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1
Pavlenko, Olena. "FORMATION OF THE FUTURE SPECIALIST’S COMMUNICATIVE COMPETENCE AND COMPETENCIES IN CONDITIONS OF UNIVERSITY EDUCATION." Collection of Scientific Papers of Uman State Pedagogical University, no. 2 (June 29, 2022): 155–23. http://dx.doi.org/10.31499/2307-4906.2.2022.262942.
Повний текст джерелаАнотація:
The article focuses on the need to implement a competency-based approach as a methodology for designing and forecasting the goals and results of professional and communicative training of social work specialists, aimed at the development of competence and the acquisition of communicative competencies that ensure the formation of communicative culture, taking into consideration both personal and social needs and interests. The analysis of scientific sources on the features of the competence approach, competence and competencies was put through. The author’s interpretation of the definition of “competence approach” is given. The range of communicative competencies that must be adopted by future social work specialists in the process of professional training in the system of university education is outlined. The neediness of introducing a competency-based approach to the educational process is explained by several factors. As the first, the transition from an industrial economy to the “knowledge economy” requires competencies for successful development in conditions of unpredictability and uncertainty. As the second, the most world’s influential business leaders and employers are increasingly saying, that the educational system must better meet the needs of everyday life and be prepared for work in the face of today’s and future complex challenges. As the third, modern information technologies of education allow transforming and optimizing the learning process, professional training of future specialists in the system of university education. Acquired competencies will enable a social worker to be competitive in the labor market, freely possessing their professionalactivities, the acquired baggage of communicative knowledge, skills, and to be ready for constant professional self-improvement.
Keywords: competence approach; competence; competences; communicative competences; future social work specialist; university education; author’s definition; social worker’s professional activity.
2
Semenova, Natalia Nicolaevna. "Features of a competency approach to the university education content implementation." Samara Journal of Science 5, no. 4 (December 15, 2016): 224–28. http://dx.doi.org/10.17816/snv20164316.
Повний текст джерелаАнотація:
The following paper deals with the reasons for the reorganization of the educational system, as well as the reasons for updating the content of education and technology. The author describes the goals of modern education, the problems of future teacher training, the problems of the Russian education system modernization, requirements for graduates of higher education institutions, the reasons of the transition from the knowledge and skills to competences, the content of the competence concept with respect to educational activities, the problems of professional competence development at graduates whose major is Teacher Education, the process of future teacher professional competence development. The author states that the competence approach implementation will affect the quality of education. The paper also deals with the problem of raising the level of future teacher professional competence. Crucial competencies are described. The paper contains the definition of professional competence, focusing on the professional competence of the teacher, the definition of value-semantic competence, general cultural competence, educational and cognitive competence, informational competence, communicative competence. The article analyzes the problems of competence-based approach implementation in the educational system, as well as the necessity of educational activities content change in higher education institutions.
3
Attard, Josephine, and Donia Baldacchino. "The demand for competencies in spiritual care in nursing and midwifery education: a literature review." Revista Pistis Praxis 6, no. 2 (September 13, 2014): 671. http://dx.doi.org/10.7213/revistapistispraxis.06.002.dv02.
Повний текст джерелаАнотація:
Spirituality is embedded in nursing and midwifery practice and within the role of nurses and midwives. As a result, spirituality is an important element in nursing and midwifery education and practice, an area which has largely been ignored, in spite of the constant call of Professional Bodies for spiritual care competence in the provision of holistic care. This review aimed to analyze the existing literature and research to define competency and identify the key issues around the demand for competencies and education in spiritual care in nursing and midwifery. A search for articles in English was carried out using various search engines, using keywords: ‘competence, competency, definition, nursing, midwifery practice’. The findings showed that consensus on the definition of competency is still inconsistent. The majority of literature acknowledges the dimensions of knowledge, skills and attitudes which support the three components in Bloom’s Taxonomy namely, the cognitive, affective and psychomotor domains. Competence in spiritual care is guided by Benner’s theory: From novice to expert. Key issues were identified explaining the demand for competence in spiritual care such as, the complexity of spirituality and spiritual care which requires formal integration of spiritual care within the curricula by incorporating both the ‘taught’ and ‘caught’ perspectives of teaching and learning. Assessment of competence in nursing/midwifery education demands the formulation of generic and specific competencies oriented towards knowledge, skills and attitudes towards spiritual care. Thus, further research is suggested to develop a framework of competencies to be achieved by undergraduate and postgraduate students.
4
Ivanov, Andrey, and Vadim Sdobnikov. "Development of Translator Competences as the Main Task of Translator Trainers." Nizhny Novgorod Linguistics University Bulletin, no. 51 (September 30, 2020): 117–31. http://dx.doi.org/10.47388/2072-3490/lunn2020-51-3-117-131.
Повний текст джерелаАнотація:
The article discusses development of translator competences as the main task of translator trainers. Based on the accepted definition of the notion of “competence” and the modern reali-ty of the profession, the authors propose a model of professional translator competence as the general ability to perform translation/interpreting which includes specific competences: com-municative competence, linguistic competence, textual competence, technological competence, socio-cultural competence, instrumental competence, theoretical competence, and ethical competence. The authors argue that all specific competences are interconnected, and their combination determines the character of the professional personality of a translator / interpreter.
5
Nykytyuk, О. А., and V. М. Novikov. "Definition and Analysis of the Main Requirements for Laboratory Competence." Metrology and instruments, no. 2 (May 21, 2020): 68–71. http://dx.doi.org/10.33955/2307-2180(2)2020.68-71.
Повний текст джерелаАнотація:
The work is devoted to the study of the actual issue of technical regulation and metrology — determination of criteria of competence of laboratories.
The results of the worldwide accreditation work are subjective in nature and therefore require continuous improvement in the assessment methods used to determine the compliance of laboratories with standard competency requirements.
The analysis of the main elements of the management system, which, in accordance with the Paretto principle, mainly form the competence of laboratories in its accreditation in the national body was held.
For the first time, the authors, with the involvement of all stakeholders, have analyzed and identified major competency requirements for laboratories across a wide range of DSTU ISO / IEC 17025: 2017 requirements.
Also, for the first time, the technology of peer review was applied to the analysis of the criteria of competence of laboratories.
The recommendations of ILAC, EA and EUROLAB international organizations for the criteria of competence of laboratories are analyzed in detail. Particular attention is given to the introduction of specific requirements for staff competence and accreditation criteria, which are in one way or another related to the competence of the laboratory staff.
It has been established experimentally (by the method of expert evaluation) that such elements of the management system as risk management, personnel management, internal audit, intralaboratory control and interlaboratory comparisons are considered today to be the most important in confirming the competence of a laboratory.
6
Borovskikh, Aleksei Vladislavovich. "Truth against the law, or once again about competence." Moscow University Pedagogical Education Bulletin, no. 2 (June 29, 2018): 12–33. http://dx.doi.org/10.51314/2073-2635-2018-2-12-33.
Повний текст джерелаАнотація:
The article discusses the origin, meaning and the essence of the concept of competence and competencies, the impossibility of their formation, the appointment and role of the competencial bureaucracy in the national education. The main theses that are justified: competence approach born from a problem of incompetence; competence as a concept is a ghost (ghost definition is given in the article); competence is relative; competence was originally a phenomenon; when you try to change this phenomenon, he falls into a completely different way formed human characteristics, saving for that the term «competence» is meaningless; the use of competency approach in Federal State Educational Standards is designed to destroy the national education rather than to transform him and domestic economic policy in accordance with current problems and challenges.
