Professional Competence Of Teachers Research Articles

Early Grade Teachers’ Professional Competence in Applying Sets to Numbers

<p><em>This study describes the professional competence of early grade teachers in applying set material in learning number material. The main objective of this study is to describe the competence of early grade teachers on set material applied in learning numbers. This type of research is descriptive qualitative with data collection methods through tests and teaching observations. The results showed that: 21 out of 25 teachers (84%) understood the notion of A</em><em>∪</em><em>B but were unable to apply it in addition operation; 24 out of 25 teachers (96%) understood about Cardinal numbers but what was spoken was number not lot; 25 out of 25 teachers (100%) understood the notion of A-B but were unable to apply the notion of subtraction operation.</em></p><div id="pip-toast"> </div>

Professional Competence of Elementary School Teachers in Teaching Mathematics by Utilizing Motor Skills

<em>This study describes the level of professional competence of teachers in teaching mathematics in elementary schools by utilizing motor skills. The main purpose of this study is to explore and describe the stages of building mathematical concepts through motor skills. This type of research is descriptive qualitative which aims to explain in detail the stages of building mathematical concepts in elementary schools through motor skills. Data were collected through field observations, questionnaires, and interviews. The results showed that: 18 out of 20 teachers (90%) do not understand the motor skills of stepping and jumping as an activity to understand mathematical operations; 17 out of 20 teachers (85%) have a wrong understanding that generalizes the motor skills between Numerical and Round numbers are the same; 19 out of 20 teachers (95%) have an understanding of mathematical operations on Round numbers with memorization methods</em><div id="pip-toast"> </div>

FORMATION OF PROFESSIONAL COMPETENCIES OF FUTURE TEACHERS OF LABOR EDUCATION AND TECHNOLOGY BY MEANS OF UPCYCLING TECHNOLOGY

The article is devoted to the problem of the formation of professional competences of future teachers of labor education and technology by means of upcycling technology in the process of designing eco-bags. The project activity is aimed at the development of critical thinking, reflects the pedagogical process as a system based on the theory of universal human values, humanization, a person-oriented approach, the priority of subject-subject relations, and is effective in shaping the personality of future teachers. The main features of the process of designing eco-bags using upcycling technology are determined - interdisciplinary, communicative and dynamism through the use of information services of social networks, environmental friendliness under the conditions of recycling of secondary raw materials; creative project and practical activity. The working hypothesis was accepted that the professional competences and creative abilities of the future teacher of labor education and technology are formed under certain conditions of project activity on upcycling: structuring of the project and stages of project activity; definition of educational and educational goals and tasks; implementation of an integrated program of technological activity; development of a criterion basis for determining the levels of educational achievements of education seekers for the implementation of eco-bag projects; development of information-subject and materialtechnical support of the educational process; modeling of systems of interdisciplinary connections of technologies with natural, mathematical and graphic knowledge; cooperation of teachers of subjects of general and professional training cycles regarding the content, organization of training, improvement of educational and methodological and software training of technologies of processing of secondary raw materials. In the study of the problem, methods of theoretical and empirical research were used: analysis and synthesis to clarify the main concepts and categories of professional training of future teachers of labor education and technology; study of psychological-pedagogical and scientific-methodological literature and advanced pedagogical experience on the problems of learning technologies in institutions of higher education; distinguishing regularities and formulating conclusions from the investigated problem. A three-stage pedagogical experiment was conducted at Mykhailo Kotsyubynskyi State Pedagogical University of Vinnytsia (Ukraine) (2020-2023): ascertaining experiment - a preliminary slice of knowledge (levels of formed professional competences of future teachers were determined); a formative experiment - the organization of teaching the technologies of making eco-bags by the upcycling method with the involvement of information arrays of the Pinterest social network and the formulation of pedagogical conditions of the project activity); control and generalization stage – analysis, processing of research results using statistical methods, formulation of theoretical-experimental conclusions and recommendations.

