Professional Competence Research Articles

Анализ профессиональной культуры сотрудников органов внутренних дел: философско-антропологический ракурс

The article provides an analysis of the professional culture of employees of internal affairs agencies from a philosophical and anthropological perspective. The work notes that two elements can be defined in the structure of professional culture - professional competence and personal qualities. A general description of each of these elements is given. It is noted that it is the philosophical and anthropological perspective that allows us to fully analyze the essence of the personal element in the structure of a certain type of professional culture. From the philosophical and anthropological perspective, three principles on which it is based have been identified: the unity of normativity and initiative; the unity of dynamism and statics; the need for systematic information exchange. These principles are of a dialectical nature and are defining, distinguishing the professional culture of employees of internal affairs agencies from other types. The personal component turns out to be of primary importance, influencing decision-making in a specific situation. Paths for further research into the professional culture of employees of internal affairs agencies are outlined.

Development of Research Core Competencies for Academic Practice Among Health Professionals: A Mixed-Methods Approach.

Of the 4 pillars of academic practice for nursing and allied health, research has been the least developed and no standard competency framework exists that is embedded in health professional scopes of practice. The objective of this article is to report on the preliminary development and pilot-testing of research and academic scholarship core competencies for nonphysician health professionals working within a large urban academic health sciences center. We conducted an internal and external environmental scan and multiphase consultation process to develop research and academic core competencies for health professionals working within an interprofessional setting. The final framework outlines 3 levels of research proficiency (novice, proficient, and advanced) and the relevant roles, specific competencies, and observable actions and/or activities for each proficiency level. Organizations should consider the integration of the framework within performance management processes and the development of a road map and self-assessment survey to track progress over time and support health professionals with their academic practice goals.

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.

ENHANCING INTERCULTURAL AND PROFESSIONAL COMMUNICATIVE COMPETENCE OF PRESCHOOL ENGLISH LANGUAGE TEACHERS THROUGH COLLABORATIVE LEARNING

This research investigates a new collaborative learning strategy and its potential to significantly enhance preschool English teachers' professional intercultural and communicative competence in Kazakh higher education. This research aims to provide valuable insights into how CL can enhance preschool English language teachers' intercultural and professional communicative competence. Traditional teacher education programs often prioritize linguistic and pedagogical skills while neglecting the intercultural dimensions of teaching. This gap in teacher education presents significant challenges in adequately preparing educators to meet the needs of a multicultural student population. To address these challenges, this study explores the following research questions: the extent to which the Collaborative Learning for Intercultural and Professional Communication Framework enhances preschool English language teachers' intercultural and communicative competence and the perceived challenges and successes of implementing the Framework in multicultural classrooms. The findings are expected to benefit educators, curriculum designers, and policymakers working to improve teacher training programs in Kazakhstan and other similar educational contexts. The results indicate that this innovative strategy is highly effective in improving teachers' intercultural and communicative skills, offering promising prospects for their professional growth in a multicultural educational setting. These findings have significant implications for you as an educator, curriculum designer, or policymaker, inspiring you with the potential of this strategy to enhance teacher training programs in Kazakhstan and similar educational settings.

SURVEYING METHODOLOGICAL COMPETENCE IN COMPUTER SCIENCE: IMPLICATIONS FOR PROFESSIONAL GROWTH

In the contemporary landscape, characterized by widespread informatization, including in education, there is a growing need for both fundamental and applied training in leveraging information and communication technologies (ICT). This article explores how enhancing the methodological competence of computer science educators impacts the development of students' key competencies. Given the high societal demand for well-educated professionals, educational quality is crucial, necessitating rigorous standards. The article critically analyzes the concepts of "competence" and "competency" from various scholarly perspectives, highlighting the significant role of a teacher's competence in the professional growth of future educators. Practical research focused on developing methodological competence helps students deepen their theoretical understanding, enhance pedagogical skills, and cultivate professional and personal qualities, fostering creativity and independence. It also identifies trends in teacher education within higher education, considering the effects of a two-tier system and professional teaching standards. The article defines "methodological competence" and "professional competence," noting that despite varying scholarly views, it generally includes theoretical knowledge and practical skills. These competencies enable educators to innovate and apply diverse pedagogical methods, thereby fostering student competencies.

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.

