Professional Competence Of Teachers Research Articles

The Influence of the Merdeka Mengajar Platform on the Development of Teachers’ Competency in Junior High Schools

This study aims to analyze the influence of the Merdeka Mengajar Platform on the development of teacher competencies in junior high schools in Mesuji District. In the digital era, this platform is presented by the government to support improving the quality of learning and teacher professional development through access to teaching materials, learning evaluations, and independent training. This study uses a literature review approach by reviewing a number of national scientific articles related to the implementation and impact of the Merdeka Mengajar Platform on teacher pedagogical, professional, and digital competencies. This study found that the use of the Merdeka Mengajar platform significantly contributed to improving teacher pedagogical and professional competencies through the provision of curriculum-appropriate materials and technology skills training. The results of the study showed that teachers experienced increased skills in preparing learning plans based on the Merdeka curriculum, as well as increased competence in utilizing technology for a more effective and efficient learning process. The novelty of this study lies in the focus of the analysis of the impact of the platform on a specific area, namely Mesuji District, which previously received less attention in national research. The contribution of this study is to provide recommendations for policymakers and platform developers to continue to improve relevant features and content and for schools to encourage the use of this platform as an integral part of teacher professional development in the future.

The Effects of Task-Based Learning and Graphic Organizer Techniques on the Developing Student Teacher Professional Competency in Listening and Speaking Skills

This study aims to evaluate the impact of task-based learning and graphic organizer techniques on enhancing student teacher professional competency in English listening and speaking skills. The study used a One-Group Pre-Test Post-Test Design, which involved 30 undergraduate math-major students in a Thai public university. Over eight weeks, the study group was instructed using teacher-prepared materials delivered through task-based learning and graphic organizer techniques. Pre- and post-tests were conducted to measure listening and speaking proficiency progression. In addition, the participants completed a self-evaluation form with professional competencies relating to listening and speaking before and after the study to measure the extent to which they have progressed. The results showed a significant improvement (p < 0.05) in listening and speaking proficiency, with learners advancing from beginner to independent user levels on the CEFR Global Scale. While most learners demonstrated substantial improvement, some showed moderate progress. This research emphasizes the potential of task-based learning and graphic organizer techniques as an effective method for tertiary-level undergraduate EFL student teachers. The findings offer valuable insights for designing and implementing language learning programs, emphasizing the importance of learner commitment and motivation. This study can serve as a practical guide for similar learner populations and provide implications for future language learning initiatives.

The Effect of Perceptions of Professional Competence of Preschool Teachers on Their Professional Burnout During the COVID-19 Pandemic

The aim of the research was to examine the effect of preschool teachers’ perception of professional competence on their professional burnout in Türkiye. A total of 157 teachers composed the study group. In this research, The Burnout Measure, Short Version, Teacher Professional Competence Scale and Personal Information Form prepared by the researchers were used as data collection tools. According to the regression results, the sub-dimensions of teachers’ professional competence, managing teaching and learning processes, and personal and professional development negatively affected the level of professional burnout. The findings indicate that teachers with a bachelor’s or postgraduate degree were less burned out compared to those who graduated from high school or associate’s degree programs. Teachers who graduated from a preschool education departments were less burned out compared to those from child development or other departments. Teachers working in public schools were more burned out compared to those working in private schools. Teachers aged 31 and above scored higher in the sub-dimension of planning education and educating. Additionally, it was observed that teachers working in private schools perceived higher competency levels in overall professional competence as well as in the sub-dimensions of subject matter knowledge, pedagogical content knowledge, legislative knowledge, managing teaching and learning processes, and assessment and evaluation compared to teachers working in public schools. As a result, undergraduate and graduate preschool teachers in Türkiye usually work in public schools. These teachers may have higher expectations from themselves. Not being able to meet their expectations during the pandemic may have caused these teachers to feel more burnout. In this case, it would be appropriate to provide these teachers with appropriate environments and adequate psychological support.