Education Policies for Enhancing Professional Competence in Elementary School Teachers

The quality of education is influenced by many elements, such as the quality of teachers, efforts to increase equity, curriculum design, provision of adequate facilities and infrastructure, and the creation of a conducive learning environment. Furthermore, government legislation facilitates improvements in these components. In optimizing the achievement of educational goals, it is necessary to form a cadre of educators who are capable and able to demonstrate exemplary performance. This research aims to analyze educational policies to increase the professional competence of elementary school teachers. This type of research is qualitative. This research uses a descriptive qualitative approach. The data obtained in this research can be classified into primary data and secondary data. The main data sources for this research consist of critical school leaders and certified teachers. Secondary data refers to a comprehensive collection of materials available in a research environment, including diverse formats such as letters, images, and procedural documents related to a research investigation. The data analysis technique uses qualitative analysis using the theoretical framework proposed by Milles and Huberman. The results of this research show that educational policy analysis is to improve the quality of the teaching profession, legal sources increasingly cover the position of teachers, and professional teacher education improves the position and professionalism of teachers.

The Role of Current Computer Technologies in Developing Professional Competence of Music Teachers: A Model of a Personalized Educational Environment

The importance of the article lies in the fact that the profession of school music teacher today needs to create its own updated competence model of personal educational environment taking into account digital transformation and computerization of general education. The information competence of the music teacher, the issues of his professional development in working with music and computer technologies are taken into account. Analyzed the possibility of building a personal educational environment in the era of postmodern (including electronic) and their application in further professional activities. The author analyzes the possibility of introducing modern computer technology as a resource for the formation of musical needs of the teacher of the educational institution. In addition to professional competencies, some general requirements for music teachers today, which can be grouped into four groups: general professional, communicative, behavioral and analytical. The article presents a model of university music education in the postmodern era; ways of acquiring professional competence of a music teacher are considered; the stages of creating a model of personal educational environment of a music teacher in the postmodern era are described; the role of professional competence of a music teacher in the postmodern personal educational environment model is defined; the role of current music and computer technologies (MCT) in creating a model of personal educational environment of a music teacher was determined.

Practical aspects of the use of new teaching methods at the university for the development of professional competency of future mathematics teachers

Relevance. The study's relevance is based on significant changes in the higher education system. The Ministry of Education now requires clear outcomes and organisation of the educational process. Transitioning to innovative methods reflects the goals of educational reform, making the selection of teaching methods for future mathematics teachers crucial. Purpose. The paper aims to substantiate the practical aspects of using modern forms and methods of teaching students due to introducing new educational standards based on a competency-based approach. Methodology. The leading methods of studying this problem include analysis and synthesis, classification, deduction, generalisation, and comparison of approaches. These methods help identify and highlight the main innovative teaching technologies and their use in universities. Results. The study analyses and clarifies interactive and innovative teaching methods, highlighting their advantages over conventional methods. It develops a teaching technique to enhance critical thinking and professional competency and presents findings on teachers' perspectives and student-teacher attitudes towards new methods. Conclusions. The study concludes that interactive and innovative teaching methods significantly improve the quality and efficiency of education for future mathematics teachers. These methods foster critical thinking, enhance professional competencies, and create a more engaging learning environment. The transition to these methods is beneficial and necessary for meeting modern educational standards and demands. Keywords: mathematics teacher; higher education; innovative methods; competency-based approach

Exploring and reflecting on the influences that shape teacher professional digital competence frameworks

ABSTRACT The importance of Digital Competence in teacher education has increased in recent years resulting in a range of digital competency frameworks aimed at guiding national and regional governments in their integration of digital competence in teacher education. The discourses and assumptions underpinning digital competence frameworks are discussed in this paper using two influential supra-national competency frameworks, the UNESCO ICT Competency Framework for Teachers and the DigCompEdu, as examples. The theoretical reflection argues that several influences have shaped the current discourse. These influences include the rise of teacher performance and competency frameworks, the tradition of ranking teachers’ levels of technology use and the techno-centric education discourses that align technology use with constructivist practices. Through this theoretical reflection, the paper raises questions about their use in, and implications for, teacher education arguing that, while such frameworks provide helpful guidance for policy makers and teacher educators, they may stifle teachers’ professional autonomy and straight-jacket technology use in a linear and deterministic manner.