The Role of Industrial Internship Activities to Improve Digital Competency of Engineering Students: Perception of Engineering Managers in Industry

Collaboration between the campus and the industrial world can bridge the gap that occurs between the campus and the industrial world, so that both can be integrated and synergized. This study qualitatively explored the contribution of maximizing work-integrated learning through industrial internships. The research findings from the perspective of three industry managers reveal that industrial internships can improve engineering students’ digital engineering competencies such as digital engineering observation and identification, basic and technical understanding of digital technology, work safety, predictive maintenance and programming skills to be ready to enter the workforce. The implications of the research reveal that through industrial internships students can learn from mistakes and challenges faced during industrial projects, for the development of their professional competencies. In addition, the experience and development of digital engineering competencies from the industrial world can be used as a reference for their final assignments, as well as enriching the quality of their research and academic reports, as it can bridge the gap between formal education and the demands in the ever-evolving world of work.

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.

THE ROLE OF CONTRASTIVE ANALYSIS IN TEACHING TURKISH AS A FOREIGN LANGUAGE IN THE CONTEXT OF POST-METHOD PEDAGOGY

Language learning is becoming increasingly important in the current field of Intercultural communication. As a result, educators and experts face challenges in deciding which teaching methods to use when teaching a second foreign language. To address this issue, it is crucial to conduct new researches from theory to practice or from practice to theory, based on the fundamental principles of the post-method pedagogy, the learning environment, learners’ needs, and teacher’s professional competencies. Contrastive analysis is a method that provides instruction based on the nature of the language while also addressing the needs of students in solving problems encountered by Kazakh learners when studying Turkish as a foreign language. At this stage, the aim of this study is to determine the significance of contrastive analysis within the post-method framework. The research is based on a qualitative research design. Additionally, a semi-structured interview form was used to achieve the study’s objective. The interviews involved 15 students learning Turkish as a foreign language at the Faculty of Philology, Abai KazNPU. Data analysis was conducted using content analysis based on the “code-category-theme” approach with the MaxQDA 24.4.0 program. The findings revealed that the method supports post-method strategies such as minimizing perceptual mismatches, enhancing language awareness, activating intuitive heuristics, integrating language skills, supporting learner autonomy, and raising cultural awareness, thereby making the learning process effective, simple, and suited to learners’ needs. These results are expected to be valuable for both theorists and practitioners in foreign language education during curriculum development.

Informal Life Safety Education for Students in the Context of Globalisation: Insights From International Practices

Informal education is a process of self-organised acquisition of specific competencies. Although not necessarily goal-oriented and structured, it actively contributes to expanding professional knowledge and skills and is positioned as one of the critical competencies of an individual. Informal education has gained particular significance in the era of internationalisation. The article aims to analyse the specifics of organising informal education for students in the field of life safety against the backdrop of global internationalisation, based on the experience of foreign countries. The research identifies the primary forms of informal education, including single lectures, video lessons, online consultations, and communication tools. It has been established that informal education creates preconditions for self-realisation, acquisition of new knowledge, skills, and competencies, increased motivation, and professional competence. Mechanisms for crediting the results of informal learning to formal education have been provided. It has been found that the educational environment in the era of internationalisation involves academic mobility, active international relations, projects, research initiatives, and academic programs, as well as the integration of international, intercultural, and global dimensions into higher education goals. Policies and programs appropriate to implement in response to globalisation as a tool for maximising its opportunities have been identified. An analysis of the national internationalisation of informal education in life safety, consideration of its organisational strategies through the prism of target programs and personal motivation of higher education students has been conducted. It has been proven that informal education in life safety enhancement is flexible, not limited by time frames, and does not involve certain procedural formalities. It aims to improve students’ life activities, allowing them to actively socialise and enhance their socio-economic status.

ФИЛОЛОГ-СТУДЕНТТЕРДІҢ ӘДІСТЕМЕЛІК ҚҰЗЫРЕТТІЛІГІН ҚАЛЫПТАСТЫРУ ЖОЛДАРЫ

This article discusses the ways of forming the methodological competence of a future teacher of the Kazakh language and literature. Theoretical works are summarized and studies related to the disclosure of the essence of the concept of "methodological competence of a university student" are analyzed. It is known that methodological training is an important component in the content of teaching philology students. The importance of methodological training as an integral part of the student's professional competence in the formation of methodological competence is determined. Using the example of the research directions of scientists, it was suggested that various factors influence the definition of ways to form methodological competence. In addition, the criteria for the formation of such types of methods as modeling of pedagogical situations, analysis of pedagogical situations, design, game method, case method, problem seminar, problem lecture, used in the formation of methodological competence of students, are clarified and defined. It is known that the formation of methodological competence of students of philology is an important and multifaceted process. Here are some main ways to achieve this goal: providing fundamental knowledge in the field of theoretical education, linguistics, literary studies and pedagogy, deep learning in teaching methods and technologies, and the development of practical skills. Conducting micro-lessons, drawing up curricula, analysis, development of educational materials, pedagogical practice, practical training in schools and other educational institutions, participation in the real educational process help to effectively form the methodological competence of students of philology. It was found that the personalization of this process is also important, taking into account the individual characteristics of each student.

