Professional Competence Of Teachers Research Articles

Describing the digital competencies of mathematics teachers: theoretical and empirical considerations on the importance of experience and reflection

This article presents an extension of the well-known TPACK model to describe the professional digital competencies of mathematics teachers. The extension leads to what we want to call MPC-model (Media–Pedagogy–Content) in the following. It additionally includes (1) the consideration of competencies instead of knowledge for a holistic description, (2) the integration of professional digital competencies in a broader context of professional media competencies (including explicitly analog and digital teaching media), (3) the description of concrete individual experiences with digital technology in context-bound subjective domains of experience, and (4) the cross-linking of concrete individual experiences about (digital) technology in specific (subjective) domains of experience. In this article, we first present a motivating literature overview leading to the research question: How can the TPACK model be extended to enable a qualitative description of professional digital competencies of mathematics teachers against the background of situated experiences? This extended framework is developed and presented in a detailed theoretical background. In the empirical part of the article, an exemplary application of the MPC-model is carried out in an explicative case study dealing with the reflections of a mathematics teacher on a planned lesson using virtual reality technology in a guided interview. The qualitative data is interpreted according to the systematic-extensional analysis method. The case study illustrates the importance of taking into account concrete situated experiences opening up a new reflective level analyzing the development of professional mathematics-specific digital competencies.

Professional competence of primary education teachers to educate pupils with disabilities

Developments in the practice of inclusive education have led to significant increase of the expectations of a teacher having professional competence. The hitherto ‘two-track’ professional preparation of teachers for their professional role in mainstream and special schools should be replaced by the preparation that enables each teacher to achieve high educational outcomes for all students, including students with disabilities. The aim of the study was to analyze early education teachers’ assessment of their own professional competence to educate students with and without disabilities. A total of 130 teachers participated in the study, in which a diagnostic survey method (Perceived Teacher Professional Competence Questionnaire and Sociodemographic Questionnaire) was applied. The results indicate that both having a background in special education and having experience working with students with disabilities were associated with higher levels of evaluation of a teachers’ perceived competence to work with students with disabilities.

Prospective Science Student Teachers’ Online Learning Environment Experiences: Measurement Based on the Net Promoter Score

Personalization is used in online learning to help students achieve SDG 4.C and Education 4.0 indicators. Not many studies have revealed prospective science student teachers’ online learning experiences. A good experience will provide positive and constructive self-knowledge for prospective science student teachers in designing 21st-century digital learning. This study aimed to inquire into prospective science student teachers’ views on online learning using the Net Promoter Score survey. This study involved 29 prospective science student teachers at one of the public universities in Indonesia. This study revealed that online learning provides freedom to express opinions and ideas freely, helps evaluate learning outcomes, online educational resources help understand the contents, and online simulations help understand concepts. The negative experiences in the online learning environment include the lack of interaction with lecturers, online learning has not yet built creative, innovative, and critical thinking skills and has not supported competency development. There is a significant difference between positive and negative online learning experiences, demonstrating how experiences can impact future teacher conception. Based on our findings, recommendations were provided to assist university lecturers in creating and designing an online learning environment to develop the professional competencies of prospective science student teachers.

Eksplorasi faktor-faktor penentu kompetensi profesional guru MTs: Perspektif supervisi, pengalaman, dan disiplin kerja

Purpose − The purpose of this research was to determine (1) the contribution of principals academic supervision, teaching experience, and work discipline on the professional competencies of MTs teachers. 2) the contribution of school principals' academic supervision to the professional competence of MTs teachers. (3) the contribution of teaching experience to the professional competencies of MTs teachers. (4) the contribution of work discipline to the professional competence of MTs teachers.
 Method − This study was correlative descriptive study with quantitative approach followed. The population of this study were 220 MTs teachers in Buleleng regency. The samples of this research were taken by proportional cluster random sampling of 135 MTs teacher. Data collection used questionnaire for the school supervisor’s academic supervision variables, teaching experience, work discipline and teacher professional competence. In this study, validity testing of the instrument was using person’s product moment correlation while the reliability test used Alpha Cronbach. Data analysis used by the researcher was multiple regression analysis..
 Findings − Based on the result of the study, it has shown that: 1) There was a significant contribution between of headmaster academic supervision variables, teaching experience and work dicipline simultaneous to the professional competence of MTs teachers in Buleleng Regency. 2) There was a significant positive contribution between the principals academic supervision on the teacher’s professional competence of MTs teachers in Buleleng Regency. 3) There was a significant positive contribution between teaching experience on the teacher professional competence of MTs teachers in Buleleng Regency. 4) There was a significan positive contribution between work discipline on teacher professional competence of MTs teachers in Buleleng Regency.

