scholarly journals Professional pedagogical formation of the competence of the teacher-manager

2021 ◽  
Vol 16 (5) ◽  
pp. 2698-2712
Author(s):  
Magzumova Nazira ◽  
Mirza Natalya ◽  
Zhumasultanova Galiya ◽  
Kaziyev Karas ◽  
Belgibayeva Gulbarshyn
Keyword(s):  
Professional Competence ◽  
Graphical Representation ◽  
Communicative Competence ◽  
Data Interpretation ◽  
Educational Environment ◽  
Practical Aspect ◽  
Semantic Data ◽  
Self Development ◽  
Pedagogical Competence ◽  
Psychological Experimentation

Recent studies have considered the practical aspect of professional and pedagogical competence formation of students of pedagogical specialties as future managers of the educational environment. Aim of the research is to develop theoretical foundation, methodology and psychological experimentation of psychological and pedagogical conditions for formation professional competence of managers in educational system. The research methods include description and classification, semantic data interpretation, methods of graphical representation of data, ranking as well as content analysis. The received results can be used in the development of competence of psychological and pedagogical field of knowledge, ability to have an active influence on the development process and self-development of social and valuable characteristics of the personality of future expert of the educational environment. Key words: Competence; Communicative competence; Pedagogical education; Multilevel training; Teacher-manager.

scholarly journals Practical aspects of the application of pedagogical skill and communicative competence of teachers of higher education institutions

2021 ◽  
Author(s):  
Halyna Yuzkiv ◽  
Valentyna Slipchuk ◽  
Nina Batechko ◽  
Mykola Mykhaylichenko ◽  
Olena Vdovychenko
Keyword(s):  
Professional Competence ◽  
Communicative Competence ◽  
Hierarchical Organization ◽  
University Teachers ◽  
Pedagogical Competence ◽  
Research Questions ◽  
Key Dimensions ◽  
The Relationship ◽  
Humanistic Orientation

The relevance of this research involves a comprehensive consideration of the links between the concepts of "pedagogical excellence" and "pedagogical competence" of university teachers during classes. The study aims to establish the relationship between pedagogical excellence and communicative competence in the structure of pedagogical activities of HEIs teachers. Methodological basis: a sociological survey (drawing up a system of research questions), method of information analysis (processing of respondents' answers), ranking method (suggested for respondents during the provision of answers to the questions). Results of the research: updating the basic components of the pedagogical skill of the teacher: humanistic orientation of activity, professional competence, professionalism, pedagogical abilities, pedagogical technique, communicativeness. The main characteristics of pedagogical excellence and communicative competence of university teachers (inconsistency; interdependence; hierarchical organization) were revealed. Key dimensions of pedagogical excellence as an element of communicative competence (competence of nonverbal communication, competence of verbal clarity, competence of verbal richness of speech) were determined. The relationship between pedagogical excellence and communicative competence is proved. The basic components of pedagogical excellence are defined (humanistic orientation of activity, professional competence, professionalism, pedagogical abilities, pedagogical technique, communicativeness). The links of communicative-speech competence are presented. The characteristics of communicative-speech competence, which determine the quality of professional interactions of university teachers, are highlighted. The regularities and peculiarities of communicative-speech competence of teachers are presented. The practical value of the study was to present a summary of the causal links of the concepts of "pedagogical excellence" and "communicative competence" of university teachers during the classes.

scholarly journals Communicative Competence of Leaders Staff of General Secondary Education in the Conditions of the New Ukrainian School

2019 ◽  
Vol 6 (11) ◽  
Author(s):  
Nadia Iv. Bilyk
Keyword(s):  
Secondary Education ◽  
Professional Education ◽  
Professional Competence ◽  
Communicative Competence ◽  
Learning Technologies ◽  
Communication Process ◽  
Student Groups ◽  
Self Development ◽  
Personal Qualities