The Importance of Soft Skills in Employability: A Two-Way Perspective

Soft skills are skills that people are born with and are known to be strengthened and increased with experience and practice, such as effective communication, emotional intelligence, leadership, creativity, teamwork, and critical thinking. They are also called 21st century skills due to their power to compete with technology in employability. The business world needs employees with developed soft skills to complement their technical skills in an increasingly competitive environment with the development of technology. In the research, the skills that employers and managers look for in the people they can employ were investigated through semi-structured in-depth interviews and it was seen that 26% of these were technical skills and 74% were soft skills. A total of 470 university senior students participated in the survey study conducted with students and the factors of skill perception were determined as Effective communication, Professional competence, Self-efficacy and Emotional intelligence. Skill perceptions differ according to gender. Perceptions of professional competence increase depending on the educational level of their mothers.

Professional socialization in nursing students: A way to develop professional nursing values

Professional socialization is a critical aspect in the field of nursing, as it encompasses the transformation of novice nurses into competent professionals who exhibit appropriate performance. This process holds immense significance in the growth and development of nursing students, commencing from their enrollment in nursing education programs and extending until their transition into the professional healthcare environment [1]. Nursing students in colleges are instructed on their roles and moral values, which they carry with them throughout their professional careers as a lifelong learning process [2]. Socialization plays a crucial role in equipping nursing students with the essential skills needed to effectively integrate into the nursing profession. It is considered a fundamental learning process that individuals undergo, facilitated by engaging in social interactions and embracing cultural norms within the nursing field [3]. Professional socialization is widely recognized as a key catalyst and significant determinant in the advancement of the nursing field. Enhancing comprehension of socialization processes and the obstacles encountered can facilitate the identification of effective educational approaches and clinical settings conducive to the growth of the nursing profession [4].

Effectiveness of Virtual Reality in Healthcare Education: Systematic Review and Meta-Analysis

As technology advances, virtual reality (VR) is increasingly being integrated into healthcare education to enhance learning outcomes. This systematic literature review and meta-analysis examined the effectiveness of virtual reality-based healthcare education. Randomized controlled trials (RCTs) published over the past 10 years were retrieved from 10 databases using VR, healthcare, and education as the primary keywords. Following the inclusion and exclusion criteria, 45 studies were included in the final analysis. A meta-analysis was performed to analyze the effects of VR in terms of knowledge, skill, and attitude. The results revealed that the use of VR significantly improved the knowledge (SMD: 0.28, 95% CI: 0.18–0.39, p < 0.001) and skill scores (SMD: 0.23, 95% CI: 0.11–0.34, p < 0.001), shortened the skill performance time (SMD: −0.59, 95% CI: −0.82 to −0.35, p < 0.001), and improved the satisfaction (SMD: 0.65, 95% CI: 0.48–0.81, p < 0.001) and confidence levels (SMD: 0.60, 95% CI: 0.41–0.80, p < 0.001). The in-depth analysis highlighted the significant potential of VR and provided practical implications in educational settings. In conclusion, effectively integrating VR with traditional educational methods is necessary to enhance both the quality of learning and the overall competence of healthcare professionals.

Effects of Implementing Trauma-Informed Training at Child Protection Professionals

Trauma-informed training is essential for child protection professionals as their support and help to children, young people, and families is a significant factor in overcoming many problems and challenges, including various traumas, from early childhood to adulthood. This article aims to overview the current situation in the implementation of trauma-informed training, analyze studies regarding the effects of the implementation of this training in child protection, and provide evidence-based recommendations that indicate the need to further improve the competencies of child protection professionals for work with children, youth and families with trauma experience. The purpose of this article is to indicate the importance of implementing a trauma-informed approach in working with children and young people who have experienced some trauma, as well as significant challenges, limitations, and possible directions for improving the implementation of trauma-informed training in this area in order to provide them with more adequate and better quality support. The article is based on the analysis of existing scientific literature, and the method of work used is content analysis. The article begins by conceptualizing the trauma-informed approach, advantages, and limitations in implementing this approach in the child protection system. After that, a presentation and analysis of data on trauma-informed training and previous studies findings on the effects of this training on child protection professionals is given. This review showed a lack of more detailed and comprehensive studies on the effects of trauma-informed training in child protection, a lack of studies that deal in more detail with factors, gaps, and challenges in the implementation of this training, and a lack of data of training methods and techniques used for trauma-informed approach transferring to professionals, as well as monitoring. The implications for trauma-informed training for child protection professionals and the gaps to be covered in future studies are discussed.

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.

