scholarly journals “Competence Areas” as a New Notion Instead of Teacher Competencies

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Bilge Bağci Ayranci ◽  
◽  
Ahmet Başkan ◽  
Keyword(s):  
Teacher Competence ◽  
Teacher Competencies ◽  
Learning To Learn ◽  
Digital Competence ◽  
Teaching Competencies ◽  
Knowledge And Skills ◽  
Primary Teaching ◽  
Text Types ◽  
Definition Of

The concept of "teacher competence" has been used as a defining concept in explaining the competence levels of teachers in different fields since the early 2000s. However, with the publication of the 2019 Turkish course curriculum, it was seen that this concept was not included in the program, but instead "competence areas" were explained in detail. In this context, the study aimed to evaluate the 2019 Turkish Lesson Curriculum in terms of teacher competencies. Before the publication of the curriculum 2019, primary teaching competencies in the literature were investigated and listed, and the Turkish lesson curriculum was then evaluated considering those teacher competencies. In the 2019 Turkish Lesson Curriculum, unlike other programs, the scope and content of competency areas were defined in detail. Thus, the analysis of competency areas by teacher competence contributes to the literature. In the literature, teacher competencies were associated with various skills such as "digital competence," "learning to learn," "social and civic competencies" and "the sense of initiative and entrepreneurship." The 2019 Turkish Lesson Curriculum was assessed considering those skills. Accordingly, in the Turkish Lesson Curriculum 2019, the most critical competence area is the "digital competence" dimension. We can see the reflections of digital competence in the definition of skills and educational text types. The precondition for fostering digital competence in students is that teachers have digital competence. Thus, it is suggested to redefine and determine teaching competencies, knowledge, and skills related to "digital competence.”

scholarly journals “Competence Areas” as a New Notion Instead of Teacher Competencies

2021 ◽  
Author(s):  
Bilge Bağci Ayranci ◽  
Ahmet Başkan
Keyword(s):  
Teacher Competence ◽  
Teacher Competencies ◽  
Learning To Learn ◽  
Digital Competence ◽  
Teaching Competencies ◽  
Knowledge And Skills ◽  
Primary Teaching ◽  
Text Types ◽  
Definition Of

The concept of "teacher competence" has been used as a defining concept in explaining the competence levels of teachers in different fields since the early 2000s. However, with the publication of the 2019 Turkish course curriculum, it was seen that this concept was not included in the program, but instead "competence areas" were explained in detail. In this context, the study aimed to evaluate the 2019 Turkish Lesson Curriculum in terms of teacher competencies. Before the publication of the curriculum 2019, primary teaching competencies in the literature were investigated and listed, and the Turkish lesson curriculum was then evaluated considering those teacher competencies. In the 2019 Turkish Lesson Curriculum, unlike other programs, the scope and content of competency areas were defined in detail. Thus, the analysis of competency areas by teacher competence contributes to the literature. In the literature, teacher competencies were associated with various skills such as "digital competence," "learning to learn," "social and civic competencies" and "the sense of initiative and entrepreneurship." The 2019 Turkish Lesson Curriculum was assessed considering those skills. Accordingly, in the Turkish Lesson Curriculum 2019, the most critical competence area is the "digital competence" dimension. We can see the reflections of digital competence in the definition of skills and educational text types. The precondition for fostering digital competence in students is that teachers have digital competence. Thus, it is suggested to redefine and determine teaching competencies, knowledge, and skills related to "digital competence.”

scholarly journals Pedagogical Digital Competence—Between Values, Knowledge and Skills

2017 ◽  
Vol 7 (2) ◽  
pp. 43 ◽  
Author(s):  
Jorgen From
Keyword(s):  
Literature Survey ◽  
Digital Competence ◽  
High Quality ◽  
Knowledge And Skills ◽  
Technology Learning ◽  
University Teachers ◽  
Pedagogical Skills ◽  
University Colleges ◽  
New Challenges ◽  
Definition Of

