scholarly journals The Importance of Lifelong Learning for the Development of Professional Competence of Educators

2019 ◽  
Vol 21 ◽  
Author(s):  
Tihana Kokanović
Keyword(s):  
Professional Identity ◽  
Educational Policy ◽  
Formal Education ◽  
Professional Competence ◽  
Preschool Education ◽  
Professional Community ◽  
Self Assessment ◽  
Graduate Studies ◽  
The Republic ◽  
The Individual

In order for an educator to develop into a competent individual and to continuously strengthen his professional identity, it is of great importance to work on all aspects of lifelong professional development. Since academic year 2009/2010, in the Republic of Croatia, educators have the opportunity to continue their education at university graduate studies in order to acquire and / or develop their competences, knowledge and skills necessary for development of professionalism. It is the responsibility of not just the individual, but a professional community, to enable development of the upbringing profession in all those areas crucial to the advancement of early and preschool education system. Formal education, in this sense, enables acquisition of competences needed to create educational policy within their own institutions. In order to evaluate in which areas and whether educators consider themselves competent, a self-assessment questionnaire for professional competences was developed. The aim of this research is to gain insight into how many educators consider themselves professionally competent for creating educational policy in the institution they work in. Furthermore, this research will examine whether there are differences in self-assessment of professional competences of educators-graduate students who are employed in preschool institutions and educators who completed undergraduate studies, also employed, and on what dimensions there is a correlation between their estimates. Key words: professional competences; educators; upbringing profession; professional identity

scholarly journals Becoming a steward of data science

2019 ◽  
Author(s):  
Rochelle E. Tractenberg
Keyword(s):  
Professional Identity ◽  
Data Science ◽  
Professional Community ◽  
Undergraduate Program ◽  
The Public ◽  
The Individual ◽  
Taking Responsibility

This article introduces the concept of the steward: the individual to whom the public, and other practitioners, can entrust the integrity of their field. The concept will be defined, particularly with respect to what about stewardship can be demonstrated by the practitioner so that others – including other stewards – can recognize this professional identity. Stewardship is an important aspect of professionalism, and although data science is a very new profession, its growth in terms of the number of practitioners should also include growth in the commitment to integrity in practice. Although an undergraduate program may seem early to begin understanding what this commitment means, and how to generate evidence of that commitment for yourself, those with a strong understanding of stewardship and how to recognize it will be better able to select jobs in contexts where this commitment to integrity is nurtured and valued. Learning about stewardship engages students in taking responsibility for their role in the profession, and so taking responsibility for the profession and the professional community. Once the construct is understood, learners can focus on the nature of the evidence they can compile - as well as the types of activities that can generate that kind of evidence- and on why this is meaningful over their career.

scholarly journals Assessment of Instructors’ Technology Competency to be Used in the Settings of Formal and Non-Formal Education

2019 ◽  
Vol 8 (5) ◽  
pp. 29
Author(s):  
Myroslava P. Vovk ◽  
Halyna I. Sotska ◽  
Olena V. Trynus ◽  
Olga Ja. Muzyka
Keyword(s):  
Formal Education ◽  
Professional Competence ◽  
Value Orientations ◽  
Professional Activity ◽  
Teaching Staff ◽  
Self Assessment ◽  
Teaching Technology ◽  
Technology Competency ◽  
Cognitive Aptitude ◽  
Study Results

The purpose of this study was to test the model of diagnostic assessment of the level of formedness of the competency of pedagogical staff to use teaching technologies when applied in the settings of formal and non-formal education and to see whether the model creates opportunities for designing a strategy for professional lifelong development of teaching staff. A convergent (computer-oriented and traditional) methodology was used in this study including: the methodology for examination of the motivation drivers of professional activity (K. Zamfir); “Square of Values” methodology by O. Murzina; methodology of self-assessment of vocational and pedagogical motivation, Bass’s questionnaire on orientations entitled “Personality orientations”, Henning’s methodology called “Structure of Interests”, Criteria Cognitive Aptitude Test. It has been proved that the majority of teaching staff demonstrated the imitative and reproductive level of formedness of the professional competency consistent with all criteria. It seems that educators strive for self-improvement and self-development in using teaching technology in formal and non-formal education settings. This study results can be well used either to develop the structure and content of the professional development or post-graduation programs for the teaching personnel at the instructional institutions or to assess of the level of formedness of the professional competence of pedagogical staff to use teaching technologies in the settings of formal and non-formal education. The study attempts for the first time ever to assess professionalism-related competency in using teaching technology in formal and non-formal education settings and to specify the value orientations, motives, needs, spectrum of knowledge, skills, and abilities comprising the level of proficiency in this area as it is viewed through the needs of the labour market.

