scholarly journals Self-Assessment of the Entrepreneurial Competence of Teacher Education Students in the Remote Study Process

2021 ◽  
Vol 13 (11) ◽  
pp. 6424
Author(s):  
Agnese Slišāne ◽  
Gatis Lāma ◽  
Zanda Rubene
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Online Survey ◽  
Higher Education Institutions ◽  
The European Union ◽  
Digital Competence ◽  
Education Students ◽  
Self Assessment ◽  
Study Process ◽  
Teacher Education Students

Competence-based education has been in the spotlight for several years, and it is a topical issue in the European Union as well as marking the reform of the Latvian education system. The Council of the EU considers entrepreneurial competence to be one of the key competences for lifelong learning, and Latvia’s school reforms require teachers to create a study process where students develop entrepreneurial competence. This publication presents research on the self-assessed entrepreneurial competence of teacher education students to find out whether there is any correlation between their assessment of entrepreneurial competence and their readiness/ability to develop this competence in their students, as well as which methods/activities they see as suitable to do so in the classroom and the remote study process. An online survey using the QuestionPro platform was used to collect the data. The questionnaire was fully completed by 157 pedagogy students from various higher education institutions, and it consisted of four question blocks: demographic and socio-cultural questions, entrepreneurial competence, digital competence, and open-ended questions. The data provided by the questionnaire developed for this research showed that students’ self-assessed entrepreneurial competence in a remote study process rated their digital competences highest, followed by their entrepreneurial competences. The results indicate that students are sufficiently prepared to be able to further develop their entrepreneurial competence in the remote study process. From the data, it can be concluded that higher education needs to focus on the development of entrepreneurial competence and should also supplement the methodological knowledge of students to improve their readiness to teach entrepreneurial competences to others. It should also be noted that there is a strong correlation between students’ entrepreneurial competence and their readiness to teach entrepreneurial competences to others. An online survey using the QuestionPro platform was used to collect the data. The questionnaire was fully completed by 157 pedagogy students from various higher education institutions, and it consisted of four question blocks: demographic and socio-cultural questions, entrepreneurial competence, digital competence, and open-ended questions.

scholarly journals TEACHER EDUCATION STUDENTS' SELF-ASSESSMENT OF COMPETENCE FOR COOPERATION WITH PARENTS

2021 ◽  
Vol 1 ◽  
pp. 105-118
Author(s):  
Marina Đuranović ◽  
Siniša Opić ◽  
Irena Klasnić
Keyword(s):  
Teacher Education ◽  
Modern Society ◽  
Education Students ◽  
Self Assessment ◽  
Assessment Of Competence ◽  
The Times ◽  
The University ◽  
Composite Variables ◽  
Teacher Education Students ◽  
Insight Into

To be a teacher in the times of today is a great challenge. In order to respond to the needs of modern society, lifelong learning and mastery of numerous competences are expected of the teacher in various fields of work, wherein cooperation with parents is one of the extremely important areas. The goal of the research was to gain insight into self-assessment of competence of students at the Faculty of Teachers Education for future cooperation with parents. The research was implemented during October, 2020, on the sample of 416 students in their first, third and fifth year at the Faculty of Teacher Education of the University of Zagreb (Croatia). It is a futurological research for whose needs a questionnaire was designed with 26 manifest variables on an ordinal, five-degree Likert-type scale. From the manifest set of variables of competence for future cooperation with parents, three composite variables were formed: general cooperation competence, competence for cooperation directed to teaching efficacy, and competence for cooperation directed to communication with parents. The results show that the total student self-assessment of competences for future cooperation with parents is relatively positive, and the existence of statistically significant differences in all three composite variables. Faculties educating future teachers should introduce obligatory courses which would sensitise and capacitate them for future cooperation with parents.

scholarly journals Beyond Bologna: The Sustainable University Enterprises Partnership

2015 ◽  
Vol 2 (3) ◽  
pp. 37-44 ◽  
Author(s):  
Alessandro Figus
Keyword(s):  
Higher Education ◽  
European Union ◽  
Labor Market ◽  
Case Studies ◽  
Online Survey ◽  
Higher Education Institutions ◽  
Critical Dimension ◽  
The European Union ◽  
Eu Policy ◽  
European Universities

There is a necessity to understand the effects of the globalization on the labor market concerning job markets. The economic and cultural growth and the ability of renewal are the fundamental objectives of every country, and they should also be the main objective of developing and in-transition countries. This is, particularly important in European Eastern countries. The article analyses university-enterprise partnership projects of the European Union. A series of recommendations has been elaborated for Higher Education Institutions, in particular, European Universities intending to progress further with the critical dimension of University-Enterprise cooperation as one of the key elements to enhance their competitiveness, and contribute to EU policy and activities in this area. These recommendations will be based on the findings of the online survey, the case studies and the discussions between all stakeholders of the European Conference held in Bonn on 18-19 June 2007. The qualitative effectiveness of the “higher education product” depends conclusively on the human components – teacher, in the first place, their behavior, competence, and attitudes.

scholarly journals Teacher education students self-assessement of their social competencies in the context of sustainable development

2021 ◽  
Vol 70 (2) ◽  
pp. 221-244
Author(s):  
Antonia Ćurić
Keyword(s):  
Teacher Education ◽  
Sustainable Development ◽  
Social Competence ◽  
Goal Orientation ◽  
Well Being ◽  
Education Students ◽  
Self Assessment ◽  
Social Competencies ◽  
Development Processes ◽  
Teacher Education Students