The fact that the education provided by universities and university colleges is becoming ever more digitalized has resulted in new challenges for university teachers in providing high-quality teaching and adapting to the needs of changing student populations. Digitalization has increasingly introduced a new dimension in teachers’ pedagogical skills and competences which we have chosen to call Pedagogical Digital Competence (PDC). The purpose of this paper is to discuss and define this new dimension, based on literature and concepts from neighboring areas. As our purpose is to define a concept, the discussion is of a theoretical nature and does not include a comprehensive literature survey. The discussion results in the following definition of PDC: “Pedagogical Digital Competence refers to the ability to consistently apply the attitudes, knowledge and skills required to plan and conduct, and to evaluate and revise on an ongoing basis, ICT-supported teaching, based on theory, current research and proven experience with a view to supporting students’ learning in the best possible way”. Pedagogical Digital Competence thus relates to knowledge, skills and attitudes, and to technology, learning theory, subject, context and learning, and the relationships between these. PDC is thus a competence that is likely to develop the more experienced a teacher becomes.

Defining and conceptualizing news literacy

Journalism ◽  
2021 ◽  
pp. 146488492110058
Author(s):  
Melissa Tully ◽  
Adam Maksl ◽  
Seth Ashley ◽  
Emily K Vraga ◽  
Stephanie Craft
Keyword(s):  
Mass Communication ◽  
Empirical Testing ◽  
News Production ◽  
Knowledge And Skills ◽  
Flexible Approach ◽  
Production Distribution ◽  
News Literacy ◽  
Definition Of

Interest in news literacy inside and outside the academy has grown alongside related concerns about the quality of news and information available. Attempts to fully define, explicate and operationalize news literacy, however, are scattered. Drawing on literature across journalism and mass communication, we propose a definition of news literacy that combines knowledge of news production, distribution and consumption with skills that help audiences assert control over their relationship with news. We propose that knowledge and skills should be conceptualized across five domains: context, creation, content, circulation and consumption. This explication offers a clear, concise and cohesive path for research about news literacy, especially empirical testing to evaluate news literacy and its effectiveness in contributing to relevant behaviours. This framework also offers a consistent, yet flexible, approach to measuring news literacy across diverse contexts.

Digital competences of the workforce – a research topic?

2017 ◽  
Vol 23 (3) ◽  
pp. 721-734 ◽  
Author(s):  
Matthias Murawski ◽  
Markus Bick
Keyword(s):  
Research Topic ◽  
Future Research ◽  
Digital Competence ◽  
Content Type ◽  
Research Activities ◽  
Starting Point ◽  
Pros And Cons ◽  
Definition Of ◽  
The Individual ◽  
Practical Implications

Purpose Considering working in the digital age, questions on the consequences for the individual workers are, so far, often neglected. The purpose of this paper is to deal with the question of whether the digital competences of the workforce is a research topic. The authors argue for the thesis that it is indeed a research topic. Design/methodology/approach In addition to a literature analysis of the top IS, HR, and learning publications, non-scientific sources, as well as the opinions of the authors, are included. The authors’ thesis is challenged through a debate of corresponding pros and cons. Findings The definition of digital competences lacks scientific depth. Focussing on the workforce is valid, as a “lifelong” perspective is not mandatory for research. Digital competence research is a multidisciplinary task to which the IS field can make a valuable contribution. Research limitations/implications Although relevant references are included, some aspects are mainly driven by the opinions of the authors. The theoretical implications encompass a call for a scientific definition of digital competences. Furthermore, scholars should focus on the competences of the workforce, including occupations, roles, or industries. The authors conclude by providing a first proposal of a research agenda. Practical implications The practical implications include the alignment of multiple stakeholders for the design of “digital” curricula and the integration by HR departments of the construct of digital competences, e.g. for compensation matters and job requirements. Originality/value This paper is one of very few contributions in the area of the digital competences of the workforce, and it presents a starting point for future research activities.