7
Shevchenko, Alexander, and Liudmyla Shtefan. "Formation of valeological competence in non-medical students." Engineering and Educational Technologies 9, no. 4 (December 31, 2021): 8–23. http://dx.doi.org/10.30929/2307-9770.2021.09.04.01.
Повний текст джерелаАнотація:
Competence approach is generally accepted in modern education. Competence is the ability to perform a variety of practical tasks in life and professional activities at a sufficient professional level, which is due to cognitive abilities and skills, social interaction, motivation and will. There are lingual, informational (digital), communicational, cultural, ecological, valeological (health saving) and other competencies should be formed in the student, regardless of the profile of his education. In Ukrainian legislation, valeological competence is referred to the category of "civic and social competences". Valeological competence in educational standards given less importance than, for example, ecological competence. We have not found a clear definition of valeological competence. In our opinion, valeological competence is the ability to lead a healthy lifestyle, practice safe behavior and provide emergency care. For its formation in students of non-medical higher educational institutions we have proposed the initial academic discipline "Health Pedagogy". The study is theoretical, based on the analysis of scientific sources and regulations of Ukraine, including national educational standards. Preliminary data on the introduction of the author's program of the discipline "Pedagogy of Health" in the educational process of the Ukrainian Engineering Pedagogics Academy for students of "011 - Educational, Pedagogical Sciences" specialty "Bachelor" and "Master" educational levels are also taken into account. Requirements for valeological competence formation in non-medical students on accordance with the level of education, the proposed components of the curriculum and components of competence (cognitive, activity, motivational-value and personal) are formulated. The author's definition of valeological competence is supplemented with a list of its components subject to qualimetric assessment. The list of competencies, necessary for the valeological competence formation, as well as those competencies that are formed or improved simultaneously with the valeological competence during the study of valeological discipline "Health Pedagogy" by non-medical students.
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Абильтарова, Эльвиза. "ESSENCE AND CONTENTS OF PROFESSIONAL COMPETENCE OF LABOR PROTECTION SPECIALISTS." Науковий вісник Інституту професійно-технічної освіти НАПН України. Професійна педагогіка, no. 18 (June 24, 2019): 82–88. http://dx.doi.org/10.32835/2223-5752.2019.18.82-88.
Повний текст джерелаАнотація:
The paper is devoted to the problem of professional competence formation in educational practice. The author emphasizes the relevance and necessity of training labor protection specialists, who should have such qualities as: professionalism, responsibility, communication skills, moral stamina, self-organization and impartiality in the modern labor market.
The purpose of the paper is to substantiate the essence of the concept “professional competence of the specialist in the field of labor protection”, the definition of the main types of professional competence of the specialist in the field of labor protection and their contents.
The following types of scientific research are used in the work: analysis of scientific and pedagogical, psychological literature on the research problem, classification and systematization of scientific works, practical experience, questionnaire, statistical method of ranking, expert assessment.
The paper presents the theoretical analysis of scientists’ views on the problem of competence-based approach in education. The results of studies on the definitions of “competence”, “competency”, “professional competence” are presented. The concept “professional competence of the specialist in the field of labor protection” has had further development. The types of professional competence of the specialist in the field of labor protection are determined empirically: legal, organizational and managerial, information-analytical, monitoring, expert, labor protection, communication, pedagogical. The substantial characteristic of the specified types of competences is presented.
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Haider, Shahzad. "https://habibiaislamicus.com/index.php/hirj/article/view/247." Habibia Islamicus 6, no. 1 (March 30, 2022): 01–16. http://dx.doi.org/10.47720/hi.2022.0601e01.
Повний текст джерелаАнотація:
This paper had two main objectives; 1) to analyze the historical evolution of the concept of competence and 2) to analyze and assess various descriptions and definitions of the term competence. This literature review was carried out by reviewing and assessing the selected research studies ranging from 1959 to date through various research databases. To find out the literature, keywords like competence, competency, professional competence, etc were used. At first, a total of 190 research articles were identified. In the second phase, detailed and comprehensive analysis and assessment were done to make sure the relevance of the selected research studies with the objectives of this particular research. In this manner, only 65 research studies were selected for this literature review. This literature review revealed that the term competence is being used in various fields with varying contexts. It also suggested that the term has varying descriptions and definitions based on its utilization and a single, unified and unanimous definition of the concept of competence is still needed.
10
Kurniati, Tuti. "Pengembangan Bahan Ajar Berbasis Instructional Approach Learning pada Mata Kuliah Kemampuan Dasar Mengajar Kimia." Jurnal Inovasi Pendidikan Kimia 16, no. 1 (January 2, 2022): 16–21. http://dx.doi.org/10.15294/jipk.v16i1.29570.
Повний текст джерелаАнотація:
Teachers must have competency standards in carrying out their duties. The competencies that must be possessed by professional teachers are pedagogic competence, professional competence, personal competence and social competence. In order for students to master the four competence and basic skills of teaching it is necessary to develop modul materials based on instructional approach learning. The purpose of this research is to develop modul materials. Ths research following 3D model of Thiagarajan which consists of the definition stage, the design stage and the development stage. Â The result of the research shows are the validity of the material aspect is 97.5% and the media is 87.5% in valid criteria. Practicality based on the value of the student response questionnaire in the individual trial was 95.8% and the small group test wa 89.6% which was considered very practical.
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Zaitseva, Larisa. "e-CF Competences in Software Engineering Course." Applied Computer Systems 24, no. 1 (May 1, 2019): 32–37. http://dx.doi.org/10.2478/acss-2019-0005.
Повний текст джерелаАнотація:
Abstract The article describes the definition of competences formed during the acquisition of the study course “Software Engineering” at Riga Technical University. The European e-Competence Framework (e-CF) is adopted for this purpose. Using the steps to determine e-competences, it is established that students can develop 9 competences in the Bachelor and 15 in the Master study programme. Evaluation of practical assignments allows assessing the achievement level of the required competences. Some professions presented in e-CF and the competencies they need are also reviewed.
12
Baowen, Lu. "The concept of student ethnocultural competence." Educological discourse 38-39, no. 3-4 (2022): 93–106. http://dx.doi.org/10.28925/2312-5829.2022.346.
Повний текст джерелаАнотація:
The article presents the results of the study on the definition of the concept of "ethno-cultural competence". To define and analyze this complex definition, derivative definitions of "ethnoculture", "culture", "competence", "ethnocultural competence" in the philosophical, pedagogical, psychological aspects have been analyzed. Analyzing and summarizing the above concepts, it is noted that ethnocultural competence manifests itself in a certain manner of behaviour in relation to the native culture or culture in the habitats of any ethnic group, helps individuals to be adequate, adapted and harmonious both for themselves and for representatives of a particular society. The results of the study showed that the concept of "ethno-cultural competence" and its derivative concepts have different definitions and are focused on determining the place of a person in the system of social coordinates and are aimed at accepting the main pattern of interethnic interaction in various aspects of human interaction. The main components accumulating the determination of ethnocultural competence of students include: adaptability to intercultural interaction, tolerance, awareness of the peculiarities of ethnocultural relations in a particular territory or social group, openness to new cultural features, etc. Based on the analysis of the research by scientists in the field of ethno-cultural interaction, our own definition of this concept has been formulated. Ethnocultural competence is defined as a multi-level construct of knowledge, skills and abilities in the field of ethnic and cultural diversity, aimed at developing intercultural understanding and acceptance of this ethnocultural diversity in oneself and others.
