Personal Professional Competence Research Articles

A self-determination theory approach to teacher digital competence development

Teacher Digital Competence (TDC) framework guides policy revision and professional development, empowering teachers for future classrooms by technologies such as artificial intelligence (AI) and metaverse. Falloon (2020) expanded the TPACK framework to include personal-ethic and personal-professional competencies, addressing ethical, safe, and productive functioning in diverse, digital environments for a new TDC framework. The two new sets of personal-competencies are very important to the use of AI and metaverse in education. However, research on implementation of Falloon's (2020) TDC framework that requires interdisciplinary collaboration among school members is limited. Teachers' engagement in TDC development activities is influenced by school digital learning policy and culture, and explained by three needs satisfaction in Self-determination Theory. Therefore, this study had two goals. First it proposed and examined a research model using school learning support as a predictor, needs satisfactions as mediating variable and the two new sets of TDC as criterion variables by analyzing questionnaire data. Second, it identifies needs-supportive strategies for digital education by analyzing interviews and school documents. The participants were 370 school teachers. The results showed that the positive effect of the school learning support on TDC, and needs satisfaction fully mediated the relationship between perceived school learning support and the two sets of personal competencies. We also suggested 12 ways for designing school digital policy and culture that satisfy teachers' needs, and validated instruments of the two sets of personal competencies. TDC that covers teacher artificial intelligence competence is important to the future teacher professional development.

Social-managerial mechanisms for the implementation of the teacher’s professional standard: Features and prospects

The quality of education directly depends on the level of the teachers’ professional training. There are many measures to improve the quality of education and teachers’ professionalism, and a significant part of them, including programs of the Russian national project “Education”, aim at providing a system for the professional development of the pedagogical community. One of the means in the trajectory of the personal-professional development of teachers is a professional standard. It has been implemented over the past ten years; however, there are still difficulties and limitations in its implementation, the elimination of which implies a systematic approach and special social-managerial mechanisms based on the following methodology: theory of social fields by P. Bourdieu, concept of a personified social-cultural management model by A.V. Tikhonov, and the dispositional theory of personality by V.A. Yadov. To identify the specifics of social-managerial mechanisms for the implementation of the teacher’s professional standard, the authors conducted a survey of pedagogical workers of educational organizations in the Orel Region. The respondents of the expert survey were heads of educational organizations and specialists of municipal structures in charge of the education system. The survey focused on teachers’ awareness of the content of professional development, their attitudes to the state education policy and expectations from the teacher’s development system and the national project “Education”. The survey showed a rather optimistic perception of the education system modernization by teachers, despite the ambiguous assessment of its specific measures. The need in developing personal-professional competencies of teachers by means of the additional professional education is obvious: a complex of such competencies is a condition for the perception of innovative and managerial processes. Social-administrative mechanisms should be based on the increasing subjectivity of teachers, their intentional and active readiness to participate in modernization of the education system. The study of the state policy measures in the field of the teachers’ professional development allowed the authors to identify four groups of mechanisms: motivational, control-evaluation, organizational and adaptive. Each group has specific features, but they are interconnected. The authors argue that we need to understand and take into account the tasks and regulatory, resource and procedural features of the identified mechanisms in order to minimize the risks of social conflicts and maintain social order in the education system.

FORMATION OF LITERARY COMPETENCE OF FUTURE TEACHERS IN THE «SCHOOL COURSE OF FOREIGN LITERATURE WITH THE METHODOLOGY OF TEACHING IN HIGH SCHOOL»

The relevance of the problem lies in the fact that in line with the current trends in the development of society, it is necessary to state the fact of a decrease in interest in reading poetic and prose texts, even by those who choose philological specialties for training. Therefore, the question of how to interest a modern philologist student in a work of fiction is not illogical. The main task in solving this problem is to provide an opportunity to realize oneself involved in the creation of a new artistic environment and the opportunity to connect students of educational institutions to it. In this approach, it will be relevant and necessary to identify the types of artistic communication inherent in the work under study. While studying at a higher education institution, the teacher introduces students to the features of the school course of foreign literature in high school, provides a system of knowledge, professional skills and abilities necessary for practical activities in a modern school, forms the creative foundations of the personality of a word teacher. The development of professional and subject competencies will help future teachers develop flexible skills when teaching foreign literature at school. The purpose of the article is to highlight the importance of forming the literary competence of future teachers in the «school course of foreign literature with the methodology of teaching in high school» in educational institutions. As a result of the study, we note that attention should be focused on practical improvement of the learning process for the development of personal professional competence of future teachers of educational institutions. Training that is accompanied by a motivational effect is always effective. It is in the ability to interest High School students in information and communication technologies, differentiated learning, and an individual approach to the perception of both poetic, prose, and dramatic works that young people will read. Methods of research applied: analysis of psychological and pedagogical, professional literature on the research topic; empirical: generalization of pedagogical experience; observation and analysis of lessons taking into account the problem under study. In educational institutions, you can also use the cross-section method or the mass simultaneous survey method; the method of purposeful observation contributes to a detailed study of the course of the pedagogical process, in accordance with the problem and hypothesis set by researchers, the method of natural experiment (close to the method of observations); laboratory experiment, training program.