Industry 4.0 and Development of Teaching Competencies for Students in Universities of Education in Vietnam

In the context that Vietnam is actively approaching Industry 4.0, teacher training institutions, including universities of education, are taking various approaches and seeking methods to develop pedagogical competencies for students in order to meet the requirements of this revolution. However, thoroughly understanding the nature and the impacts of Industry 4.0, thereby applying its advantages in development of teaching competencies for pedagogical students, is still a question that needs answers from domestic and foreign educators. The article compiled 18 references related to this issue, then analyzed and synthesized, discussed the opinions and viewpoints of each author, and recommended a number of measures to develop teaching competencies for students in universities of education to meet the requirements of Industry 4.0: identifying goals of competency training for students; developing training programs towards the formation of teaching competencies to meet the requirements of Industry 4.0; innovating the integrated training aimed at the required professional competencies of teachers 4.0.

A Study on the Relationship Between Creative Attitudes of Secondary School Teachers and Their Professional Competence in Teaching Students with and Without Disabilities

Introduction: Teacher professional competence may be an indicator of general, special and inclusive education quality. However, creative attitudes of teachers may contribute to an increase in their motivation, self-awareness and subjective well-being. Furthermore, teachers’ professional competence may constitute grounds for developing creative competence which enables an analysis of the relationship between teachers’ creative attitudes and teachers’ professional skills in working with students with disabilities and without special needs. Research Aim: The present study aimed to compare the levels of perceived professional competences in teaching students with and without disabilities as well as to examine the relationship between the creative attitudes and the aforementioned competences in a sample of secondary school teachers. Research Method: A diagnostic survey method as well as the following instruments were used: Creative Behavior Questionnaire KANH by Popek, Teachers’ Perceived Professional Competences Questionnaire by Byra and Kazanowski, a short demographic survey aimed at teachers. Results: The teachers place greater emphasis on evaluative and innovative competence in teaching students with disabilities. However, psychological and communicative competence in working with students without special needs are rated higher. There is a relationship between teachers’ creative attitudes and the self-reported professional competences in teaching students with and without disabilities. The interdependencies are more recognizable regarding the students without special needs. The hypothesis was partially verified. Conclusions: The findings prove that fostering teachers’ creative attitudes may improve teachers’ professional competences in special, mainstream and inclusive education. Pedagogically, it is important to promote both student and teacher creativity.

Research on the effective application of "theoretical education method" in ideological and political education

"Theoretical educational method" is an essential approach in ideological and political education. In the context of the new era, this paper focuses on delving into the scientific connotations of theoretical educational method, exploring issues in its application during the practice of ideological and political education. It proposes feasible strategies from aspects such as optimizing teaching methods for theoretical educational approaches, enhancing the professional competence and capabilities of teachers, and establishing and improving evaluation mechanisms, to promote more effective implementation of ideological and political education.

ADAPTATION OF A YOUNG SPECIALIST TO PROFESSIONAL ACTIVITY

The article focuses on ways of adapting a young specialist to pedagogical professional activity. It is noted that the true formation of a teacher occurs with the beginning of professional activity. Only in the classroom does a young teacher understand whether this is his vocation or whether he wants to devote his life to it. Emphasis is placed on the importance of mutual visits for improving the teacher's skills. A young teacher has the opportunity to enrich his teaching experience and plan his professional growth. The goal of collective forms of methodological work is to improve the skills of all teachers in the process of purposefully planned and implemented activities. It is emphasized that the most common collective forms of methodical work in an institution of general secondary education are open lessons. The purpose of the article is a theoretical justification of the importance of forming pedagogical conditions for the professional self-development of future teachers and determining the level of professional training of future teachers for practical activities. Also, in addition to improving professional growth, there are ways to improve the methodical training of the teacher and the adaptation capabilities of the specialist to professional activity. It was noted that the subject methodical associations of teachers, as centers of methodical work, have an extremely important function of adapting young specialists. Four components of one's own «I» and specific stages of formation of a teacher's professional competence are singled out. It is emphasized that an effective form of self-improvement is imaginary entry into the role of an experienced colleague. But using the experience of others carries the threat of inhibiting one's own initiatives and creativity. Therefore, it is necessary to solve a number of issues: conduct a diagnosis of the work of a young teacher; to promote the study of regulatory and legal documents on education; to improve educational and methodical training of modern teachers; promote the mastery of innovative technologies, advanced methods of teaching and education; to encourage the study and application of best practices in pedagogy. During the adaptation period of a young specialist in an educational institution, special attention should be paid to the level of methodical work. They will be divided into three: school level, city level, regional level. It is noted that in order to improve the professional training of pedagogical personnel in schools, special methodical work is carried out, which encourages teachers to improve their qualifications, contributes to the mutual enrichment of the pedagogical team with pedagogical experience, enables young teachers to learn pedagogical skills from experienced colleagues, ensures the desire of the pedagogical team to find new ones forms and methods of work.

