Pedagogical Competence Research Articles

Critical Reading and Creative Writing Literacy Learning Training Based on the RADEC Model to Improve Teachers' Pedagogical Competence

This Beginner Community Empowerment (PMP) is focused on critical reading and creative writing literacy learning training based on the RADEC model to improve the pedagogical competence of teachers in SMPN 1 Woha. The determination of this training is based on the low ability of teachers in implementing literacy learning that focuses on critical reading and creative writing, many teachers still prefer to use lecture methods and give assignments through worksheet. The goal to be achieved in the community service is to provide Critical Reading and Creative Writing literacy learning training Based on the RADEC Model to Improve the Pedagogical Competence of Teachers SMPN 1 Woha. Stages of the method, Socialization, Training, Application of technology, Mentoring and evaluation, in this case there are pretests and posttests to determine the teacher's understanding of the material. The results obtained from the implementation of this PMP activity as a whole got good and satisfactory results. Some components that were successfully achieved in the implementation of this activity include: 1) achievement of activity objectives as indicated by the level of participation of participant, pretest and posttest results, questionnaires, and, 2) achievement of planned material targets, as well as technology application activities, mentoring to evaluation of literacy learning carried out by teachers were carried out well as indicated by the planning and implementation of critical reading literacy and creative writing based on the RADEC model by teachers, literacy materials taken from various literacy e-book platforms, packaged in Barcode for critical reading and creative writing activities.

Critical Reading and Creative Writing Literacy Learning Training Based on the RADEC Model to Improve Teachers' Pedagogical Competence

This Beginner Community Empowerment (PMP) is focused on critical reading and creative writing literacy learning training based on the RADEC model to improve the pedagogical competence of teachers in SMPN 1 Woha. The determination of this training is based on the low ability of teachers in implementing literacy learning that focuses on critical reading and creative writing, many teachers still prefer to use lecture methods and give assignments through worksheet. The goal to be achieved in the community service is to provide Critical Reading and Creative Writing literacy learning training Based on the RADEC Model to Improve the Pedagogical Competence of Teachers SMPN 1 Woha. Stages of the method, Socialization, Training, Application of technology, Mentoring and evaluation, in this case there are pretests and posttests to determine the teacher's understanding of the material. The results obtained from the implementation of this PMP activity as a whole got good and satisfactory results. Some components that were successfully achieved in the implementation of this activity include: 1) achievement of activity objectives as indicated by the level of participation of participant, pretest and posttest results, questionnaires, and, 2) achievement of planned material targets, as well as technology application activities, mentoring to evaluation of literacy learning carried out by teachers were carried out well as indicated by the planning and implementation of critical reading literacy and creative writing based on the RADEC model by teachers, literacy materials taken from various literacy e-book platforms, packaged in Barcode for critical reading and creative writing activities.

Chinese Students’ Beliefs about Language Learning, Digital Literacy, and Teachers’ Pedagogical Competence in Comprehensive English Instruction

Chinese Students’ Beliefs about Language Learning, Digital Literacy, and Teachers’ Pedagogical Competence in Comprehensive English Instruction

Singing Training Using the Zoltán Kodály Method for Preschool and Kindergarten Teachers in Jayapura District

Singing training was conducted using the Zoltán Kodály approach for early childhood education and kindergarten teachers in Jayapura Regency to address the need to improve teachers' competence in effective music teaching for young children. Gaps in music education, caused by a lack of professional training, affect teachers' ability to integrate music in children's cognitive and social development. This service activity aims to empower teachers with the Kodály method, which uses simple and familiar songs to teach basic music concepts in a fun and interactive way. This service activity was carried out using the direct demonstration method by STAKPN Sentani Church Music Department lecturers, who practiced using the Kodály method with children's songs. The training results showed increased teachers' understanding of how music can be used as an effective educational tool, such as the Zoltán Kodály approach. In conclusion, the training made a real contribution to improving the quality of music teaching in PAUD and TK and supporting children's cognitive, social, and emotional development through a holistic and creative approach.