EXPERIENCE-ORIENTED TRAINING CONTENT FOR ADVANCING THE QUALIFICATIONS OF UNIVERSITY LECTURERS

The article touches upon the eliminating contradictions between the potential of professional knowledge of young people, practical experiences of production specialists working in higher educational institutions and the empirical idea of professional and pedagogical competencies that contribute to the development of cognitive and personal skills and competencies of students in the educational process. In order to form and develop the above-mentioned personal qualities the authors have developed a level based professional development program for young and experienced university lecturers, the content of educational courses and the methodology of modern training. The level based educational program has been developed for three years. The content of the educational material of the second training module is aimed at developing innovative teaching methods and the final module allows them to study the methodology and monitoring of conducting pedagogical research. The practice of using active exercises as methodological methods at the beginning of classes allowed increasing motivation for educational and cognitive activity and improving the psychological state of students. Upon completion of the level training courses, students will be given the opportunity to perform project work on training modules and test themselves in readiness for transformative activities. The results of the work on the development of the content of the course program and the methods of teaching students at the courses can be useful for teachers, managers of advanced training courses at the university

Patterns and Pathways: Teachers’ Perceptions, Readiness, Support, and Barriers to Internationalization in Higher Education

In higher education, internationalization is essential because it exposes students to a globalized environment; however, teachers must be sufficiently prepared for this challenge to internationalize. Many studies emphasize the significance of faculty views on and institutional support in relation to institutionalization; however, there is a knowledge gap regarding how perceptions, support, and barriers interact with teachers’ readiness for and obstacles to internationalization, particularly in the Philippine setting. To fill this gap, this descriptive-correlational study used random sampling to examine 200 higher education teachers’ views on and readiness for institutionalization, the institutional support available, and barriers to institutionalization at state universities and colleges in Central Visayas, Philippines. Online surveys were used to collect data, which were then subjected to regression and descriptive analysis. Findings reveal that teachers have positive perceptions, receive ample support, and encounter barriers to internationalization. Based on their attitudes, beliefs, and pedagogical strategies, they were ready to engage in internationalization activities, they were well prepared in terms of professional development, cultural competence, and language proficiency, but only moderately ready to engage in internationalization, because of limited prior experience. Their institutions supported them through dedicated offices responsible for coordinating international efforts; however, they were also challenged by their institutions’ lack of financial resources and limited access to global networks and partnerships. According to the study findings, improving teachers’ preparedness necessitates building institutional support, promoting positive attitudes, and systematically removing obstacles. It is advised that institutional policies are strengthened. Research is required to fully understand these dynamics in various educational situations.

PECULARITIES OF DEVELOPING CRITICAL READING ABILITY OF THE MASTERS OF THE SPECIALTITY 7М01712 – TRAINING OF FOREIGN LANGUAGE TEACHERS

The article reveals the development of critical reading skills of master's students of the specialty 7M01712 - ‘Preparation of teachers of foreign languages’. The article emphasizes the importance of using lecture texts in the educational process to prepare master's students for professional activities. Effective use of professional texts in the classroom contributes to the improvement of scientific and professional speech and communicative competence of master's students, which in turn provides the optimal use of various methods of critical analysis in their future professional activities. Special attention is paid to the development of independent thinking skills, search, analysis, systematization, structuring and communication of information.The author identifies three stages of critical reading development. The author also suggests types of questions that promote the development of this type of reading, as well as the ability to identify contradictions and types of structures present in a text and to argue one's point of view based not only on logic, but also on the ideas of the interlocutor. The use of various methods and tools of critical reading technology at the stage of challenge, at the stage of reflection and at the stage of analysis is described. Methodological recommendations on mastering the technology of critical reading are intended for teachers of a foreign language, but can be useful for teachers of other subjects, since the technology of critical reading development belongs to the interdisciplinary modern educational technologies. The article presents practical experience of using some techniques of critical reading technology on the example of the special course “Cognitive linguocultural methodological foundations”.

Universal design for learning technologies as an essential component in preparing teachers for implementing inclusive practices

In modern pedagogical practice, inclusive education is recognized as a key aspect both in the global and local context of education. In this regard, the preparation of teachers for working in inclusive education settings becomes significantly important. Particular emphasis is placed on the development of professional competencies, skills, and abilities to work with the individual characteristics and special needs of each student. This article discusses the features of applying the concept of Universal Design for Learning to enhance teachers’ professional skills in an inclusive environment. The authors present the results of a study on the effectiveness of teachers in inclusive practice conducted within the framework of the program-targeted financing by the Ministry of Science and Higher Education of the Republic of Kazakhstan BR21882231 «Conceptual Model for Ensuring Inclusivity and Accessibility in the Secondary Education System of Kazakhstan» (2023–2025).