Freedom of Curriculum: Evaluation of CIPP Early Childhood Education Co-Curricular Activities Program in Baruga Kendari City

This study aims to evaluate the co-curricular activity program in Early Childhood Education (PAUD) in Kendari City using the CIPP (Context, Input, Process, Product) evaluation approach. Data were collected from 6 schools with 43 respondents consisting of PAUD educators and managers, using an instrument in the form of a questionnaire that was analyzed descriptively quantitatively. The results of the study indicate that in the Context aspect, the condition of the school, students, educators, and school environment are in the good category with an average value of 14.40, 10.72, 10.79, and 10.86, respectively. In the Input aspect, facilities and infrastructure are considered quite adequate (mean 17.74), while the budget and involvement of external parties are still the main challenges with an average value of 11.19 and 10.49, respectively. Educator training is in the fairly good category with an average value of 13.91. In the Process aspect, student participation in co-curricular activities reached a good category (mean 14.12), while the professional and pedagogical competence of teachers showed very good results with an average of 25.02 and 32.33. In the Product aspect, the increase in student competence and the quality of co-curricular activities were in the good category, with average values of 17.91 and 21.12, respectively. This study concludes that the co-curricular activity program at PAUD in Kendari City as a whole has been running well, although improvements are still needed in the budget aspect and external party involvement to optimize results. Strategic recommendations include optimizing financial support, ongoing training for teachers, and closer collaboration with communities and external institutions.

Ценностные основы профессиональной подготовки будущих учителей русского языка и литературы

The purpose of the study is to identify the teacher’s priority values and ways to form them in the process of studying at the university for future teachers of Russian language and literature. The scientific novelty of the research lies in an integrated approach to solving the problem of forming the value foundations of professional training for undergraduate students in the specialty 44.03.05 Pedagogical education (with two training profiles), profiles “Russian language”, “Literature”, within the framework of the axiological direction in teaching the Russian language, which includes a wide range of opportunities to work with folklore texts, contributing to the formation of a system of traditional values and professional competencies of future teachers. Through a qualitative and quantitative analysis of the results of the survey of future language teachers, the most relevant values of a modern teacher have been identified, and the importance of each category of values has been established, taking into account the statistical indicators of students’ choice of each course of study. The research has shown that a systematic approach to the formation of the value foundations of students’ professional training and a comprehensive solution to the current problems of methodological support for future teachers of Russian language and literature are necessary conditions for the successful development of the modern educational space of the Russian Federation.

Self-innovativeness within school context: multilevel study of the relations between teacher job crafting and innovative behaviour

ABSTRACT Innovativeness is one of the crucial teacher professional competencies that can be enhanced top-down or bottom-up. This study aimed to examine the multilevel relations between teacher job crafting and innovative behaviour. Data collected from 429 teachers from 47 Serbian schools were analysed using multilevel modelling techniques. The results revealed that several dimensions of teacher job crafting positively predict teacher innovative behaviour within the school. Furthermore, school means ratings of two dimensions of teachers’ job crafting, namely increasing structural and social job resources, had positive between-school effects on innovative behaviour. According to the obtained findings, school leaders should support teacher job crafting to enhance the whole process of innovative teacher behaviour. Nevertheless, research that considers the temporal dynamics of teacher job crafting and innovative behaviour is needed to expand the results of this study.

Some issues of forming the professional competence of teachers of fine arts

This article discusses and reflects on the important aspects of improving the professional competence of future teachers of fine arts and the directions and mechanisms of forming professional competence, the conditions and opportunities for its development, describes the concepts of competence and competence, their similarities and differences, types of professional pedagogical competencies, stages of pedagogical competence formation, and provides some information.

