The Professionalism of a Teacher- Educator: a Competency-Based Approach

Andrienko, Elena Vasilevna

doi:10.15293/1813-4718.2006.04

Cited by 4 publications

(2 citation statements)

References 1 publication

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“…According to [7], the terms " competence "and" competence "are not completely equivalent to each other, since the" competence "consists, as a rule, of several different "competencies".…”

Section: Fig 1 Basic Principles Of the Competence Approachmentioning

confidence: 99%

The need for environmental competence of teachers for rational use of natural resources and environmental protection

Yekimov¹,

Nianko

Ershova

et al. 2021

E3S Web Conf.

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Environmental education is one of the main tools for solving the problems of environmental management and environmental protection. In all highly developed countries, there is a tendency to develop technologies that contribute to reducing the harmful effects of human activities on the environment. The sustainable development of society and the economy in the face of growing demands for natural resources involves the careful treatment and transmission to future generations of clean air, genetic biodiversity and soil fertility. This can be achieved through the development of high-tech technologies based on environmental principles ,which largely depends on the quality of environmental education not only for specialists in the field of environmental management, but also for all people. We hold the view that environmental education has a great impact on the ability and skills of people to make decisions in accordance with environmental norms and standards. In order for environmental education to become an effective part of universal education, it is necessary first of all that every teacher has a competence in the field of ecology.

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“…According to [7], the terms " competence "and" competence "are not completely equivalent to each other, since the" competence "consists, as a rule, of several different "competencies".…”

Section: Fig 1 Basic Principles Of the Competence Approachmentioning

confidence: 99%

The need for environmental competence of teachers for rational use of natural resources and environmental protection

Yekimov¹,

Nianko

Ershova

et al. 2021

E3S Web Conf.

View full text Add to dashboard Cite

show abstract

“…Павлова [11] (модель профилактики и преодоления проявлений профессиональной деформации личности); Е.В. Андриенко [1], Н.В. Прокопцева [14], Е.Ю.…”

Section: специфика предупреждения профессиональной деформации педагогаunclassified

Prevention Peculiarities of Teacher Professional Deformation in Educational Organization

Pak¹,

Mullova²

2021

VOGU

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The issue of preventing professional deformation of a teacher in an educational organization arouses a stable interest on the part of science and practice in the context of improving the quality of educational services provided to students in an educational organization. The professional deformation of the teacher is considered by us as accumulated changes in the qualities of the pedagogical worker under the influence of professional activity, social (external) and individual (internal) factors that negatively affect the quality of the labor functions of the subject of pedagogical labor, building a professional-personal life prospects, ways of self-improvement and self-realization. The study of scientific literature on the problem of research allowed us to meaningfully describe the prevention of professional deformation of a teacher in an educational organization as a process of appropriately designed measures aimed at minimizing the probability of distortion of the professional and personal profile of a pedagogical worker by updating the personal potential of a specialist and the resource opportunities of the environment (school, family, society) to optimize pedagogical work, create stress tolerance, improve the quality of life, achieve professional longevity of a teacher. We are justified ways (diagnostic, psychological and pedagogical, fascinating, vocational and amkmeological) of prevention of the teacher’s deformation, which allow to reduce negative factors leading to the manifestation of destructive changes in the teacher’s personality, were analyzed. We have identified organizational concentrators for preventing professional deformation of the teacher: a value-sense concentrate (activation of the value-sense position of timely stabilization of the professional functioning of the teacher in the present and future; developing confidence in the self-effectiveness and self-control of difficult situations; the implementation of external incentives for the formation of labor motivation; creation of a creative, psychological-safe atmosphere of professional achievements); informational and informative concentrate (expansion of the teacher’s awareness range about his own resources, as well as about the resources of the micro- and macrosocium in preventing professional deformation; accumulation of ideas about ways of professional self-development, self-improvement, stress resistance, self-preservation); A proactive concentrate (integrated use of externally defined and internally conditioned resources to address behavioural risk situations in education; mastering the ways of introspection, self-regulation of the emotional-will sphere; development of skills to build constructive professional communications; promoting the professional and personal growth of a teacher).

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THE COMPETENCY-BASED TRAINING & ASSESSMENT, AND IMPROVEMENT OF TECHNICAL COMPETENCIES AND CHANGES IN PEDAGOGICAL BEHAVIOR

Khan¹,

Ahmed²,

Štreimikienė³

et al. 2022

E+M

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This research aims to analyze the improvement of technical competencies and changes in pedagogical behavior on competency-based training and assessment. We developed a modified conceptual model with the help of previous literature. We examined the impact of competency-based training & assessment on traditional teaching methodologies, practical teaching strategies, technical knowledge, and pedagogical & technical components as outcome variables. We also incorporated behavior & psychological aspects of teachers as mediators in our modified conceptual model and examined the mediation between exogenous and endogenous variables. We have collected the data of 458 respondents using a modified structured questionnaire from public and private teachers of Sindh technical and vocational institutions online from different regions of Sindh, Pakistan. For the data analyses, we employed SEM-based multivariate techniques. The findings exhibit that the direct relationship between competency-based training & assessment (independent variable) has a significant and positive influence on traditional teaching methodologies, practical teaching strategies, technical knowledge, and pedagogical & technical components as outcome variables. Similarly, the findings further concluded that behavior & psychological aspects are potent mediators between competency-based training & assessment and traditional teaching methodologies, teaching-learning abilities, practical teaching strategies, technical knowledge, and pedagogical & technical components as outcome variables. Hence, the behavior & psychological aspects of teachers is a vital factor that accelerates the impact of competency-based training & assessment on the dependent variables. The outcomes of this research are imperative theoretical and practical implications, which may guide the direction of future researchers and policymakers of vocational training and education.

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The Professionalism of a Teacher- Educator: a Competency-Based Approach

Cited by 4 publications

References 1 publication

The need for environmental competence of teachers for rational use of natural resources and environmental protection

The need for environmental competence of teachers for rational use of natural resources and environmental protection

Prevention Peculiarities of Teacher Professional Deformation in Educational Organization

THE COMPETENCY-BASED TRAINING & ASSESSMENT, AND IMPROVEMENT OF TECHNICAL COMPETENCIES AND CHANGES IN PEDAGOGICAL BEHAVIOR

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