scholarly journals Component Analysis of Future teachers’ Professional training

2013 ◽  
Vol 2 (2) ◽  
pp. 232-235
Author(s):  
tatyana Khutoryanskaya ◽  
Keyword(s):  
Interdisciplinary Research ◽  
Professional Training ◽  
Professional Competence ◽  
Component Analysis ◽  
Future Teachers ◽  
Component Structure ◽  
Professional Activities ◽  
Components Analysis ◽  
Selection Of

The author presents the results of component analysis of professional training for future teachers. We analyze the component structure of professional training for teachers based on interdisciplinary research that allows to identify target, motivational, informative, operational and resultative components. Analysis and systematization of the collected material show the relation between components of professional training and emphasize the main feature of professional training for future teachers, which is integrity. The author concludes that professional training is a personally- and socially- oriented process, which includes purpose definition, formation of motivation, selection of its content and organization of various types of professional activities, the result of which is a full professional competence of future teachers.

scholarly journals FORMING OF PROFESSIONALLY CREATIVE COMPETENCE OF PROSPECTIVE AGRARIAN MANAGERS BY FACILITIES OF DIGITAL TECHNOLOGIES

2020 ◽  
Vol 4 ◽  
pp. 460
Author(s):  
Oksana Klochko ◽  
Viktor Nagayev ◽  
Oksana Kovalenko ◽  
Vasyl Fedorets
Keyword(s):  
Professional Competence ◽  
Digital Technologies ◽  
Professional Preparation ◽  
Creative Activity ◽  
Pedagogical Model ◽  
Component Structure ◽  
Traditional System ◽  
The Future ◽  
Model Of Management ◽  
Smart Technologies

The component structure of professionally creative competence is analyzed in the system of professional preparation of the future agrarian managers. Didactics facilities of digital technologies are grounded in the context of forming of professionally-creative competence of the future agrarian managers. A pedagogical model of management of future agrarian managers’ educational-creative activity by facilities of the digital technologies is worked out. In the proposed pedagogical model, the object of management is the educational and creative activity of students in the conditions of SMART technologies, which turns the existing potential of a future specialist into a qualitative result - the formation of the experience of creative activity of the agricultural manager in the system of his professional competence. The technological stages of management of the future agrarian managers’ educational-creative activity by facilities of digital technologies are justified. Efficiency of the agrarian managers’ professional preparation with the use of pedagogical model of management of future agrarian managers’ educational-creative activity by facilities of the digital technologies as compared with the traditional system of teaching is defined. The results of the study determined the directions of further scientific and pedagogical research: the development of computer-oriented methodological systems of STEM-education and SMART-complexes of educational disciplines in digital pedagogy.  

scholarly journals Professional Competences of Physical Education Teachers: Structural and Component Analysis

2019 ◽  
pp. 1-5
Author(s):  
Marina G. Yanova ◽  
Vladimir V. Yanov ◽  
Sergey V. Kravchenko ◽  
Irina V. Vetrova
Keyword(s):  
Physical Education ◽  
Professional Competence ◽  
Component Analysis ◽  
Physical Education Teachers ◽  
Component Structure ◽  
Competency Based

The article reveals the essence of the competency-based method in education and understanding of competence in general. The article examines the features of professional competence in general and professional competences of physical education teachers in particular. The component structure and the structure of professional competence of PE teachers is studied. The conditions (objective and subjective, external and internal) of the formation of professional competences of PE teachers are disclosed

The sense of presence in virtual environments:

2003 ◽  
Vol 15 (2) ◽  
pp. 69-71 ◽  
Author(s):  
Thomas W. Schubert
Keyword(s):  
Virtual Environments ◽  
Coding Theory ◽  
Model Building ◽  
Self Report ◽  
Survey Study ◽  
Spatial Presence ◽  
Component Structure ◽  
Sense Of Presence ◽  
Being There ◽  
Measure Sense

Abstract. The sense of presence is the feeling of being there in a virtual environment. A three-component self report scale to measure sense of presence is described, the components being sense of spatial presence, involvement, and realness. This three-component structure was developed in a survey study with players of 3D games (N = 246) and replicated in a second survey study (N = 296); studies using the scale for measuring the effects of interaction on presence provide evidence for validity. The findings are explained by the Potential Action Coding Theory of presence, which assumes that presence develops from mental model building and suppression of the real environment.