scholarly journals Theoretical approach of the international business environment

2021 ◽  
Author(s):  
Nicolae Țău ◽  
◽  
Ibrahim Mustafa Sharfeldin Mohammedelkhatim ◽  
Keyword(s):  
International Business ◽  
Theoretical Approach ◽  
Business Environment ◽  
Large Field ◽  
Huge Number ◽  
Knowledge And Skills ◽  
Goods And Services ◽  
National Boundaries ◽  
Definition Of

The definition of international business is related to commercial transactions that occur across country borders. The exchange of goods and services among peoples and businesses is organized between multiple countries. The term is composed of two words; International has many meanings, among them external and global. The word Business has also various senses such as trade, transaction and commercial relations. This huge number of words and concepts describes the large field of affairs. International business means the exchange of goods, services, resources, knowledge and skills among other things between two or more firms and/ or countries. It can also denote the trade conducted across national boundaries for the profit of all parties connected on an industry. It refers to negotiated commerce and investment performed by firms across boarders functioning together at several levels.

scholarly journals IMPLEMENTING EXPERIENTIAL LEARNING IN WRITING CLASS

2017 ◽  
Vol 1 ◽  
pp. 447
Author(s):  
Ria Yulianti ◽  
Achyana Izzatun Nisa
Keyword(s):  
Experiential Learning ◽  
Writing Process ◽  
Learning By Doing ◽  
Learning Method ◽  
Language Abilities ◽  
Knowledge And Skills ◽  
Writing Class ◽  
Text Types ◽  
Good Writing ◽  
Descriptive Writing

The objective of this paper is to describe the implementing of experiential leaning in writing class. Writing is the process of expressing ideas into a good writing and composing the ideas into a proper arrangement. Writing is one of language abilities that is taught in the school. The students should be mastered some text types in writing class, such as descriptive text. Descriptive text is a text which says what a particular thing, person or place is like. In the writing process, the students face some problems in writing, such as finding ideas, developing ideas, and arranging ideas into good composition. In this case, the teacher uses a new method to solve that problems. The teachers use experiential learning to enhance the students’ writing. Experiential learning is a learning method where the educators engage the students to learn through experience directly to enhance students’ knowledge and skills. It is also called learning by doing. The steps of implementing experiential learning are doing, reflecting, analyzing, generating and application. In descriptive writing, the students can describe the object easily because they use real experience. The students also feel more enthusiasm in learning process. Therefore, hopefully the students can expand their writing in good construction.  

scholarly journals Cultural Processes and Teacher-Educators’ Technology Knowledge and Skills at Makerere University

2020 ◽  
Vol 2 (3) ◽  
pp. 825-837
Author(s):  
David Kakeeto ◽  
Anthony Muwagga Mugagga ◽  
Ronald Bisaso
Keyword(s):  
Leadership Styles ◽  
Teacher Educators ◽  
Teaching Experience ◽  
School Of Education ◽  
Digital Competence ◽  
Knowledge And Skills ◽  
Makerere University ◽  
Technology Knowledge ◽  
Institutional Values ◽  
Cultural Processes

The study was set out to examine the influence of cultural processes on teacher educators’ digital competence at School of Education, Makerere University, and Kampala Uganda. A case study design was employed taking a quantitative approach. Objectives of the study were to establish how individual and institutional values influence teacher educators’ technology knowledge and skills at Makerere University. Participants were teacher trainers from School of Education and data were collected using a self administered questionnaire. Data were analyzed using; ANOVA, Pearson Product moment Correlation coefficient and Regression. It was found out that: both individual and institutional values have got a significant positive influence to teacher educators’ technology knowledge and skills. It was concluded that; individual values in form of: level of education, teaching experience, attitude or belief and disciplinary background are very fundamental in promoting teacher educators’ technology skills and knowledge; institutional values in form of: leadership styles, policy guidelines, curriculum and structural facilities are critical aspects in promoting teacher educators’ technology knowledge and skills. It was recommended that The School of Education should develop an evaluative instrument to regularly assess the extent to which ICTs have promoted teaching and learning, University administrators should change their leadership styles, adopt transformational leadership style according because results indicated that it promotes teacher educators’ technology knowledge and skills

scholarly journals Cosmetology Field and It’s Significance for Education and Industry Sector