Организационно-педагогические условия формирования общепрофессиональных компетенций будущего педагога в процессе освоения дополнительных образовательных программ

The article considers the organisational and pedagogical conditions of formation of general professional competences of a future teacher in the process of mastering additional educational programmes. The author reveals the essence and content of the conditions through the formation of motivational interest in students, ensuring the integration of basic and additional educational programmes, early involvement of students in pedagogical activities. The solution of the problem of formation of general professional competences of the future teacher is considered possible within the framework of implementation of quasi-professional approach in training, which is integrated in the educational environment of the university as a set of methods and techniques of training, forms, means aimed at the formation of pre-professional mobility of students. This approach is possible through the integration of additional courses (electives, studios, creative workshops, clubs, etc.), the introduction of interactive methods, group training and research activities, practices with different purposes as a foundation for laying the basic general professional competences of future teachers. Pedagogical conditions are a necessary component of the process of professional training of students. They should be taken into account in the organisation of the pedagogical process, which will further ensure a high level of adaptation to professional activity.

Совершенствование профессиональных компетенций преподавателя иностранного языка в условиях непрерывного педагогического образования

Pedagogy is currently a priority area of Russian higher education. The authors analyzed research publications, regulatory documents, and international foreign language assessment standards to determine professional competencies of a foreign language teacher. Pedagogical qualifications were studied in the context of pedagogical education as a structure. Any complete level of pedagogical education allows for professional activity; however, each level has a different pedagogical trajectory. Bachelor’s degree is the basic level of teacher education while Master’s degree provides a universal pedagogical trajectory for any education level. Competence is defined as a set of competencies that allow the teacher to organize an effective academic process. Pedagogical competence is a combination of professional and methodological competencies, which are of utmost importance for any teacher. The article introduces a number of ways to improve these competencies in line with formal and informal models. For a foreign language teacher, foreign language communication is the core competence. Its improvement is effective if it follows the system of international exams, e.g., the Common European Framework of Reference (CEFR) for Languages. Higher pedagogical education provides a foundation for continuous professional development in an informal learning model, i.e., advanced training programs based on international exams.

Development of professional competence of future mathematics teachers in the HEI educational process

Relevance. The importance of this study is due to the evolution of modern education towards excellence and the need to constantly monitor the relationship between teacher�s self-education, knowledge culture, professional training and social requirements. For that reason, it is important to use modern approaches and methods to prepare a mathematics teacher. Purpose. The purpose of the study is to describe and diagnose the methodological and technical features of teacher training, to determine the level of competence of mathematics teachers in their work, their ability to use self-education techniques and the main methods of theoretical and methodological preparation for students' educational activities. Methodology. Typical methods used in research on this topic � analysis, classification, reasoning, synthesis and comparison of approaches � make it possible to identify and highlight key areas for improving the professional training of future teacher. Results. The study examines methods for developing students' competence, analyses the literature, determines the components of mathematics teacher competence, highlights the functions and levels of development, provides the structure of the highest levels of teacher professional competence, determines the content of professional competence of a future mathematics teacher, presents models for the development of methodological knowledge about the professional competence of students and improving educational culture, diagnoses problems, related to the professional competence of students. Conclusions. Professional development is an ongoing, cyclical process because professionalism requires continuous enhancement. The advancement of this process largely depends on an environment that encourages self-development. A key objective in the professional training of mathematics teachers is to cultivate professional competence. This competence reflects students' readiness to apply both theoretical and practical knowledge in science and education, as well as their ability to enhance and refine their qualifications. The study indicates that the professional competence of a future teacher encompasses several aspects: motivational, cognitive, operational, creative, and reflective. Keywords: mathematics teacher; educational process; quality of methodological training; methodological knowledge; methodological culture; professional competencies