The Impact of Teachers' Professional Development on The Internet Self-Efficacy and ICT Competencies

Introduction: In the dynamic realm of education, the incorporation of Information and Communication Technology (ICT) has ushered in transformative shifts in the methods of teaching and learning. This study explores the impact of teacher professional development on the interconnected dimensions of internet self-efficacy and ICT competencies within the context of vocational high schools.Methods: The research employs a carefully designed survey instrument featuring 56 items, adapted from previous studies. Targeting vocational high school teachers across six Regencies in Central Java Province, Indonesia, the study utilized a clustered random sampling technique to select a sample size of 150 teachers in vocational high schools. The study employed Partial Least Square Structural Equation Modelling (PLS-SEM) to analyze the relationships among teacher professional development, internet self-efficacy, and ICT competencies.Results: This study yields four notable results. First, teachers' professional development positively impacts their internet self-efficacy. Second, teachers' professional development positively impacts their ICT competencies. Third, Teachers' internet self-efficacy influences their ICT competencies. Fourth, there is a mediated link between teacher professional development and ICT competencies through internet self-efficacy.Conclusions: This study underscores the importance of teacher personal professional development for improving internet self-efficacy and ICT competencies in vocational high schools. Policymakers should consider tailored training programs to enhance teacher skills, promoting better technology integration for improved vocational education.

Learning Community as a Framework for the Professional Development of Preschool Teachers - Theoretical Approach and Practical Implications

The paper addresses the importance of the professional development of preschool teachers through its positioning and action in relation to the concept of a learning community. By analyzing the literature, reviewing theoretical concepts and empirical research, the synergistic effect of the process of professional development of teachers and the concept of a learning community is determined. First of all, the benefits to which the process of professional development of teachers contributes within the learning community are determined, especially in the form of improving the educational process, professional competence and personal development of teachers, and most importantly, for the well-being of children. The aim of the paper is focused on a comprehensive understanding of the theoretical implications in the form of the influence of the learning community on the professional development of teachers, as well as the practical implications that are accordingly reflected in pedagogical practice. The above approach supports and affirms the principles of plurality and individual differences of each individual. Community is seen as a key concept within which quality and functional relationships are built, which contributes to the improvement of educational work. The proposal for the professional development of teachers within the learning community, as part of the transformation of the educational system in preschool education, is based on the belief that activities that include interaction, cooperation and exchange of knowledge and experiences contribute to more efficient results that are reflected in educational outcomes.

Emotional and Social Competencies and Their Relationship to the Professional Competencies of Future Preschool and Early Childhood Education Teachers

Research objectives and problem: Preparing to become a preschool and early childhood education teacher requires five years of academic training and many years of self-education. Success in the profession is not only ensured by strong academic performance and achievement of educational goals, but also by the development of emotional and social competencies, which are closely tied to professional competence. The goal of the study was to identify the relationships between emotional intelligence, social competence, and the self-assessment of professional competence among future preschool and early childhood education teachers. Research methods: The study utilized the Popular Questionnaire of Emotional Intelligence (PKIE) by Jaworowska, Matczak, Ciechanowicz, Stańczak, and Zalewska, the PROKOS questionnaire by Matczak and Martowska, and an in-house modified version of the Self-Assessment of Teacher Competence survey. Fifty-seven women aged 23 to 48 (mean age: 28) participated in the study. Research findings and their impact on the development of educational sciences: The findings confirmed a significant relationship between the studied variables. Higher levels of emotional intelligence and social competence correlated with higher self-assessments of professional competence. Conclusions and recommendations: Emotional and social competencies are strongly associated with readiness for the teaching profession in preschool and early childhood education. These results point out the need for incorporating courses on emotional and social competencies into academic training programs for pedagogical faculties.