The importance of the development of communicative competence of the heads of institutions of general secondary education in the conditions of the New Ukrainian School is underway. To the conditions of development of communicative competence as a component of professional competence include understanding the leader of the importance of communicative competence in management, the ability to model communicative situations that provide a free communication process in the pedagogical and student groups; increase his professionalism; self-development of communicative abilities. Under the conditions of the New Ukrainian School, the process of development of communicative competence of heads of institutions of general secondary education is carried out with the help of new learning technologies that initiate their active self-education, organizational culture, and motivation, development of personal qualities, which allow developing a strategic and tactical trajectory of development of professional competence. The communicative competence of the heads of institutions of general secondary education as the quality of value personal and professional education, which helps to establish relations in the field of interpersonal interaction, and in the sphere of business communication is determined, which is why the emphasis is on the exceptional significance of this component in the development of the personality of the head. In the future it is planned to disclose the opportunities offered by the institutions of general secondary education in the conditions of the New Ukrainian School, the effectiveness of which depends on the level of development of the communicative competence of their leaders.

scholarly journals On Using the Competence Approach in Teaching Latin

2020 ◽  
pp. 122-135
Author(s):  
Sofya Lesik ◽  
◽  
Tatyana Polishchuk ◽  
Keyword(s):  
Professional Competence ◽  
Communicative Competence ◽  
Human Life ◽  
Modern World ◽  
Professional Activity ◽  
Moral Foundations ◽  
Educational Models ◽  
Latin Language ◽  
Self Development ◽  
Independent Work

The article looks at the place and role of Latin in liberal a5rts education as well as at methods and techniques for forming and developing students’ communicative competence through learning the Latin language. The authors provide a detailed review of research done by Russian and foreign philologists and methodologists on implementation of the communicative method in teaching ancient languages. The article presents educational models conducive to developing in students sufficient motivation and ability to understand and appreciate the historical and cultural legacy of the Latin language and its formative influence on the Western European civilization. The authors discuss the effectiveness of implementing the competence approach which involves the formation of competencies related to value orientations, spiritual and moral foundations of human life, and ways of intellectual self-development, and argue that this approach is related to the personality-oriented approach where special emphasis is placed on the socio-cultural component of the communicative competence. Learning Latin would develop students’ ability to tolerate social and cultural differences and foster in them respect and care for historical heritage and cultural traditions. The authors emphasize the importance of knowing Latin idioms, proverbs, and famous quotes and their philosophical meaning, claiming that this, along with appreciation of the ancient cultures and their significance in world history, could serve as an indicator of general cultural competence. While a high level of professional competence is a prerequisite for successful professional activity, in our modern world, along with professional and communicative competencies, social and personal competencies are becoming increasingly relevant, and, among other things, their development is manifested in the ability to build strategies for personal and professional development and training. The authors state that a methodically competent integration of the communicative method with the use of everyday communication situations would lead to increased motivation in learning Latin which is especially important since the volume of independent work presupposed by the curricula increases every year, and a college graduate should have not only professional competencies, but also sufficient skills for organizing her own independent work, necessary for successful self-development.

scholarly journals Foreign language communicative competence: problems, approaches, searches and solutions

2020 ◽  
pp. 98-108
Author(s):  
Polina Vasilieva
Keyword(s):  
Foreign Language ◽  
Interpersonal Communication ◽  
Professional Competence ◽  
Communicative Competence ◽  
Foreign Languages ◽  
Professional Needs ◽  
Self Development ◽  
Professional Self ◽  
Language Environment ◽  
Definition Of

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.

METHODS OF NETWORK COMMUNICATIVE COMPETENCE DEVELOPING WHEN PREPARING FUTURE TEACHERS FOR PROFESSIONAL ACTIVITIES IN THE ELECTRONIC EDUCATIONAL ENVIRONMENT

2020 ◽  
Vol 22 (12) ◽  
pp. 21-27
Author(s):  
Kostikova N.A.
Keyword(s):  
Teaching Practice ◽  
Communicative Competence ◽  
Educational Environment ◽  
Learning Technologies ◽  
Future Teachers ◽  
Electronic Information ◽  
Professional Activities ◽  
E Learning ◽  
Selection Of

