scholarly journals Competencies of Teachers for Realization of Beginner Solfeggio

2018 ◽  
pp. 115-129
Author(s):  
Tihana Škojo
Keyword(s):  
Teacher Competences

The Beginner-Level Solfeggio class presents quite a challenge for teachers and demands extremely wide competence teachers’ profile. Such a class requires teachers who, except for the expert capacities as primary demand, possess very developed didactic and pedagogic competences that are mirrored through various dimensions. This paper describes the research that has been executed with the goal of determining the teachers’ opinions on the necessary teacher competences to successfully teach Beginner-level Solfeggio.

scholarly journals KOMPETENCJE PROFESJONALNE NAUCZYCIELI JĘZYKÓW OBCYCH Z PERSPEKTYWY PODEJŚCIA LUDYCZNEGO W GLOTTODYDAKTYCE – PROJEKT BADANIA

Neofilolog ◽  
2020 ◽  
pp. 75-91
Author(s):  
Augustyn Surdyk
Keyword(s):  
Teacher Education ◽  
Crucial Role ◽  
Soft Skills ◽  
Teaching Styles ◽  
Theoretical Background ◽  
Management Styles ◽  
Research Project ◽  
Class Management ◽  
Teacher Competences ◽  
Research Questions

In the pedagogical and glottodidactic literature numerous publications have been devoted to the competences of the teacher, their roles, functions, ways of working with the learner, teaching strategies, teaching styles, class management styles, and finally, models of teacher education. However, it seems that in the vast majority of these publications the authors concentrated on the so-called hard competences, valuing them more than soft skills , and neglecting, or even marginalising, the range and particular components which possibly play a crucial role in the initiation and development of didactic cooperation between the teacher and the learner. At the same time these soft skills are perhaps able to some extent compensate for what is lacking in the range of the teacher hard competences. This article presents the theoretical background and an outline of a research project concerning FL teacher competences. The glottodidactic process is treated as a kind of game where the most important for the teacher in this ludic approach is ludic competence. The article presents hypotheses and research questions which are to be verified in a research planned for the coming year.

scholarly journals Editorial: Perspectives on teachers’ transdisciplinary professional competence

2020 ◽  
Vol 4 (3-4) ◽  
pp. 1-8
Author(s):  
Bjørn Smestad ◽  
Monica Johannesen ◽  
Hanne Christensen
Keyword(s):  
Teacher Education ◽  
Research And Development ◽  
21St Century ◽  
Professional Competence ◽  
Digital Competence ◽  
Teacher Qualification ◽  
Teacher Competences ◽  
Core Concepts ◽  
Diversity Competence

What are the prevalent understandings of the concept of teachers’ professional competence? What knowledge forms and learning arenas are significant in developing teacher competences for the 21st century? In what ways can transdisciplinary goals of teacher education (such as diversity, research and development (R&D) and digital competence) contribute in forming teachers’ professional competence? This special issue’s contributions address a variety of perspectives on core concepts for understanding the complexity of teachers’ professional competence. They define, question and criticize the prevalent epistemological and ontological understandings within teacher qualification. They include theoretical and empirical papers addressing a variety of perspectives on teacher qualification and teachers’ professional competence, with a particular focus on the role of modes of knowledge, learning arenas and multidisciplinarity as contributors to transdisciplinary goals in teacher qualification. In addition, contributions illustrate dimensions of teachers’ professional competences such as teachers’ diversity competence, teachers’ R&D competence and teachers’ digital competence. 