Digital Competences in Classical Music Teaching: From a Critical View to the Systematization of Digital Resource

The number and variety of online classical music digital resources require specific knowledge to independently search for, select and incorporate appropriate content into the teaching process, as these represent alternative teaching tools that go beyond the primary didactic materials. The basic assumption of this paper is that the digital competences of music teachers imply not only the mastery of tools – concrete digital resources – but also a specific theoretical knowledge of music encoding, storage and transposition informed by computer science as a prerequisite for developing a skill to use digital tools. The main contribution of this article is therefore to identify the key theoretical knowledge and digital resources that music teachers should understand to successfully develop and utilize their digital competences in the context of classical music teaching. The main principles and practices of music encoding, storage, and transposition are identified and explained regarding relevant academic studies. Based on an analysis and systematization, the open-access classical music digital resources are selected and classified, considering the most representative examples.

CREATIVE DEVELOPMENT OF INTERCULTURAL PROFESSIONAL SKILLS OF TECHNICAL UNIVERSITY STUDENTS THROUGH TEACHING COMPETENCE

In an increasingly globalized world, intercultural professional skills have become essential for technical university students, equipping them to navigate diverse workplaces and collaborate effectively across cultures. However, traditional technical education often lacks an emphasis on developing these skills. This study explores the role of creative teaching competence in fostering intercultural professional skills among students in technical universities. The objective of the study is to examine innovative teaching strategies that enhance students' cultural adaptability, communication, and teamwork abilities, which are crucial in multicultural professional environments. Using a mixed-methods approach, data were collected through surveys, interviews, and classroom observations involving both students and faculty members. Key findings reveal that incorporating creative teaching techniques, such as project-based learning, role-playing, and multicultural case studies, significantly enhances students' intercultural competencies. Additionally, the study identifies challenges faced by educators in implementing these strategies, including curriculum limitations and a lack of training in multicultural pedagogy.

INVESTIGATION OF PRIMARY SCHOOL FOREIGN LANGUAGE TEACHERS' LINGUADIDACTIC COMPETENCIES AND SKILLS IN UTILIZING MATERIALS AND MODERN TEACHING TECHNOLOGIES

This study investigates the linguadidactic competencies and skills of primary school foreign language teachers in Kazakhstan, with a particular focus on their ability to effectively utilize teaching materials and modern educational technologies. As the demand for foreign language proficiency continues to grow, the role of teachers in fostering early language development becomes increasingly crucial. In this context, foreign language teachers' linguadidactic teaching competencies and their ability to use materials and modern teaching technologies were determined as the aim of this study. The study was conducted with causal and correlational survey methods from quantitative research methods. 'Teachers' Linguadidactic Teaching Competence' and 'Teachers' Skills in Using Materials and Modern Teaching Technologies' scales were used to collect the data. The findings reveal varying levels of competency in both linguadidactics and the use of modern teaching technologies. While some teachers demonstrate advanced skills, others struggle with integrating digital resources effectively. According to the findings of the study, teachers' linguadidactic teaching competencies and their skills in using materials and modern teaching technologies were found to be at a moderate level. In another finding of the study, teachers' linguadidactic teaching competencies and their skills of using materials and modern teaching technologies show differences according to gender variable. In addition, linguadidactic teaching competencies showed differences according to professional seniority variable. As teachers' professional seniority increases, their linguadidactic teaching competencies increase. Finally, teachers' ability to use materials and modern teaching technologies significantly affects their linguadidactic teaching efficacy.

