scholarly journals Ways of assessing university teachers` professional competence

2019 ◽  
Author(s):  
Svetlana Pozdniakova ◽  
Ekaterina Dvorak
Keyword(s):  
Professional Competence ◽  
University Teachers

Social Competencies and Global Skills—Professional Competences of University Teachers of Engineering Programmes

2015 ◽  
Vol 5 (3) ◽  
pp. 30-44
Author(s):  
Eva Svitačová ◽  
Tímea Šeben Zaťková
Keyword(s):  
Social Environment ◽  
Professional Competence ◽  
Global Environment ◽  
Educational Goals ◽  
Social Competencies ◽  
University Teachers ◽  
Complex Training ◽  
Global Skills ◽  
Globalization Of Education ◽  
Social Competences

Globalization of education is closely connected to increasing personality requirements for university teachers who should be well-educated professionals as well as mature personalities coping with interactions not only within the environment of their faculty or university, but also in the broader new global environment. As they are expected to provide complex training of the graduates for the practice in the globalized world, they are supposed to have mastered not only professional and pedagogical competences, but also social competences which belong amongst the key competences. This contribution deals with the issue of social competences amongst which we also include specific group of global skills. The issue of competences can be perceived as a challenge for the whole educational system, including the training of future teachers who in the new global environment gradually change into global teachers. For realization of educational activities at universities in the new global environment intercultural and global competencies or global skills are important in particular. Not only they facilitate fulfilling of educational goals, they also provide complex training of the graduates for the practice in different fields of science and technology with regard to the the fact that they will then realize teaching in the new global economic and social environment. At the same time they provide easier communication and cooperation with different subjects at schools, universities and in the broader social environment. In the contribution we provide a summary of definitions and opinions of different authors on this issue. Currently these are considered to make a part of the “professional competence” of a global teacher who can understand the changes in the global environment and react to them flexibly through his pedagogical activities. No matter to what extent the competencies along with knowledge and skills are considered to represent goals and simultaneously results of education, social competences of university teachers should be currently perceived as an issue that demands increasing attention also from university pedagogy which is understood as an important prerequisite of quality pedagogical work of a university teacher. This issue actually became a matter of interest of numerous university workplaces.

scholarly journals PROFESSIONAL COMPETENCE AS A KEY FACTOR IN IMPROVING THE QUALITY OF ENGINEERING EDUCATION

2019 ◽  
Vol 3 ◽  
pp. 253
Author(s):  
Lesia Zbaravska ◽  
Olha Chaikovska ◽  
Hutsol Taras ◽  
Sergii Slobodian ◽  
Oleksandr Dumanskyi
Keyword(s):  
Professional Training ◽  
Professional Competence ◽  
Practical Training ◽  
The European Union ◽  
Horizon 2020 ◽  
University Teachers ◽  
Depth Analysis ◽  
Key Factor ◽  
Physics Course

The integration of Ukraine into the European community is impossible without changes in the education sphere. The implementation of such projects of the European Union as "Horizon 2020” provides the collaboration between experts in Agriculture and Engineering. The results of the questionnaire conducted by “Agro Survey” agency showed the lack of student’s practical knowledge in Ukrainian Engineering and Agricultural universities. It is obvious that the quality of education in Ukrainian technical universities doesn't meet the requirements of the European labour market. Getting theoretical knowledge has no value until students can apply it for practical purposes. We suggest that a subject like Physics should be practice-oriented. If the Physics course at technical universities integrates theory with practice, students will be better prepared for their future career. The purpose of the study is to define the basic principles of professional competence as the key factor for improving the quality of future engineer’s training in the process of studying Physics. To select and interpret the factual material, concepts and theories the theoretical analysis of philosophical, psychological and pedagogical literature on research was used in the paper. The pedagogical experiment was carried out on the basis of 4 universities in different regions of Ukraine and involved 159 respondents (151 students and 8 university teachers). To determine the strategies for implementation of the profession-based tasks in Physics course we carried out specially designed questionnaires for students majoring in Agrarian Engineering and university teachers. One of the necessary conditions for future engineer training is professional orientation in studying. We suppose that to consider the relationship between a comprehensive Physics course and the disciplines of professional and practical training the in-depth analysis should be performed. First of all, it will help to determine Physics knowledge, abilities and skills that should be used in student’s further professional training. Second of all, it will enable the most effective use of engineering-based tasks in Physics classes. However, knowledge of basic Engineering and General Theoretical subjects is not applied by the students of Technical High School for a long-period of university study. The results of the survey have shown that studying major subjects at a later stage doesn’t motivate students to learn Natural Science and Engineering disciplines. We can conclude that profession-based tasks in Physics class contribute to the formation of a system of natural knowledge, practical skills and abilities. They stimulate the students’ cognitive interest in Physics as a science, help to better absorb material of other disciplines, develop creative abilities and influence the formation of persistent motifs for obtaining knowledge of professional disciplines.