Teacher Competences required for developing reflection skills of nursing students

2011 ◽  
Vol 67 (7) ◽  
pp. 1568-1579 ◽  
Author(s):  
Agaath M. Dekker-Groen ◽  
Marieke F. van der Schaaf ◽  
Karel M. Stokking
Keyword(s):  
Nursing Students ◽  
Teacher Competences

scholarly journals Explaining Ideal Teacher Competences in the Islamic Republic of Iran—Based on the Revolutionary Documentations of Its Education and Pedagogical System

2016 ◽  
Vol 9 (12) ◽  
pp. 148
Author(s):  
Pooran Khorooshi ◽  
Ahmad Reza Nasr Isfahany ◽  
Sayed Ebrahim Mirshahjafari ◽  
Nematollah Mosapour
Keyword(s):  
Content Analysis ◽  
Qualitative Content Analysis ◽  
Inductive Method ◽  
Islamic Republic ◽  
Ideal Teacher ◽  
Personnel Planning ◽  
Teacher Competences ◽  
Islamic Republic Of Iran ◽  
Multicultural Classrooms ◽  
Do So

<p class="apa">The roles of teachers and schools are changing, and so are expectations about them. Teachers must educate in progressively multicultural classrooms, coordinate students with particular needs, utilize ICT for teaching viably, engage in evaluation and accountability processes, and involve parents in schools. In such, this study aimed to identify and introduce ideal teacher competences in the Islamic Republic of Iran based on the revolutionary documentations of its education and pedagogical system. To do so, 544 pages of the texts of these documentations were meticulously studied and analyzed by qualitative content analysis using the inductive method in creating categories. Then, 138 items representing ideal teacher competences in the Islamic Republic of Iran were extracted and categorized. The results of the research showed 5 main domains of competences—including knowledge, skill, attitude, action, and ethics—as well as their sub-qualifications and related components. This analysis facilitates codification of special criteria for recruiting efficient and effective personnel; planning, predicting and designing a curriculum based on teacher competences; and attracting the attention of experts and macro curriculum planners of universities responsible for teacher training.</p>

Improvement of Music Teachers’ Competence via Productive Activity

2015 ◽  
Vol 2 ◽  
pp. 425
Author(s):  
Maruta Sile ◽  
Inta Ratniece
Keyword(s):  
Structural Model ◽  
Music Teachers ◽  
Professional Competence ◽  
Reproductive Activity ◽  
Music Teacher ◽  
Successful Implementation ◽  
Productive Activity ◽  
National Education ◽  
Teacher Competency ◽  
Teacher Competences

<p><em>Professional pedagogical performance is an important condition for a successful implementation of national education policy. Creative and understanding the evolving process of today – a competent music teacher is competitive both in the domestic employment market and abroad. Music as art is creative in its essence. However, in practice it is often found that reproductive activity often dominates the preparation of music teachers. Being the most creative of arts – music in the course of acquiring the art of playing music loses its inherent creativity. Primarily, the preparation of music teachers is focused on activities based on the quality of learning by heart and remembering. The matter of research is related to raising awareness of productive activity in the improvement of music teacher competency. The objective is to study opportunities for improvement of music teacher competences within productive activity.</em> <em>The research is developed by theoretical and empirical methods involving discussions and a questionnaire.  In order to improve the professional competence of a music teacher via productive activity, a procedural – structural model titled “Improvement of Music Teacher’s Competence via Improvisation” was developed, the utility of which is evaluated on the basis of various specific criteria. An exercise system is also developed and approved. As a result of verifying the model, we assure the utility thereof in the improvement of the professional competence of music teachers. The developed improvisation exercises are useful for practical productive activities.</em></p>

scholarly journals Yabancı Dil Olarak Türkçe Öğretimi ile İlgili Hazırlanan Tezlerde Geçen Anahtar Kelimelere Yönelik İçerik Analizi / Content Analysis of the Keywords in the Dissertations on Teaching Turkish as a Foreign Language

2018 ◽  
Vol 7 (5) ◽  
pp. 442
Author(s):  
Serhat Küçük ◽  
Elif Kaya
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Skills ◽  
Analysis Method ◽  
Language Learning Strategies ◽  
Student Autonomy ◽  
Activity Assessment ◽  
Basic Language ◽  
Teacher Competences