13
Karam, Muayyad Ahmed. "COMPETENT APPROACH AS A FACTOR OF PROFESSIONAL DEVELOPMENT OF STUDENTS OF ARTISTIC SPECIALTIES." Educological discourse, no. 3-4 (2019): 92–99. http://dx.doi.org/10.28925/2312-5829.2019.3-4.9299.
Повний текст джерелаАнотація:
The study deals with the conceptual approaches to the process of formation of competences of students of artistic specialties. The main goal of the educational process for students of artistic specialties, which consists in the comprehensive development and arming of essentially important competencies, theoretical knowledge and practical skills, the ability to think creatively, to improve practically their own individual abilities is determined. The ideology of artistic education is characterized in terms of a competent approach. The essence of the concepts of «competence», «aesthetic competence», «aesthetic competence of students of artistic specialties» are revealed. The author's definition of the concept of aesthetic competence of students of artistic specialties, which is considered as an integral personality education, characterized by the ability of an individual to perceive, appreciate and realize beautiful is presented. The components of aesthetic competence of students of artistic specialties (aesthetic perception, aesthetic feelings, aesthetic needs, aesthetic tastes, aesthetic ideals) are determined. The features of a competent approach in the context of artistic education are outlined. The description of the main artistic and graphic competences of students of artistic specialties is given, as: integral, special, methodical, design and aesthetic. The list of qualities that a future specialist in the area of artistic education should possess (initiative, commonwealth, learning ability, reaction flexibility and thinking) are presented. The importance of improving the competences already acquired in previous years (subject, social, general cultural, legal, IT competencies, health-saving, competence of self-development, etc.) are emphasized.
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Schumann, Andrew. "Towards the Definition of Logical Competence." Cogency 13, no. 2 (January 26, 2022): 7–40. http://dx.doi.org/10.32995/cogency.v13i2.373.
Повний текст джерелаАнотація:
According to logical psychologism that was popular in the nineteenth century, logic was regarded as a natural ability of human psychology. Consequently, logical competence as a realization of logic knowledge was treated as one of the innate features of human thinking. Nevertheless, within cognitive science, it was experimentally proved that our thinking is not free from cognitive biases, and to the same extent, our reasoning is not free from logical fallacies. Hence, we are forced to consciously clear the thinking of possible distortions to follow logical norms and to realize logical competence thereby. In the paper, it is shown that some cognitive biases are observed even at the level of cellular reactions to the environment and then at the level of animal behavior. Therefore not logic, but cognitive biases are a natural (biological) mechanism of human thinking. So, the problem of defining logical competence arises. In this paper, there are some arguments that logical competence has once appeared as an especial social practice and it has then been developed for a long time before the first treatises on logic.
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NESTERENKO, Lyudmila, and Olena KUCHEROVA. "Universtity teacheers communicative competence components definition." Humanities science current issues 2, no. 40 (2021): 261–66. http://dx.doi.org/10.24919/2308-4863/40-2-42.
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Cowan, David. "Cultural competence: definition, delivery and evaluation." Ethnicity and Inequalities in Health and Social Care 2, no. 4 (December 11, 2009): 27–38. http://dx.doi.org/10.1108/17570980200900027.
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Toleubekova, R. К., and M. Zh Talpakova. "GENESIS OF THE CONCEPT "CORPORATE COMPETENCE"." BULLETIN Series of Pedagogical Sciences 66, no. 2 (May 25, 2021): 30–35. http://dx.doi.org/10.51889/2020-2.2077-6861.05.
Повний текст джерелаАнотація:
The article analyzes the concepts of "competence", "competency", "corporate competence" on the basis of scientific sources on the basis of definitions, given by domestic and foreign authors. At the present time, the importance of forming corporate competence among future professionals is actively discussed. Formation of corporate competence of future professionals - ensures the interaction of future professionals working in the field of education, with the team, the preservation of corporate culture and value orientations. Competence is a key indicator of competition among specialists of higher educational institutions, as a means of determining qualifications and knowledge, as long as a competent specialist plays a key role in the development of society. Corporate competence contributes to the development of a corporate culture specialist, his effective interaction with future colleagues and professional development. This article presents the genesis of the formation of the concept of corporate competence, as well as the multi-level hierarchical system of corporate culture. Described components of the formation of corporate competence of the future specialist, and in the final section presented the author's definition of the key concept.
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Toleubekova, R. К., and M. Zh Talpakova. "GENESIS OF THE CONCEPT "CORPORATE COMPETENCE"." BULLETIN Series of Pedagogical Sciences 66, no. 2 (August 6, 2020): 30–34. http://dx.doi.org/10.51889/2020-2.1728-5496.05.
Повний текст джерелаАнотація:
The article analyzes the concepts of "competence", "competency", "corporate competence" on the basis of scientific sources on the basis of definitions, given by domestic and foreign authors. At the present time, the importance of forming corporate competence among future professionals is actively discussed. Formation of corporate competence of future professionals - ensures the interaction of future professionals working in the field of education, with the team, the preservation of corporate culture and value orientations. Competence is a key indicator of competition among specialists of higher educational institutions, as a means of determining qualifications and knowledge, as long as a competent specialist plays a key role in the development of society. Corporate competence contributes to the development of a corporate culture specialist, his effective interaction with future colleagues and professional development. This article presents the genesis of the formation of the concept of corporate competence, as well as the multi-level hierarchical system of corporate culture. Described components of the formation of corporate competence of the future specialist, and in the final section presented the author's definition of the key concept.
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Vasilieva, Polina. "Foreign language communicative competence: problems, approaches, searches and solutions." International Scientific Journal of Universities and Leadership, no. 1(9) (August 7, 2020): 98–108. http://dx.doi.org/10.31874/2520-6702-2020-9-1-98-108.
Повний текст джерелаАнотація:
The article discusses foreign language communicative competence of future teachers of foreign language and the problem of interconnection of foreign language communicative and professional competence of the future teacher of foreign languages. General language competences were considered and it was proved that foreign language communicative competence is what distinguishes a foreign languages teacher. The definition «foreign language communicative competence» and its content was analyzed. It was proved that foreign language communicative competence is an important component of communicative culture and an integral part of the preparation of modern specialists for further application of the acquired knowledge, skills and personal qualities in the foreign language environment, carrying out of interlingual, intercultural and interpersonal communication. It was clarified that the formation of the foreign language communicative competence is in such knowledge of the foreign language, which allows to use it to satisfy professional needs, to realize personal business contacts and further professional self-education and self-development. The definition analyses of the term «foreign language communicative competence» was carried out. The analysis of sources and recent publications of the subject has been carried out and the factors of forming of the foreign language communicative competence in practice were distinguished. Special attention was paid to the publications over the last twenty years. It was proved that foreign language communicative competence is an important and integral part of the professional competence of the teacher of foreign language. The goal of the formation of the foreign language communicative competence was specified. Different approaches to the definition of the foreign language communicative competence were researched three main approaches to the understanding of the notion of foreign language communicative competence were distinguished on the basis of the publications of the domestic researchers. Author's definition was proposed based on the theoretical analyses.
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Karaman, Olena. "Information and Digital Competence as a Means of Communication for Pupils of General Secondary Education Institution." Bulletin of Luhansk Taras Shevchenko National University 2, no. 1 (349) (2022): 26–33. http://dx.doi.org/10.12958/2227-2844-2022-1(349)-2-26-33.
