Blended Oral English Teaching Based on Core Competence Training Model

The traditional mixed oral English teaching model has many obvious shortcomings, such as the inability to correct the students’ oral pronunciation errors and feed them back in time, which leads to the slow improvement of students’ English learning level. For this reason, this paper proposes a guided teaching model based on core literacy. According to the structure of the oral English mixed teaching model, determine the application plan of the oral English mixed teaching model, design the development environment, obtain the corpus, design the oral training model, extract the oral features, identify the wrong pronunciation and correct it in time, clarify the evaluation purpose, obtain preliminary evaluation indicators, reduce evaluation indicators and determine indicator weights, obtain indicator feature information, generate fuzzy rules, obtain fuzzy matrices, achieve quantitative evaluation, and synthesize all evaluation scores to construct a result vector matrix to realize the study of mixed spoken language teaching mode. Research shows that the mixed teaching method is effective and feasible and can effectively improve the accuracy of the evaluation results of the mixed oral English teaching model.

Assessing K-9 Teachers' Computational Thinking Skills

Many national curricula have incorporated computational thinking (CT) into compulsory education. Teacher ability to deliver the revised curriculum determines whether these new skills can be successfully integrated into teaching. Therefore, it is crucial to examine teacher readiness. This study measured Swedish K-9 teacher CT skills through a CT test validated by an expert review panel and a principal component analysis. Additionally, we engaged statistical analyses to examine the relationship between the teachers' background and their CT test scores, as well as their self-reported ability to teach CT. The result demonstrated the teachers' proficiency in different types of CT skills. Another finding revealed that the type of programming language mastered by teachers was associated with both their CT test score and self-reported ability to teach CT. This CT test can support teachers to identify specific areas for professional development and may facilitate the school management to plan teachers' competence training strategically.

The Influence of Competence, Training and Employee Placement in Em-ployee Performance in Technical Executive Unit of Regional Finance Agen-cy, Bangka Belitung Islands Province, Bangka Regency

The research was motived by the existing condition showing that employees have not been able to work optimally in a government agency. This study aimed to analyze and examine the influence of competence, training, and employee placement on employee performance in the Technical Executive Unit of Regional Financial Agency of Bangka Belitung Islands Province, Bangka Regency. This study is descriptive research. The method used was the quantitative research method because the data obtained was in the form of numbers derived from questionnaires. The number of samples was 44 respondents generated by the saturated sample method. The analysis model utilized multiple linear regression, with the t-test, f-test, and coefficient of determination. Based on multiple linear regression analysis found Y = 8,669 + 0,283 X1 + 0,447 X2 + 0,256 X3. Based on the results of research on competence, training and employee placement partially have a positive and significant effect on the performance of the employee of the Regional Finance Office of Bangka Regency, Bangka Belitung. Based on the results of the simultaneous test, it is known that competence, training and employee placement together have a significant effect onthe performance of the employees, while the results of the analysis of the coefficient of determination (R2) show the determination of R2 in this study is 76% and there are still 24% of other variables outside the study that can still be developed for further research.

Exploring students’ perceived need and preferences for achievement emotion competence training

Given the importance of achievement emotions for students’ academic success and wellbeing, scholars are increasingly seeking to develop effective programs for equipping students with competencies for adaptively managing achievement emotions. To date, however, little is known about what kind of support, if any, students themselves perceive as useful. We thus conducted a needs assessment to explore the degree to which German lower secondary school students (N = 387) perceive a need for such training; how this need varies across students, possibly implying different implementation conditions; and their preferences for training formats/content. To this end, students completed a series of self-report measures targeting demographics, achievement emotions, perceived training need, and training preferences. Students’ responses were analyzed quantitatively and revealed a discernible need for training; that this need is higher for students with higher levels of negative achievement emotions (e.g., anxiety, disappointment) and relief, and with lower achievement; and discernible trends in students’ preferences for training formats, particularly with regard to opportunities for social interaction with peers. Implications for research and designing effective as well as appealing achievement emotion competence trainings are discussed.

