MULTIDIMENSIONAL CHARACTERISTICS OF TEACHER’S PROFESSIONAL COMPETENCE- CHALLENGE AND PERSPECTIVES DURING EDUCATION TRANSFORMATION PROCESS

The issue of teacher’s professional competence is multidimensional and multifaceted, it depends on several aspects, including educational policy, system implemented in every country and the particular educational establishment, which the educator works for. Being aware of the current pedagogical reality, challenges of the education system, pupils’ needs and manifold learning and teaching strategies, educators need knowledge, skills and experience of different levels formed for each particular individual in combination of education and experience with their physical, psychological and mental abilities. The goal of the article is to identify the structure of teacher’s professional competence being conscious of the theoretical and normative framework on the international and national level. In the article the theoretical research methods (method of comparison and critical thinking) and empirical research methods (data collection and document analysis) have been applied. In the society, educational institutions, also being aware of the transformation process in the education content and branch, there is a demand for teachers with a high level of professional competence. Education policy makers have set a very broad and extensive professional competence standard, which includes in itself both aspects related to the professional activity and individual characteristics, features and values. At the same time, there are various theoretical approaches which describe the framework of teacher’s professional competence and its multidimensional characteristic. The authors of the article have identified general knowledge, skills and attitude, as well as pedagogical knowledge, skills and attitude in the framework of the teacher’s professional competence structure.

PROFESSIONAL COMPETENCE STRUCTURE OF FUTURE BACHELORS OF RAILWAY TRANSPORT IN PROFESSIONAL TRAINING

Under intensive living and production conditions, questions increasingly arise not so much about the content of knowledge acquired by students, but about highly effective methods, forms, means of professional competence formation as the professional training important component. This article raises the issue of the professional competence formation of future railway transport specialists in the professional training. The scientific publications on the research topic are analyzed and the professional competence structural components of future bachelors’ in this field are identified. Formulation of the problem. Nowadays, more and more employers are not fully satisfied with the specialists’ training. As a result, there is a significant reform of the educational sector. Special attention is paid to the issues of professional training. Thus, the professional competence formation of the future specialist is a relevant and important issue. And the question of the professional competence structure of future specialists, including future bachelors of railway transport, needs a detailed study. Materials and methods. In the scientific process, dissertation research materials, pedagogical and scientific literature were used. To achieve the goal of the study theoretical and empirical methods: analysis and systematization; observation; written and oral interview; analysis, systematization, generalization were used. Results. Thus, the professional competence components of future bachelors of railway transport are identified, namely: motivational-value, personal-functional, reflexive-evaluative. Conclusions. The proposed professional competence structure of future bachelors of railway transport is singled out taking into account the professional competence content and these specialists’ professional activity features. Structuring the category “professional competence of future bachelors of railway transport” can positively affect the organization level of this competence formation process in students in the training process and the process quality of its formation diagnosing level. Further research is needed on the model development of this process and its organizational and methodological support.

The model of praxeological competence formation in future masters of dentistry

The article elucidates the significance of future dentists’ practical training. It has been established, that the great attention of available foreign scientific sources is paid to the issue of improving the dental educational content based on the competence approach; nevertheless, modeling of educational process’ components has not been considered so far. The importance of modeling, as a method of educational process’ studying components, has been determined. The authors’ model of praxeological competence formation of future master of dentistry is presented. It consists of the basic components, which are determined as interconnected blocks: the target one declares the goal and defines the tasks necessary for its achievement; theoretical-methodological block reveals the praxeological competence structure (motivation, gnostic, activity, deontic, scientific-research, reflexive components), basic approaches (competence, system, personal, activity, synergetic, context), principles (subsequence, transparency, evidence-based, scientificity, rationality, creativity, effectiveness) and ways for achieving the aim based on the updated normative base of dental education (branch educational standard of the specialty “Dentistry”, EQC, EPP, elaborated on its base and with the use of necessary pedagogical conditions); the content-procedural block determines the ways of pedagogical conditions realization based on the updated content of dental education of interdisciplinary integration of basic and professional subjects, improvement of methodological instruments (classroom work, projects, self-study work, individual, distant forms; traditional, innovative, interactive methods; means of simulation, under clinic conditions, portfolio), resulting-reflexive block reflects and fixes the levels of future masters’ of dentistry praxeological competence formation according to its components and is based on correspondent criteria and indicators, gives a possibility to ascertain an obtained educational result according to defined levels (minimal and sufficient). The model shows the researched process as an integral system that gives a possibility to correct the future masters’ of dentistry professional training according to the influence of internal and external factors on the educational process; to determine vectors of its evolution in the context of competence approach introduction into dental education

Kapitalmarktkommunikation durch den Aufsichtsrat einer Aktiengesellschaft

Contrary to what the inclusion of a suggestion in the “DCGK” regarding investor dialogue by the chairman of the supervisory board and its widespread use in practice would suggest, the legal framework for capital market communication by the supervisory board has not yet been clarified. The author therefore examines the admissibility and limits of capital market communication by the supervisory board by analysing German stock corporation and capital market law. In particular, it is shown that topic-specific communication competences result from the dualistic competence structure as annex competences and that narrowing the communication responsibilities to the chairman contradicts the nature of the supervisory board as a collegial body.