<p><strong>Abstract </strong></p><p>The aim of this study is to determine the frequency of usage of the keywords in Master’s and PhD dissertations prepared between 2010-2017 in the field of teaching Turkish as a foreign language. The sample of the study are 223 dissertations including 178 master’s and 45 PhD in total, which are open access in YÖK national dissertation database center and were written between the years 2010-2017. In this study, document analysis method, which is one of the qualitative research methods, was used. As a result of the research, it was concluded that in a total of 39 dissertations, including 36 master’s and 3 PhD, there were no keywords. In the dissertations left, the 102 different keywords were determined. Depending on these different keywords the 13 different subjects in general were determined. These subjects adress the vocabulary, grammar, culture, idioms and proverbs, basic language skills, Common European Framework References for Languages, motivation-anxiety-adaptation, language learning strategies, textbooks, material-play-activity, assessment-evaluation, teacher competences, student autonomy, methods and techniques, Turkish in Turkey and in the world. All keywords mentioned in dissertations were re-coded according to their subjects. The keywords in the dissertations related to basic language skills were coded and provided additionally. The findings shown in the tables and graphs in the study. However, the references of 223 master’s and PhD dissertations were not given in the end of the study in order not to busy too much place in the bibliography of the study.</p><p><strong>Öz</strong></p><p>Bu araştırmanın amacı, yabancı dil olarak Türkçe öğretimi alanıyla ilgili 2010-2017 yılları arasında hazırlanmış yüksek lisans ve doktora tezlerindeki anahtar kelimeleri kullanım sıklıklarına göre belirlemektir. Araştırmanın örneklemini, YÖK Tez Merkezinde erişime açık ve 2010-2017 yılları arasında yapılmış olan 178 yüksek lisans ile 45 doktora olmak üzere toplam 223 âdet tez oluşturmaktadır. Çalışmada nitel araştırma yöntemlerinden doküman incelemesi yöntemi kullanılmıştır. Araştırmanın sonucunda; 36 yüksek lisans ve 3 doktora tezi olmak üzere toplam 39 tezde anahtar kelimenin kullanılmadığı görülmüştür. Tezlerde 102 farklı anahtar kelime tespit edilmiştir.  Anahtar kelimelerden hareket ederek 'Söz varlığı, dil bilgisi, kültür, deyim ve atasözleri, temel dil becerileri, Avrupa Ortak Çerçeve Programı, motivasyon-kaygı-uyum, dil öğrenme stratejileri, ders kitapları, materyal-oyun-etkinlik, ölçme-değerlendirme, öğretmen yeterlikleri, öğrenci özerkliği, yöntem-teknik, Dünya’da ve Türkiye'de Türkçe’ olmak üzere 13 farklı genel konu alanı belirlenmiştir. Tezlerde geçen tüm anahtar kelimeler, konu alanına göre tekrar kodlanarak bütün bir şekilde gösterilmeye çalışılmıştır. Temel dil becerileriyle ilgili yapılan tez çalışmalarında kullanılan anahtar kelimeler ise ayrıca gösterilmiştir. Elde edilen bulgular tablo ve grafiklerle de gösterilmiştir. Ayrıca 223 âdet yüksek lisans ve doktora tezinin açık künyesi, çalışmanın kaynakçasında fazla yer tutmaması için verilmemiştir.</p>

scholarly journals Promoting the Good e-Teacher: Didactical Choices when developing e-pedagogical Competences

Seminar.net ◽  
2010 ◽  
Vol 6 (3) ◽  
Author(s):  
Grete Oline Hole ◽  
Anne Karin Larsen ◽  
Jon Hoem
Keyword(s):  
Social Presence ◽  
Situated Learning ◽  
Teaching And Learning ◽  
Ecological Model ◽  
Online Courses ◽  
Virtual Learning Environment ◽  
Creative Commons ◽  
Hands On ◽  
Teacher Competences ◽  
Hands On Learning