Social competence is an important outcome of education for sustainable development since the process of social learning contributes to real change. Sustainable development refers to development processes combining economic and social well-being and efficiency with environmental resilience and health, both here, now, elsewhere, and in the future. Aim of the research was to examine students’ self-assessment of social competence. A total of 127 students of the Faculty of Teacher Education in Rijeka participated in the research. A Scale of self-assessment of social competencies in the context of sustainable development was also constructed and validated. The analysis of scale identified three factors – Goal Orientation, Self-Expression and Global Competences. The results of the research indicate satisfactory applicability of the constructed scales, but as this is preliminary research, therefore these conclusions should be handled with caution. The self-assessment of student social competencies was found to be from moderate to high. Although the results are not worrying, they indicate the need to enrich interpersonal skills fur future teachers to increase their confidence in their own performance.

scholarly journals Teacher-Education Students’ Stress Experience, Coping Strategies, and Pre-Teaching Performance: A Case in a Public Higher Education Institution in the Province of Cebu, Philippines

2021 ◽  
Vol 11 (6) ◽  
pp. 235
Author(s):  
Iris T. Donguines ◽  
Jabin J. Deguma ◽  
Melona C. Deguma ◽  
Reylan G. Capuno ◽  
Lilibeth C. Pinili ◽  
...  
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Coping Strategies ◽  
Education Institution ◽  
Teaching Performance ◽  
Public Higher Education ◽  
Education Students ◽  
Higher Education Institution ◽  
Stress Experience ◽  
Teacher Education Students

This paper examined teacher-education students' stress experience and strategies to cope with the demands related to their pre-teaching evaluation performance. It employed a quantitative research design (descriptive-correlation) through the use of two standardized survey questionnaires, the Stress Survey Questionnaire (SSQ) and Student's Coping Scale (SCS), in collecting the needed data for inferential analysis. The respondents of this research were 135 teacher-education students of a public higher education institution in the province of Cebu, Philippines. The respondents were solicited via a purposive random sampling technique. This paper found that most teacher-education students had a very satisfactory performance relative to their pre-teaching performance evaluation. Differing from the existing literature, the respondents experienced a moderate level of stress while fairly utilizing unhealthy means to cope with the demand in school. Results further revealed that the stress experienced by respondents relates to their coping strategies. In contrast, both stress experienced and coping strategies do not relate to the pre-teaching performance of the respondents. Based on the findings and conclusion, this paper proposed an intervention plan for adoption.   Received: 10 July 2021 / Accepted: 23 September 2021 / Published: 5 November 2021

scholarly journals Possibilities for Pre-School Education Students to Combine Studies and Work: Employers’ Position

2021 ◽  
Author(s):  
Algimantas Bagdonas ◽  
◽  
Asta Jakimavičienė ◽  
Raimonda Sadauskienė ◽  
Sigita Saulėnienė
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Research Problem ◽  
School Education ◽  
First Year ◽  
The European Union ◽  
Education Students ◽  
Higher Education System ◽  
Part Time ◽  
Two Stages

Practice of higher education institutions reveals that many students start working during their studies and some of them enter higher education institutions already being employed. The vast majority of pre-school education students who study in part-time studies have been already working since the first year of their studies or are already in practice. In the process of combining studies with the work there is a need to find out the problems that students face while entering the world of work trying to combine studies and work, and to determine the employers’ attitude towards the studying employees revealing the essential characteristics of working students. The research was carried out in two stages. In the first stage of the research the studying conditions in higher education system of Lithuania, the experience of students in the labor market and good practices of applying student-friendly measures in combining studies and work in the European Union were discussed. The second part of the work presents the data and the results. The study revealed that half of the students who participated in the study were employed and that most of the students start working in the first year of their studies. Research problem – what is employers’ attitude towards the pre-school education students’ ability to combine studies and work? Research aim – to reveal employers’ attitude towards students’ possibilities to combine studies and work. Research objectives: to determine employers’ attitude towards studying employees. To substantiate possibilities of combining studies and work. To reveal the essential employees’ characteristics required for a working student. Research methods: document analysis and a questionnaire/ survey. The results of the research revealed that the employers’ attitude towards studying employees is favorable.

scholarly journals The information security awareness of the Slovakian kindergarten teacher students at starting and finishing the study in higher education

2019 ◽  
Vol 66 ◽  
pp. 01042
Author(s):  
Gabor Kiss
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Information Security ◽  
Data Protection ◽  
Social Engineering ◽  
Kindergarten Teacher ◽  
Security Awareness ◽  
Education Students ◽  
Information Security Awareness ◽  
Teacher Education Students

In this paper we have analysed the changing of the kindergarten teacher-education students' awareness of information security at J. Selye University in Slovakia. Because there are sensitive data about children stored in the kindergarten (e.g. home address, parents' details, medical records, etc.), it deeply matters how careful is the data stored. Thorough data protection is important in order to avoid the digitally stored information to be viewable by other persons, who can use them for malicious purposes (e.g. social engineering, kidnapping, murder). This requires appropriate care and protection of storage and handling. In our research we wanted to know what level of information security awareness characterizes the kindergarten teacher-education students, whether they are aware of the basic data protection aspects. We want to see the higher education without any information security course have gained the information security awareness of the kindergarten teacher-education students or not.

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