From an economic community to a union of values

This chapter looks into the historical background of the European Union’s (EU’s or Union’s) current commitment to human rights, by retracing the evolution of the EU from an economic community to a more political union based on shared fundamental values. The chapter aims at driving home three core messages that are essential for this volume, namely: (i) the Union’s internal and external human rights engagement have come about in parallel, and have grown somewhat organically, over the past fifty years, before becoming fully constitutionally engrained and intertwined in the Treaty of Lisbon; (ii) the EU’s gradual rapprochement to human rights was driven both by considerations of enhancing the Union’s internal legitimacy (constitutional checks and balances, assuring protection rights to citizens, safeguarding cohesion within an ever more diverse Union) and external legitimacy (being a responsible actor in the world, contributing to peace and stability); and (iii) in spite of all human rights-related provisions in the Treaty of Lisbon, the EU’s competence structure has not adequately followed through on these developments. The Union’s competences up to today remain primarily socio-economic in nature, with very limited law-making and enforcement powers in the area of human rights proper, resulting in an asymmetry that undermines the Union’s potential to effectively deliver on its own human rights commitments.

The Structure of Entrepreneurial Team Members’ Competencies: Between Effectuation and Causation

A conscious shaping of entrepreneurial competence is a relevant element of entrepreneurial education. In order to recognize which of the competencies regarded as entrepreneurial are characteristic of members of entrepreneurial teams, which is crucial for the work of those teams, it is necessary to identify the structure of those competencies. This quantitative study was conducted with the use of a survey method and involved 111 entrepreneurs working within 48 entrepreneurial teams. The main objective of the research was to verify the compliance of entrepreneurial competence with the effectual vs. causal approach, which would allow us to answer the question regarding which of these approaches characterizes entrepreneurs to a greater extent. This study aimed to examine which entrepreneurial competencies characterize entrepreneurs working in entrepreneurial teams, to verify them with the effectual vs. causal approach, and to define their internal structure. The results of this research revealed that the competencies related to the effectual approach are indicated to more frequently and strongly characterize the surveyed entrepreneurs. Additionally, an exploratory factor analysis enabled the identification of three main, internally consistent groups of elements forming the competence structure of the surveyed entrepreneurs. Our results may be used in the development and modernization of curricula and courses in entrepreneurship education.

SOCIAL COMPETENCE IN THE PROFESSIONAL COMPETENCE STRUCTURE OF THE FUTURE TEACHER OF THE HIGHER EDUCATION INSTITUTION

The article highlights position of the authors on the place of future teacher’s competence in the professional competence structure. The scientific approaches to the determination of the notions “competence” and “competences” are presented. The authors’ definition of the concept essence of future teacher’s social competence is offered. The structural analysis of social competence is carried out and its components are defined. The importance of partnership cooperation of the future teacher for creation of favorable conditions for training and education in the higher educational institution is substantiated. The realization ways of social competence of the future teacher in the structure of professional competence are highlighted.

ICT Integration in Developing Competence for Pre- Service Mathematics Teachers: A Case Study from Six Universities in Vietnam

Competence structure that pre-service teachers need to develop to become a future teachers has been defined since the 1930s. For pre-service mathematics teachers, their competence has its own characteristics. ICT integration in developing competence for pre-service mathematics teachers has been been proved to be effective in many previous studies. In Vietnam, the Ministry of Education and Training (MOET) has recommended the use of ICT to enhance teaching-learning activities in schools and universities, therefore, there have been many studies on ICT intergration at different educational levels. However, there are only a few studies on the use ICT integration in developing competence for pre-service mathematics teachers. This paper presents results from a research on the feasibility of ICT integration in developing competence of Vietnamese pre-service mathematics teachers. The research was conducted by surveying on a randomly selected of 297 pre-service mathematics teachers and 40 mathematics lecturers in six universities which provide mathematics training programs. Results show that despite of the availability of technologies, ICT integration in training pre-service teachers is still limited. In addition, ICT integration in teaching activities of mathematics teachers is not really effective because the levels of their ICT skills are very different. Pre-service mathematics teachers have the ability to use ICT equipment, and good accessibility to learning systems, but their use of the learning management systems (LMS) is limited. This study can be a reference for future studies to test the effective of ICT integration in training pre-service teachers when designing activities to develop feasibly and effectively their competence.