Valuable determination of the formation of professional competencies of future history teachers

The article investigates the critical importance of cultivating professional competences in future history teachers. It argues that fostering these competences is not just a technical exercise, but a fundamental element in preparing educators who can significantly impact student development and shape their worldview. The purpose of the article is to study the value determination of the formation of professional competences of future teachers of history. The value determination is a fundamental element in the training of professional competent history teachers who are able to effectively influence the development of students and shape their worldview orientations. The article emphasizes the importance of pedagogical skill, encompassing: teaching skill (the ability to design, implement, and assess effective learning experiences in history), innovation (the capacity to adapt and develop new teaching methods to address the evolving needs of students and the educational landscape), reflexivity (the ability to critically self-evaluate teaching practices, analyze student learning outcomes, and continuously improve instruction). By nurturing these interconnected competences, the article proposes that future history teachers will be better equipped to: effectively influence student development (this includes fostering critical thinking, historical awareness, and a well-rounded understanding of the past), shape worldview orientations (effective history teachers can guide students in developing a deeper understanding of the world, their place within it, and the values that shape human societies), adapt to modern educational challenges (the ability to innovate and reflect allows teachers to remain current with evolving pedagogical approaches and address the needs of a rapidly changing world). Overall, the article positions the development of professional competences as a cornerstone in preparing history educators who can significantly contribute to a well-informed and engaged citizenry.

Analysis of Teachers' Professional Competence in Developing Bilingual Learning Programmes at Muhammadiyah 1 Purwodadi Elementary School

Bilingual learning is a learning program that uses English as an international language, as the language of instruction in the learning process, in addition to Indonesian. The purpose of this study was to determine how the professional competence of teachers in the Bilingual Learning Programme at Muhammadiyah 1 Purwodadi Elementary School. The method used in this research is descriptive qualitative research. Data collection techniques using observation, interviews, and documentation. The data analysis used is data collection, data reduction, data presentation, and drawing conclusions. The results showed that the professional competence of teachers at Muhammadiyah 1 Purwodadi Elementary School has been implemented optimally but not maximally. In addition, the obstacles to the development of the bilingual program faced by bilingual teachers at Muhammadiyah Purwodadi Elementary School are the lack of availability of adequate facilities and infrastructure for the learning process, the different characters of students, teachers who have not mastered class administration, and parents who are sometimes difficult to communicate with. However, this can be overcome with several solutions, namely teachers developing learning media, maximizing materials around the school as learning media, as well as seminars or training for teachers. Keywords: Bilingual, Professionalism Competence, Elementary School

ПЕДАГОГІЧНІ УМОВИ ФОРМУВАННЯ ГОТОВНОСТІ МАЙБУТНІХ ПЕДАГОГІВ ПРОФЕСІЙНОГО НАВЧАННЯ ДО ПРОФОРІЄНТАЦІЙНОЇ ДІЯЛЬНОСТІ СЕРЕД СТАРШОКЛАСНИКІВ

Introduction. The quality and effectiveness of career guidance work depend on the level of career guidance competence of educators. Therefore, vocational education teachers need to be well-oriented in the modern world of professions and methods of career guidance. In this regard, there is a necessity to develop future educators' readiness for career guidance. This requires the development and implementation of effective pedagogical conditions that will contribute to successfully fostering such readiness. Purpose ‒ justification of a set of pedagogical conditions that ensure the formation of readiness among future vocational education teachers for career guidance work with high school students.. Methods: analysis of practical problem, recent researches and publications; generalization of the results of the study. Results. It is emphasized that, to successfully fulfill the social responsibility of familiarizing high school students with modern professions, a teacher must possess specific career guidance knowledge and skills that enhance the effectiveness of this work. At the same time, it is noted that students in pedagogical specialties often lack sufficient mastery of educational materials related to future career guidance activities, complicating their preparation for this task. The simultaneous implementation of effective pedagogical conditions in the educational process contributes not only to the qualitative content and methodological enrichment but also to the optimization of the training process for future vocational education teachers for career guidance activities. It is demonstrated that such pedagogical conditions are aimed at developing career-oriented thinking, supporting the professional and personal formation of future teachers, and equipping them with the necessary competence-based knowledge and practical skills for effective career guidance work. Originality.The readiness of future vocational education teachers for career guidance activities with high school students is examined through the lens of the professional training system. Conclusion. The formation of the professional orientation competence of vocational education teachers is achieved under the following conditions: the implementation of innovative technologies in the educational process; ensuring students understand the importance of vocational orientation work; combining the efforts of teachers from all disciplines; the realization of tasks of a vocational orientation nature during pedagogical practice; and involving students in organizing collaborative work between schools, vocational orientation organizations, and vocational education institutions Keywords: future vocational education teachers, readiness for career guidance activities, pedagogical conditions, professional training.

