صنعتی نوین ، انجام شده است. روش پژوهش از نظر هدف کاربردی و از منظر گردآوری داده‌ها کمی ازنوع توصیفی- تحلیلی بوده است. جامعه آماری پژوهش شامل؛ 1)اعضای هیئت‌علمی متخصص، دارای دکتری مهندسی و فعال در حوزه صنعت، 2)مدیران و کارشناسان خبره شاغل در سازمانهای صنعتی با تجربه 5 سال یا بیشتر و و دارای مدرک مهندسی که از 5 دانشگاه و 4 سازمان صنعتی برتر به تعداد 467 نفر که با استفاده از فرمول نمونه‌گیری کوکران، حجم نمونه‌ای به تعداد 216 نفر به شیوه‌ی نمونه‌گیری تصادفی طبقه ای انتخاب گردید. جهت شناسایی شایستگی‌های حرفه ای مهندسان برای ورود به سازمانهای صنعتی، پیشینه پژوهش‌های انجام شده و سایت onet مورد بررسی قرار گرفته، سپس شایستگی‌های استخراج و بر مبنای آن به دو دسته کلی ؛ عمومی و تخصصی طبقه بندی شدند. به منظور گردآوری داده‌ها از پرسشنامه محقق ساخته 42 گویه‌ای استفاده شد که ضریب آلفای کرونباخ برای همه شاخص‌ها زیربنایی ابزار 3/82 به دست آمد. جهت بررسی روایی پرسشنامه نیز از نظر خبرگان مرتبط و هم چنین روایی سازه استفاده شد. نتایج پژوهش نشان داد: 1- شایستگی‌های حرفه‌ای مورد نیار شامل؛ شایستگی های عمومی (شایستگی شخصیتی، برنامه‌ریزی، شناختی) و تخصصی (سیستماتیک، کاربردی، اخلاق حرفه‌ای و استراتژیک) می باشد 2- مدل کلی پژوهش با استفاده از تحلیل عاملی تأییدی مورد برازش قرار گرفت. 3- همه نشانگرها به طور معنی‌داری با عامل زیربنایی خود مرتبطبودند و مدل اندازه‌گیری طی ارزیابی شاخص‌های جزئی مطلوب بود.

Early childhood teachers' mathematics-specific professional competence and its relation to the quality of learning support

Teacher expertise research uses different approaches, among them competence models. The model of mathematics-specific professional competence in this study differentiates action-related and reflective competence, which pertain to different types of professional demands according to dual processing theories and should positively impact teaching quality. The cross-sectional study with early childhood teachers investigates the structure of teacher competence and its relations to the quality of learning support in line with the notion of adaptive teaching when playing board games. The findings support a differentiation of competences according to the model (structural validity evidence). Expected relations between competences and the quality of the learning support are partially supported (predictive validity evidence). The study hence adds to research on teacher expertise by developing a specific understanding of competence in line with existing theories. Affordances of using competence models, as well as difficulties and open questions with relation to the emerging approach are discussed.

FORMATION OF PROFESSIONAL COMPETENCE OF FUTURE FOREIGN LANGUAGE TEACHERS IN THE PROCESS OF PROFESSIONAL TRAINING

The study is comprehensively characterized professional competence as a basis for professional training of future foreign language teachers; new approaches to the system of professional teacher training are outlined; the model of professional competence of future foreign language teachers is presented.
 The future teacher is the implementer of the state policy on the development and formation of the younger generation. The professionalism and quality of professional activity of the future generation largely depends on teacher training. 
 The analysis of scientific literature and research on the issues of professional training of future teachers of foreign languages allowed determining the features and essence of their professional and pedagogical orientation. Under the professional and pedagogical orientation of the future foreign language teacher we understand the integral professional quality of the individual, which implies a constant interest in the profession of foreign language teacher, the need for systematic and continuous work on themselves and their own communication skills, desire to constantly communicate with students and teach them foreign language communication.
 It has been concluded that it is necessary to improve the professional training of future teachers and strengthen the role of teachers in society. One of the important factors in this is the definition of requirements for future teachers, for their professional training, which should be focused on multifaceted future professional activities.

Entrepreneurship education in Ukraine in terms of globalization

In the article entrepreneurship education in Ukraine in terms of globalization is considered. New challenges in the system of training of future specialists are driven by socio-cultural dynamics, which are constantly accelerating under the pressure of globalization and the information revolution. In the context of globalization, competition in the field of educational services is increasing. In the context of society’s search for an effective educational policy and the need for a transition to flexible high-tech education the latest information and communication technologies should be used. Political scientists define globalization as an objective process of restructuring and qualitative development of the international environment and socio-economic system. New approaches need to solve the existing issues of entrepreneurship development in Ukraine. The main purpose of this study is to analyze the impact of current globalization trends on the training of future entrepreneurs in Ukraine. The task is to significantly raise the role and place of entrepreneurship in the economic process of society. Implementation of the model of professional competence of future entrepreneurs in the process of continuous education system, requires scientific management, adaptation to modern conditions of the economic system of democratization and humanization of secondary school.Theoretical and methodological basis of the study is fundamental and modern provisions of economic theory, scientific development of foreign and Ukrainian scientists and specialists in the field of economics. The method of logical generalization is used to substantiate theoretically the importance of the tasks and clarify the key concepts of the study. The training of future professional in entrepreneurship should correspond to the real needs of the dynamic development of the economy and the modern society. In conclusions the author emphasizes the effectiveness of professional training of future entrepreneurs. It improves due to the introduction to the educational process an informative and communicative component to form highly qualified entrepreneurs capable to work in computer networks; those who have business skills; ability to think independently and analyze market situation.

Constructing a model of dual professional competences in engineering education

The scientific research aims to describe the content and features of the introduction of dual education in Ukraine, to investigate the prospects and advantages of the formation of practical oriented engineering education, to construct a circular model of dual professional competencies of engineering education and to establish the interconnection of structural and functional subsystems of this model. Using the methods of the systematic approach, comparative analysis, synthesis, and generalization, the authors concentrate on conceptualising and formalising the dual content of engineering education. The authors analysed the curricula of individual engineering majors, identified several discrepancies in the correlation of theoretical and practical courses, proved the need to change the curricula and bring them closer to dual education standards. To develop the dual content of specialists' professional training in the field of engineering, the authors suggest using the distinction the two subsystems – internal and external. The result of interaction between these two subsystems is the parallel acquisition of necessary applied engineering skills while studying at higher educational establishments, practical cooperation between higher educational institutions and leading enterprises of the region, rational alternation of theory and practice in the educational process. Our finding offers a significant contribution to further understanding the methodology involved in implementing the academic standards and highlighting discrepancies between traditional and dual education systems. Prospects for further research in this area may be studies on developing dual education in economic and humanities.

Model of professional competence of the head of the internal affairs

Model of professional competence of the head of the internal affairs