Currently, in the context of the widespread use of e-learning technologies and distance educational technologies, it is necessary to train future teachers, taking into account the peculiarities of solving professional problems in an electronic information and educational environment, to develop students' relevant competencies, including network communicative competence. Despite the large number of studies devoted to the communicative aspect of the teacher's activities, the problem of the formation of network communicative competence in the electronic information and educational environment has not been sufficiently studied. Based on the analysis of scientific literature, the results of the questionnaire survey of students, some methods of forming network communicative competence in future teachers in the study of various disciplines, in the course of teaching practice, and scientific research are proposed. The analysis of the conditions and factors that determine the choice of methods for the formation of the specified competence has been carried out. These factors are associated with the teachers' perception of the peculiarities of communication in the electronic information and educational environment, the didactic and communicative potential of resources and tools of the electronic information and educational environment, the choice of methods and technologies for organizing interaction, the selection of educational material that allows the development of components of network communicative competence, the design of tasks and exercises for the development of network communicative competence, the choice of modes, schemes and forms of organization of interaction, the organization of feedback, control of the level of formation of the network communicative competence, the implementation of reflection. The formed network communicative competence will contribute to a more effective solution by the teacher of communicative tasks in the electronic information and educational environment, which will improve the quality of training of future teachers in the electronic information and educational environment.

CONDITIONS FOR IMPLEMENTING THE DEVELOPING POTENTIAL OF THE SCHOOL EDUCATIONAL ENVIRONMENT

2020 ◽  
Vol 65 (1) ◽  
pp. 290-293
Author(s):  
A. Aldabergenova ◽  
◽  
L. Sarsenbaeva ◽  
Keyword(s):  
Process Development ◽  
Educational Environment ◽  
Educational Process ◽  
Social And Emotional ◽  
Education Environment ◽  
Self Development ◽  
Teachers And Students ◽  
Age Patterns ◽  
The Republic ◽  
The Individual

The urgency of the problem of providing a developing educational environment in modern conditions is justified by the reform of the education system in the Republic of Kazakhstan. At all levels of education, it is necessary to create conditions for the development of the personality of the subjects of the educational process, taking into account age patterns. The article reveals the leading approaches to the study of the essence and provision of developing educational environment. As the theoretical basics of accepted socio-cultural approach of Vygotsky humanistic approach Maslow personality-oriented approach of I. A. Baeva, the ecological approach V. A. Asvina etc. Developing educational environment is considered as an environment conducive to the development and self-development at all levels of education. In the present article the condition of maintenance of the education environment: meeting the needs of the individual in communication and development, the development of adaptive abilities of students, prevention of delactovine, the development of psychological culture of teachers, the development of social and emotional intelligence of teachers and students, formation of skills of effective communication subjects of educational process, development of skills of intercultural communication etc.

scholarly journals Teacher Professionalism: Analysis of Professionalism Phases

2017 ◽  
Vol 10 (4) ◽  
pp. 90 ◽  
Author(s):  
Cipto Wardoyo ◽  
Aulia Herdiani ◽  
Sulikah Sulikah
Keyword(s):  
Social Competence ◽  
Teacher Quality ◽  
Professional Competence ◽  
Influential Factor ◽  
Teacher Professionalism ◽  
Personal Competence ◽  
Indonesian Government ◽  
Pedagogical Competence ◽  
The Right

Teacher professionalism has become a distinctive concern in educational discussions. Based on Teacher and Lecturer Act No.14 2005 carried out by Indonesian Government, teacher professionalism, considered as an assessment aspect of teacher quality, could be drawn by four competences, pedagogical competence, personal, competence, social competence, and professional competence. Hargreaves (2000) captured and fragmented the pattern of professionalism development through four phases. This study, a perception study, observed 100 teachers to draw the pattern of teacher professionalism, particularly in Tulungagung and Blitar District, East-Java, Indonesia based on Hargreaves professionalism phases. The results of this study identify that the likelihood phase of teacher professionalism in Indonesia is in collegial phase. Additionally, the criteria of professionalism enhancement reflect the professionalism development based on professionalism ages by Hargreaves (2000). Further, we observe the likelihood of professionalization become an influential factor of professionalism development. The results indicate that every phase captured the right pattern of professionalism development.

