The contribution of Professor Sh.Taubayeva in the development of pedagogical science

2020 ◽  
Vol 42 (1) ◽  
pp. 225-229
Author(s):  
Guldana Tazhigaliyeva ◽  
◽  
Aitolkyn Tolegen ◽  
Keyword(s):  
Teacher Training ◽  
Professional Competence ◽  
Research Culture ◽  
Culture Studies ◽  
Teacher Renewal ◽  
Spiritual Culture ◽  
Knowledge Updating ◽  
Training Institutions ◽  
The Rich ◽  
Pedagogical Science

In Kazakhstan pedagogical science explores the contribution of the doctor of pedagogical sciences, Professor Sharkul Taubayeva in the development of pedagogical science based on specific and detailed research of the late twentiet hande arly twenty-first centuries. The system of teacher training institutions deal swiths cientific basis of the study, generalization and dissemination of advanced pedagogical experience of formation of research culture of teachers in secondary schools, enhancing the spiritual culture of the teacher, renewal of philosophical knowledge, updating the content of educationon a the oretical level, actions that contribute to the improvement of professional competence, content of culture studies, skills and knowledge, leading teachers to pedagogical creativity, the complementarity of spiritual culture. At the same time, a teacher cansucceed in educational activities only if he is able touse the rich experience of in novators in his work.

The Structure of the Professional Competence of the Teacher

2015 ◽  
Vol 3 (5) ◽  
pp. 42-54
Author(s):  
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V. Zhurakovskaya ◽  
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Galina Meychik ◽  
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...  
Keyword(s):  
Secondary Education ◽  
Teacher Training ◽  
Vocational Training ◽  
Professional Competence ◽  
Training Programs ◽  
Training System ◽  
Original Solution ◽  
Active Approach ◽  
Educational Literature ◽  
Pedagogical Science

The article has a substantiation of an urgency to solve the problem associated with the defi nition of the structure of professional competence of teachers. This structure is represented by species competencies. The problem was determined by the needs of the teacher training system of teachers in the knowledge of these competencies. This requirement is related with the design of additional vocational training programs of teachers. The authors off er an analysis of psychological and educational literature disclosing the problem of determining the structure of professional competence of teachers of secondary schools and the structure of professional competence of future teachers (students). An analysis of the scientifi c literature shows that in modern pedagogical science is not developed a unifi ed structure of professional competence of the teacher. The authors off er an original solution to the problem of determining the structure of professional competence of teachers from the position active approach, which is based on the basis of the structure of pedagogical activity of the teacher (V.A. Slastenin, N.V. Kuzmin, A.I. Shcherbakov). The authors have developed and proposed a "list" of professional competencies of teachers of basic and secondary education. The authors point out that the �list� of professional competence of the teacher of primary education, pre-school education can be represented in a similar way. Issues that need to be further resolution, were identifi ed by the authors.

scholarly journals Efektivitas Pengukuran Kompetensi Guru

2018 ◽  
Vol 9 (2) ◽  
pp. 204-220
Author(s):  
Elga Andina
Keyword(s):  
Teacher Training ◽  
Social Competence ◽  
Professional Competence ◽  
Measurement Methods ◽  
Competency Assessment ◽  
Teacher Competence ◽  
Work Situation ◽  
Training Institutions ◽  
The Government ◽  
Potential Test

Competence is the basis for describing teacher quality. Unlike the potential test, competency assessment must snapshot the behavior samples displayed in the work situation. The Teacher and Lecturer Law requires 4 competencies to be possessed by the teacher, namely pedagogic competence, professional competence, personal competence, and social competence. However, the government is only capable of testing pedagogic and professional competencies yet. The writer found that (1) the concept of teacher competence doesn’t fit the real cases; and (2) the existing measurement methods are improper. This study challenges the competency concept ruled in the Teacher and Lecturer Law to match the actual needs. Data obtained from interviews and discussions with the government, teacher training institutions, and teachers during the drafting of the academic draft law on the teacher. By analyzing teacher’s tasks as educator and administrator, the writer propose 3 competencies needed in next policy: (1) individual; (2) collective; and (3) organizational.AbstrakKompetensi merupakan landasan untuk mengetahui gambaran kualitas guru. Berbeda dengan tes potensi, penilaian kompetensi harus memotret sampel perilaku yang ditampilkan pada situasi kerja. Undang-Undang Guru dan Dosen mensyaratkan 4 kompetensi yang perlu dimiliki guru yaitu kompetensi pedagogik, kompetensi profesional, kompetensi kepribadian, dan kompetensi sosial. Namun, pemerintah hanya mampu menguji kompetensi pedagogik dan profesional. Penulis menemukan bahwa (1) konsep kompetensi yang digunakan dalam kebijakan saat ini tidak sesuai dengan kasus nyata; dan (2) metode pengukuran saat ini yang tidak tepat. Penelitian ini menantang konsep kompetensi yang diatur dalam Undang-Undang Guru dan Dosen untuk mencocokkan kebutuhan yang sebenarnya. Data diperoleh dari wawancara dan diskusi dengan pemerintah, lembaga pendidikan tenaga kependidikan (LPTK), dan guru selama penyusunan naskah akademik rancangan undang-undang tentang guru. Dengan menganalisis tugas guru sebagai pendidik dan administrator, maka penulis mengusulkan 3 kompetensi yang dibutuhkan dalam kebijakan berikutnya yaitu kompetensi: (1) individu; (2) kolektif; dan (3) organisasional.

