Selection criteria for improving the professional competence of Chinese teachers in Ukraine

2020 ◽  
pp. 65-69
Author(s):  
YINGXING WANG
Keyword(s):  
Learning Process ◽  
Selection Criteria ◽  
Professional Competence ◽  
Dynamic Environment ◽  
Knowledge Assets ◽  
Knowledge And Skills ◽  
Personnel Decisions ◽  
Self Development ◽  
Key Factor ◽  
Psychological Knowledge

Today, there is no doubt about the importance of educaton and other forms of competency. They are a key factor in performance, innovaton potental and compettveness. In terms of dynamic environment, the implementaton of modern internatonal projects and programs largely depends on the competent applicaton of the competence approach. Recent research on knowledge assets suggests that the main problems of strategic management are related to the opportunites and competencies of organizatons. The development of competence is regarded as a ratonal process that has an end result that can be monitored without serious problems based on research and other consideratons. Based on certain pre-defned goals (for example, acquiring certain knowledge and skills), it is assumed that based on pedagogical and psychological knowledge it is possible to develop and implement the learning process in such a way that it led to the achievement of certain Purposes. The Yancheng Polytechnic Insttute uses 5t basic criteria of competence of teachers: general-cultural, generalprofessional, communicatve, personal, self-development and self-educaton. On the basis of a comprehensive expert evaluaton all criteria are checked and personnel decisions are accepted.

scholarly journals TRANSVERSAL ENVIRONMENTAL COMPETENCE OF TEACHER AS A RESULT OF EDUCATION FOR SUSTAINABLE DEVELOPMENT

2020 ◽  
Vol 14 (4) ◽  
pp. 658-668
Author(s):  
L. E. Khaludorova ◽  
Keyword(s):  
Sustainable Development ◽  
Professional Competence ◽  
Educational Development ◽  
Self Determination ◽  
Knowledge And Skills ◽  
Current State ◽  
Self Development ◽  
Self Actualization ◽  
Theoretical Foundations ◽  
Empirical Material

Introduction. The relevance of developing a transversal environmental competence in teachers of various subjects is determined by the global challenges of the time, and the current state of educational development. The study aims to justify the need to form the transversal environmental competence in teachers of different subjects. Materials and methods. The paper discusses theoretical foundations of the phenomenon of transversal environmental competence of the teacher, and substantiates the independence of this competency. Experiments have been made to prove the effectiveness of the development of a transversal environmental competence in the teacher. The methods employed in the study also included questionnaires “Questions to yourself,” and a monographic description. The results of the study. An analysis of empirical material concluded that most teachers do not have sufficient knowledge and skills related to the issues of education to promote sustainable development. This is due to the fact that the environmental competence of the teacher is considered separately from their professional competencies. Therefore, it is necessary to build such environmental competence of teachers, which can help them solve worldview, methodological and axiological problems of self-identification, self-determination, self-actualization, and self-development in a society in the interests of sustainable development. In this regard, the appropriateness of introducing the concept of a “transversal environmental competence” in the pedagogical thesaurus has been experimentally proved. Conclusion. The practical value of the study lies in the improvement of the environmental competence in teachers of various subjects. Keywords: professional competence, transversal environmental competence, environmental education, construction, sustainable development.

scholarly journals PENELITIAN TINDAKAN KELAS DENGAN MENGGUNAKAN SPSS BAGI GURU SMK SANTO LEO JAKARTA

2021 ◽  
Vol 3 (2) ◽  
Author(s):  
Urbanus Ura Weruin ◽  
Lerbin Aritonang ◽  
Miharni Tjokro Saputro ◽  
Herlina Budiono
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Professional Competence ◽  
Classroom Learning ◽  
Knowledge And Skills ◽  
Training Stage ◽  
Pedagogical Competence ◽  
Classroom Action Research ◽  
Conducting Research