scholarly journals LIFELONG LEARNING AS A PRIORITY AREA AND A CONDITION FOR SUCCESSFUL PERSONAL CAREER DEVELOPMENT

2021 ◽  
pp. 466-472
Author(s):  
Elmira Sabirovna Pshembayeva ◽  
Nelli Emilevna Pfeifer
Keyword(s):  
Career Development ◽  
Lifelong Learning ◽  
Informal Education ◽  
Formal Education ◽  
Basic Principles ◽  
The Republic ◽  
The Individual ◽  
Personal Career ◽  
Education Process ◽  
Individual Human

The article is devoted to the study of the organization of lifelong learning process as a condition for the individual’s successful career development. The importance of the accession of the Republic of Kazakhstan to the European educational space is determined. Continuity of the education process, today, is one of the basic principles in the educational policy of Kazakhstan. The article presents the characteristics of such concepts as «formal education», «non-formal education», «informal education», according to the special terminology of UNESCO (formal education is a process of acquiring knowledge that takes place in a well-organized and hierarchically ordered context, culminating in the issuance of a state sample; non-formal education, in turn, is characterized by the acquisition of knowledge outside the specialized educational space; informal education is an individual human activity aimed at the cognitive process and does not always have a specific result). The article proves the need to merge formal, non-formal and informal education, which, in turn, makes it possible to prepare a person for life in a rapidly changing environment and ensure full-fledged career development of the individual, preserving his individuality, and satisfying his career and life needs.

scholarly journals The Competence of Islamic Religious Education Teachers Perspective K.H. Hasyim Asy'ari

2021 ◽  
Vol 3 (1) ◽  
pp. 1-18
Author(s):  
Tasurun Amma ◽  
M. Saiful Bahri ◽  
Ahmad Munawir
Keyword(s):  
Religious Education ◽  
Formal Education ◽  
Professional Competence ◽  
Teacher Expertise ◽  
Primary Data ◽  
Library Research ◽  
Professional Teacher ◽  
The Individual ◽  
Independent Person ◽  
Scientific Fields

A professional teacher is meets several classifications, including the individual is a teacher with recognized, has teacher expertise or what is often called expertise in certain scientific fields related to his profession as a teacher, fulfills the aspects of coaching and development. who go through formal education or non-formal coaching. This research focuses on the competence of Islamic Religious Education teachers in the perspective of Kiai H. Hasyim Asy'ari, especially referring to his book Adabu Al-Alimi Wal Muta'alim. This type of research uses a type of library research. The primary data is from Adabu Al-Alimi Wal Muta'alim The results of this study are three teacher positions according to KH. Hasyim Asy'ari, namely teachers as individual teachers regarding personal religious, teachers when teaching, and teachers to students. The pedagogic competence indicator according to KH. Hasyim Asy'ari includes the attitude of purifying himself from all things that are not blessed by Allah Almighty, visionary, and having knowledge. Personality competence covers a calm person, tawakal, tawadhu ', and an independent person ,. Professional competence according to KH. Hasyim Asy'ari is a teacher's ability in knowledge and good at managing class. Social competence, according to KH. Hasyim Asy'ari is good at choosing jobs, good at choosing communities where to gather, avoiding places that socially can reduce the degree of teachers, and able to interact well.

scholarly journals What are the factors that have influenced individual music therapists' professional identity and have those factors impacted on their practice and the field as a whole in New Zealand?

2021 ◽  
Author(s):  
◽  
Penny Warren
Keyword(s):  
Clinical Practice ◽  
New Zealand ◽  
Music Therapy ◽  
Professional Identity ◽  
Professional Competence ◽  
Professional Identities ◽  
Music Therapists ◽  
Case Study Methodology ◽  
The Individual ◽  
Over Time

<p>The purpose of this research project is to investigate the factors that influence individual music therapists’ professional identities in New Zealand over time and whether these factors impacted on their practice and the field as a whole in New Zealand. Professional identity is a multi-dimensional process that develops over time and is underpinned by the concepts of personal and social identity. For music therapists, this process is also interconnected with the ongoing shaping of the boundaries of the music therapy profession.  A qualitative case study methodology was employed. Nine music therapists who had over five year’s clinical experience in New Zealand were engaged in open-ended interviews and a process of thematic analysis was used to generate the findings from verbatim transcriptions of each interview.  An overarching category and three core themes relating to personal, profession-specific individual and collective features of identity have emerged as influences on the individual music therapists’ professional identities. The overarching category is to be validated by others. The three core themes are to i) feel a sense of professional competence, ii) experience direct or indirect reciprocal communication with other music therapists, and iii) develop an ability to adapt and manage change in response to new conditions or client need. Within the overarching category and core themes are an overlapping interplay of subsidiary themes that hold different levels of salience for each music therapist and reflect the dynamic, interwoven nature of professional identity. All but one of the participants in this study had trained overseas. Now working in New Zealand as experienced practitioners, it is clear they would have had a significant international influence on the music therapy community in this country. In future it would be interesting to explore how the professional identity of music therapists in New Zealand might have changed as more locally trained music therapists become experienced practitioners.  The results of this study also draw attention to the presence and value of supervision within the New Zealand community of music therapists; an individual sense of belonging to a professional group that holds common values and norms, shared approaches and theories; and the strength of the participant’s own musical identity. Music is a key distinguishing factor in the professional identity of music therapists, and the primary modality that they use in their clinical practice. However, that it was rarely used as a method of supervision for music therapists’ in this study seemed significant.  The results suggest that a stronger and more expansive awareness of professional identity can potentially be developed through reflection upon the influences on identity, and can consequently positively influence clinical practice.</p>