Digital Literacy and Teaching Experience as Predictors of Pedagogical Competence in the Digital Era

This study investigates the influence of digital literacy and teaching experience on teachers' pedagogical competencies and essential skills, which are crucial for ensuring effective and high-quality learning processes. In the digital era, digital literacy empowers teachers to integrate technology into teaching, while teaching experience shapes their ability to manage classrooms and deliver effective instruction. Despite the increasing importance of these factors, there still needs to be a gap in understanding how they interact to enhance pedagogical competence. Data was gathered by administering questionnaires to 136 private senior high school teachers in the Cengkareng sub-district, who were chosen proportionately at random using a quantitative technique and multiple linear regression analysis. The findings indicate that digital literacy and teaching experience significantly influence teachers' pedagogical competence. These results underscore the importance of promoting digital literacy and fostering teaching experience as strategic measures to improve pedagogical competence. The study suggests that targeted professional development initiatives should enhance these factors to improve teaching effectiveness and ultimately elevate school learning outcomes.

Pendampingan Guru Madrasah Banua Sendana untuk Meningkatkan Kompetensi Pedagogik melalui Implementasi Brain Based Learning

This study aims to improve the pedagogical skills of MA DDI Banua Sendana teachers through the implementation of brain-based learning. The method used in the research is Community-Based Research. Data on the improvement of pedagogical competence ability was analysed using inferential statistics, while data on the implementation of brain based learning was analysed using descriptive statistics. The mentoring activities carried out to improve teachers' pedagogical competence consist of: 1) the brain-based learning training stage begins with a pretest of pedagogical competence related to brain-based learning; 2) the stage of developing learning tools with the ADDIE approach starting at the analysis, design, development, implementation, and evaluation stages of the developed tools; and 3) the evaluation stage of the implementation of assistance consisting of an evaluation of the improvement of teacher pedagogical competence and a survey of teacher satisfaction with the implementation of assistance. The teacher response to the implementation of the service shows that there are 75% or 9 teachers who are in the very satisfied category and 25% or 3 teachers who are in the satisfied category. So that there are no teachers who are in the moderately satisfied category and the dissatisfied category.

사이버대학 교원의 교수역량에 대한 교육요구도 분석

This study aims to investigate the importance and performance of teaching competencies among professors at a cyber university, analyze educational needs by overall faculty and teaching experience, and explore ways to enhance teaching competencies at cyber universities. In February 2023, 60 professors at A cyber university were asked to rate the importance and performance of five teaching competencies. Based on the importance and performance data, paired sample tᐨtests, Borich's need formula, and the focus for locus model were applied to derive educational needs for the entire faculty and by years of teaching experience. The results showed that, first, the performance of all teaching competencies was significantly lower than their importance. Secondly, the competencies identified as needing priority improvement were ‘Basic Skills’, ‘Understanding of Cyber Education’, and ‘Course Design’. Thirdly, for professors with less than three years of experience, ‘Understanding of Cyber Education’ and ‘Course Design’ were identified as the priority areas for improvement. For those with three to twelve years of experience, ‘Course Design’ and ‘Understanding of Cyber Education’ were prioritized. For those with thirteen to sixteen years, ‘Basic Skills’ was prioritized. For those with over seventeen years, ‘Understanding of Cyber Education’ showed a high need for educational improvement. The findings of this study are expected to serve as foundational data for developing strategies to enhance teaching competencies in cyber universities.

OPTIMALISASI KOMPETENSI PEDAGOGIK GURU SD MELALUI PEMBELAJARAN BERDIFERENSIASI BERBASIS ETHNO-RME

This community service is motivated by the importance of differentiated learning to facilitate students' learning needs, in addition to the need to use teaching materials that are close to students' daily lives through an approach based on Ethno-Realistic Mathematics Education. The purpose of this activity is to optimize the pedagogical and professional skills of elementary school teachers through training and mentoring in digital differentiated learning based on Ethno-Realistic Mathematics Education. This activity was carried out at SD Negeri Tunjung 1 involving 38 elementary school teachers who are members of the Teacher Working Group (KKG) Gugus 1 Korwil Kec. Tunjung Teja. Mentoring and training were carried out by three lecturers from La Tansa Mashiro University with presentations of materials related to differentiated learning, Ethno-RME materials and sharing good practices of differentiated learning based on Ethno-Realistic Mathematics Education. The activity procedure consists of observation and interviews with partner schools, training and mentoring in preparing learning designs, developing differentiated learning and implementing Ethno-RME. The results of this service were an increase of 59,6% in the pedagogical and professional competence of teachers in digital differentiated learning based on Ethno-Realistic Mathematics Education.