Classroom Action Research (CAR) is a scientific observation of classroom learning practices. As part of action research, research is intended as input, evaluation, and improvement of the quality of learning in the classroom. CAR training is important and relevant for the following reasons. First, CAR can improve the quality of education through improving the quality of the learning process. Second, motivating teachers to research and produce scientific works from the environment of daily learning activities. Third, improve the competency standards of teachers; especially pedagogical competence and professional competence. Fourth, stimulate the critical power and sensitivity of teachers to the dynamics of classroom learning. The Cycle of CAR starts from the planning, implementation, observation, and reflection stages. The instrument to analyze classroom action research data is SPSS. CAR Training using SPSS is needed because some teachers are not familiar using SPSS to measure the learning process in class. The teachers of SMK Santo Leo felt the need to receive this training. This PKM activity was carried out to enhanced teacher’s knowledge and skills to used SPSS in classroom action research. The results were that the teachers appreciated this activity and welcomed it positively. They are able to understand classroom action research procedures; able to compile a research proposal; compile a research questionnaire; and able to determine data analysis tools using SPSS. The following training stage is to provide assistance to teachers in conducting research practices and analyzing data so the theoretical knowledge and skills they acquire can be applied.  ABSTRAKPenelitian Tindakan Kelas (PTK) merupakan observasi ilmiah terhadap praktik pembelajaran di kelas. Sebagai bagian dari action research, penelitian terhadap kegiatan pembelajaran tersebut dimaksudkan sebagai masukan, evaluasi, perbaikan, dan peningkatan mutu pembelajaran dalam kelas. Pelatihan PTK merupakan sesuatu yang penting dan relevan karena alasan-alasan berikut. Pertama, PTK dapat meningkatkan mutu pendidikan melalui peningkatan mutu proses pembelajaran. Kedua, memotivasi para guru untuk meneliti dan menghasilkan karya-karya ilmiah dari lingkungan kegiatan pembelajaran sehari-hari dalam kelas. Ketiga, meningkatkan standar kompetensi para guru; khususnya kompetensi pedagogik dan kompetensi profesional. Keempat, merangsang daya kritis dan kepekaan para guru terhadap dinamika pembelajaran di kelas. Siklus PTK dimulai dari tahap perencanaan, pelaksanaan, observasi, dan refleksi. Instrumen yang dapat dipakai untuk menganalisis data PTK sehingga hasil yang diperoleh akurat adalah dengan menggunakan SPSS. Pelatihan PTK dengan menggunakan SPSS perlu dilakukan karena sebagian guru belum terbiasa menggunakan SPSS untuk mengukur proses belajar di kelas. Guru-guru SMK Santo Leo merasa perlu mendapatkan pelatihan tentang penelitian tindakan kelas dengan menggunakan SPSS. Maka kegiatan PKM ini dilakukan untuk memberikan pengetahuan dan keterampilan menggunakan SPSS dalam melakukan penelitian tindakan kelas. Hasilnya adalah guru-guru mengapresiasi kegiatan PKM ini dan menyambut positif. Mereka semakin mampu memahami prosedur penelitian tindakan kelas; mampu menyusun proposal penelitian; menyusun kuesioner penelitian; serta mampu menentukan alat analisis data dengan menggunakan SPSS. Tahap pelatihan berikut yang perlu dilakukan adalah melakukan pendampingan terhadap para guru dalam melakukan praktik penelitian dan menganalisis data sehingga pengetahuan dan keterampilan teoretis yang mereka peroleh dapat diaplikasikan.

PROBLEMS OF INTERACTION OF CORRECTIONAL OFFICERS WITH CONVICTS WITH MENTAL DISORDERS

2021 ◽  
pp. 110-116
Author(s):  
Светлана Александровна Тарасова
Keyword(s):  
Mental Disorders ◽  
Professional Competence ◽  
Correctional Officers ◽  
Knowledge And Skills ◽  
Effective Work ◽  
Psychological Training ◽  
Effective Activity ◽  
Elective Course ◽  
Psychological Knowledge ◽  
University Training