scholarly journals The Influence of In-Service Preschool Teachers’ Education on their Perceived Competences for Counselling Parents

2019 ◽  
Vol 9 (1) ◽  
pp. 27
Author(s):  
Sanja Skočić Mihić ◽  
Danijela Blanuša Trošelj ◽  
Vesna Katić
Keyword(s):  
Professional Development ◽  
Preschool Teachers ◽  
Preschool Education ◽  
Professional Standards ◽  
Self Assessment ◽  
Half Century ◽  
Service Training ◽  
Professional Requirements ◽  
The Republic ◽  
Assessment Of Competence

With a half-century of tradition, early and preschool education in the Republic of Croatia is a highly organised system in which preschool teachers meet high professional standards. Among their professional requirements,they have been legally bound to counsel parents since 2008. However, no other documents or papers in Croatia describe or specify what counselling entails. The present research explored 136 preschool teachers and their self-assessment of competence in counselling parents. The results indicate that: (a) preschool teachers rate themselves moderately competent in counselling parents; (b) joining the in-service training is related to a higher level of their self-assessment in counselling parents. Although it is evident that they had acquired the competence for counselling parents during their personal and professional development, the in-service trainingplays the key role in providing it.

scholarly journals Development of Professional Competence of Teachers as A Factor of The Education Quality Management in Preschool Institutions

2020 ◽  
Vol 79 ◽  
pp. 04001
Author(s):  
Lydia Shnejder ◽  
Marina Khmelkova ◽  
Tatyana Golovyatenko ◽  
Maria Poliakova ◽  
Oksana Doroshenko
Keyword(s):  
Professional Competence ◽  
Preschool Education ◽  
Education Quality ◽  
Self Assessment ◽  
Pedagogical Competence ◽  
Assessment Sheet ◽  
Informational Basis ◽  
Personal Qualities ◽  
Russian Education

The main purpose of the article is to disclose the content of the concept of “quality of education”, including preschool education, as a priority in the field of Russian education. A quantitative and qualitative analysis of the professional competence and pedagogical competence of preschool teachers was carried out on the basis of a self-assessment sheet of the teacher’s pedagogical activity and an assessment sheet of key competences by T.A. Svatalova. The results of the self-assessment of pedagogical activity of teachers determined the main competencies in which the teachers showed acceptable levels of professional competence (in the field of personal qualities, in the field of providing an informational basis for activity, and in the field of developing a program of activity and making pedagogical decisions). It creates guidelines for organizing in institutions the conditions necessary for the professional development of teachers, raising their qualifications, helping them not only understand the reasons for their professional difficulties, but also identify the essence of professional expectations of each employee.

scholarly journals FUTURE PSYCHOLOGISTS PROFESSIONAL SDENITY FORMATION

2020 ◽  
Vol 21 ◽  
pp. 102-106
Author(s):  
O. Andrievska-Semenyk
Keyword(s):  
Professional Identity ◽  
Professional Competence ◽  
Early Adulthood ◽  
Professional Community ◽  
Professional Activity ◽  
Psychological Conditions ◽  
Complex Processes ◽  
The Future ◽  
Professional Self ◽  
Psychological Knowledge