Повний текст джерелаАнотація:
The article is dedicated the specific features of information and digital competence as a means of communication for pupils of general secondary education institution. Various scientific approaches to the definition of «competence», «digital competence» and «information and digital competence» are analyzed. Based on the analysis of the scientific literature and relevant legal documents, the definition of «information and digital competence» is given. The concept of the New Ukrainian school and ten key competencies, the content of which requires constant development, active citizenship, social inclusion and employment and which are able to ensure personal fulfillment and lifelong success are analyzed in detail. The main aspects are disclosed of Ukrainian normative acts that determine the formation of information and digital competence, in particular the Framework of digital competence for the citizens of Ukraine are revealed. The structure of digital competence and the corresponding levels and spheres are considered and described in detail.
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Sorokin, A. N., E. I. Yakovleva, I. F. Filchenkova, Yu S. Shiryaeva, and T. F. Krasnopevtseva. "Competence of the research and education center: definition, list and structure." Vestnik of Minin University 9, no. 1 (March 11, 2021): 4. http://dx.doi.org/10.26795/2307-1281-2021-9-1-4.
Повний текст джерелаАнотація:
Introduction. The article substantiates the need to introduce the concept of "REC competencies", associated with the emergence of a new type of partnership of education, science and business – world-class research and educational centers. The emergence of new positions within the REC and their dynamic changes also pose the task of continuous work with competencies. The article presents an analysis of the methodological results of the work of the competence group within the framework of the strategic sessions of the scientific and educational center of the Nizhny Novgorod region, research and approaches to the definition of competencies.Materials and Methods. Systematic and activity-based approaches were used as the methodological basis of the study. To solve the tasks set by the authors of the work, general scientific, psychological, pedagogical and practical methods of scientific research were used. Theoretical and empirical research methods were used: analysis, synthesis, generalization, comparison, comparison, scientific theorization. For the analysis, the materials collected by the working group "Competencies" within the framework of the strategic sessions of the REC of the Nizhny Novgorod region were used.Results. The article defines the concept of "REC competence", for the formulation of which an activity-based approach was used. The types of REC competencies are identified-meta-competencies (for the key activities of the research and educational center: research, innovation, entrepreneurship, engineering and technology, education) and cross-cutting competencies, the presence of which is necessary and sufficient for the REC project team in order to close the entrepreneurial contour of the project and make it successful on the world market. The structure of REC competence is defined, including motivational, cognitive, operational and vector components. The structure of cross-cutting competencies is described.Discussion and Conclusion. It is concluded that the description of the structure of end-to-end REC competencies can be used to improve the competencies of professionals involved in the creation and promotion of world-class projects in the REC structure. The conditions that must be provided to achieve the designated goals are defined.
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Karpa, Martha Ivanivna. "COMPETENCE APPROACH IN EUROPEAN PUBLIC ADMINISTRATION: ESSENCE AND DEVELOPMENT TRENDS (ARCHETYPAL ASPECT)." UKRAINIAN ASSEMBLY OF DOCTORS OF SCIENCES IN PUBLIC ADMINISTRATION 1, no. 14 (June 16, 2018): 132–43. http://dx.doi.org/10.31618/vadnd.v1i14.106.
Повний текст джерелаАнотація:
The article reveals the main features of the competence approach in the practice of European public administration. The features of the competence approach in public administration are determined on the basis of analysis of the basic concepts of public administration. In the dynamics of the formation and development of popular theories of interaction between state and local authorities, such as the theory of a free community, community (public) and public and state (the theory of municipal dualism), we can trace a number of characteristic features of a competency approach, which manifests itself both through the general theoretical relations and manifestations, and through the practice of coexistence of public authorities. There is a problem of definition and distribution of public functions as a prerequisite for defining and shaping the competences of public institutions. An important issue in the context of a competent approach is the institutional consolidation of functions in the context of the existence of the basic models of territorial organization of power. In each of the varieties of the Governance concept (Responsive Governance concept, Democratic Governance concept, Good Governance concept), the specifics of the use of competencies are defined. The archetypal symbols in the European public administration are singled out using the analysis of competence in public administration in its main constituents. A brief description of the archetypal aspect of European public administration is given. The main components of competence are shown in connection with the existing archetypal symbols and the characteristic trends of their development. Their connection is shown according to the scheme “the entity component (who?) — the object component (what?) — the administrative component (how?) — the basis (in what environment?)”. Concerning the trends of development of a competence approach in the context of practice and theory of public administration, it is determined that modern concepts of public administration are characterized by shifting the balance between state and public institutions to the sphere of common goals and tasks, and thus responsibility. The joint activity of all subjects of society requires new forms of cooperation, definition of the spheres and subjects of each entity’s activity for effective cooperation, distribution of functions and competences of the entities, formation and consolidation of their status characteristics.
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Оdnoroh, Halyna. "MODEL OF INTEGRAL KEY COMPETENCE OF FUTURE QUALIFIED WORKERS OF SEWING PROFILE." Continuing Professional Education: Theory and Practice, no. 3 (2021): 19–27. http://dx.doi.org/10.28925/1609-8595.2021.3.2.
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The article raises the issue of the lack of a list of current key competencies required by the modern labor market of the garment industry in the State Standards of Vocational Education for the professions «Tailor» and «Cutter». The author analyzes the legislative and regulatory documents related to the topic of key competences of future skilled workers in the sewing profile; compared the results of the study of the labor market of the garment industry on the demand for key competences. The actual abilities of future tailors and cutters, which are necessary for their professional success, increase of competitiveness, formation of professional mobility and adaptation in the labor market of the garment industry, are determined. It is emphasized that creativity in the context of garment production is the basis for the development of many key competences of future garment professionals. The expediency of introducing the definition of «integral key competence of future skilled sewing workers» is substantiated. The definition of integral key competence of future skilled workers of a sewing profile is given and its structure consisting of value-motivational, cognitive-activity and personal-reflexive components is defined. Each of these three components in the future act as criteria for the development of the phenomenon under study. The author designed a model of integrated key competence of future skilled sewing workers, which reflects the relationship and interdependence of all its components, which structure the current abilities of future professionals in this field.
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SAMARIN, Sergey Vital’evich. "Competency-based approach as a basis for controlling the development of innovations in a coal mining enterprise." NEWS of the Ural State Mining University 1, no. 2 (June 15, 2020): 210–17. http://dx.doi.org/10.21440/2307-2091-2020-2-210-217.
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Relevance. To ensure competitiveness in the coal, capital and labor markets, coal mining enterprises need to seek, develop and implement innovations aimed at improving the safety, efficiency and productivity of personnel and production. Existing approaches while working with personnel are aimed at organizing conditions and involving workers in the process of improving production by including responsibility for improving processes, searching for and mastering innovations in their job responsibilities. For the effective implementation of innovative activities, it is required that, when forming the system of management functions for this activity, managers master their relevant competencies. Purpose of work: substantiation of the competency-based approach in controlling the development of innovations in a coal mining enterprise and improvement of the methodology for assessing the conformity of competencies that managers have with the required and performed management functions. Method and methodology of the work. The methods of system and structural-functional analysis, expert assessments were used. Results and scope of their application. The analysis of interpretations of the concept of “competence” is carried out and a definition is formulated, the use of which is advisable in controlling the development of innovations. Scales for assessing the development of competencies and performing management functions, including five levels, are proposed. The main competencies of a manager are the following: competence of responsibility, competence in understanding the goal, competence in understanding the strategy for achieving the goal, competence in determining means of achieving the goal, competence in choosing a control method. The results of assessing the competencies and functions of managers of production departments achieved by controlling the development of innovations at SUEK-Krasnoyarsk, are presented. Conclusions. The use of a competency-based approach in controlling the development of innovations at a coal mining enterprise allows one to purposefully improve the managerial activity of the managerial staff of divisions, and to increase the dynamics of enterprise development.