Статья посвящена проблеме взаимодействия сотрудников с осужденными, имеющими психические расстройства, не исключающие вменяемости. Рассмотрены характеристики осужденных данной категории с юридической и психологической точек зрения. Обозначены основные причины появления психических отклонений у осужденных в местах лишения свободы. Подчеркивается, что большинство психических расстройств возникают под влиянием мощных психогенно травмирующих факторов, чаще всего связанных с насилием. Описаны проблемы в работе сотрудников исправительных учреждений с осужденными, имеющими психические аномалии. Автор указывает, что недостатки в работе сотрудников обусловлены недостаточным уровнем профессионально-психологической подготовки, отсутствием специальных знаний и умений, учитывающих специфику работы с рассматриваемой категорией лиц. Определен круг задач, которые нужно решать сотрудникам пенитенциарных учреждений для эффективной работы с осужденными, имеющими психические аномалии. Определено содержание ценностно-мотивационного, когнитивного и действенно-практического компонентов профессиональной компетентности сотрудников исправительных учреждений в аспекте работы с данной категорией осужденных. Выявлены ценностно-мотивационные установки, а также знания и умения, необходимые для эффективной деятельности в данной сфере. Показана значимость гуманистической установки по отношению к этой категории осужденных, ориентации на оказание им помощи и поддержки. Подчеркивается необходимость специальных психологических знаний, умений распознавать психическое расстройство, прогнозировать поведение осужденного и конструктивно с ним взаимодействовать в структуре профессиональной компетентности сотрудника УИС. Обосновывается введение в учебный план вузовской подготовки сотрудников исправительных учреждений факультатива по основам клинической психологии. The article is devoted to the problem of interaction of correctional officers with convicts who have mental disorders that do not exclude sanity. The characteristics of convicts of this category from the legal and psychological points of view are considered. The main reasons for the appearance of mental disorders of convicts in places of deprivation of liberty are identified. It is emphasized that most mental disorders occur under the influence of powerful psychogenically traumatic factors, most often associated with violence. The problems in the work of correctional officers with convicts with mental anomalies are described. The author points out that the shortcomings in the work of employees are due to the insufficient level of professional and psychological training, the lack of special knowledge and skills that take into account the specifics of working with this category of persons. The range of tasks that need to be solved by employees of penitentiary institutions for effective work with convicts with mental anomalies is defined. The content of the value-motivational, cognitive and effective-practical components of the professional competence of correctional officers in the aspect of working with this category of convicts is determined. The value-motivational attitudes, as well as the knowledge and skills necessary for effective activity in this field are identified. The importance of a humanistic attitude towards this category of convicts, orientation to providing them with assistance and support is shown. The need for special psychological knowledge, the ability to recognize a mental disorder, predict the behavior of a convicted person and interact constructively with him in the structure of the professional competence of a correctional officer is emphasized. The article substantiates the introduction of an elective course on the basics of clinical psychology into the curriculum of university training of correctional officers.

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.

ПСИХОЛОГИЯ И ПЕДАГОГИКА В ВУЗЕ// Actual Problems of Applied Sciences Journal World, 6(16), 2019/ Chief Editor Markus Hemmer: Open European Academy of Public Sciences (OEAPS Inc.). 06.07.2019. Barcelona, Spain, 2019. - PP. 9-15.

2019 ◽  
Author(s):  
Ольга Батыровна Цагараева
Keyword(s):  
Applied Sciences ◽  
High School ◽  
High School Teachers ◽  
Learning Process ◽  
Chief Editor ◽  
Future Teachers ◽  
School Teachers ◽  
European Academy ◽  
Psychological Knowledge

В статье рассматривается роль психологических знаний в процессе обучения, анализируются современные подходы к организации подготовки преподавателей высшей школы в Узбекистане, выявлены основные тенденции и этапы формирования их компетентности, выявлены наиболее эффективные методы и формы повышения методической и психологической квалификации будущих преподавателей.The article discusses the role of psychological knowledge in the learning process, analyzes modern approaches to the organization of training of high school teachers in Uzbekistan, identifies the main trends and stages of formation their competencies, the most effective methods and forms of improving the methodological and psychological qualifications and future teachers.