Pelatihan Metode Pembelajaran Aktif, Inovatif dan Menyenangkan untuk Guru MI Bahrul Ulum Nataan Gedong Boyountung Lamongan

This service aims to improve teachers' competence in implementing active, innovative, creative, effective and fun (PAIKEM) learning methods through training for 15 teachers of MI Bahrul Ulum Nataan. Online training was carried out through 4 session meetings by applying various training methods. The results of the training showed a significant increase in understanding of PAIKEM concepts (62% to 89%), skills in implementing PAIKEM methods (69% to 91%), and creativity in developing innovative learning (65% to 85%) in the trained teachers. The application of PAIKEM by teachers impacts the increase in student activity and learning outcomes as well as the positive image of schools. In conclusion, PAIKEM training is able to improve teacher professional competence and contribute significantly to improving the quality of learning at MI Bahrul Ulum Nataan.

Possibilities and prospects for the professional development of university teachers in the conditions of digitalization

Relevance. The relevance of the study is due to insufficient study of the issue of implementation of measures to develop the professional competences of university teachers, taking into account available digital technologies and gadgets in the Republic of Kazakhstan.Purpose. This article is aimed at identifying the most promising teacher training programs, taking into account the mass digitization of the educational environment, which can practically lead to an increase in the efficiency of higher education in Kazakhstan and, as a result, contribute to the economic development of the state.Methodology. The leading approach to the study of this problem is the method of a natural experiment, with the help of which it was possible to assess the effectiveness of classical and innovative methods of professional development of university teachers. In addition to the natural experiment method, the article used system analysis, logical analysis, synthesis, deduction, classification, comparative analysis, observation and interviewing of respondents.Results. The article presents the results of a cross-sectional study: the digital literacy skills necessary for a university teacher are described, which allow for the safe and productive use of digital technologies and gadgets, the five spheres of a university teacher's activity are presented, which are constituent elements of a teacher's professional activity, formal and informal ones are disclosed educational events aimed at the development of professional competences, two educational programs were developed and implemented; a comparative analysis of the results of the survey of respondents and their assessment of the effectiveness of the completed programs was carried out, the parameters for evaluating the prospects of the teacher's professional development in the conditions of digitalization were proposed.Conclusions. The materials of the article represent practical value, as in practice they demonstrate the effectiveness of digital technologies used for the professional development of university teachers.

Promoting Digital Literacy: Assessing Teachers Readiness in Utilizing Information and Communication Technology for Learning in Rural Area

This research aims to evaluate and ascertain the readiness of teachers to utilize Information and Communication Technology (ICT) in educational settings, with a particular focus on rural environments. By examining teachers' preparedness in employing ICT, the study sheds light on the unique conditions and phenomena associated with technology use in learning activities in rural areas. The methodology adopted for this research was a descriptive qualitative approach, using a case study design focused on the island of Belitung. The study involved 12 classroom teachers from three elementary schools in Badau Village as research subjects. Data were gathered through interviews and document analysis, employing thematic analysis techniques for data interpretation. To ensure the validity of the data, techniques of technical and source triangulation were used. The findings indicate six themes regarding the teachers' readiness to use ICT, including teachers' proficiency in operating laptops/computers, and their capability to plan, select, and integrate ICT tools for educational and administrative purposes. Additionally, skills in collaboration, using the internet, and leveraging other advanced applications are deemed crucial. The study also reveals that teachers need to comprehend their roles and functions in adapting to ICT developments, thereby aligning their readiness with the standards of professional teacher competency. The study highlights the need for teachers to understand their roles in ICT adaptation, aligning with professional competency standards. These insights provide a framework for future research, policymaking, and practice enhancement in educational ICT, aiming to improve educational quality and effectiveness in the digital age.