scholarly journals PENDAMPINGAN SAINS TERAPAN UNTUK MENINGKATKAN KOMPETENSI GURU-GURU IPA DALAM PEMBELAJARAN PRAKARYA DI KABUPATEN SIJUNJUNG

2020 ◽  
Vol 4 (1) ◽  
pp. 83
Author(s):  
Renol Afrizon ◽  
Hidayati Hidayati ◽  
Relsas Yogica
Keyword(s):  
Community Service ◽  
Science Teachers ◽  
Junior High School ◽  
Natural Science ◽  
Professional Competence ◽  
Test Methods ◽  
Activity Data ◽  
Pedagogical Competence ◽  
Post Test ◽  
Practice Methods

Mentoring Activities of Applied Science to Improve the Competence of Natural Science Teachers in Prakarya Learning in Sijunjung RegencyAbstract. Junior high school natural science teachers in Sijunjung Regency are still not optimal in teaching of prakarya. This is due to the lack of application of natural science in prakarya learning. Prakarya subjects have four material aspects, namely: crafts, engineering, cultivation, and processing. The material aspect of crafts is more dominantly taught by science teachers in prakarya subjects even though this material aspect is more appropriate to be taught by arts / culture teachers. In addition, there are still very few natural science teachers who are able to compile prakarya student worksheets. The Community Partnership Program in the form of mentoring activities of applied natural science is very much needed by natural science teachers in learning prakarya. This activity aims to motivate and help natural science teachers to continue to improve their competencies, especially professional and pedagogical competencies. Community service activities in the form of mentoring activities use a method that consists of several stages. The initial stage is the orientation and discussion phase. The second stage is the preparation phase of the activity. The third stage is the mentoring stage 1 (in) with use the explanation, demonstration, and practice methods on mentoring activity. Data collection techniques with pre-test and post-test methods and analyzed using normalized gain. This activity has been carried out for 5 months from March to July 2019 at SMP Negeri 11 Sijunjung, Kamang Baru District, Sijunjung Regency, West Sumatra Province. The results of the activities showed that increasing the pedagogical competence of the Sijunjung district's natural science teachers in the prakarya learning was satisfactory. Meanwhile, increasing professional competence is quite satisfying. So, overall the improvement in the competence of Sijunjung district's natural science teachers in prakarya learning has been satisfactory.Keywords: Community service, applied natural science, prakarya, professional, pedagogicalAbstrak. Guru-guru IPA SMP di Kabupaten Sijunjung masih belum optimal dalam mengajarkan prakarya. Hal ini disebabkan karena masih kurangnya penerapan IPA dalam pembelajaran prakarya. Mata pelajaran prakarya memiliki empat aspek materi yaitu: kerajinan, rekayasa, budidaya, dan pengolahan. Aspek materi kerajinan lebih dominan diajarkan oleh guru IPA dalam mata pelajaran prakarya padahal aspek materi ini lebih tepat diajarkan oleh  guru seni budaya/keterampilan. Selain itu, masih sedikitnya guru IPA yang mampu menyusun bahan ajar prakarya. Program Kemitraan Masyarakat dalam bentuk pendampingan implementasi sains terapan sangat diperlukan guru IPA dalam pembelajaran prakarya. Kegiatan ini bertujuan untuk memotivasi dan membantu guru-guru IPA untuk terus meningkatkan kompetensinya terutama kompetensi professional dan pedagogik. Kegiatan pengabdian masyarakat dalam bentuk kegiatan pendampingan ini menggunakan metode yang terdiri dari beberapa tahapan. Tahap awal yang dilaksanakan adalah tahap orientasi dan diskusi. Tahap kedua berupa tahap persiapan kegiatan. Tahap ketiga adalah tahap pendampingan 1 (in) dengan menggunakan metode ceramah, demonstrasi, dan praktik pada kegiatan pendampingan. Teknik pengumpulan data dengan metode pre-test dan post-test dan dianalisis menggunakan gain ternormalisasi. Kegiatan ini telah dilaksanakan selama 5 bulan dari bulan Maret sampai dengan Juli 2019 di SMP Negeri 11 Sijunjung Kecamatan Kamang Baru, Kabupaten Sijunjung Provinsi Sumatera Barat. Hasil kegiatan menunjukkan bahwa peningkatan kompetensi pedagogik guru-guru IPA kabupaten Sijunjung dalam pembelajaran prakarya sudah memuaskan. Sedangkan, peningkatan kompetensi profesionalnya cukup memuaskan. Jadi, secara keseluruhan peningkatan kompetensi guru-guru IPA kabupaten Sijunjung dalam pembelajaran prakarya sudah memuaskan.Kata Kunci: Pengabdian, sains terapan, prakarya, profesional, pedagogik