konsep dasar, proses dan ruang lingkup administrasi pendidikan

2020 ◽  
Author(s):  
Tri Lestari Agus Murianti
Keyword(s):  
Human Resources ◽  
Learning Process ◽  
Educational Administration ◽  
Educational Process ◽  
Education Administration ◽  
Educational Goals ◽  
Educational Goal ◽  
Knowledge And Skills ◽  
Joint Activities ◽  
Broad Scope

Education is a process of learning and learning both in terms of knowledge and skills. From a number of sources that researchers studied, researchers can deduce from education and education administration with a broad scope. Education and education administration have the same goals and functions, namely achieving an educational goal that can benefit society and the nation. This education also serves to create intelligent students, noble character, good personality and skills that can be useful to help other communities. Educational administration and education are very related, because they are very dependent. Educational administration is all processes and joint activities that must be carried out by someone related to educational tasks. If an education without education administration is accompanied by it will not be achieved an educational goal that is good for the welfare of society. From every educational process there is a need for educational administration. The purpose of both is very clear. With this education, can improve human resources for the progress of a nation. As we know now there are still many obstacles that occur in some areas for the implementation of a learning process and learning, this is influenced by several factors. With these obstacles, a teacher must be able to provide education and education administration to all students. The science of education administration is very useful for the community and students. Administration is not only about finance but also about skills and bookkeeping and has goals in accordance with educational goals.

Pengembangan Instrumen Penilaian Berbasis Pendekatan Saintifik Kelas IV SD Muatan IPA pada Subtema Hewan dan Tumbuhan di Lingkungan Rumahku

2016 ◽  
Vol 5 (1) ◽  
Author(s):  
Yetty Fatri Dewi ◽  
Rayandra Asyhar ◽  
Bambang Hariyadi
Keyword(s):  
Learning Process ◽  
Fourth Grade ◽  
Assessment Instrument ◽  
Development Model ◽  
Information Process ◽  
Knowledge And Skills ◽  
Fourth Grade Students ◽  
Scientific Approach ◽  
Scoring Rubric ◽  
Limited Testing

The purpose of this study was to develop an instrument to measure the knowledge and skills of fourth grade students in conducting scientific activities on the sub-theme of animals and plants around my house. The instrument consists of a number of items that lead the students to scientific activities (e.g.observe, ask, gather information, process and communicate information) that is equipped by a scoring rubric. The development model used is a model 4-D consists of 4 stages, namely define, design, develop, and desimanate. The validation and limited testing result shows that the scientific approach based-assessment instrument is feasible to use. The developed instruments can be used to evaluate the learning process and assists teachers in developing the competences of the students’s knowledge and skills in conducting scientific activities.

scholarly journals Designing and Implementing an In-Service Training Course for School Teams on Inclusive Education: Reflections from Participants

2021 ◽  
Vol 11 (4) ◽  
pp. 166
Author(s):  
Tiina Kivirand ◽  
Äli Leijen ◽  
Liina Lepp ◽  
Tiiu Tammemäe
Keyword(s):  
Inclusive Education ◽  
School Leaders ◽  
Good Opportunity ◽  
Training Course ◽  
Inclusive Practice ◽  
Whole School ◽  
Self Development ◽  
Key Factor ◽  
Service Training ◽  
Staff Commitment

Significant and effective implementation of inclusive education (IE) has been a major challenge in many countries during the last decades. Although teachers’ knowledge and skills are considered a key factor for successful inclusive practice, the whole school staff commitment and contribution to implementing IE policies are equally important. Collaboration between different professionals such as teachers, school leaders, and support specialists is crucial. This study aimed to design and implement an in-service training course for school teams (teachers, support specialists, school leaders) on IE in the Estonian context and to explore how participants experienced learning as a team in this course. The results of this study showed that the main aspects of the in-service training for school teams valued by participants were: (1) All topics covered in a systematic and coherent way gave a good opportunity to focus on relevant issues, which should be considered in the schools’ self-development activities in the field of IE; (2) practical approach to training structure helped to identify priority areas that need to be developed in particular schools; (3) learning from each other both within their own school team and across school teams contributed to finding the best solutions for meaningful implementation of IE. The implication of these findings is further discussed in the paper.