Teaching professional competence in preschool education

The article clarifies the theoretical foundations of the content of the teacher's professional competence; we will single out the types of professional competence of the educator in the context of readiness to work in the environment of the preschool education institution, on which the maturity and formation of the specialist are based in professional activity. At various stages of our research, the following general scientific research methods were used: theoretical and empirical. The professional competence of the educator in the context of readiness to work in the environment of the preschool education institution was studied, its main components were substantiated; the skills that the teacher's professional competence should include are listed; the stages of formation of professional competence of future educators are shown. In accordance with the modern educational conditions of the formation of the professional competence of the teacher, the structure of the system of professional training of teachers of preschool education institutions is considered. During an experimental study (we surveyed students of pedagogical specialties), we discovered the effectiveness of using Wiki-technologies for the formation of the professional competence of an educator in the context of readiness to work in the environment of a preschool educational institution.

Development of ICT competence of the future primary school teacher

Relevance. The relevance of the study is conditioned by the problem of expanding the educational space by introducing high capabilities of information and communication technologies that allow improving educational activities in primary school. Purpose. The purpose of the study is to develop a model for the development of professional competencies of future primary school teachers, allowing them to successfully apply information and communication technologies in the educational process. Methodology. The leading approach to this problem was a questionnaire survey based on the developments of V.V. Sinyavsky and V.A. Fedoroshin “Communicative and organisational inclinations”. It allows determining the level of qualities that will improve communication links, create visibility of the educational process at a high and effective level, and reveal the level of interest in the use of ICT for primary school students. Results. The paper presents a model of the use of ICT at the primary school as part of the educational process in the classroom when studying various subjects, which includes the course “Window to the world” that creates visibility and informativeness of the studied area by applying modern capabilities of ICT. Its scope includes the presentation of information in a video sequence about the explained aspects, which will increase the level of understanding and assimilation of the topic and create more interesting visual content, which will enhance motivation for the educational process and broaden the horizons of students, creating an environment for the cultural and cognitive development of primary school students. Conclusions. The study concludes that the timely adoption of ICT innovations significantly enhances the educational process in primary education, improving the quality and effectiveness of teaching through the development of a model for ICT competence that enriches the learning experience with engaging, informative content, thereby fostering cultural and cognitive development in primary school students.

Classroom Teachers' Professional Competencies and Their Effects on Considering Students' Individual Differences from the Qweismeh District Teachers' Point of View

The purpose of the study was to evaluate how classroom instructors in the Qweismeh district, affiliated with the capital, Amman, in the Hashemite Kingdom of ‎Jordan considered the availability of professional competencies and their effects on dealing with student individual differences. The study uses a descriptive analytical methodology and a 44-item questionnaire to ensure the validity and reliability of the data.182 classroom teachers from the Qweismeh District were included in the sample. The results showed that the Al-Quwaisimah District's classroom instructors had a modest degree of professional competence. Additionally, the study ‎ demonstrated a statistically significant correlation (at the significance level of α≥0.05) between the professional competencies of classroom teachers and their awareness of individual variations. The study suggests implementing intensive training programs to improve the professional competencies of classroom teachers in the Qweismeh District based on these findings.

Strategies for Developing Professional Competencies in Pre-service Teachers’ Educational Internship and Teaching Support Program：Mediated by Teacher Self-efficacy

Using teachers' self-efficacy in Bandura's social cognitive theory as a mediator, this study work on how to promote teachers' professional competence in educational internship and teaching support programs for pre-service teachers in order to solve the problem of insufficient teachers' vocational competence in pre-service teacher training, and to provide high-quality teachers for basic education. The study begins with the concept and current status of implementation of the educational internship and teaching support program, and provides an introduction to the main ways to develop the professional competencies of pre-service teachers. Through the four major sources of self-efficacy summarized by Bandura, it analyzes the generation and development of teachers' self-efficacy in the educational internship and teaching support program. It is suggested that colleges and universities and supported schools should promote the enhancement of teachers' ethics, pedagogical competence, student management competence and self-development competence through various strategies such as improving the content of educational internship and teaching program, enhancing external policy and emotional support, strengthening the guidance of educational internship teaching and stimulating the intrinsic developmental motivation.

