The Contribution of Transversal Competences to the Training of the Educational Sciences Specialist

Langa, Claudiu

doi:10.1016/j.sbspro.2015.02.077

Cited by 17 publications

(17 citation statements)

References 8 publications

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“…In recent decades, as Polyakova [1] states, globalization and the process of simultaneous national, international, and multicultural integration have affected all areas of life, including political, social, economic, and educational aspects. In a world in which globalization is a central element, transversal competencies are fundamental in all areas of professional activity [2], since they nuance and strengthen professional competencies [3], and it is vital for every citizen to use his transversal competencies in an international context [4]. Thus, these competencies have become key elements in any field, because they highlight the performance of a person.…”

Section: Introductionmentioning

confidence: 99%

Students’ Perspective on Quality Assurance in Higher Education in the Context of Sustainability: A PLS-SEM Approach

et al. 2019

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The purpose of this paper was to provide empirical evidence of the impact of quality assurance in higher education on two relevant higher education outcomes; students’ knowledge, skills, and competencies; and their employability. Survey data were collected from two major Romanian public universities and analyzed using a partial least-squares structural equations modeling (PLS-SEM) technique. The main results suggested that students’ competencies were positively and directly influenced by the quality of the educational process, as well as the practical and research activities. The students’ chances of employment in the labor market were positively and directly influenced only by the quality of the educational process and by the research activities. Indirect influences were also revealed. The findings of the study may be shown to have theoretical implications by proposing a model that links the features of quality management in higher education institutions with students’ competencies and chances of employment in the labor market. From a practical perspective, the results may be of interest to higher education policy makers, to evaluation and accreditation institutions, to universities, and also to students.

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Section: Introductionmentioning

confidence: 99%

Students’ Perspective on Quality Assurance in Higher Education in the Context of Sustainability: A PLS-SEM Approach

et al. 2019

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“…In connection to TVCD, Some research findings have been documented (e.g. Langa, 2015;Craşovan, 2016;and Ajraoui, Ben Kaddour, and Zeriouh, 2019). Langa (2015: 12) investigated the role of acquiring Copyright © 2019, IJAL, e-ISSN: 2502-6747, p-ISSN: 2301-9468 transversal competences in forming the competences profile of the educational sciences specialist, who teaches in pre-school and primary-school and found that "the results of this study have led to the identification of the importance of acquiring transversal competences by students in order for them to become good specialists in the field of educational sciences.…”

Section: Introductionmentioning

confidence: 99%

Teaching English in the industry 4.0 and disruption era: Early lessons from the implementation of SMELT I 4.0 DE in a senior high lab school class

Suherdi

2019

Indonesian J. Appl. Linguist.

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Industrial revolutions always bring with them radical changes and, with various degrees, disruptive effects on the existing or ongoing technologies. In this conjunction, radical changes in doing education are now forthcoming, and some traditional ones are being disrupted. Many proposals are now being introduced to respond to the demands of the era. In relation to the teaching of English, the writer proposed a model, called SMELT I 4.0 DE, standing for a Synergetic Multilayered English Language Teaching for Industry 4.0 and Disruption Era. While the effects of each layer of the model (ICTC, SRLI, and TVCD) on students' ELT learning have been extensively reported, those of the layers in a synergetic whole are not yet wellinvestigated. Hence, a study on the use of SMELT I 4.0 DE is theoretically motivating and practically enlightening. For the very reason, a one-semester pilot project implementing the model in an English as a foreign language (EFL) class in Universitas Pendidikan Indonesia Senior High Lab School has been conducted in the first semester of 2018/2019. This paper is intended to present findings from the aforementioned SMELT I 4.0 DE pilot project. The data were collected through questionnaires, interviews, document analysis, and observations from a class of 29 students. It is shown that ICTC has been successful in (1) increasing students motivation and engagement, (2) giving them positive experience in utilizing students digital devices for educational purposes, and (3) encouraging students creativity; SRLI has triggered students self-regulation in planning, doing, and assessing their learning, self-selection of learning focus and materials, and strategies; and TVCD has enhanced students learning through self-discipline, honesty, confidence, collaboration, communication, and hardworking. In conclusion, the implementation of SMELT I 4.0 DE has resulted in significant progress in all aspects of students' learning under study.

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“…As Langa (2015) demonstrates in his study, the transversal competences acquired by students for the didactic profession is of a great importance. This aspect is all the more important so as persons with the same level and the same register of competences obtain different results in the activity, on the whole.…”

Section: Entrepreneurial Competence Frameworkmentioning

confidence: 90%

Fostering Entrepreneurial Learning in Teacher Education

Soare¹

2017

The European Proceedings of Social and Behavioural Sciences

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The paper focuses on presenting entrepreneurial education as a possibility of today educational systems to address the challenges of the postmodern, post-industrial, the knowledge society. It is emphasized the necessity for education to develop awareness of entrepreneurship from an early age by revising the school curriculum to explicitly include entrepreneurship as an educational objective and to support teachers in incorporating entrepreneurial activities in their daily practices with students. The paper is also underlying the importance of the recently-redefined entrepreneurial competence by the European Commission and its conceptual framework that must be used in the development of curricula and learning activities. It is presented a new way of designing the educational activities and curriculum that fosters the entrepreneurial learning that will make the development of entrepreneurship competence possible. There are emphasized several approaches of designing innovative teaching and learning methods correlated with a new approach on curricular policies that should be implemented.

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The Contribution of Transversal Competences to the Training of the Educational Sciences Specialist

Cited by 17 publications

References 8 publications

Students’ Perspective on Quality Assurance in Higher Education in the Context of Sustainability: A PLS-SEM Approach

Students’ Perspective on Quality Assurance in Higher Education in the Context of Sustainability: A PLS-SEM Approach

Teaching English in the industry 4.0 and disruption era: Early lessons from the implementation of SMELT I 4.0 DE in a senior high lab school class

Fostering Entrepreneurial Learning in Teacher Education

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