Professional Competence Of Teachers Research Articles

Effectiveness of Principal Supervision for Teacher Professional Competence

This study aims to determine the efforts used by school principals to improve eachers' professional competence, as well as the obstacles faced by school principals. The research method used is descriptive qualitative. The results showed that the school principal made efforts to improve the professional competence of teachers through academic supervision, providing training, workshops, and MGMP. However, there are still obstacles in the form of limited time and budget, as well as variations in teacher abilities. In conclusion, the active role of the school principal in carrying out supervision and coaching of teachers is very important to improve the professional competence of teachers.

ПРОЄКТНА ТЕХНОЛОГІЯ ЯК ЗАСІБ ФОРМУВАННЯ ПРОФЕСІЙНО-МЕТОДИЧНИХ КОМПЕТЕНЦІЙ БАКАЛАВРА СЕРЕДНЬОЇ ОСВІТИ (ХІМІЯ)

The purpose of the article is to find out the possibilities of using project technology in the educational process on a competency-based basis by students of higher education. The article clarifies the essence and task of applying project methods in professional pedagogical training. The peculiarities and practical value of the project method for the formation of professional competences of future chemistry teachers are revealed. Literary sources on the use of project methods in educational institutions of various levels were analyzed. The stages of creating practice-oriented projects are indicated: preparatory (theoretical), adaptation, search, activity (practical), final. The relationship between project activities of bachelors and the formation of their professional competence is shown. An approximate extended plan of the methodical project is given. The role of pedagogical practice in the acquisition of professional and methodical competences in the application of the project "Methodology and technology for studying the topic "The structure of the atom" developed by student-interns is outlined. Periodic law and periodic system of chemical elements" in the 8th grade. Considerable attention is paid to the protection of pedagogical practice, which examines the results of implementing the developed project into the educational process by future chemistry teachers. The requirements regarding the readiness of future teachers to carry out the educational process in chemistry are taken into account when reporting on the completion of pedagogical practice. It was found that the project technology is an invariant component in the educational process in the training of specialists in the specialty of Secondary Education (Chemistry) and ensures the integration of scientific-theoretical and practical (acquiring experience) training of the future chemistry teacher. Involvement of students in the development of long-term and personal projects ensures the full formation of professional competencies in accordance with the requirements of the educational and professional program «Secondary Education (Chemistry)».

Strengthening Rasch Modeling for Objective and Fair Assessment for Chemistry Teachers

The competence of a good chemistry teacher will contribute to a fair assessment ability. This service aims to improve the professional competence of the sub-field of assessment for chemistry teachers at madrasahs in the Mranggen sub-district. This service is participatory by processing the results in a quantitative descriptive manner with one variable, namely the professional competence of the teacher's assessment. Service Locations in Madrasahs, Mranggen District. The number of participants in this service is 20 active chemistry teachers. Data collection techniques using closed and open questionnaires. Data validity uses content validity. Data reliability using Croncbach's Alpha technique. Data analysis techniques use the percentage formula to determine the achievement of each component through statistical data. The results of Community Service found that the professional competence of chemistry teachers at madrasas in the Mranggen sub-district was on average in the very good category, but variations in the use of assessment software were very lacking and had never been carried out. The service contribution gives a good value for changes in the ability to use the Rasch model assessment software after the service is over, but this depends on the amount of motivation the participants have.

The Role of Digitization and Independent Learning In Enhancing Professional Competencies

This article explores the impact of digitization on higher education in Uzbekistan, focusing on the comprehensive development of students through independent learning. Highlighting the significance of President PQ-1875's decision to improve foreign language education, the research examines the implementation of this initiative since 2013 and its effects on enhancing the professional competencies of language teachers. Through the establishment of specialized programs and educational frameworks, the study underscores the importance of fostering critical thinking, creativity, and socialization among students. The findings emphasize the role of interdisciplinary integrated independent learning, where students actively engage in their educational processes, supported by educators who guide and facilitate their learning journeys. The article outlines effective teaching strategies, assessment criteria aligned with international standards, and innovative educational technologies that encourage student autonomy and collaboration. By integrating various subjects and promoting creative approaches to problem-solving, the research advocates for a student-centered educational environment that prepares learners for complex real-world challenges. The conclusion stresses the necessity of organizing independent learning processes to cultivate students' professional competencies, fostering an educational landscape that aligns with their interests and enhances their critical and creative skills.

