Modeling of the Professors' Teaching Competencies for Army Military School Instructors

2021 ◽  
Vol 21 (21) ◽  
pp. 937-956
Author(s):  
JongOk Park
Keyword(s):  
Teaching Competencies ◽  
Military School

scholarly journals Teaching Competencies of Language Teachers in Research Universities in Beijing: Perspectives from SoTL and Institutional Theory

2021 ◽  
Vol 13 (9) ◽  
pp. 4943
Author(s):  
Yi Zhang ◽  
Fugui Ye ◽  
Xiumei Liu
Keyword(s):  
Research Universities ◽  
Language Teachers ◽  
Institutional Perspective ◽  
Teaching Competencies ◽  
Scholarship Of Teaching ◽  
Pedagogical Content ◽  
The Past ◽  
University Level ◽  
Development Of Language ◽  
The University

Though professional development of language teachers has received increasing attention over the past decade, there is a lack of research on development of language teachers’ teaching competencies in research universities. Informed by the institutional perspective and the framework of Scholarship of Teaching, this study investigates the development of 16 language teachers’ teaching competencies in Beijing research universities. The findings show that language teachers’ teaching competencies include English proficiency, professional ethics, pedagogical content knowledge, reflective thinking, and research-informed teaching. Factors influencing language teachers’ teaching competencies range from the department level to the university level and the academia level. Pathways are proposed from the cultural-cognitive perspective, the normative perspective, and the regulative perspective to develop teaching competencies of language teachers.

The Management of Teaching in Online and Blended Learning Applied in the Project “Modern Competences of Academic Teachers – the Key to Modern Higher Education Institutions” – Acronym MOCAT

2021 ◽  
Vol 29 (4) ◽  
pp. 390-401
Author(s):  
Roxana Stefanescu ◽  
◽  
Mariana Iatagan ◽  
Cristian Uta
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Online Courses ◽  
Higher Education Institutions ◽  
Teaching Methodology ◽  
Teaching Competencies ◽  
Training Materials ◽  
Wide Range ◽  
Academic Teachers ◽  
Academic Teacher

The management of teaching is connected and could be increased by using a wide range of different methods especially when we refer to Online and Blended learning. In the first part, the paper is aiming at reviewing the literature regarding the concepts and benefits of Online and Blended learning. Based on this considerations, 8 partner universities from 8 countries jointly developed the Project “Modern competences of academic teachers – the key to modern Higher Education Institutions (HEI)” – Acronym MOCAT. The paper underlines the goals and achievements of the MOCAT project that proposes a conceptual process to increase the management performance in teaching. The paper shows in an organized manner the main deficiencies that are altering the teaching competencies of academic teachers and in connection with this, the project offers solutions to improve the methodological competency of the teachers regarding the development and use of modern approaches. The outcomes of the project consist in the development and implementation of a Multicultural Model of an Academic Teacher Competencies and in 10 online courses that represent modern training materials in the field of teaching methodology. In the end are exposed the way the results of the project can be evaluated in time as well as the anticipated effects of the project implementation.

Teaching Competencies

Master Farmer ◽  
2019 ◽  
pp. 123-134
Author(s):  
Bruce M. Lansdale ◽  
William Papas
Keyword(s):  
Teaching Competencies

scholarly journals Competencies Of Commerce Teacher Trainees

2009 ◽  
Vol 8 (2) ◽  
pp. 40-45
Author(s):  
Simon Philip ◽  
N.O. Nellaiyapen
Keyword(s):  
Sampling Technique ◽  
Age Group ◽  
Teaching Competencies ◽  
Male And Female ◽  
Purposive Sampling ◽  
Teacher Trainees ◽  
Significant Difference

This is an attempt to investigate the teaching competencies of commerce teacher trainees. The main objectives of the study is find out whether there is any significant difference in the teaching competencies of commerce teacher trainees in respect of their gender, age, and medium studied. Sample of 200 B.Ed. trainees were selected by using purposive sampling technique. It is found that teacher trainees have low teaching competencies. It is revealed that there is significant difference in mean teaching competency scores of male and female, English and Malayalam medium teacher trainees. This study also revealed that there is no significant difference in mean teaching competency scores of trainees who are less than 22 years of age and above 22 years of the age group.