The article gives an overview of how the development of a blended e-pedagogy course for Higher Education teachers have used the experiences from many years of international online courses for European BA students. Influenced by the situated-learning perspective, this course employs student-centred teaching and learning methods. Moreover, inspired by the Community of Inquiry, this programme emphasizes the importance of Cognitive, Teaching and Social presence in the Virtual Learning Environment. The students plan their own courses in accordance with the stages of becoming an e-learner. One uses the ecological “Model of Relations between Didactical Categories” as a framework, and the e-pedagogy course is customized to be “hands-on” learning experiences, which promotes the desired e-teacher competences. During the course the students are engaged in discussions and co-operation by using different ICT-collaborations tools. At this time, the course has been held twice, and is available for everyone as an online learning resource under the Creative Commons license (http://www.virclass.net/eped). Evaluations by students have demonstrated that this hands-on training course can help students attain the necessary competences needed to be skilled e-teachers.

scholarly journals Modelo de competências docentes para a formação do professor em História / Model of teacher competences for the education of history teachers

2019 ◽  
Vol 9 (1) ◽  
pp. 67
Author(s):  
Ramón Pla López ◽  
Jacob Lussento Cupata ◽  
Osvaldino Wilson Mweleyavo António
Keyword(s):  
Vocational Training ◽  
Teaching Skills ◽  
Practical Training ◽  
Pedagogical Practice ◽  
History Teachers ◽  
History Teaching ◽  
Teacher Competences ◽  
Logical Modeling ◽  
Temporal And Spatial ◽  
Professional Model

A insuficiente compreensão das relações causais, temporais e espaciais na aprendizagem da História pelos alunos nas escolas do II ciclo do ensino secundário na província do Cuanza Sul - Angola e sua relação com o modo de atuação dos docentes, levaram a investigar sobre o processo de formação dos profissionais através do Projecto de investigação: A formação de competências profissionais de professores de História do Departamento de Ciências Sócias do ISCED do Cuanza Sul, Angola. O artigo tem como objectivo compartilhar uma reflexão da necessidade de melhorar a formação do professor de História através da formação por competências, comprovado de maneira parcial com a introdução deste enfoque na prática pedagógica dos estudantes. Foram utilizados os métodos de nível teórico; histórco-lógico, a modelação, indutivo-dedutivo e de nível empírico; a observação, o inquérito, a entrevista assim como os métodos estatísticos de tendência central como a média que permitiram descrever as transformações alcançadas. Como resultados apresenta-se no artigo uma síntese do diagnóstico do estado da formação das competências dos professores; atendendo ao diagnóstico e os estudos teóricos realizados. Sistematizou-se as competências a serem introduzidas no processo de formação profissional e se analisaram os impactos parciais na formação prática dos graduandos.Palavras-chave: Competências docentes; Ensino de História em Angola; Modelo do profissional; Professor em História. ABSTRACT: The insufficient comprehension of causal, temporal and spatial relationships in the learning of history by the students in secondary schools in the province of Cuanza Sul - Angola and its relationship with the way teachers act, led to investigate the formation process of professionals through the research project: The training of professional skills of History teachers of the Department of Social Sciences of ISCED Cuanza Sul, Angola. The article aims to share a reflection of the need to improve the training of History teachers through competences, proving partially with the introduction of this approach in students' pedagogical practice. In this study were used theoretical; history-logical, modeling, inductive-deductive and empirical methods; beside those were used observation, survey, interview as well as the statistical methods of central tendency as the average that allowed to describe the transformations reached. As results, the article presents a synthesis of the diagnosis of the state of teacher training; taking into account the diagnosis and the theoretical studies carried out. The competences to be introduced in the vocational training process were systematized and the partial impacts on the practical training of undergraduates were analyzed.Keywords: Teaching skills; History teaching in Angola; Professional model; History Teacher.

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