Effectiveness of using digital interactive projection media systems in teaching vocational subjects and in professional activities

The article shows the technology's effectiveness and reveals the students' readiness to use digital interactive projection media systems in educational and professional activities. The content of the interactive education process and its components are disclosed. The essence and significance of digital interactive projection media systems in teaching professional subjects are shown. As an example of digital interactive projection systems, an effective interactive software-technological complex based on SMART Board is shown, the interactive functions of the interactive SMART Board software created specifically for the educational space in teaching vocational subjects and the advantages of the interactive panel in the educational space of a higher school are revealed. Ways of developing the teacher's professional competencies when using an interactive panel or blackboard in classes at a higher school are analyzed. The effectiveness of electronic textbooks, manuals electronic educational and methodological complexes, informative and reference multimedia publications, game educational and developmental publications, scientific research STEM centers, multimedia classes, virtual laboratories, virtual classes, etc. in teaching vocational subjects is shown.

A MODEL FOR THE FORMATION OF THE COMMUNICATIVE COMPETENCE OF A FUTURE

The model of formation of the communicative competence of a future English teacher by means of effective technologies of interaction between subjects of the educationalprocess is a process of consistent creation of its constituent substantive blocks and ways to achievethe set research goal - the search and finding effective technologies for interaction between subjects of the educational process.The article presents a model for the formation of the communicative competence of a futureEnglish teacher through effective forms and technologies of interaction between subjects of the educational process.It includes the following blocks: a state order for an English teacher; requirements forgraduates of employers; rules set out in new state standards; a goal-setting block; various forms of pedagogical interaction; communication technologies; a set of organizational and psychologicaland pedagogical conditions. The key to the successful formation of the communicative competence of a future Englishteacher is the search and implementation of effective technologies for the interaction of subjectsof the educational process in this process. The establishment of communications between the subjects of the educational process is possible through clear informing of all departments bothabout the general concept and purpose of the educational institution, and informing them about the set professional goals, tasks within the framework of professional training of students of all departments of the faculty, departments in the areas of their interaction with the university administration. To solve this problem, we used the modeling method. The analysis of modern conditions for the training of future foreign language teachers has shown that there is a need to create a system aimed at the formation of professional and communicative competence of a foreign language teacher, which serves as the basis for the implementation of professional and pedagogical functions. On the basis of competence-based, communicative and professionally-oriented approaches, a model for the formation of professional and communicative competence has been developed, which includes targeted, conceptual,meaningful, procedural, methodological and effective blocks.

Conditions for training future computer science teachers based on a systems approach

The article deals with the issues of training future teachers of computer science at the Karaganda University named after Academician E.A. Buketov. The requirements for Hard-skills, Soft-skills of future teachers of computer science as specialists who own modern pedagogical and information technologies in accordance with the requirements of innovative socially-oriented development of Kazakhstan are highlighted. The content of educational programs, the catalogue of elective bachelor's degree courses «6B01505-Computer Science», «6B01506-Computer Science, ICT and Robotics» developed on the basis of a system and competency based approachs in collaboration with employers, are analysed. The purposeful work on preparing future informatics teachers for professional activities, owning digital technologies, is described, which contributes to their active life and professional adaptation, further personal and professional self-realization. Some aspects of the introduction of innovative approaches to the training of teaching staff are highlighted with an emphasis on improving the education content, the formation of a high level of information culture among future informatics teachers. The authors concluded that the logic of the disciplines’ sequence studied, the optimization of the content of educational programs in collaboration with teachers of schools, will lead to the formation of professional Hard-skills and personal Soft-skills competencies of future computer science teachers.

Features of the formation of professional competence of a future foreign language teacher through simulation games

The article emphasizes the importance of using the simulation-game method for the formation of professional competence of future foreign language teachers and describes its effective developmental impact. The principles and methods of the simulation game that contribute to the professional growth of students are considered. The authors of the article emphasize the necessity of professional development of future foreign language teachers and reveal the potential of simulation tasks. It is noted that learning through simulation game allows to achieve two goals at the same time. In addition, the authors note that the use of simulation games gives the learning process an interesting and practically oriented character, contributes to the development of students' universal competencies such as cooperation and critical thinking, which increases their competitiveness in the labor market. In the article the authors describe in detail the main stages of the simulation game method and offer a number of optimal linguistic and content tasks for the development of professional competencies. Based on the above, the authors conclude that it is necessary to introduce the simulation game as an effective method of teaching foreign languages in higher education institutions when training future teachers. The purpose of this article is to analyze the potential of using imitation tasks to improve the effectiveness of foreign language teaching. The main objective of the article is to describe the rules and principles of the method of imitation games, as well as to formulate the didactic foundations for the use of such games in the training of future foreign language teachers. On the basis of the studied theoretical sources and their own experience of using imitation games, the authors offer a set of tasks for teaching a foreign language that meets the requirements of language teaching methodology.