Formative Assessment of Professional Competencies of Future Geography Teachers

The article deals with modern trends in the modernization of control and assessment of educational achievements of future geography teachers, which contribute to increasing the motivation of their educational and cognitive activities and improving self-organization skills. It is established that the competency-based approach to the organization of the educational process includes determining the level and quality of professional competencies. The problem of finding new approaches to the assessment of educational activities and educational results of students is analyzed. It is proven that one of the ways to solve the outlined problem was the systematic implementation of formative assessment of educational achievements as a component of competency control technology. The concepts of “formative assessment”, “competency control”, “competency-oriented tasks” are explained and their place in the educational process is outlined. The model of the process of realization of formative assessment in higher education institutions, the algorithm for applying competency-oriented tasks, the structural components of the technology of competency control and formative assessment are presented. The work identifies and characterizes diagnostic, current-formative, self-assessment-formative, modular-formative, summative-normative and qualification types of assessment of students’ educational achievements. Based on the experience of implementing the technology of competency control and formative assessment, it was proven that it contributed to increasing the motivation and self-organization of students, allowed the teacher to diagnose and make positive changes to the educational process, and maintain feedback with students. Comparison of traditional assessment and the technology of competency control and formative assessment demonstrated its ability to comprehensively assess and determine the level of competency formation of future geography teachers. It was concluded that the introduction of this technology, on the one hand, enables teachers to ensure effective educational activities of students at a high level of motivation, self-organization and in accordance with their interests. On the other hand, it will contribute to the professional development of future geography teachers, who will teach students in the conditions of reforming national education.

Analisis Deskripsi Profesi Guru

This study is a qualitative research approach that is Library Research is a study that obtained all the data from various library literature in the form of books, articles and other works. In this case to know scientifically about the analysis of the description of the teacher profession the nature and duties of teachers and the purpose of a strong understanding of teachers so that the educational process can run properly. Data collection technique is done through direct citation technique and indirect citation technique. Data analysis was performed using content analysis techniques. An attempt to objectively and systematically describe and deeply analyze the content of written or printed information. Therefore, the results of this study give the conclusion that the teacher is a very important profession in the world of Education. The factors that affect the professionalism of teachers include the standard qualifications of teachers, the interrelation of teacher disciplines, pedagogical, professional, social and personal competencies, as well as the development of student potential. In addition, the duties and responsibilities of teachers in teaching and learning activities include mastering teaching materials, facilitating the teaching and learning process, creating a conducive learning atmosphere, and planning and implementing the learning process. Therefore, teachers who have the appropriate academic ability need to continue to improve their qualifications and abilities to become professional and qualified teachers. The development of teacher professionalism can also be achieved through Career Development and proper training. To solve problems. With the relationship between teacher professionalism in the learning process with student learning outcomes. More professional teachers tend to have a more positive impact on student learning outcomes.

Challenges and opportunities for the development of future teachers’ professional competence in Latvia

In the 21st century, characterized by the continual evolution of education and new educational needs being raised and demanded, teachers’ professional competence encounters a series of challenges. In the context of Latvian education, it is highly significant to enhance the professional competence of future teachers and adapt it according to real-world challenges and opportunities. The professional competence of future teachers encounters challenges ranging from adapting to technological advancements to fostering an inclusive learning environment for diverse groups of students. In this research mixed method approach is applied, quantitative data from the self-evaluation instrument developed through the project “Development and Implementation of the Education Quality Monitoring System” (2nd round) and qualitative data from focus group discussions with education stakeholders are employed to analyze the challenges and opportunities for the development of future teachers’ professional competence. Based on the analysis, challenges for the enhancement of future teachers’ professional competence were identified at both institutional and individual levels among those strengthening schools as learning organizations and fostering open mindset toward change. By shedding light on these challenges and opportunities, this study contributes to the broader discourse on teachers’ preparation and continuous development, ensuring their readiness to navigate the multifaceted landscape of modern education effectively.