scholarly journals Professional Competences of Future Teachers: Perspective of Different Evaluators and Contexts

2008 ◽  
Vol 10 (1) ◽  
pp. 68-78 ◽  
Author(s):  
Valērijs Makarevičs
Keyword(s):  
Professional Competence ◽  
School Principals ◽  
Future Teachers ◽  
University Teachers ◽  
The Future ◽  
Study Programs ◽  
Further Development

Professional Competences of Future Teachers: Perspective of Different Evaluators and ContextsThe article presents research on professional competence for future teachers. The study provides the answers to the questions 1) what are the differences between the future teachers' desirable and real professional competences evaluated by students themselves, their University teachers, and their potential employers? 2) what are the differences in the evaluation of future teachers' professional competences provided by the students and University teachers from the study programs enriched with the principles of ESD and those who come from other programs? The future teachers (n=24) and teachers from the Daugavpils University (n=24) as well as the school principals of Latgale region of Latvia (n=25) filled out the questionnaire by Grecov and Popova (2005). It was concluded that both students and teachers see the necessity for the further development of competences while encounter with ESD principles mostly elicits the need for the higher standards of professional competences and more critical stance toward the achieved level.

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 The Importance Of Interdisciplinary Integration In Preparing Future Vocational Education Teachers For Professional Activities

2021 ◽  
Vol 03 (01) ◽  
pp. 55-60
Author(s):  
Kakhramon Tanzilovich Olimov ◽  
◽  
Shahlo Sadullaevna Sharipova ◽  
Keyword(s):  
Vocational Education ◽  
Student Learning ◽  
Professional Competence ◽  
Learning Activities ◽  
Professional Work ◽  
University Teachers ◽  
Professional Activities ◽  
Interdisciplinary Relationships ◽  
Goals And Objectives ◽  
Interdisciplinary Integration

This article highlights the importance of interdisciplinary integration in preparing future vocational education teachers for professional work, interdisciplinary relationships, mechanisms for forming professional competencies in the development of student learning activities, and pedagogical conditions for effective interdisciplinary integration. The emphasis is placed on systematic inclusion of university teachers in achieving the goals and objectives of building professional competence of students through interdisciplinary integration.

scholarly journals Verification and evaluation of professional competence development: problems and ways of their solving (on the material of the discipline/module «Methods of Teaching Biology»)

2018 ◽  
Vol 7 (1) ◽  
pp. 275-282
Author(s):  
Antonina Vasilyevna Marina ◽  
Elena Alexandrovna Galkina ◽  
Olga Borisovna Makarova
Keyword(s):  
Professional Competence ◽  
Component Composition ◽  
Professional Competencies ◽  
Multimedia Presentations ◽  
Biology Teaching ◽  
University Teachers ◽  
Activity Component ◽  
Component Development ◽  
Key Issues ◽  
Competencies Development

The following paper considers one of the key issues related to prospective bachelors professional competencies development on the example of Methods of Biology Teaching. The paper presents a list of professional competencies developed by means of the discipline. The component composition of each of them is presented. The paper describes development procedures and technologies of professional competences components check - knowledge, abilities and possession. The author gives examples of each task. It is established that the least difficulties are associated with verifying competencies activity component development. The authors reveal criteria of students activity estimation within each of the designated procedures. The authors give criteria for the evaluation testing, exploratory abstract works, creative jobs, and multimedia presentations. The difficulties faced by teachers in the implementation of this work are shown. The main problem of the final forms control criterion evaluation is the disclosure of main knowledge component of the competence of the discipline. The presented materials can be used by university teachers, teaching the course Methods of Biology Teaching.

scholarly journals A Study of Professional Competencies in Military University Teachers of Foreign Languages at Different Stages of Agency Formation

2019 ◽  
Vol 24 (4) ◽  
pp. 72-80
Author(s):  
V.I. Panov ◽  
M.V. Selezneva
Keyword(s):  
Higher Education ◽  
Discriminant Analysis ◽  
Empirical Research ◽  
Professional Competence ◽  
Competence Development ◽  
Educational Process ◽  
Foreign Languages ◽  
Professional Competencies ◽  
University Teachers ◽  
Military Institution

The paper focuses on the outcomes of an empirical research of professional competence in linguistic disciplines instructors at a military institution of higher education from a position of ecopsychological model of agency formation. The sample of the research consisted of 38 instructors aged 25 to 76 years belonging to civilian staff. The paper considers what agency qualities the instructor should possess to perform the necessary didactic actions providing feedback and intensification of the educational process. The authors show unevenness of gradual formation of the instructor’s agency. Discriminant analysis of the obtained data revealed deeper differences between the stages of agency formation and influences of action-related characteristics (according to the terms of competence approach).As a result, the paper identifies four groups of instructors differing in their agency features and stages of professional competence development. Besides, the authors formulate the most appropriate conditions of teaching to release the instructor’s agency and implement the ‘subject’s self-transformation’.