2019 ◽  
Vol 9 (2) ◽  
pp. 699-704
Keyword(s):  
Educational Intervention ◽  
Future Study ◽  
Knowledge And Skills ◽  
Learning And Teaching ◽  
Effective Learning ◽  
Industry Sector ◽  
Professional Licensing ◽  
Definition Of ◽  
Support Students ◽  
Academic Interests

The purpose of this paper was to identify the trends in cosmetology field. This paper also provides the definition of cosmetology, cosmetics, and other pertinent terms. Gathered articles were identified using electronic databases such as Google Scholar, Science Direct and Eric from year 2010 to 2019. These reviews found that training and earning professional licensing are crucial for cosmetologist to sustain in the beauty industry. Furthermore, these reviews bring researcher to relate that there is a lack of study in cosmetology education and teaching. Whereas, this cosmetology field is vast and growing nowadays. So that, the results of this study suggest that future study needs to be conducted to examine the educational intervention on effective learning and teaching strategies in cosmetology fields. This will provide more information required for the development of cosmetology curriculum to support students’ academic interests, knowledge and skills in cosmetology.

Improving Teachers' Digital Competence to Bridge the Language Gap

2020 ◽  
pp. 67-82
Author(s):  
Manuela Caravello ◽  
Cristina A. Huertas-Abril ◽  
María Elena Gómez-Parra
Keyword(s):  
Flipped Classroom ◽  
Language Teachers ◽  
Basic Knowledge ◽  
Digital Competence ◽  
Foreign Language Teachers ◽  
Digital Innovation ◽  
Knowledge And Skills ◽  
Digital Skills ◽  
The Times ◽  
Set Up

This chapter aims to examine the digital skills that foreign language teachers must have in our global interconnected society and the ways in which they can acquire them. Pedagogical and digital innovation has been traveling along the same lines for some time. In recent years, however, in all fields of education—and more specifically in the didactic of foreign languages—several methods and techniques that increase the use of digital technology have been developed. Consequently, all teachers must keep up with the times. In this light, the objective of this chapter is to reflect on the pedagogical scenario that the digital age has set up, as well as on the ideal portrait that teachers must have. Then, the authors will focus on the specific digital skills that teachers who want to “flip” their teaching process should have: What are the basic knowledge and skills that a teacher must master if they wish to rethink their practices and embark on a flipped classroom approach?

THE FORMATION OF INFORMATION-DIGITAL COMPETENCE OF FUTURE TEACHERS

2018 ◽  
pp. 7-16
Author(s):  
Nadiya Babiy ◽  
Olena Furman ◽  
Alyona Kostiuchenko
Keyword(s):  
Information And Communication Technologies ◽  
Professional Competence ◽  
Communication Technologies ◽  
Modern Technology ◽  
Teacher Competence ◽  
Future Teachers ◽  
Digital Competence ◽  
Information And Communication ◽  
Digital Competency ◽  
Main Components

The article is devoted to one of the main components of the professional competence of a modern teacher – competence in the field of information and communication technologies, namely, information and digital competence. The article gives an overview of the terminology used in foreign and domestic scientific literature. The analysis of researches revealing the essence and content of competence of the future teacher in the field of ICT is carried out. On the basis of analysis and generalization of information on the proposed topic, a complex of pedagogical conditions regarding the formation of information and digital competence of future teachers in the process of studying the informatics disciplines is considered. The article explores the ways of development and the conditions for the formation of information and digital competence of future educators. Information competence is considered as the ability of the student to search, to process the information received using modern technology. The studied experience testifies to the urgency of the problem of development of information and digital competency of teachers.

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