scholarly journals SOME ASPECTS OF SUSTAINABILITY AND SYNERGY IN THE EMERGING TEACHER TRAINING

2015 ◽  
Vol 1 ◽  
pp. 225
Author(s):  
Inta Ratniece
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
Professional Competence ◽  
Language Teachers ◽  
Global Learning ◽  
Teaching English ◽  
Foreign Language Teachers ◽  
Valid Knowledge ◽  
Training Institutions ◽  
Teaching Learning

The emerging English as a foreign language teachers develop their professional competence better if they participate in global informal studies by collaboration involving global synergy issues, which develop higher their professional competence. Analysis of theoretical sources and empirical research. Results of global informal studies organized by 12 higher education teacher training institutions analyzed. Global learning shared in master classes, lectures, case studies in Austrian schools, text books for learning English compared. Lessons conducted by international teams on global learning analyzed. Results disclosing the reactions of the participants included. Valid knowledge on teaching English and sustainability gained. Synergy brings valuable knowledge needed for professional competence development on teaching/learning.

scholarly journals Practices and strategies for enhancing learning through collaboration between vocational teacher training institutions and workplaces

2021 ◽  
Vol 13 (1) ◽  
Author(s):  
Dinavence Arinaitwe
Keyword(s):  
Teacher Training ◽  
Institutional Capacity ◽  
Government Support ◽  
Activity Systems ◽  
Vocational Teacher ◽  
Training Institutions ◽  
Group Interviews ◽  
Cultural Historical Activity ◽  
Collaborative Activities ◽  
The University

AbstractThe study aimed to identify and understand practices and strategies for enhancing learning through collaboration among a master’s degree in vocational pedagogy (MVP) program, vocational teacher training institutions (VTIs), and workplaces. Using in-depth semi-structured individual and focus group interviews, data were obtained from administrators, mentors, supervisors, students, teachers, officers/managers of the MVP, two VTIs, and four workplaces from central and eastern parts of Uganda. The data analysis was based on Engestrom’s cultural-historical activity theory (CHAT) particularly the concept of expansive learning for resolving contradictions within human activity systems. The findings revealed a need for involving actors in timely planning and disseminating the activity plans, increasing duration for collaborative activities as well as involving the students in the tracking of MVP activity record in fostering the institutional capacity to plan and implement collaborative activities. To strengthen the institutional capacity to supervise learning under collaborative activities, findings indicated a need to engaging workplace mentors and facilitators in learning at the MVP as well as joint supervision and collaborative development of supervision guidelines. To foster the communication between partners, the findings revealed a need to institute a collaboration focal person, providing feedback to collaborating actors and government support on a policy encouraging workplaces’ involvement in vocational training. Relationship issues revealed a need to initiate collaboration based on a signed memorandum of understanding as well as organising workshops and symposiums to equip and orient actors to MVP work methods and practices. Due to contradicting learning cultures and traditions amongst the activity systems, some of the suggested strategies required renegotiating the system especially the university before being implemented to minimise further challenges.

scholarly journals Rethinking success, integrity, and culture in research (part 2) — a multi-actor qualitative study on problems of science

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Noémie Aubert Bonn ◽  
Wim Pinxten
Keyword(s):  
Research Misconduct ◽  
Research Integrity ◽  
Research Culture ◽  
Structured Interviews ◽  
Community Members ◽  
Questionable Research Practices ◽  
Research Problems ◽  
The Rich ◽  
Research Students ◽  
The Impact

Abstract Background Research misconduct and questionable research practices have been the subject of increasing attention in the past few years. But despite the rich body of research available, few empirical works also include the perspectives of non-researcher stakeholders. Methods We conducted semi-structured interviews and focus groups with policy makers, funders, institution leaders, editors or publishers, research integrity office members, research integrity community members, laboratory technicians, researchers, research students, and former-researchers who changed career to inquire on the topics of success, integrity, and responsibilities in science. We used the Flemish biomedical landscape as a baseline to be able to grasp the views of interacting and complementary actors in a system setting. Results Given the breadth of our results, we divided our findings in a two-paper series with the current paper focusing on the problems that affect the integrity and research culture. We first found that different actors have different perspectives on the problems that affect the integrity and culture of research. Problems were either linked to personalities and attitudes, or to the climates in which researchers operate. Elements that were described as essential for success (in the associate paper) were often thought to accentuate the problems of research climates by disrupting research culture and research integrity. Even though all participants agreed that current research climates need to be addressed, participants generally did not feel responsible nor capable of initiating change. Instead, respondents revealed a circle of blame and mistrust between actor groups. Conclusions Our findings resonate with recent debates, and extrapolate a few action points which might help advance the discussion. First, the research integrity debate must revisit and tackle the way in which researchers are assessed. Second, approaches to promote better science need to address the impact that research climates have on research integrity and research culture rather than to capitalize on individual researchers’ compliance. Finally, inter-actor dialogues and shared decision making must be given priority to ensure that the perspectives of the full research system are captured. Understanding the relations and interdependency between these perspectives is key to be able to address the problems of science. Study registration https://osf.io/33v3m

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