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Satter, Ellyn. "Eating Competence: Definition and Evidence for the Satter Eating Competence Model." Journal of Nutrition Education and Behavior 39, no. 5 (September 2007): S142—S153. http://dx.doi.org/10.1016/j.jneb.2007.01.006.
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Mamarajabov М.E. "Competence-based education in computer science and information technologies." International Journal on Integrated Education 3, no. 8 (August 30, 2020): 209–14. http://dx.doi.org/10.31149/ijie.v3i8.565.
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This article intends to accentuate the contribution of Computer Science Education (CSE) fostering key competencies. Besides an outline of its contribution to convey general education a first approach of a competence model will be presented. It is elaborated within the project MoKoM granted by the German Research Foundation (DFG), which is proposed to cover competence aspects concerning informatics modeling and system comprehension. Another chapter will present relevant key competencies according to the OECD's Definition and Selection of Competencies Project (DeSeCo). Finally it will be shown, how the competence components covered by the competence model contribute to the development of key competencies within the scope of CSE.
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Maksymenko, Tetyana, Yana Glyva, and Anastasiya Alexandrova. "SOCIAL COMPETENCE IN THE PROFESSIONAL COMPETENCE STRUCTURE OF THE FUTURE TEACHER OF THE HIGHER EDUCATION INSTITUTION." Педагогічні науки: теорія, історія, інноваційні технології, no. 5-6(99-100) (August 31, 2020): 96–105. http://dx.doi.org/10.24139/2312-5993/2020.05-06/096-105.
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The article highlights position of the authors on the place of future teacher’s competence in the professional competence structure. The scientific approaches to the determination of the notions “competence” and “competences” are presented. The authors’ definition of the concept essence of future teacher’s social competence is offered. The structural analysis of social competence is carried out and its components are defined. The importance of partnership cooperation of the future teacher for creation of favorable conditions for training and education in the higher educational institution is substantiated. The realization ways of social competence of the future teacher in the structure of professional competence are highlighted.
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Seisenbekova, Perizat. "Formation of information-intellectual competence of future teachers of computer science." Cypriot Journal of Educational Sciences 17, no. 12 (December 31, 2022): 4348–60. http://dx.doi.org/10.18844/cjes.v17i12.6869.
Повний текст джерелаАнотація:
This article discusses the work of teachers who study competencies. The formation of information-intellectual competencies of future computer science teachers in the context of digitalization is considered. As a result of the study: the structure of the information-intellectual competence of the coming computer science teacher is theoretically substantiated and the definition of information-intellectual competence is given. We have identified the components that form information-intellectual competence: linguistic competence, algorithmic competence, deductive competence, inductive competence, and informational competence. The forms and methods of teaching for the development of information-intellectual competencies of future computer science teachers are presented. Experimental work was carried out by teaching-learning tasks for the formation of information-intellectual competencies for prospective teachers of computer science. The experimental work was carried out according to the independent Student's t-test. The results of the study confirmed the effectiveness of the experimental work on the independent Student's t-test and confirmation of the hypothesis.
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Emerie Kassahun, Asmare, and Alemayehu Molla. "BPR complementary competence: definition, model and measurement." Business Process Management Journal 19, no. 3 (May 31, 2013): 575–96. http://dx.doi.org/10.1108/14637151311319950.
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Striuk, Andrii M., Serhiy O. Semerikov та Ihor V. Tarasov. "КОМПЕТЕНТНІСТЬ БАКАЛАВРА ІНФОРМАТИКИ З ПРОГРАМУВАННЯ". Information Technologies and Learning Tools 46, № 2 (17 квітня 2015): 91. http://dx.doi.org/10.33407/itlt.v46i2.1225.
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Based on the analysis of approaches to the definition of professional competencies of IT students the competence in programming of bachelor of informatics is proposed. Due to the standard of training in 040302 “Informatics” and Computing Curricula 2001 it was defined the content and structure of the competence in programming of bachelor of informatics. The system of content modules providing its formation was designed. The contribution of regulatory competencies of bachelor of informatics in the formation of competence in programming is defined. The directions of formation of competence in programming in the cloudy-oriented learning environment are proposed.
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Pluciński, Mateusz, Przemysław Czajkowski, Krystian Golik, and Monika Kwiatkowska. "INFLUENCE OF MANAGERS COMPETENCIES ON THE INTERNATIONAL DEVELOPMENT OF POLISH IT COMPANIES." Zeszyty Naukowe Wyższej Szkoły Humanitas Zarządzanie 19, no. 4 (December 31, 2018): 177–91. http://dx.doi.org/10.5604/01.3001.0013.1654.
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Undertaking the issues presented in the article indicates the importance of knowledge and leadership in management. The review of managerial competencies, including the comparison of the level of knowledge, skills and experience of managers, is the basis for competition mainly in the aspect of human resources through the management of their intellectual potential. The aim of this article is to draw attention to the importance of the competence of managers responsible for market building and development of IT enterprises. The authors presented the definition of competences, motivation of managers and the role of the sought competences in the international development of the organization. The research presented in the article shows which competences are most valued among managers responsible for the development of IT companies. They also show the plans and willingness of small and medium-sized Polish technology companies to further expand their activities on foreign markets. In this context, the concept of managers‘ competence and their motivation becomes crucial to international develop the polish companies.
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Hsu, Pi Shan, Te Jeng Chang, and Joni Tzuchen Tang. "Developing the Indicators of e-Decision Making Competence for College Students." Advanced Engineering Forum 1 (September 2011): 370–74. http://dx.doi.org/10.4028/www.scientific.net/aef.1.370.
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The decision-making competence has become the inevitable tendency in information communication technology. Schools today focus on how to raise student’s e-decision making competence. The purposes of this research are (1) to define the e-decision making competence of students major in computer science should attain; (2) to establish the indicators of e-decision making competence. The indicator content of e-decision making competence is identified through literature review. Then the Hermeneutics methodology is applied to construct the indicators. The finding indicates that indicators include seven competences in terms of information definition, information access, information assessment, information management, information conformity, information innovation and information dissemination.
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IVANICHKIN, R. A. "APPROACH OF THE CONCEPT OF MANAGING THE COMPETENCIES OF EMPLOYEES OF THE SPACE INDUSTRY." EKONOMIKA I UPRAVLENIE: PROBLEMY, RESHENIYA 2, no. 5 (2021): 136–40. http://dx.doi.org/10.36871/ek.up.p.r.2021.05.02.022.
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The article discusses the approach to the creation of competencies as a form of human resource man-agement in the space industry and the option of branching through the system. Universal model of employee cycle was analize. According to universal model, we can get a precise definition of the exact definition and behavioral requirements that will be presented to employees depending on their professions and positions. In the article is showed some features that is it necessary for competence management and for effective man-agement of the enterprise. The dimensions of the competency management model and how to apply accord-ing the specific model. How do you ensure employee competencies in the space industry will be presented. What are essential management competencies for business and best practices in the space industry. The system of professional qualities allows you to unify the requirements for employees and develop common standards of behavior that are the basis for evaluating and promoting staff.
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Ortiz-Marcos, Isabel, Luis Ignacio Ballesteros-Sánchez, Araceli Hernández Bayo, Rocío Rodríguez-Rivero, and Gwenaelle Guillerme. "Assessment of Global Competence of Engineers for a Sustainable World. Evidence from TA VIE Project." Sustainability 13, no. 22 (November 22, 2021): 12924. http://dx.doi.org/10.3390/su132212924.