Lecturers’ Professional Competencies that Enhance University Students’ Expectations about the Quality of University Education in Uganda

This study examines university students’ expectations of their lecturers professional competencies, which influence the quality of learning. The key professional competencies of university lecturers evaluated in this study included lecturers’ mastery of the subject content, teaching methods, professional guidance and support given to students, and methods of assessment. The study followed a cross-sectional survey research design to collect data from 300 university students and 12 heads of departments in three public and three private universities. Quantitative data was analyzed using the Spearman rank-order correlation and multiple regression analysis, while qualitative data was grouped into themes and analyzed descriptively according to the study objectives. The study revealed a positive and significant correlation between the four professional competencies and the influence of quality learning outcomes in the university. However, the correlation coefficients for professional guidance and support, and methods of assessment and feedback were stronger than content mastery and methods of teaching. The study recommends that university lecturers should not focus only on the pedagogical professional competencies to influence students’ outcomes but also on how they handle students professional needs and assessment outcomes.

Evaluating computer science teaching competence: teachers’ self-efficacy and professional development

Evaluating computer science (CS) teacher competencies is crucial for advancing CS education. This study aims to develop and evaluate a self-efficacy assessment tool for CS teaching competence among 1412 CS teachers nationwide in Thailand. Using structural equation modeling, the validity of the tool was examined across four domains: Content Knowledge and Skills (CK), Instructional Design (ID), Classroom Management (CM), and Professional Development (PD). The results demonstrated a good model fit and validity (CFI = 0.95, TLI = 0.95, PNFI = 0.85, RMSEA = 0.08, SRMR = 0.02, GFI = 0.97). Significant differences in self-efficacy were observed across the domains with a medium effect size (χ2(3) = 1233.26, p < .001, w = 0.29), with the highest self-efficacy in PD, followed by CM, CK, and ID. Teachers in their 30 s showed greater confidence in CM, while those with 5–9 years of experience exhibited the highest overall self-efficacy. Secondary school teachers expressed more confidence in ID and PD than primary school teachers. Additionally, teachers in smaller schools, categorized by the number of students, reported significantly lower self-efficacy in CK (p = .01), ID (p < .01), and CM (p < .01) than those in larger schools. These findings highlight the need for specific and continuing PD programs to address differences in teacher competencies and improve the quality of CS education in Thailand.

Pedagogical Competence of Indonesian Language Lecturers at Universitas Buana Perjuangan Karawang

This study aims to analyse the pedagogical competence of Indonesian language lecturers at the Universitas Buana Perjuangan Karawang. The research method used in this study is qualitative descriptive, with techniques including observation, documentation, portfolio analysis, student feedback, and performance evaluation. The assessment focused on the mastery of teaching media and technology, the ability to prepare teaching materials, the development of teaching content, the ability to manage teaching materials, and the ability to assess student performance. Based on the analysis results, it can be concluded that the pedagogical competence of Indonesian language lecturers at the Universitas Buana Perjuangan Karawang is considered good.