The effect of motivation of success of university students on personal-professional competence: Mediation role of lifelong learning tendency

In this study, the relationship between motivations for success, personal-professional competencies and lifelong learning tendencies of university students were investigated. The study group consists of 344 University students from Turkey and Kosovo. In this research, the collection of data was done by “Personal-Professional Competencies Perception Scale, “Success Oriented Motivation Scale” and “Lifelong Learning Tendency Scale”. In order to determine the relationship between variables in the analysis of the data, correlation analysis was performed and tested with the structural equation model. According to the results of the research; there was a positive significant correlation between motivation for success and personal professional competence, and a positive significant relationship between lifelong learning and personal-professional competence. Motivation for success positively affects personal-professional competencies and lifelong learning tendencies. It has been determined that lifelong learning tendency is a partial tool in this relationship.

Personal-Professional Competencies Perception Scale for Teacher Candidates: Validity and Reliability Study

In this study, it has been aimed to develop a measuring tool which will enable to measure teacher candidates' personal-professional competences in a valid and a reliable way. The study was conducted on four different working groups consisting of a total of 720 teacher candidates. In the study, as for the construct validity of the comments made from the measurement, Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were applied. As a result of the EFA, a structure consisting of 18 items and 4 factors was achieved. The findings obtained from the CFA showed that the structure had adequate fit indexes. The calculations of convergent and discriminant validity which were made in order to enrich construct validity data show that the results are within the acceptable values in the literature. The reliability of the measurements obtained from the scale were controlled via Cronbach Alfa, composite reliability, and test-retest methods, and it was determined that calculated reliability coefficients are within the acceptable limits.

Opening up the options: making the inflexible into a flexible framework

The post-registration framework for registered nurses and midwives was set up to provide flexible continuing education programmes for registered nurses. For those students who already have the basic professional qualification specific to their area of practice, professional development programmes are intended as a vehicle for improving their own personal professional competence. However, for those individuals who wish to gain further qualification or to change from one practice context to another, it is argued that the framework does not adequately address their needs. At present, pre-registration diplomates emerge from the Project 2000 programme with a qualification which enables them to work in one specific area of practice only. This early specialization is not in line with current and projected USA and European thinking (Castledine 1995) and may lead to a reduction in the broad base of nursing knowledge. It is further argued that pre-registration programmes should provide a generic base of nursing theory and practice, whereas specialist knowledge and practice should be the main thrust of post-registration work. The authors argue that initial development of nurses in specialist areas at pre-registration level restricts their ability to respond to rapidly changing health care needs later in their careers. The post-registration framework should be a flexible vehicle by which individuals can gain expanded knowledge in a particular field of practice or can change professional direction if they wish. Thus, nurses would have the freedom to develop in a way that is most appropriate to their changing individual needs.

Study difficulties in undergraduate nursing students—a British perspective

This paper is an attempt to outline some of the basic issues, and their complex interrelationships, which affect learning in undergraduate nursing courses, student counsellors and administrators concerned with the selection of applicants. That students should learn to think and work independently through effective methods of study is an opinion expressed by Ruth Beard (1976) in terms of essential teaching objectives, and shared by most teachers engaged in higher education. However, such practising teachers might also agree that objectives are sometimes more easily stated than actually achieved! Sir James Mountford (1966) holds the view that university teaching and education “must necessarily provide the student with a body of positive knowledge which enhances his store of learning, and in part equips him for his career in later life . . .“. He expresses the priorities of such an education as inculcating in the student “an attitude of mind which regards the critical assessment of facts and values as more important than dogmas, and which holds that a grasp of underlying principles is more valuable than the accumulation of information or the acquisition of skills and techniques . . . above all-(students should) be able to work confidently on their own”. In a Bachelor of Nursing course, helping students to think and work independently via more effective methods of study is not without its problems. The nature and content of nursing is rooted in its own peculiar traditions that, to some extent, still resist independent thought and place considerable emphasis on “the acquisition of skills and techniques”. These distinct ritualized practices limit independent action, certainly in relation to “safe practices” (whatever these may be) where the margin of error must be negligible. While the nature and content of nursing, and perhaps the complexity of its academic-vocational curriculum, may place limitations on independent thought and action, a University level of education should provide the student not simply with the means of coping with the conflict that can arise, but with essential intellectual skills that substantiate the reasoned, innovative and adaptive professional behaviour ultimately required. These intellectual skills are essential in that they should facilitate both personal professional competence and progress of the profession.