Psychometric Definition of Rorschach Determinant Component Structure

1998 ◽  
Vol 14 (2) ◽  
pp. 116-123 ◽  
Author(s):  
Raymond M. Costello
Keyword(s):  
Lower Order ◽  
Three Dimensions ◽  
Comprehensive System ◽  
Empirical Examination ◽  
Component Structure ◽  
Exner's Comprehensive System ◽  
Factor Analytic ◽  
Confirmatory Factor ◽  
Components Analysis ◽  
Definition Of

This is an empirical examination of Experienced Stimulation (es) and Experience Actual (EA) from Exner's Comprehensive System (CS) for Rorschach's Test, spurred by Kleiger's theoretical critique. Principal components analysis, Cronbach's α, and inter-item correlational analyses were used to test whether 13 determinants used to code Rorschach responses (M, FM, m, CF+C, YF+Y, C'F+C', TF+T, VF+V, FC, FC', FV, FY, FT) are best represented as a one, two, or more-dimensional construct. The 13 determinants appear to reflect three dimensions, a “lower order” sensori-motor dimension (m + CF+C + YF+Y + C'F+C' + TF+T + VF+V) with a suggested label of Modified Experienced Stimulation (MES), a “higher order” sensori-motor dimension (FM + FV + FY + FT) with a suggested label of Modified Experience Potential (MEP), and a third sensori-motor dimension (M+FC+FC') for which the label of Modified Experience Actual (MEA) is suggested. These findings are consistent with Kleiger's arguments and could lead to a refinement of CS constructs by aggregating determinants along lines more theoretically congruous and more internally consistent. A RAMONA model with parameters specified was presented for replication attempts which use confirmatory factor analytic techniques.

Definition and Assessment of Competences in the Context of the European Diploma in Psychology

2005 ◽  
Vol 10 (2) ◽  
pp. 93-102 ◽  
Author(s):  
Dave Bartram ◽  
Robert A. Roe
Keyword(s):  
Professional Competence ◽  
Professional Psychology ◽  
European Standard ◽  
Course Content ◽  
Training Course ◽  
And Training ◽  
Oriented Approach

Abstract. The European Diploma in Psychology defines a common European standard for the competences required to practice as a psychologist. This paper describes how that standard was developed and defined, and why it was considered important to bring together the traditional input-based specification of professional competence, in terms of curriculum and training course content, with a more outcome-oriented approach that focuses on the competences that a professional psychologist needs to demonstrate in practice. The paper addresses three specific questions. What are the competences that a psychologist should possess? Are these competences the same for all areas of practice within professional psychology? How can these competences be assessed?

Defining the Competence of Psychologists with a View to Public Accountability *

1997 ◽  
Vol 2 (4) ◽  
pp. 293-300 ◽  
Author(s):  
Ype H. Poortinga ◽  
Ingrid Lunt
Keyword(s):  
Scientific Knowledge ◽  
Professional Training ◽  
Professional Competence ◽  
Codes Of Ethics ◽  
The Body ◽  
The European Union ◽  
Rigorous Evaluation ◽  
Judicial Proceedings ◽  
Psychological Knowledge

In national codes of ethics the practice of psychology is presented as rooted in scientific knowledge, professional skills, and experience. However, it is not self-evident that the body of scientific knowledge in psychology provides an adequate basis for current professional practice. Professional training and experience are seen as necessary for the application of psychological knowledge, but they appear insufficient to defend the soundness of one's practices when challenged in judicial proceedings of a kind that may be faced by psychologists in the European Union in the not too distant future. In seeking to define the basis for the professional competence of psychologists, this article recommends taking a position of modesty concerning the scope and effectiveness of psychological interventions. In many circumstances, psychologists can only provide partial advice, narrowing down the range of possible courses of action more by eliminating unpromising ones than by pointing out the most correct or most favorable one. By emphasizing rigorous evaluation, the profession should gain in accountability and, in the long term, in respectability.

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