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This paper outlines a contemporary understanding of global competence for engineers, as understood by European engineering companies, and presents the main findings of the Tools for Enhancing and Assessing the Value of International Experience for Engineers (TA VIE) project, launched in 2018. Situational judgment tests (SJTs), or scenario-based approaches were used to measure eleven global competences. Researchers designed the scenarios and contrasted them designing a dictionary of competences containing: the definition of each competence as well as the five levels for each competence (defined by objective behaviours that could be observed). The measurement of competences is performed through a web platform where all data are collected. Nearly 300 students from different countries fulfilled the questionaries, and the results show that students with mobility, have, in general terms, a higher level of global competence than those without international mobility. Communication and flexibility are the competences with higher impact when students enjoy an international experience.
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Mai Anh Thơ, Huynh Ngoc Thanh, and Ngo Anh Tuan. "Digital competence framework for higher education students: suggesting approach derived from relevant publications to vietnamese institutions." Journal of Technical Education Science, no. 66 (October 28, 2021): 101–11. http://dx.doi.org/10.54644/jte.66.2021.1072.
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Nowadays, digital competence is recognized as one of eight core key competencies for lifelong learning. University students, in the context of education digital transformation, necessarily possess digital competence to be able to study and work in today's open and global educational environment. To develop digital competencies for students, the most important, time-consuming and labor-intensive first step is to determine the conceptual definition and an appropriate digital competence framework. For countries conducting digital transformation in the later stages like Vietnam, inheriting the achievements of previous countries is the optimal and smart choice. Using theoretical research methods, this article synthesizes the concept and structure of digital competence in higher education context from relevant publications, as a basis to suggest an approach in selecting a digital competence framework that is suitable to develop digital competence for university students in Vietnam.
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Maslii, Oleh, Valentyna Volovnyk, and Oleksandr Babenko. "Formation of Professional Competence of Future Officers of the Logistics Troops (Forces) Supply of the Armed Forces of Ukraine." Professional Education: Methodology, Theory and Technologies, no. 11 (June 25, 2020): 134–58. http://dx.doi.org/10.31470/2415-3729-2020-11-134-158.
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The purpose of the article is to identify the essence and basic principles of formation of professional competence of future logistics officers of the Armed Forces of Ukraine, to determine the algorithm of formation of professional competence by stages of professional training in the higher military educational institution, to identify methods and techniques corresponding to logistics. Research methods: theoretical analysis of primary sources, normative documents, conceptual principles of logistics; systematization, modeling, observation and testing. The results of the analysis revealed that the professional competence of future logistics officers is a personal education and an integral characteristic, which includes key and general competencies that are the result of training in higher military educational institution, covering the dynamic set of knowledge, skills and experience in this specialty, personal and socially significant qualities (ways of thinking, ability to self-study, learning styles, views, values, nature of behavior in unpredictable conditions, etc.) arising on the basis of the formed subject competences and provide an opportunity to perform the military logistics officer’s duties and professional tasks effectively. The principles of forming the professional competence of future logistics officers corresponding to their specialty as they are basic both in military-economic, and in pedagogical logistics are defined. These are: principle of systematization, principle of functionality, principle of integration and integrated goal setting, principle of «just in time», principle of «jit-reliability», principle of solving information problems by standardizing data, principle of prioritizing the needs of learners, principle of variability of strategies, methods and techniques, principle of focusing on the end result, principle of interaction of all components of the professional competence formation system, principle of coordination of actions of different divisions specialists. The influence of these principles on the formation of the future logistics officers’ professional competence is analyzed. An algorithm for the formation of professional competence was developed, which was modeled according to two opposite approaches – directions (direct and reverse): «bottom up», it means by stages of professional training in higher military educational institution – a sequence of courses, semesters and levels of training (bachelor, master) of future officers; and «top-down», it means from the principles of professional competence formation through the construction of a «goal tree» and the definition of its components (key competencies) and their manifestations in the material of subjects that form general subject competencies, to building a «competence tree» and designing them for each discipline and definition of subject competencies. There are a number of teaching methods and techniques that take into account the specifics of logistics, such as: methods of empirical adult learning, problem-based learning, the method of planned mistakes, visualization methods, methods of press conferences, dialogue, discussions, brainstorming techniques, case studies, which should be used in the educational process to form the professional competence of future logistics officers. Conclusions: the purpose of the study is achieved.
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Kholodenko, Viktoriya. "COMPETENCE APPROACH IN HIGHER EDUCATIONAL INSTITUTIONS: SOME THEORETICAL ASPECTS OF THE EDUCATIONAL PARADIGM." Academic Notes Series Pedagogical Science 1, no. 204 (June 2022): 269–74. http://dx.doi.org/10.36550/2415-7988-2022-1-204-269-274.
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In today's labor market, competitive professionals are capable of continuous self-improvement and comprehensive solutions to various problems of life. Such characteristics of the specialist are best provided by the competence approach, which is the basis in the methodological strategy of modern higher professional education. Therefore, research on the range of issues related to the competency approach is timely and relevant. The problem of applying the competence approach in educational institutions was studied by V. Antipov, I. Bekh, I. Zymnyaya, I. Zyazyun, I. Yermakov, N. Kunitsyna, O. Ovcharuk, G. Pakhomov, A. Khutorsky, and others. According to researchers, the appeal of modern pedagogy to the competence approach is due to: significant changes in society, accelerating the pace of socio-economic relations; search for new concepts in education that reflect changes focused on the reproduction of such personality traits as mobility, dynamism, constructiveness, professionalism; etc. The purpose of our article is to study the substantive essence of the competency approach, interpretation of its key concepts, the possibilities of application in higher education institutions, in particular, in the process of training future music teachers. It is revealed: 1. today the majority of representatives of the scientific community recognize that the competence approach is a methodological guideline for the modernization of modern education; 2. competence approach has significant potential in the formation of future music teachers; 3. Regarding the definition of the essence and content of key concepts of the competence approach among scientists there are still discussions. Thus, the analysis of interpretations of the terminological apparatus of the studied educational paradigm allowed to single out the essential characteristics of its main categories. Competence is an integrative ability of an individual to activate and effectively apply the acquired knowledge, skills, abilities, experience, personal qualities in a certain practical activity or life situation. Competence is a socially fixed educational result that allows a person to carry out productive activities in a particular field. Competences are educational requirements for the training of specialists, the implementation of which ensures a person's success in a certain area of life. The result of professional and pedagogical training of a student in the Free Economic Zone is the competence of professional activity formed during training. Among the basic competencies of a student-musician are: theoretical, performing and personal.
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Chelysheva, Olga, and Oksana Romanova. "Competence-based approach in the professional training of ATS investigators." Vestnik of the St. Petersburg University of the Ministry of Internal Affairs of Russia 2020, no. 1 (April 8, 2020): 169–73. http://dx.doi.org/10.35750/2071-8284-2020-1-169-173.
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The article is devoted to the General characteristics of the competency approach introduced in the training of investigators as part of training in specialized educational institutions of the MIA of the Russian Federation. Recognizes the crucial role of the investigative unit of the MIA of Russia in the implementation of law enforcement, the investigation of crimes. The necessity of modernization of the system of professional training of investigators in the framework of specialized universities in connection with the constant complication of the tasks solved by these employees in the framework of their professional activities is substantiated. Such modernization is largely associated with the introduction of a competency-based approach that ensures the formation of the necessary set of knowledge, skills and personal qualities of students. This approach also makes it possible to objectively assess the level of training of a specialist in the framework of higher education. Attention is drawn to the existing difficulties of implementing the competence approach. The article points to the need for a uniform understanding of the terms "competence" and "competence", discusses modern approaches to the interpretation of these concepts. The analysis of the approaches to the definition of the types of competencies and investigative personnel of the interior Ministry, educated in government schools. The article also presents the authors ' opinion on the understanding of the forensic aspect of the formation of professional competencies of investigators of the Ministry of internal Affairs of the Russian Federation.