Towards intercultural competence: Using consensus to identify essential personality traits for an inclusive extension education workforce

The rapid diversification of workforces and client stakeholder groups has prompted a growing emphasis on diversity, equity, and inclusion as a critical component of professional development across industry sectors. While the proliferation of intercultural competence training models has increased awareness among employers and workforces, the competencies advocated in these models may not always be relevant to an organization or institution’s operational context. This study addresses the need for contextually grounded intercultural competency models targeted to extension education contexts. Using a three-phased Delphi approach, data were gathered from a panel of 36 intercultural competency experts. The panel identified nine personal traits thought to be critical for the recruitment and development of culturally competent extension educators. The authors explain how these results may be used to recruit extension educators with traits conducive to engagement with a broad audience of stakeholders using culturally sensitive and responsive techniques. Given the distinct processes by which different components of intercultural competence are developed, we recommend specific measures and techniques administrators can utilize to recruit and develop extension educators who possess the agreed-upon intercultural personality traits.

Analisis Kompetensi Guru Dalam Penyusunan Laporan Arus Kas

This study looks at the differences in teacher competence before the training in preparing cash flow reports compared to after the training. This training aims to improve the competence of vocational school teachers in accounting, which expects to increase student competence in the UKK Test. UKK test for SMK students, one of the materials, is the completion of the accounting cycle, including preparing cash flow statements. To know the results of the training, SMK teachers as participants did the pretest and posttest. Then, the T-test was carried out and resulted that Ho is rejected, and Ha is accepted. Thus, it can be concluded that this training increases the competence of teachers in preparing cash flow reportsKeywords : competence, training, cash flow statement

ORGANIZATIONAL AND PEDAGOGICAL CONDITIONS FOR THE FORMATION OF SOCIO-CULTURAL ACTIVITY OF FEMALE WORKERS OF LOCAL SELF-GOVERNMENT BODIES

В результате лонгитюдного исследования социально-культурной ситуации Смоленской области выявлены проблемы социально-культурной активности работниц органов местного самоуправления. Разработана программа и модель интеграции организационных и педагогических условий с целью коррекции социальной активности работниц. Установлено, что среда организационных и целенаправленно сконструированных с учётом потребностей, интересов и праксических чувств работниц педагогических условий способствует ускорению процесса формирования их социально-культурной активности. Обучение профессиональным компетенциям, социальная коммуникация и социально-культурная рекреация повышают интенсивность, частоту и разнообразие выполняемых профессиональных действий женщин -работниц органов местного самоуправления. As a result of a longitudinal study of the socio-cultural situation of the Smolensk region, the problem of a low level of socio-cultural activity of female workers of local self-government bodies was revealed. A program and model for the integration of organizational and pedagogical conditions has been developed in order to correct the social activity of female workers. It was found that the environment of organizational and purposefully designed, taking into account the needs, interests and praxical feelings of female workers in pedagogical conditions, contributes to the acceleration of the process of the formation of their socio-cultural activity. Professional competence training, social communication and social and cultural recreation increase the intensity, frequency and variety of professional activities performed by women workers in local government bodies.

University Philosophy Course: Reboot is Required

The philosophical training of tertiary-level students is designed to perform a number of functions assigned to it by society and the state. However, in recent years, it is no longer in demand by the majority of the educational process participants, since the university philosophy does not respond well to modern challenges from education, primarily to the need of digitalization and competence approach implementation. To preserve the disciplinary status of philosophy, the lecturers have to modernize the content, methods and forms of implementation of the discipline in order to increase its attractiveness in students’ minds, as well as the demand by society and the state. One of the possible ways to update the training course of philosophy is seen in its reorientation towards the development of students’ universal competencies prescribed in the state educational standards. In this case, the philosophical content becomes a tool to achieve this goal, and the philosophical heritage is used as a theoretical basis for mastering the technologies of mental action. The article presents the experience of Kazan University, where the philosophy course has recently become a tool for “system and critical thinking” competence training. Although a digital format of philosophical training has a number of cognitive advantages, nevertheless it is fraught with the risk that the philosophical value potential will not be fully realized. This risk can be minimized through a mixed format of teaching philosophy. Тo increase the demand for philosophy in higher education, the author offers a number of ways to enhance the role and importance of philosophy in students’ minds.