Abstract. The article is devoted to the professional identity mechanism formation features study of future psy-chologists during their studies in higher educational institutions (HEIs). Systematization of psychological knowledge about the development and formation of personality as a professional activity subject is extremely important. The author considers it expedient and perspective to supplement and expand this knowledge, aiming at improving and innovatively filling the higher education modern information educational space resources. After all, one of the key points of providing and receiving education is the creation of effective psychological conditions for the future professionals professional competence formation. Investigating the socio-professional adaptation of students of psychology, scientists pay special attention to the formation of their professional identity, as one of the most important factors in the future professionals professionalism and competitiveness formation. Despite the growing interest of researchers in professional identity, the question of forming the future practical psychologists professional identity remains open. Based on empirical and theo-retical research, the author attempted to identify features and stages of psychological aspects formation of professional identity in students of psychology, as well as to analyze the that determine the formation of personal and social identity in adolescence and early adulthood. Theoretical aspects of the relationship between professional identity and adaptation as a prerequisite for successful identification of a future psychologist are also analyzed. According to scientists, the iden-tity of a person is based on the culture with which he interacts, so there is an inseparable link between identity and socio-cultural environment. By the analogy, we can assume that professional identity develops in the interaction process with the professional environment, and this process begins at the stage of optation. The formed professional identity is the result of professional self-determination and adaptation complex processes, which is manifested in the awareness of the chosen profession and the professional community representative, ready to perform professional duties.

scholarly journals What are the factors that have influenced individual music therapists' professional identity and have those factors impacted on their practice and the field as a whole in New Zealand?

2021 ◽  
Author(s):  
◽  
Penny Warren
Keyword(s):  
Clinical Practice ◽  
New Zealand ◽  
Music Therapy ◽  
Professional Identity ◽  
Professional Competence ◽  
Professional Identities ◽  
Music Therapists ◽  
Case Study Methodology ◽  
The Individual ◽  
Over Time

<p>The purpose of this research project is to investigate the factors that influence individual music therapists’ professional identities in New Zealand over time and whether these factors impacted on their practice and the field as a whole in New Zealand. Professional identity is a multi-dimensional process that develops over time and is underpinned by the concepts of personal and social identity. For music therapists, this process is also interconnected with the ongoing shaping of the boundaries of the music therapy profession.  A qualitative case study methodology was employed. Nine music therapists who had over five year’s clinical experience in New Zealand were engaged in open-ended interviews and a process of thematic analysis was used to generate the findings from verbatim transcriptions of each interview.  An overarching category and three core themes relating to personal, profession-specific individual and collective features of identity have emerged as influences on the individual music therapists’ professional identities. The overarching category is to be validated by others. The three core themes are to i) feel a sense of professional competence, ii) experience direct or indirect reciprocal communication with other music therapists, and iii) develop an ability to adapt and manage change in response to new conditions or client need. Within the overarching category and core themes are an overlapping interplay of subsidiary themes that hold different levels of salience for each music therapist and reflect the dynamic, interwoven nature of professional identity. All but one of the participants in this study had trained overseas. Now working in New Zealand as experienced practitioners, it is clear they would have had a significant international influence on the music therapy community in this country. In future it would be interesting to explore how the professional identity of music therapists in New Zealand might have changed as more locally trained music therapists become experienced practitioners.  The results of this study also draw attention to the presence and value of supervision within the New Zealand community of music therapists; an individual sense of belonging to a professional group that holds common values and norms, shared approaches and theories; and the strength of the participant’s own musical identity. Music is a key distinguishing factor in the professional identity of music therapists, and the primary modality that they use in their clinical practice. However, that it was rarely used as a method of supervision for music therapists’ in this study seemed significant.  The results suggest that a stronger and more expansive awareness of professional identity can potentially be developed through reflection upon the influences on identity, and can consequently positively influence clinical practice.</p>

scholarly journals Ethnopedagogical training of future specialists of the social sphere in the Republic of Belarus: experience of the Vitebsk region.

2020 ◽  
Vol 3 (3) ◽  
pp. 34-55
Author(s):  
Alena L. Mikhaylava ◽  
Keyword(s):  
Professional Competence ◽  
Educational Institution ◽  
Professional Activity ◽  
Multicultural Society ◽  
Professional Activities ◽  
Social Sphere ◽  
The Social ◽  
The Republic ◽  
The Individual ◽  
Goals And Objectives

The article presents the Belarusian experience of ethnopedagogical training of future specialists in the social sphere on the example of the Vitebsk region. Organizational and pedagogical conditions that contribute to the formation of professional competencies of future specialists in the social sphere for work in a multicultural society are determined. It is they who are decisive for a higher educational institution, which is the center for training social specialists in the region. The components of the ethnopedagogical model of the formation of professional competence of future specialists in the social sphere for work in a multicultural society are presented, in particular, competence-based, social, socio-psychological and ethnopedagogical blocks. The results of operationalization of the key parameter and access to the author's methods are shown. The results of the study of the degree of ethnicity of the individual, the attitude of future specialists in the social sphere to traditional ethnopedagogical values, as well as the readiness and possibilities of carrying out professional activities with clients from other nations and cultures are presented. The creation of an optional discipline "Ethnopedagogical foundations of professional activity" is substantiated, its goals and objectives are presented, as well as a list of skills and abilities being formed.

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