Teachers' Self-Efficacy and Professional Competence in Writing HOTS Questions Through In-House Training

This study addresses the significance of Higher Order Thinking Skills (HOTS) in equipping students for the challenges of Society 5.0. It evaluates the effectiveness of In-House Training (IHT) in improving teachers' competence in designing HOTS-based questions. A School Action Research (SAR) design was employed, consisting of two cycles. The study involved eight teachers selected based on availability and specific study needs. Data were collected using observation and questionnaire methods. Observations assessed teachers' ability to develop HOTS questions, while questionnaires measured their self-efficacy. The findings demonstrated a notable improvement in teachers' ability to create HOTS questions. The average score increased from 68.75 in the first cycle to 86.25 in the second cycle. Similarly, teachers' self-efficacy showed improvement, with mean scores rising from 3.63 in cycle I to 3.96 in cycle II. The results suggest that IHT was effective in enhancing teachers' knowledge, skills, and confidence in developing HOTS-based questions. The significant increase in both HOTS question development and self-efficacy between cycles indicates the training’s success in building teacher competence. In-House Training (IHT) is an effective strategy for improving teachers' ability to design HOTS questions, which are essential for preparing students to meet the demands of Society 5.0. Further research could explore the long-term impacts of IHT on teacher performance and student outcomes.

Methodical system of training future english language teachers based on a complex of approaches

Introduction. The article describes a methodical system for developing professional competencies of future English language teachers based on communicative, cognitive and synergetic approaches. The relevance of the study is due to the need to ensure effective professional training of future teachers in the context of the increasing complexity of the educational environment and the diversity of student needs. The purpose of the study is to design a methodical system based on a complex of approaches that allows creating more adaptive and flexible conditions for the training and professional development of future English language teachers, taking into account modern requirements and challenges in the field of education. Materials and Methods. During the study, a theoretical analysis of scientific literature and legal documents on the issue under study was carried out, as well as a comparative analysis of existing concepts of methodical systems and models for the formation of professional competencies of future teachers. The methods of analysis, synthesis, comparison, generalization and modelling are used in the study. Results. As a result of theoretical and comparative analysis of scientific research, generalization of our own practical experience, a methodical system for developing professional competencies of future English language teachers based on a complex of approaches has been developed, its key components, which ensure the comprehensive and systematic nature of the educational process, have been described, as well as the mechanism of their interaction. All components of the system are presented in target, content, conceptual and methodical, effective blocks. Discussions and Conclusions. The development of a methodology for the formation of professional competencies of future English language teachers based on communicative, cognitive and synergetic approaches in the process of studying special disciplines with a focus on the integration of disciplinarydevelopment and the progressive formation of competencies is a prospect for further research.

Professional Competence of College Teachers: her Contribution to the Formation of skills of Social Interaction Skills Among Students of Inclusive Groups

Introduction. The article deals with the theoretical and methodological aspect of professional development of teachers of secondary vocational education. The analysis of the practice of colleges has revealed problems related to methodological support regulating the work of teachers in inclusive groups, insufficient level of professional competence of some teachersin the issues of psychological and pedagogical support of special students, difficulties in the organization of work on the formation of skills of social interaction among students of inclusive groups, etc. The analysis of the practice of colleges has revealed problems related to the methodological support regulating the work of teachers in inclusive groups. In thescientific literature, there is a lack of research on the topic of professional competence of college teachers; in particular, the issue of the influence of the level of competence of teachers on the formation of social interaction skills of students is clearly insufficiently covered. Objective. To study the professional competence of college teachers in the issues of formation of social interaction skills among students of inclusive groups and to develop the content of the professional development program for teachers. Materials and methods. The study used diagnostic procedures aimed at studying the professional competence of college teachers in the formation of social interaction skills among students of inclusive groups: questionnaire, informal conversation, observation of classes, adapted methods “Assessment of pedagogical culture of a teacher” (E. V. Bondarevskaya, T. F. Belousova)“Barriers in pedagogical activity”, “Assessment of teacher’s readiness for professional and pedagogical self-development” (N. P. Fetiskin, V. V. Kozlov, G. M. Manuilov). Results. The experiment has shown that teachers have an insufficient level of professional competence in the issues of formation of social interaction skills in students of inclusive groups. The authors developed a program to improve the professional competence of college teachers. As a result of its mastering, teachers expanded their understanding of the psychological characteristics of students with special educational needs and mastered the methods and techniques of organizing effective social interaction of students of inclusive groups. Discussion. The results of the repeated diagnostic study showed that the approbation of the professional development program contributed to the improvement of the level of competence of college teachers within the existing qualifications necessary for professional activity in the conditions of inclusion. The presented program of professional development can be recommended in the system of training and retraining of teachers of secondary vocational education.