Mechanisms for the formation of empathic culture of students of pedagogical and medical universities

The relevance of this study is caused by the insufficient methodological development of the mechanisms and methods for the empathy formation among students of pedagogical and medical universities, which is an important professional competence of future teachers and doctors. The empathic culture of teachers and doctors is an integral part of the personal culture, a component of profession skill that requires purposeful formation and development. The purpose of the study is to theoretically substantiate and experimentally test the mechanisms of formation of the empathic culture in students of pedagogical and medical universities. The main research method is based on the selected diagnostics: 1. The method of diagnosis of communicative control (M. Schneider); 2. Assessment program of non-verbal communication (A.M. Kuznetsova); 3. Methodology ‘Balanced Emotional Empathy Scale’ (A. Mehrabian, E. Epstein). Results. In the profession of a doctor and teacher, we have demonstrated that empathy is an important professional quality. The majority of students of pedagogical and medical universities showed average levels of empathic culture. Emotional and activity channels of empathy are more developed among teachers, and cognitive channels are more developed among physicians. Practical significance. The results of the study can be used in the professional training of students of pedagogical and medical universities.

Project-based teaching of computer science in inclusive education using digital technologies

Relevance. The relevance of the research is due to the rapid development of information technologies and the digital environment, which requires constant updating of educational methodologies and their adaptation for inclusive educational practices. Purpose. This article aims to research and develop a methodology that would contribute to the effective implementation of project-based learning using digital technologies in inclusive education in the field of computer science. Methodology. The leading method of researching this problem was system analysis. The following methods of scientific cognition were also applied: logical analysis, comparison, synthesis, deduction, and classification. Results. The study reveals the indicators of inclusive education, including student involvement, accessibility, indicators of student achievement, and professional competence of teachers. It also highlights barriers and discrimination, funding, and cooperation. The concept of project-based learning, its functions, and aspects are disclosed. The relationship between project-based learning and inclusive education and the prospects for its application in inclusive education are explored. Four types of approaches in project-based learning that can be applied in teaching computer science are presented. Additionally, a methodology to improve the teaching of computer science is developed. Conclusions. The study considered in detail the main principles, methodologies, and practices that affect the effectiveness and accessibility of inclusive education for diverse groups of students. It justified the prospects of project-based learning methodology as part of an effective strategy for inclusive education. The materials from the study can be used to improve curricula for inclusive classes, providing more effective teaching of computer science through the use of digital technologies. Keywords: educational methodology; personalization; special educational needs; active participation; educational plans; computer literacy

Professional Competence of Teachers Concerning the Content of the Educational Area: Man and the World of Work in Pre-primary and Primary Education

In the introduction of the paper, the issue of the quality of technical education from the point of view of the professional competence of teachers, with a focus on undergraduate preparation of future teachers and their successful performance in their future careers, is discussed. Further, in more detail, the authors analyse study programs, including the teaching subjects incorporated into them, of pre-primary and primary education at three universities in Slovakia concerning the content and goals of the educational area Man and the world of work. Results of their comparative analysis have shown significant differences in the teacher trainee preparation at the concerned universities. As to the bachelor study programs, these correspond with the topics of the educational area. In the master study programmes, the topical units of the educational area are indicated indirectly in the frame of the learning outcomes. At the same time, the emphasis is put mainly on didactical aspects.