Assessing Pre-service Teachers' Level of Technical-vocational and Pedagogical Competencies in Southern Philippines

Pre-service teaching is a fundamental component of teacher preparation, providing future educators with hands-on experience in the classroom, where they can apply theoretical knowledge in real-world settings. This phase is essential in shaping teachers who will contribute to societal progress by educating future generations. However, despite its importance, there are challenges in consistently assessing the competencies of pre-service teachers, especially within technical-vocational and pedagogical education, where standards can vary. Addressing these gaps in assessment is crucial for developing a skilled teaching workforce, which is why this study aims to evaluate the technical-vocational and pedagogical competencies of fifty (50) BTVTED pre-service teachers selected using the total population sampling technique in Southern Philippines. A validated 5-point Likert scale survey questionnaire comprised of 42 items specifically designed to assess pre-service teachers' technical-vocational and pedagogical competencies were utilized in the data collection of the study. This study employed descriptive research design and statistical tools like mean and standard deviation to analyze and interpret the data gathered. The study’s findings revealed that the grand mean of the pre-service teachers' technical-vocational and pedagogical competencies (M=4.47, SD=0.86) is classified as “Competent”. The highest ratings were observed in the “Diversity of Learners” (M=4.63, SD=0.61), “Learning Environment” (M=4.59, SD=0.62), “Curriculum and Planning” (M=4.59, SD=0.67), “Community Linkages and Professional Engagement” (M=4.52, SD=0.65), and “Technical and Vocational Knowledge and Pedagogy” (M=4.32, SD=0.81) which are classified as “Highly Competent”. The lowest ratings were observed in the “Assessment and Reporting” (M=4.33, SD=0.84) and “Personal Growth and Professional Development” (M=4.34, SD=0.86) which are classified as “Competent” only. In conclusion, while the pre-service teachers still perceive themselves as competent in some areas, there is some indication that they feel less equipped to apply various assessment methods and engage in ongoing self-improvement consistently. Recommendations to enhance pre-service teachers’ least mastered competencies and for future research are included in this study.

Analysis of Teacher Pedagogical Competencies Using Digital Technology in Learning

Current technological developments expect teachers to be able to integrate digital technology into the learning process to improve the effectiveness and quality of education. This study aims to analyze the use of digital technology in learning. This research method is Descriptive and Quantitative use a questionnaire as an instrument. The population of this study was professional teacher education students at Malikussaleh University who were teachers as many 400 people drawn as a random sample. The study results showed that the pedagogical competence of prospective professional teachers was in the very high category in 91.352%, as many 30.83% of respondents chose to use video media as their teaching.

Learners to Leaders: Impact of Instructor Roles on Nursing Students' Professional Development in Clinical Simulations.

Clinical simulation is a pivotal educational strategy in nursing, facilitating the integration of theoretical knowledge with practical skills in a safe environment. While the benefits of simulation in enhancing technical and non-technical competencies are well-documented, the transition of nursing students to the role of instructors within these simulations remains underexplored, particularly in the Spanish context. This study aims to investigate how assuming the instructor role in clinical simulations impacts the professional development of fourth-year nursing students. A qualitative study employing an interpretative phenomenological approach was conducted to deeply understand the experiences and perceptions of nursing students transitioning to instructors in clinical simulations. Nine fourth-year nursing students from the University of Vic-Central University of Catalonia (UVic-UCC) were purposively selected to ensure diverse perspectives. Data were collected through semi-structured interviews, a focus group, and non-participant observations, achieving data saturation. Thematic analysis, guided by Braun and Clarke's methodology, was utilized to identify and organize emergent themes related to professional development and pedagogical competencies. The transition to the instructor role significantly enhanced both technical and non-technical competencies among the participants. Key findings include improved leadership, decision-making, and effective communication skills. Student-led debriefing sessions were identified as crucial for fostering deeper reflection and enhancing the ability to provide and receive constructive feedback. Assuming the instructor role in clinical simulations offers substantial pedagogical benefits, enriching the professional development of nursing students by strengthening essential competencies. These findings underscore the value of integrating instructor roles within nursing education programs in Spain, suggesting that such practices can lead to more competent and confident healthcare professionals. This study was not registered.