Development of Professional Teacher Competencies in the Contract of Subject Teacher Development in Manado City

To be able to achieve quality education, professional teachers are needed. Subject Teacher Conference (MGMP) is one forum that can help improve teacher professionalism. This research aims to find out and analyze how Professional Teacher Competency Development is carried out in the Subject Teacher Deliberation Forum (MGMP) in Manado City. A qualitative approach was used in this research. Subject Teachers' Conference (MGMP) in Manado City as a forum for improving aspects of knowledge, pedagogy and professionalism of junior high school teachers in Manado City. By participating in MGMP activities and programs, teachers have better mastery of the material, mastering standards and competencies, learning theories and learning principles as well as the curriculum of the subjects taught. Activities in the Subject Teacher Deliberation Forum (MGMP) in Manado City must continue to be carried out routinely and sustainably. This research recommends that junior high school teachers must be committed to diligently participating in the activities or programs being implemented, because there are still teachers who do not regularly participate in activities because of their busy schedules. The management encourages its members to actively participate in MGMP activities and programs. Teachers who are not yet very adept at using technology in the learning process must continue to be accompanied and given training and allocated sufficient funds for sustainable implementation of the MGMP.

Pelatihan Proses Pelaksanaan Perencanaan Pembelajaran Harian di PAUD Al-Amin

This activity aims to describe the understanding of PAUD teachers on lesson planning and improve the pedagogic and professional competence of PAUD teachers. With this activity, teachers must realize that they can't just make a learning plans but must really understand what they have created. And with this training, teachers can increase their insight or ability in designing play activities in PAUD. The type of research used is qualitative research. This research conducted at Al-Amin PAUD, Telaga Tujuh Village, Labuhan Deli. The research design is phenomenology. The data sources in this study were informants consisting of the committee and Al-Amin PAUD teachers. The implementation of this activity is using the training method. And the data collection technique in this training is documentation. The research results show that in designing or making RPPH the teachers are quite enthusiastic and begin to understand the preparation of RPPH. By understanding the RPPH, the teachers can become more confident and inrease their teaching skills. And teachers must really understand how the design process and designing learning plans are made attractive according to the characteristics and development of early childhood.

Pengaruh Kompetensi Pedagogik, Kompetensi Profesional Dan Kepuasan Kerja Terhadap Kinerja Guru Di Sma Islam Bakti Asih

A teacher's professional performance is influenced by several factors such as competence and job satisfaction. Ideally, the competencies that a teacher must have are pedagogical, professional, social and personality competencies. Meanwhile, job satisfaction is related to standards or measures of fulfilling the work rights and obligations of a teacher. The factors determining the success of teacher performance have not yet been clarified regarding which factors have a stronger influence on teacher professional performance. Through this research, clarity will be found on this problem. This research aims to determine the influence of pedagogical competence, professional competence, and job satisfaction on teacher performance. This research is correlational research because it will test the influence of the independent variable on the dependent variable. There are two approaches used, namely a qualitative approach and a quantitative approach. The research was carried out at BAKTI ASIH ISLAM SMA. The data in this research is divided into (1) teacher professional competency data, (2) teacher pedagogical competency data, (3) job satisfaction data, and (4) teacher performance data. Data collection techniques include observation, interviews, questionnaires and documentation techniques. Data analysis includes, (1) analysis of test item validity, (2) analysis of instrument reliability test, (3) data requirements test including normality test and linearity test, (4) descriptive analysis, (5) hypothesis test with Partial T test and F test.