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Ridley, Charles R., Debra Mollen, Katie Console, and Caroliina Yin. "Multicultural Counseling Competence: A Construct in Search of Operationalization." Counseling Psychologist 49, no. 4 (April 12, 2021): 504–33. http://dx.doi.org/10.1177/0011000020988110.
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The work of many great scholars has proliferated a sizable body of knowledge on the construct of multicultural counseling competence. However, the construct’s operationalization remains obscured, perplexing, and frustrating to practitioners who attempt to translate the scholarship into practice. We identify ten definitional problems that prevent the construct from evolving into a cohesive form that can inform practitioners’ work. These include: an indistinct purpose, culturally general/culturally specific divide, terminological interchange, confusing competency with competence, lack of integration, no definition, ambiguity, equivocation, circular reasoning, and divergence. Furthermore, the three major models of the construct—skills-based, adaptation, and process-oriented—share six limitations. They lack interdependence, prescriptive methods, deep incorporation of culture, coherent designs, conclusive research support, and they are oversimplifications. We call on the community of our fellow scholars to collaborate in reconceptualizing this complex construct into a sound, applicable guide for practitioners’ work with diverse clients.
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Kozlov, V., Yu Kozlov, O. Novikova, and V. Olenchenko. "DEFINITION AS A DEFINITIVE ASPECT SENSE OF THE STUDY PROBLEM." Системи управління, навігації та зв’язку. Збірник наукових праць 3, no. 69 (October 3, 2022): 75–77. http://dx.doi.org/10.26906/sunz.2022.3.075.
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In any field of human activity, especially in scientific and educational work, the use of not very accurate and ambiguous terms makes it difficult, and sometimes impossible to understand some of the provisions and the research problem in general. Terms, in general, are the language of science, form the semantic core of a special language of the industry and convey basic meaningful information. It should be emphasized that usually the first among the standards of any industry is a standard with a list of basic terms and concepts. It is made taking into account the requirements of fixed content, accuracy (clarity), brevity. This approach allows you to achieve the truth when discussing any hypothesis, idea, opinion, problem or question. The article shows how the contradictions related to the peculiarity of the English translation of the word “competence” and the ambiguous interpretation of this term in dictionaries, which causes confusion and makes it difficult to implement the competence method in educational activities in the post-Soviet space. Unambiguous key concepts are offered, which provided an opportunity to develop and implement in practice information technology to support decision-making on the results of professional training and activities of the specialist. The development is preceded by the creation of a model of the relevant subject area or object of analysis, such as a law enforcement specialist. The result is a thesaurus and alphabetical index used by an expert to limit the properties of the object being evaluated. To describe the subject area by the heuristic method and to present knowledge in the decision support system, the result is presented in the form of a frame. The definitive approach can be extended to the procedure of developing any scientific work – textbook, monographs, dissertations and more.
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Fullerton, Judith T., Atf Ghérissi, Peter G. Johnson, and Joyce B. Thompson. "Competence and Competency: Core Concepts for International Midwifery Practice." International Journal of Childbirth 1, no. 1 (2011): 4–12. http://dx.doi.org/10.1891/2156-5287.1.1.4.
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The global health community has implemented several initiatives over the past in the interest of accelerating country-by-country progress toward the Millennium Development Goal of improving maternal health. Skilled attendance at every birth has been recognized as an essential component of approaches for reducing maternal and perinatal morbidity and mortality.Midwives have been acknowledged as a preferred cadre of skilled birth attendant. The International Confederation of Midwives (ICM) speaks for the global community of fully qualified (professional) midwives. The ICM document entitledEssential Competencies for Basic Midwifery Practiceis a core policy statement that defines the domains and scope of practice for those individuals who meet the international definition of midwife. This article explores the meaning of competence and competency as core concepts for the midwifery profession. An understanding of the meaning of these terms can help midwives speaking individually at the clinical practice level and midwifery associations speaking at the policy level to articulate more clearly the distinction of fully qualified midwives within the skilled birth attendant and sexual and reproductive health workforce. Competence and competency are fundamental to the domains of midwifery education, legislation, and regulation, and to the deployment and retention of professional midwives.
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Bartram, Dave, and Robert A. Roe. "Definition and Assessment of Competences in the Context of the European Diploma in Psychology." European Psychologist 10, no. 2 (January 2005): 93–102. http://dx.doi.org/10.1027/1016-9040.10.2.93.
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Abstract. The European Diploma in Psychology defines a common European standard for the competences required to practice as a psychologist. This paper describes how that standard was developed and defined, and why it was considered important to bring together the traditional input-based specification of professional competence, in terms of curriculum and training course content, with a more outcome-oriented approach that focuses on the competences that a professional psychologist needs to demonstrate in practice. The paper addresses three specific questions. What are the competences that a psychologist should possess? Are these competences the same for all areas of practice within professional psychology? How can these competences be assessed?
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Fang, Jiacheng, Qin Guo, and Shanchao Guan. "A Study on Competence of Teaching or Scientific Projects Research for Primary and Secondary School Teachers Based on Blockchain Technology." International Transactions on Electrical Energy Systems 2022 (September 15, 2022): 1–11. http://dx.doi.org/10.1155/2022/3920877.
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Competence of Teaching or Scientific Projects, which include teacher competencies, knowledge, self-image, motivation, and personality traits, distinguishes high-performing teachers from average teachers in school education. The Competence of Teaching or Scientific Projects model is the sum of the competency characteristics required for the specific role of a teacher, and it is a set of characteristics developed in response to the professional performance and task requirements of the teacher. This paper adopts a systematic literature review method to analyze the research results on teachers' research competency in China since the 21st century. Horizontally, the number of literature types first increases and then stabilizes, the publishing journals are concentrated, and the research topics are diverse; vertically, the definition of teacher research competency includes hybrid, behavioral, and trait theory; the cultivation goals of teacher research competency range from breakpoint separation to articulation and integration, the cultivation process ranges from theory acquisition to participation in creation, and the cultivation methods range from primary and secondary schools based to demand-based. The construction of a teacher research competency model helps in teacher recruitment, research competency development, and assessment; the construction methods include qualitative, quantitative, and mixed research; specific strategies involve sample selection, competency indicator determination, and subjective influence control. This study selected high-performing primary and secondary school outstanding teachers as a valid sample, used the event interview method, adopted the classical BEI competency modeling method, analyzed key behavioral events that occurred in teachers’ past teaching work, examined performance behaviors, explored identifying and conceptualizing Competence of Teaching or Scientific Projects characteristics, determined outstanding Competence of Teaching or Scientific Projects criteria through retrospective interview evaluations of graduates, explored key elements of teachers’ long-term impact on students, compared outstanding teachers with ordinary teachers, and constructed a model of primary and secondary school Competence of Teaching or Scientific Projects to provide an effective basis for teacher selection, training, and assessment. Future research needs to increase research perspectives, broaden research themes, and innovate research methods.
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Lisovets, Оleg. "SYSTEM APPROACH TO FORMATION OF SOCIAL AND LEGAL COMPETENCE OF SOCIAL WORKERS." Continuing Professional Education: Theory and Practice, no. 1-2 (2018): 145–51. http://dx.doi.org/10.28925/1609-8595.2018(1-2)145151.