Professional Competencies of English Language Teachers: A Literature Review

Professional competence is a dynamic process that improves working quality resulting in a teacher's professional development and self-improvement. Teachers' beliefs, best practices, and a supportive work environment are all essential factors in the development of professional competence during the span of a teacher's profession. Likely, teachers' notions of what teaching is and how it should be successfully done have an impact on the way they teach and learn. To be competent in their field, instructors must appreciate the value of reliable and well-maintained facilities, continuous training, workshops, appropriate learning environments, independent use of learning materials, and successful teaching methods. This entails mastering teaching and learning processes, resources, and educational technologies. Professional competence in education also involves the ability to motivate students, as well as high levels of talent and knowledge of the educational environment. This study based on a review of the literature aims to examine the professional competence of instructors and to improve teaching and learning methods in the classroom. The findings paint the picture of teacher professional development in the education environment for effective teaching and learning.

Learning Management Development Model for Early Childhood Teachers

The purpose of this research is to develop the learning management model of early childhood teachers in Roi Et Province. The sample group includes early childhood teachers is obtained by selecting a simple random sample of the sample 400 people. The tools used in the research include questionnaires assessment form and learning quizzes for Primary teachers. The statistics used in the data analysis include averages, standard deviations, and other factors and linear structural relationship analysis SEM. The results showed that: The development of learning management of early childhood teachers consists of: Teacher Professional Competency (CPT) Teacher Spirit (ST) Inspiration to have a public mind (PM) and learning management behavior (TBT). The element of inspiration to have a public spirit. (PM) It has a direct influence on learning management behavior (TBT) of early childhood teachers at the level of 0.01 with an influence value equal to 0.58. The elements of the model of inspiration for having a public spirit (PM) it has a direct influence on learning management behavior (TBT) of early childhood teachers can be 90.00% and can explain the variability of one other internal latent variable, namely: Inspiration to have a public spirit (PM) 88.00% of which can write structural equations.

Organization of the Work of the School Physics Room within the Framework of the Research Practice of Future Physics Teachers

Introduction. The authors investigate the problem of professional training of a future physics teacher. The organization of scientific and research training of a future physics teacher requires taking into account the peculiarities of methodological work in the school physics classroom. Methodology. This study reflects the methodological and technological foundations of the scientific and research training of future physics teachers within the framework of the organization and functioning of the school physics room in an educational organization. The article presents the essential characteristics of the scientific and research training of future physics teachers (directions 44.04.01 Pedagogical education, program “Physics. Mathematics”) within the framework of the discipline “School physics room”. Results. A series of research tasks for students performed while working with the school physics classroom in the course of their research activities is described. The criteria for evaluating the physics classroom and the difficulties faced by student trainees are highlighted. Conclusions. The developed set of didactic materials and the proven organization of the course on the discipline “School Physics room” contribute to the formation of professional competencies of future physics teachers.

Pengaruh Kompetensi Profesional Guru terhadap Prestasi Belajar Peserta Didik di SMP Islam Al Ulum Terpadu Medan

This research aims to determine the professional competence of teachers on student learning achievement at Al-Ulum Terpadu Islamic Middle School, Medan. This research uses a quantitative approach with a descriptive method using a questionnaire as a data collection instrument. The population in this study was 32 teachers, so the sample size in this study was 32 teachers, because the population was less than 100, based on Suharsimi Arikunto's opinion, the entire population was used (population study). The main data collection technique uses a 5 Likert scale answer choice form. Data is analyzed using simple linear regression to test the research hypothesis. Based on the data processing carried out, statistical testing resulted in Ho being rejected and Ha being accepted, which explains that there is an influence of teacher professional competence on student learning achievement. This is obtained from the results of the F test which shows Fcount is 19.072 and Ftable = (k-1; nk) namely (2-1; 32-2) = (1;30) = 4.17, so the value of Fcount > Ftable is 19.072 > 4.17 with a sig value. 0.001 < 0.05 which means there is an influence of teacher professional competence on student learning achievement in the F statistical significance test. Apart from that, a simple linear regression test was carried out to obtain the regression equation Y' = 105.683 – 1.44 1.44. However, if the teacher's professional competency value is 105.683 when X is 0, then student learning achievement will decrease by 0.144 for every one unit increase in %. Meanwhile, the remaining 61.1% is explained by other variables not studied.