scholarly journals Una lectura de la autoridad a propósito de tres registros de la experiencia de mujeres cadetes en la Escuela Matriz del Ejército de Chile

2016 ◽  
Vol 19 ◽  
pp. 187 ◽  
Author(s):  
Claudia Pérez
Keyword(s):  
Palabras Clave ◽  
Military School ◽  
Military Institutions ◽  
The Military

<p class="NoSpacing">El presente artículo se propone analizar cómo la autoridad atraviesa distintos registros en la experiencia de las cadetes de la Escuela Militar de Chile a partir de tres escenarios: <em>el ingreso, la permanencia, y las posibilidades de ejercicio de la profesión</em>. Para ello, utiliza tres claves analíticas que permiten mostrar las distintas aristas que reviste la autoridad en el marco de esta experiencia. Estas son la de Revault D’Allonnes (2008) quien hace una lectura de la autoridad en la trama del tiempo. la propuesta de Gadamer (1997) quien pone en valor el acto de reconocimiento en contraposición al de obediencia, y la de Bourdieu (2005) que propicia una mirada de la autoridad entrelazada al poder en el marco de la dominación. </p><p class="NoSpacing">Palabras clave: autoridad, instituciones militares, mecanismos de dominación</p><p class="NoSpacing"> </p><p class="NoSpacing"> </p><p class="NoSpacing"><em>A reading of authority in connection with three records from the experience of female cadets at the Army Military School of Chile</em></p><p class="NoSpacing"><em>This article analyzes how the authority goes through different records in the experience of cadets of the Military School of Chile from three scenarios: the </em><em>entry, stay, and the possibilities of exercising the profession. It uses three analytical keys that display the different edges of authority during this experience. These are the of Revault D’Allonnes (2008) who gives a reading of authority in the current of time, Gadamer’s proposal (1997) who places value the act of recognition as opposed to obedience, and that of Bourdieu (2005), who put the authority in his relation to power and domination.</em></p><p class="NoSpacing"><em>Keywords: authority, military institutions, mechanisms of domination</em></p><p class="NoSpacing"><em> </em></p><p class="NoSpacing"><em> </em></p><p><em> </em></p>

scholarly journals How Kindergarten Teachers Assess Their Own Professional Competencies

2021 ◽  
Vol 11 (12) ◽  
pp. 769
Author(s):  
Eva Pupíková ◽  
Dalibor Gonda ◽  
Kitti Páleníková ◽  
Janka Medová ◽  
Dana Kolárová ◽  
...  
Keyword(s):  
Classroom Management ◽  
Content Knowledge ◽  
Educational Needs ◽  
Kindergarten Teachers ◽  
Further Education ◽  
Three Dimensions ◽  
Self Assessment ◽  
Teaching Competencies ◽  
Four Dimensions

One of the requirements of Education 4.0 is that students and practitioners should be involved in the creation of the content of study plans. Therefore, in the present research we focused on identifying the further educational needs of kindergarten teachers. Teachers’ educational needs were divided into four dimensions: ‘content knowledge’, ‘diagnostic knowledge’, ‘didactical knowledge’, and ‘classroom management knowledge’. In parallel, we discovered how teachers assess the level of their own teaching competencies. Based on the obtained data, we identified that teachers have the greatest need for further education in the dimension of ‘diagnostic knowledge’ and that the need for their further education in this dimension did not depend on the length of practice. In the other three dimensions, a declining trend in teachers’ educational needs has been recorded with an increasing length of practice, declining significantly in three of the four dimensions examined. The study points to the need to create in-service courses for kindergarten teachers to deepen their ‘diagnostic knowledge’ and thus ensure the sustainability of the quality of pre-school education for children. Teachers‘ self-assessment of their own teaching competencies corresponds to their educational needs, which supports the relevance of the findings on the further educational needs of kindergarten teachers. This study aimed to obtain relevant data on which the improvement of the higher education of future kindergarten teachers might be based. At the same time, this would allow the analysis and tailoring of the content of professional development courses to the needs of in-service kindergarten teachers.

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