The role of linguistic influence in pedagogical influence

Introduction. Pedagogical activity always implies influences on people aiming to help the student internalize the basic meanings of culture. One cannot make a person understand these basic cultural meanings, transmit culture without a language. The absence of research on the verbal side of pedagogical activity explains a contradiction between the increased requirements for the professional competence of teachers and the lack of effective tools for creating and analyzing the teacher’s speech. The paper suggests to solve this problem from the positions of pedagogical semiology and cognitive linguistics. The purpose of this paper is to consider the theoretical foundations of verbal pedagogical influence in a transdisciplinary perspective.Materials and Methods. The comparative analysis, the content analysis, the method of interpretation and contextual analysis. Results. The major function of education is to translate knowledge about the world where people live and function. It became possible in the pedagogical communication due to the unique role of language. The totality of values, personality norms, knowledge, views, etc. is initially formed as a result of the language influence on people. The realization of language influence is possible due to the biological predisposition of a person to acquire the language. Then the pedagogical influence can be presented as a complex of the language influence and receptivity, readiness to exercise this influence. In addition education is possible due to the human ability to imitate.Discussion and Conclusions. Understanding the purpose of education as the translation of basic cultural meanings, and language as the main means for their realization, we consider language influence as one of the main influences that makes a person a bearer of human qualities proper. The essence of pedagogical influence is that the teacher conveys to students the basic meanings of culture by language influence, and make them rooted in culture with the help of the inherent imitation. Thus, as a result of the presented research, we managed for the first time to develop an understanding of verbal pedagogical influence and its essence. The whole educational process is based on verbal influence and imitation. The presented paper is the part of semiological research on the understanding that the source of the content of education and upbringing is culture; the teacher is a carrier of cultural values and meanings, which are transmitted by means of language; the teacher has a key role in ensuring the students' entry into the world of culture.

ISSUES OF HARMONIZING NATIONAL AND INTERNATIONAL EXPERIENCE IN TRAINING MUSIC TEACHERS

This article discusses the theoretical and practical aspects of integrating national and international experiences in the process of training music teachers. The current situation in the education system of Uzbekistan is analyzed, and proposals and recommendations are developed based on the study of advanced practices of developed countries. Methods for improving the professional competence of music teachers in accordance with national values and international standards, as well as the effectiveness of using innovative pedagogical technologies, are shown. The study analyzes the importance of integrating national musical heritage and modern global trends in improving the quality of music education.

Strengthening Transformational Leadership, Professional Competency, and E-Learning Quality in an Effort to Improve Teacher Performance through Organizational Commitment as an Intervening Variable: Research Using Path Analysis and SITOREM Method on Teachers of B Accreditation Ranked Vocational Schools in South Tangerang City

Nanik Indah Setyani, this study aims to analyze and find strategies and ways to improve teacher performance through efforts to strengthen transformational leadership, teacher professional competence, e-learning quality and organizational commitment. This study uses the path analysis method to determine the direct and indirect effects between variables, followed by SITOREM analysis used to analyze the indicators of the research variables so that efforts are obtained to be made in improving teacher performance through transformational leadership, teacher professional competence, e-learning quality and organizational commitment. The population of the study was all teachers who teach at SMK Swasta Kota Tangerang Selatan Accreditation B totaling 255 people with a total sample of 156 taken using random sampling techniques based on the Slovin formula. The results of the SITOREM analysis obtained several efforts in improving lecturer performance by improving indicators, namely: 1) job knowledge, 2) personal quality and 3) affective commitment. Likewise with efforts to strengthen transformational leadership, teacher professional competence, e-learning quality and organizational commitment by improving, maintaining or developing its indicators.