A Qualitative Study on How Saudi English Language Teachers' Pedagogical Competences Impact Their Students' Academic Achievement. Journal of Research in Language and Translation, 4(1), 20–37. https://jrlt.ksu.edu.sa/en/node/2936

Pedagogical competence refers to a teacher's ability to effectively manage teaching and learning aspects of education. This includes subject knowledge, instructional methods, technology integration, lesson planning, classroom management, student evaluation, and facilitating learner growth. A competent teacher significantly influences students' academic advancement by creating a conducive learning environment. Professional competency involves effective teaching methods, well-structured lesson plans, and delivering instruction. A teacher's professional competency directly affects a student's academic progress, and there is a clear relationship between a teacher's competence and a student's achievement. This study utilized a qualitative case study research method to investigate the perspectives and concepts within a natural setting (Hesse-Biber & Leavy, 2010). The study involved English Language Teachers in six public schools in Shaqra City, Saudi Arabia during the academic year 2023. The findings suggest that English language teachers have the necessary skills to influence student outcomes. They effectively identify students' educational needs, create an optimal learning environment, and motivate engagement in various dimensions. Despite obstacles from education policies, parents, society, and limited resources, teachers continue to make efforts to improve student academic achievements.

The Effect of Teacher Professional Competence on Education Quality: A Literature Review

Many aspects affect the quality education, one of which is the professional competence of teachers. Teacher competence is interesting topic to learn. This article aims to examine the effect of teacher professional competence on quality education. The articles used in this literature review were those obtained through Google Scholar by using the keywords teacher professional competence and quality oeducation. Based on the results of the literature review, the authors found that the professional competence of teachers has a positive and significant effect on the education quality.
 Keywords: teacher professional competence, quality education, literature review.

Developing mechanisms for implementing the educational potential of subject training for future teachers

Introduction. With the return of upbringing to the global educational space, which is becoming virtual and highly uncertain, the problem of developing mechanisms for realizing the educational potential of subject training for future teachers is urgent. The study aims to scientifically substantiate and design such mechanisms. Materials and methods. The following research methods for theoretical and predictive substantiation of the problem were used: analysis of scientific literature on pedagogical problems; historical-structural, biographical, monographic methods; designing algorithms for implementing educational mechanisms. Results. The main directions of “launching” the aforementioned mechanisms were identified: selecting the subject material; improving the lesson structure; organizing communication and interaction. Two groups of mechanisms were presented: psychological and pedagogical (interiorization, motivational choice, stimulating emotional experiences and emotional saturation, pedagogical support for motivating future teachers to educational activities), and scientific and methodological (scientific support of subject training of the future teacher by modeling pedagogical conditions, pedagogical training laboratory, introducing pedagogical training principles, stimulating forms of independence and activity of the future teacher in subject training and in organizing practices). Conclusion. The data obtained can be used to design and implement the educational potential of subject training for future teachers. Thus, education at a pedagogical university will be aimed at ensuring the professional competence of future teachers in a set of interrelated elements that allow practical implementation of the planned set of teacher actions focused on social activity, self-knowledge, and positive activities in studying disciplines related to personnel training.

The impact of CLIL technology on the professional competence of pre-service biology teachers

The impact of CLIL technology on the professional competence of pre-service biology teachers

ANALYSIS OF THE PROFESSIONAL COMPETENCIES OF PHYSICAL EDUCATION TEACHERS IN THE CONTEXT OF THE UPDATED CONTENT OF EDUCATION

Purpose. The article is devoted to the problem of professional competence of physical education teachers in the process of implementing the updated content of the subject "Physical culture" in secondary schools. The purpose of the study was to analyze the professional competencies of physical education teachers in the context of the requirements of the updated content of general education. Methodology. A systematic and activity-based approach is fundamental in the study. Research methods: analysis, diagnostic methods, conversation. Results. The results of diagnostics of the formation of professional competencies of physical education teachers within the framework of advanced training courses at the levels of formation (optimal, acceptable, critical, unacceptable) in the field of subject, psychological, pedagogical and methodological training are presented and interpreted. Professional deficits of normative and legal competence among teachers have been identified, the levels of professional skills for the implementation of the educational process on the subject of "Physical culture" in the context of the requirements of the updated content of general education have been determined. Practical implications. The results of the study can be applied in the field of additional professional education of teachers, as well as in the educational process of university training.