scholarly journals PEMBELAJARAN IPS PADA KELOMPOK BELAJAR (KEJAR) PAKET B DI PUSAT KEGIATAN BELAJAR MASYARAKAT (PKBM) BARITO KOTA BANJARMASIN

Jurnal Socius ◽  
2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Roghyati Roghyati
Keyword(s):  
Social Science ◽  
Learning Community ◽  
Learning Process ◽  
Professional Competence ◽  
Reduction Process ◽  
Process Data ◽  
Community Learning ◽  
Interview Guide ◽  
Role Learning

Nonformal education in Paket A, B, and C is one of the civil right for the citizens to be easily accessible and this is held by PKBM. The research has to objective to know the characteristics of learning community and tutor, the role of PKBM Barito in providing facility and equipment for learning, social learning process of Kejar Paket B celebrated by PKBM Barito. The research uses the qualitative method. The source of data is chosen purposively, and the data collection uses observation, interview, and documentation. The research instruments are interview guide, observation sheet, and documentation. Data analysis by data reduction process, data display, and verification. The research finding say that (1) the characteristics of learning community are in variation whether in age, marital status, profession, education background, motivation, skill, the interestedness to subject, expectation after graduation, and problem in their lives. Whereas characteristics of tutor could be seen from the education level, professional competence, and pedagogic competence; (2) the role of PKBM does not work maximally whether in recruiting community learning, providing facility and equipment for learning celebration, and learning evaluation; however PKBM has the role in recruiting tutor and celebration fund; (3) the learning process of social science for Paket B has fulfilled minimal standar involving preparation, implementation, and evaluation but does not work maximally in learning for the mature learners.Key words: social science learning, Kejar Paket, PKBM role, learning community, tutor.

scholarly journals Bridging the Gap Between Academe-Industry Through Outcomes-Based Curriculum Development

2020 ◽  
Vol 2 (4) ◽  
Keyword(s):  
Performance Appraisal ◽  
Core Competencies ◽  
Professional Behavior ◽  
State University ◽  
Psychological Practice ◽  
Knowledge And Skills ◽  
Professional Activities ◽  
Bachelor Of Arts ◽  
Knowledge Competencies ◽  
Psychological Knowledge

To bridge the gap between academe and industry, the study determined the highly in demand technical skills and knowledge competencies needed in psychological practice in CALABARZON. Two perspectives were considered in approaching the problem: the perspective of 44 employers or industry partners and the perspective of 120 employees who are graduates from Bachelor of Arts in Psychology in Southern Luzon State University. The study employed both quantitative and qualitative methods in gathering data. Quantitative data was analyzed through the use of weighted mean and MannWhitney U while qualitative data was analyzed based on the model of psychological competencies of the IAAP and the IUPsyS. Findings revealed that majority (21 or 52.5%) of the 40 identified as very relevant competencies fall within Cluster A which consists of psychological knowledge and skills underpinning the core competencies; ten (25%) of the identified skills and competencies fall within Cluster C which consists of professional activities competencies and nine (22.5%) fall within Cluster B which consists of professional behavior competencies. The top twelve competencies in the list consists Encourage good relations and motivations among personnel (W=2.82); Facilitate professional trainings and career development (W=2.72); Effectively communicate orally and in writing using both English and Filipino (2.70); and Recognize professional, social and ethical responsibility (both with WM=2.70); Conduct interviews; and Communicate well with clients (both with WM=2.67); Develop selection procedures, performance appraisal techniques and curricula for training programs (W=2.66); Facilitate recruitment, assessment and selection of personnel (W=2.64); Deal with complaints objectively (W=2.59); Establish and maintain rapport; Organize seminar workshops and trainings; and Conduct job performance appraisal (all with WM=2.59). It was concluded that psychological knowledge and skills competencies are among the top competencies needed in psychological practice based on the perception of both groups of respondents. However, on top of psychological knowledge and skills are professional behavior competencies which also play an important role in the industry. It was further concluded that the skills and competencies being developed in the AB Psychology curriculum of Southern Luzon State University are highly relevant and responsive to the needs of the industry. Recommendations were forwarded to concerned authorities.

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