Towards the Professionalism Excellence of Teachers: Curriculum Management Transformation

This study aims to analyze curriculum management in improving teacher professional competence in madrasahs. The research method used is a qualitative case study type, where data is obtained through in-depth interviews, observations, and documentation. The results of the study indicate that effective curriculum management, which is reflected in the active involvement of teachers in constructive planning and supervision, has a substantial impact on improving teacher professional competence. However, this study also shows that there are weaknesses in the sense of creativity in the development of teaching materials and the use of learning media. Teacher competence can be improved through structured and inclusive curriculum management with technology integration in the learning process. This will provide new insights into formulating education policies for other madrasah. This study provides important implications for the development of curriculum management in madrasahs. With structured, inclusive curriculum management and the active involvement of teachers in every stage of planning, teacher professional competence can increase significantly.

FUNCTIONAL MODEL OF PROFESSIONAL COMPETENCE DEVELOPMENT OF FUTURE PRIMARY CLASS TEACHERS AND ITS COMPONENT STRUCTURE

In this article, the functional model of the development of professional competence of primary school teachers and its structural structure are studied. The success of a teacher in his professional activity is one of the main requirements of the modern educational process and depends on his competence. Therefore, the main aspects of creating a functional model for the development of the professional competence of primary school teachers and its improvement have been revealed. The article talks about the structure of this model, its components and their interdependence, as well as ways to improve the teacher's professional skills. This model serves to modernize the education system and improve the quality of primary education.

THEORETICAL AND PEDAGOGICAL BASIS OF THE METHODOLOGY FOR IMPROVING PROFESSIONAL COMPETENCE OF FUTURE MUSIC TEACHERS

This article analyzes the theoretical and pedagogical foundations of the methodology of improving the professional competence of future music teachers. The theoretical knowledge and pedagogical practice approaches that are important in the formation of the professional competence of a music teacher are highlighted. Also, ways to develop important competencies in the professional activity of teachers - didactic, communicative, creative and technological skills are considered. In order to improve the professional competence of future teachers, the article focuses on strengthening the knowledge and skills of students through modern pedagogical technologies, interactive methods, analysis of musical works, and practical training.

TECHNOPARK OF UNIVERSAL PEDAGOGICAL COMPETENCIES IN THE SYSTEM OF PROFESSIONAL TRAINING FAILITIES OF FUTURE PHYSICS TEACHERS

Background. The article deals with the problem of improving the system of professional education for future physics teachers. As part of the program “Teacher of the future generation of Russia” in order to improve the material base in the pedagogical universities of the country modern educational spaces were created - Technoparks of universal pedagogical competencies. Purpose. To reveal the potential of the technopark of universal pedagogical competencies as an innovative means of increasing the effectiveness of training future physics teachers. Materials and methods. The methodological basis of the work is made up of systematic, competence-based and technological approaches. Theoretical analysis of scientific literature, pedagogical experiment, observation, testing, comparison, methods of mathematical statistics were used as research methods. Results. The comparative characteristics of the Тechnopark equipment and the equipment of the university laboratories was conducted, which became the basis for revealing the potential of the Тechnopark. The positive impact of the technopark on the development of key professional competencies of future physics teachers has been experimentally proven. The level of development of professional competencies of future physics teachers was diagnosed. Statistical processing of the results obtained was carried out using Fisher’s exact test, indicating the significance of differences between the selected groups of students. Practical recommendations for the implementation of this educational facility are formulated. The prospect of further study of the problem is assumed.

Principal Strategy in Developing Teacher Professional Competence to Improve Quality of Education

This study aims to examine and describe in depth the professional development strategy of teachers at Santa Maria and Santa Angela Junor High School with a focus on the discussion of planning, implementation and evaluation of strategies and obstacles faced in developing professional competence of teachers. This study uses a qualitative descriptive approach. Data collection was carried out using interview, observation and documentation. Data analysis techniques used data reduction, data presentation and drawing conclusions. The results of the study indicate that: (1) The Professional Competence Development Strategy of teachers are divided into 3 stages: planning, implementation and supervision, and evaluation; (2) Obstacles faced in developing professional competence of teachers include: Implementation sometimes clashes with teacher activity schedules or with activities at school; The principal's feeling of discomfort in supervising senior teachers; Always using the same trainer with methods that are less interesting, boring and difficult to understand; Limited time for interviews with individual coaching by the Foundation; Lack of awareness and motivation to participate in training and coaching.