Analysis and Mechanism Path Exploration On the Professional Ethics and Competence of Teachers in Colleges and Universities

Analysis and Mechanism Path Exploration On the Professional Ethics and Competence of Teachers in Colleges and Universities

Advantages and prospects of constructive learning of school mathematics epistemes in a pedagogical higher educational institution

Relevance. In the context of constant changes in the educational sphere, the introduction of constructive teaching to the epistemes of mathematics is an urgent task, the study of this topic helps to adapt teaching methods to modern requirements and effectively introduce innovations into pedagogical practice. Purpose. The purpose of the study was to analyse the effectiveness of constructive teaching of mathematics epistemes in a pedagogical higher educational institution in order to identify and evaluate the results obtained. Methodology. The following methods of scientific cognition were used: literary analysis, synthesis, deduction, and induction. Results. The study identified specific epistemic competencies needed by future mathematics teachers, such as the ability to analyse mathematical concepts, identify connections between them, and develop systematic mathematical thinking. Specific elements of successful educational programmes were also highlighted, such as precisely tuned courses, systematic practical exercises, and effective feedback that contribute to the development of professional competence of future mathematics teachers. The methods contributing to the effective mastery of educational material by students and to the development of pedagogical competence in the field of mathematics education were considered. Tools and criteria were also proposed to assess the effectiveness of the implementation of constructive teaching of epistemes of mathematics, contributing to the development of systematic mathematical thinking and deep awareness of students. Conclusions. Constructive learning based on an epistemic approach is aimed at developing students� holistic understanding of mathematics, supporting flexibility, creative problem solving and interest in the subject. The study proposed strategies and methods aimed at developing the professional competence of future mathematics teachers, including special educational courses, practical exercises, and feedback from experienced teachers. Keywords: educational practice; professional competence; applied sciences; methodology; teaching; learning; abilities

Literature Review: The Role of Education and Installation Training Solar Power Plant towards increasing teacher professional competence

Writing scientific papers is closely related to education and research. For this reason, in this research, training plays a role in understanding the increase in teacher professionalism after attending education and training. In this research, researchers studied a systematic literature review (SLR) regarding the role of education and training in installing Solar Power Plants (PLTS) in improving teachers' professional competence. The data source in this research is the Google Scholar database of 110 documents published from 2018 to 2022, filtered by applying inclusion and exclusion criteria, and 8 articles analyzed in full-text form. Based on research results with a systematic literature review, education and training can increase teacher professionalism, such as increasing interest in teaching talents, increasing teaching creativity, having a professional organization that has the authority to regulate matters related to teachers' professional duties, and teachers can make the best use of their time. -good. it is possible to improve knowledge and skills through other training. Keywords: Education and training, teacher professionalism

Development of professional foreign-language communicative competency of future teachers

Development of professional foreign-language communicative competency of future teachers

Quality Improvement Management in Teacher Professional Development

This research aims to evaluate the professional competence of elementary school teachers in Binjai City and the effectiveness of teacher quality management programs and related initiatives in raising teacher competency levels. The term for this kind of study is qualitative descriptive research, and it is a way of gathering information about the people and events studied via written or spoken descriptions. It is based on the individual's background as a whole (holistic) rather than isolating the individual and the organization into variables and examining them. in the context of the whole. Reading various written materials, looking at images, pondering about items, seeing individuals in their immediate environment via interviews, and other activities are all part of the qualitative research design. Qualitative methods are used in this study to obtain data. Researchers often use observation, document analysis, and interviewing in qualitative research as data collection methods. The study's findings demonstrate (1) That the Binjai City Public Elementary School instructors are qualified educators. The quality of instructional materials is correlated with the professionalism of teachers. Professional instructors construct high-quality education or learning processes for students to enjoy participating in the learning process and for school graduates to develop human resources of the highest caliber. (2) In general, educators at Binjai City Public Elementary Schools use a variety of instructional strategies, such as technology-based learning and cooperative learning. (3) Although cooperative learning and technology-based learning are the two learning methodologies that educators constantly use to carry out the teaching and learning process, many Binjai City Public Elementary School instructors have certifications and pursue further education.