scholarly journals Humour as a Professionally Significant Competence of a Teacher

2021 ◽  
Vol 97 ◽  
pp. 01019
Author(s):  
Sviatlana Astapchuk ◽  
Alena Barun ◽  
Sviatlana Vayavodzina ◽  
Natallia Dauhiala ◽  
Dzmitry Dauhiala ◽  
...  
Keyword(s):  
Secondary Schools ◽  
Professional Competence ◽  
Tertiary Education ◽  
Empirical Studies ◽  
Professional Activity ◽  
University Professors ◽  
Pedagogical Tool ◽  
University Teachers ◽  
Pedagogical Skills ◽  
Educational Paradigm

The article examines the issue of humour development as a professionally significant competence of a teacher. Conducted theoretical and empirical studies among students of secondary schools, tertiary education students, teachers and university professors have shown that students of secondary schools and university students, in comparison with school and university teachers, used humour more often in complicated situations. There were also differences in the choice of types of jokes by the respondents. The results of the study of humour reflects the ambiguous attitude towards humour that still exists in the teaching environment. The researchers have recorded the insufficient use of the possibilities of humour by teachers as an effective tool of pedagogical activity. The reason might be found in the current educational paradigm. A teacher is perceived as serious and even authoritarian. The development of this professionally significant quality is not given much attention in the process of training of future teachers. The use of humour as a pedagogical tool will help create conditions for the development of an individual style of professional activity, contribute to an increase in professional competence, pedagogical skills and will become one of the conditions for the effectiveness of solving various professional problems.

scholarly journals Encouraging Reflection and Critical Friendship in Preservice Teacher Education

2017 ◽  
Vol 7 (3) ◽  
pp. 87-112
Author(s):  
Branko Bognar ◽  
Irena Krumes
Keyword(s):  
Action Research ◽  
Reflective Thinking ◽  
Professional Competence ◽  
Action Research Project ◽  
University Teachers ◽  
Critical Friends ◽  
Research Cycle ◽  
Reflective Practitioners ◽  
Education Courses

Reflectivity is an important professional competence of contemporary teachers. In order to explore how to encourage students’ reflection, we conducted a two-year action research project impelling them to become mutual critical friends. For critical friendship communication and other project activities, we utilised Moodle – an online learning management system. On the basis of the analysed data that were gathered at the end of each action research cycle, we determined that the students felt comfortable in the role of critical friends and that critical friends’ reflections were particularly pleasant for them. They experienced the comments of their critical friends as friendly, encouraging, useful, specific, interesting, detailed, positive, professional and clear. The majority of students (91%) think that the critical friendship discussion should be continued within the course Correlated-integrated systems in Croatian language teaching, and 85% of them suggest introducing this approach in other teachers’ education courses. We determined that the technical mode of reflective thinking prevails in the students’ correspondence. The practical or contextual level could rarely be observed while critical reflection was completely absent in 11 of 14 discussions. Reflective thinking of students (future teachers) should be fostered from the beginning of their studies within various courses, particularly in the pedagogical and methodological ones. To encourage their students to be critically reflective, university teachers should embrace reflective thinking by becoming critically-reflective practitioners and conducting action research in their teaching practices.

scholarly journals Современный преподаватель высшей школы и системы дополнительного профессионального образования: разнообразие его профессиональных компетенций в России и за рубежом

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
Ольга Борисовна Даутова ◽  
Ольга Николаевна Крылова
Keyword(s):  
High School ◽  
Professional Competence ◽  
Personal Responsibility ◽  
Subject Knowledge ◽  
University Teachers ◽  
Scientific Schools ◽  
Educational Processes ◽  
The Given

The article deals with high-school teachers (university teachers) and supplementary vocational education (SVE) teachers. The authors cover the requirements for the quality of preparation for these positions under the conditions of applying the competence approach. The teachers’ professional competence as it exists in Russia and abroad is analysed; various scientific schools’ approaches and predictions of the groups’ competence are presented. The study of the requirements for the occupational preparation of high-school and SVE teachers by students, teachers themselves, and representatives of the authorities from different countries has shown that they all single out such professional characteristics as personal responsibility, communication skills, subject knowledge, the ability to manage educational processes, intellect, professional interests, etc. In the article the authors’ approach to identifying the competency formation levels is presented, such as informational, operational, personal and reflective levels; as well the criteria for the estimation of the given competencies are stated. The estimation of the criteria is based on such characteristics as depth and width. The authors point out that today there is no unified approach to the formation of the set of competencies of high-school and SVE teachers and to the determination of their levels. Nevertheless, work in this direction is actively carried out in various scientific schools.

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