Повний текст джерелаАнотація:
In article conceptual basics of application of system approach to process of formation of social and legal competence of future social workers in the conditions of university education are covered. Concepts «system» and «system approach» in the context of training of students for professional activity in the sphere of social work and, in particular, acquisition of social and legal competence by them as complex and personal education are analyzed. Feature of system approach consists that it opens integrity of system; allows to define the mechanisms providing integrity of system; promotes identification of communications between components and their coherences. Definition and the analysis of conceptual bases of system approach allow to develop qualitative model of system of formation of social and legal competence. In article relevance and need of system consideration of this process through the analysis of the main contradictions is proved. The structure of system of formation of social and legal competence by means of allocation of its components (target, substantial, procedural, object – subject, the social environment) and definitions of their communications is shown. It is indicated the need of system consideration of separate social and legal competences, and the accounting of integrative nature of their formation. Importance of inclusion of students in the professional directed activity providing transfer of the acquired social and legal competences in the practical plane is noted. The specified conceptual provisions of use of system approach make a scientific-theoretical basis for creation of pedagogical system of formation of social and legal competence of future social workers in the conditions of university education.
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Lang, Vanessa, Christine Eckert, Franziska Perels, Christopher W. M. Kay, and Johann Seibert. "A Novel Modelling Process in Chemistry: Merging Biological and Mathematical Perspectives to Develop Modelling Competences." Education Sciences 11, no. 10 (October 3, 2021): 611. http://dx.doi.org/10.3390/educsci11100611.
Повний текст джерелаАнотація:
Models are essential in science and therefore in scientific literacy. Therefore, pupils need to attain competency in the appropriate use of models. This so-called model–methodical competence distinguishes between model competence (the conceptual part) and modelling competence (the procedural part), wherefrom a definition follows a general overview of the concept of models in this article. Based on this, modelling processes enable the promotion of the modelling competence. In this context, two established approaches mainly applied in other disciplines (biology and mathematics) and a survey among chemistry teachers and employees of chemistry education departments (N = 98) form the starting point for developing a chemistry modelling process. The article concludes with a description of the developed modelling process, which by its design, provides an opportunity to develop students’ modelling competence.
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Santana, Ana María, and Blanca Lucia Cely Betancourt. "The importance of intercultural communicative competences in English classes on the context of current migration waves." Paradigmas Socio-Humanísticos 3, no. 1 (July 12, 2021): 61–72. http://dx.doi.org/10.26752/revistaparadigmassh.v3i1.519.
Повний текст джерелаАнотація:
The study of intercultural communicative competences (ICC) in the exercise of teaching a foreign language has turned into a vibrant line of research in recent years. It is relevant to promote ICC in English classes to develop awareness, acceptance and respect among members from other cultures and backgrounds, especially on the context of current migration waves around the world, due to the impact of globalization and internationalization in education. Scholars have been talking about intercultural competences and their importance: why it is worth reflecting on their inclusion of ICC in the EFL classroom and the way they are conceived, as well as their contributions to the human being’s development. This paper focuses on a literature review of the definition of intercultural competencies and the conceptions of some scholars who have hardly worked on them and made contributions for teachers of English. Due to the strong relationship between teaching a foreign language and intercultural communicative competences in the EFL classes, it is relevant to clarify the notion of culture, intercultural competence and intercultural communicative competence; all of these concepts are presented in order to clarify their impact in the classroom.
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Murzina, Olena. "ESSENCE, CONTENT AND STRUCTURE OF MEDIA COMPETENCE OF THE DOCTOR." Continuing Professional Education: Theory and Practice, no. 1 (2021): 21–29. http://dx.doi.org/10.28925/1609-8595.2021.1.3.
Повний текст джерелаАнотація:
The article analyzes the psychological and pedagogical literature and interpretations of the definition of «media competence» is made by modern researchers. Information technologies are rapidly developing today and information flow is accelerating, therefore the most important task is to prepare students for life in the modern information environment, to perceive and to understand the information received from the media. This is due to the fact that the growth of media interactivity creates a comfortable space for manipulation, especially for young people who are major media consumers. The process of personal development through the mass media and media technics is media education. The result of media education is the formation of media competence. Media competence is formed as a result of the process of media education and helps a person actively use the possibilities of the information field – television, radio, video, press, the Internet. The result of media education is increasing the level of media competency. Media competence is multidimensional and requires a broad perspective based on a well-developed knowledge structure. The level of media competence can be increased throughout life through the perception and analysis of cognitive, emotional, aesthetic, ethical media information. Media competence enables the formation of an informatively rich educational environment, influences the level of personal media culture, prepares it for safe and effective interaction with modern media space and carries out media educational activities. The level of media education is a significant problem today, and therefore the development of media competence becomes of particular relevance. Media competence includes informational, informatic, communicational and communicative competencies.
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Tappura, S., and J. Kivistö-Rahnasto. "Assessing and developing safety management competences." International Journal of Occupational and Environmental Safety 2, no. 1 (March 16, 2018): 9–17. http://dx.doi.org/10.24840/2184-0954_002.001_0002.
Повний текст джерелаАнотація:
Introduction: Assessing and developing managers’ safety competence is one method for achieving high safety performance in the organisations. Objectives: The aim of this study is to construct a safety management competence development framework to help organisations in safety promotion. Materials and methods: This study comprises a theory-based construction of the safety management competence development framework and an empirical study in a case organisation. Results: The framework consists of definition of safety management competence requirements, self-assessment of the competence, definition of development needs, and implementation of competence development activities. Conclusions: The framework provides the means for systematically improving managers’ safety management competence as an integral part of general management competence development procedures in organisations.
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Andrukh, Alina. "Principles of foreign language communicative competence control and assessment." Tambov University Review. Series: Humanities, no. 179 (2019): 51–57. http://dx.doi.org/10.20310/1810-0201-2019-24-179-51-57.
Повний текст джерелаАнотація:
We reveal and characterize the foreign language communicative competence assessment principles on the example of students of non-linguistic university of economic programs. We con-sider the traditional definitions educational results of monitoring and assessment. The functions of control are analyzed, the role of the assessment procedure and control in the methodology of teaching foreign languages in the framework of a new pedagogical paradigm-competence ap-proach are revealed. The provisions clarifying the definition of control of educational results in the competency-based approach are offered. We analyze Russian scientists’ views on the principles of learning, the observe openness and constant reinvention of the system of the principles by Russian scientists. The role of the control principles in the assessment procedure is substantiated. The necessity for the combined application of the teaching principles and control during the assessment activities is justified. The modern classification and hierarchy of learning principles are presented, three levels of principles of control and evaluation of foreign language communicative competence are substantiated: general-didactic, general-methodological and special principles. The general-didactic principle of reproducibility of assessment is offered for teaching activity, and also such general-methodological principles of foreign language communicative competence assessment as criterion and variability are offered for implementation.
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Elepov, Boris S., and Elena M. Kryuchkova. "Competence and Expertise of a Library Specialist: How and Why to Evaluate them." Bibliotekovedenie [Russian Journal of Library Science], no. 3 (May 25, 2009): 117–24. http://dx.doi.org/10.25281/0869-608x-2009-0-3-117-124.
Повний текст джерелаАнотація:
Different approaches to definition of concepts “competence” and “competence” (responsibility) are considered. Authors’ definition of these concepts is given; frameworks related to library and information specialists are outlined. The attempt to develop competence as a set of criteria directly associated with the broad range of specific forms of activity in the practice of staff management in large research libraries is made.