scholarly journals PERAN PENGAWAS DALAM PENGEMBANGAN KEPROFESIAN BERKELANJUTAN BAGI GURU

2020 ◽  
Vol 14 (1) ◽  
Author(s):  
Ika Berdiati
Keyword(s):  
Professional Competence ◽  
Scientific Publication ◽  
Learning Tools ◽  
Teacher Competencies ◽  
Teaching Aids ◽  
Development Tools ◽  
Academic Task ◽  
Self Development ◽  
And Training

The supervisor’s role is quite essential to support developing teacher competencies, and also to improve their professionalism. In this article, the author formulates the problem: what is the role of supervisors in continuing professionalism development for teachers?. The purpose of this article is to describe strategies executed by supervisor on carrying out the academic task related to improving teacher’s pedagogical and professional competence. The results appertained to their role of improving teacher’s competence both pedagogically and professionally can be accomplished through academic supervision competencies. Other observable strategies are developing scientific publication, creating learning tools or teaching aids (innovative works); modifying practicum and self-development tools came under education and training, and KKG.

scholarly journals EFFORTS TO IMPROVE THE COMPETENCY OF PROFESSIONALISM TEACHER IN JEMBER REGENCY

2017 ◽  
Vol 1 (1) ◽  
pp. 26
Author(s):  
Fahrudi Ahwan Ikhsan ◽  
Fahmi Arif Kurnianto ◽  
Bejo Apriyanto ◽  
Elan Artono Nurdin
Keyword(s):  
High School Teachers ◽  
Communication Technology ◽  
Junior High School ◽  
Random Sampling ◽  
Professional Competence ◽  
Sampling Technique ◽  
School Teachers ◽  
Junior High School Teachers ◽  
High Category ◽  
Self Development

This study aims to explain the condition of professionalism and efforts to improve the competence of teachers IPS in Jember District. Population in this research is teacher of IPS SMP Negeri in Jembersebanyak 184 teachers. The sampling technique was done by random sampling which amounted to 55responden. Methods of data collection with questionnaires and documentation. Data analysis uses a percentage descriptive. The result of the research shows that the competency of professionalism of IPS teachers is as follows: the acquisition of materials, concepts and scholarship of IPS teachers is 87.25% in the high category, the development of learning materials supported by IPS teachers creatively is 92.04% including in the high category; mastery of basic competence and basic competence by 87.05% including high category, utilization of communication technology for self-development of IPS teachers of 86.35% included in the high category. In general, the competency of professionalism of IPS teachers in Jember district is categorized as high, namely 88.17%, while the effort to increase the professional competence of IPS teachers as follows: joining the training and seminar of 66.81% low category; developing syllabus and IPS RPP of 70.50%; doing PTK 48.95% low category; develop science of technology in learning 74.82% high category. Overall, the effort to improve the professionalism competence of IPS Junior High School teachers in Jember District is 71.34 included in the high category. Keywords: Professionalism Competence, IPS Teachers PDF

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