Analysis of Technological Pedagogical Content Knowledge Competence of Biology Teachers in the Use of High School Instructional Media

This study aims to analyze the Technological Pedagogical Content Knowledge (TPACK) competence of biology teachers in the use of instructional media in high schools in Kuala Tungkal. This research employs a descriptive method with a quantitative approach, involving 7 biology teachers from 3 public high schools in Kuala Tungkal as subjects. Data were collected through questionnaires, interviews, and observations. The results indicate that the technology-based instructional media used by teachers vary according to the needs of the materials being taught. In terms of technological knowledge, the average percentage obtained was 77.78%, which falls under the Good category, while the pedagogical content knowledge aspect scored an average percentage of 84.4%, categorized as Very Good. The conclusion of this study suggests that biology teachers in Kuala Tungkal have good TPACK competence in the use of instructional media. Recommendations from this study include the enhancement of training for developing more advanced technology-based instructional media, such as e-modules and interactive simulations, to further improve the quality of biology education.

ПІДГОТОВКА ВИКЛАДАЧІВ ПРОФЕСІЙНО-ХУДОЖНІХ ДИСЦИПЛІН В УКРАЇНІ: ПРОФЕСІЙНО-ПЕДАГОГІЧНИЙ АСПЕКТ

Despite military aggression from Russia, Ukraine continues actively develop professional and pedagogical training, which is an important factor in improving the quality of education and professional growth of teachers. Professional and pedagogical training plays a key role in ensuring the quality of education and professional development of teachers. It forms pedagogical competences, provides teachers with the knowledge and skills necessary for effective work with students, including teaching methods, planning and management. Thanks to it, teachers learn the basics of pedagogical ethics and moral values, which helps to create a healthy learning atmosphere and promote the harmonious development of students’ personalities. Methodology. Professional training in higher education institutions is carried out according to various organizational forms, models, systems and programs, the main purpose of which is the formation of positive motivation and involvement in active educational and cognitive activities, which is the basis of the professional self-development of the future specialist. Therefore, the purpose of our study is to analyze modern approaches to the professional and pedagogical training of teachers of professional and artistic disciplines in Ukraine. To identify key problems and challenges in the field of training teachers of artistic disciplines. Outline the main directions and methods that ensure high-quality training of specialists in the field of art teaching. To investigate the role of pedagogical education in the formation of competences of teachers of professional and artistic disciplines. To propose ways of improving the system of training of pedagogical personnel to increase the level of teaching of artistic disciplines. Results. Thanks to professional and pedagogical training, teachers can update their knowledge about modern teaching methods, pedagogical technologies and approaches to education. Professional and pedagogical training allows for a deeper mastering of specific disciplines, which enables teachers to impart special knowledge at a high professional level. In general, professional and pedagogical training is the basis for the creation of qualified and competent teachers, which contributes to the improvement of the quality of education and the success of students in their studies. In our study, we consider the professional and pedagogical training of teachers of professional and artistic disciplines, which is aimed at the formation of pedagogical personnel who have the theory and practice of teaching fine arts in general education, specialized and higher educational institutions, as well as in the system of additional education. Key words: professional and pedagogical training, teachers of professional and artistic disciplines, institutions of higher education, competence, knowledge, skills.

Do early childhood teachers develop multicultural teaching competence by participating in professional development?

ABSTRACT The increase in ethnic and cultural diversity in kindergartens requires teachers to leverage their professional capacity to work competently with students from ethnically diverse backgrounds. This article reports the results of a teacher professional development (PD) programme infused with culturally responsive teaching for developing the multicultural teaching competence of early childhood teachers in Hong Kong regarding their knowledge, skills, and relationships. Sixty-six teachers attending the programme took 20 sessions of PD courses over eight months, whereas 58 teachers who did not attend were recruited to form a control group. The pre- and post-test data were examined via multilevel modelling. Results revealed significantly positive changes in programme group teachers’ reported knowledge, skills, and relationships after controlling for teacher demographic characteristics. The promising PD effects suggested that the PD opportunities enhanced teachers’ perceived multicultural competence; thus, they reported becoming more competent in engaging in culturally responsive practices upon completing the programme.