This research aims to analyze the model for developing the professional competence of science teachers through learning leadership. This method is quantitative research applied to a survey with a ...cross-sectional design. The participants were the science teachers at Pati residency, with 240 respondents. The researchers collected a questionnaire consisting of 46 validated questions with estimated reliability. The questions consisted of four teacher competence models and three leadership learning indicators. The researchers analyzed with the Structural Equation Modeling, SEM. Based on the data analysis, the science teacher competency development model is positively influenced by learning leadership by 15% in the small category. It also showed that the science teacher competency model formed from indicators of professional development and learning practices is in the large category, while professional knowledge and soft skills are in the moderate category. This research concluded that learning leadership contributed little to the science teacher competency development model. In the era of independent learning, it was important for school principals to increase the development of professional competency models for science teachers so that they can implement student-centered learning. The results of these findings provided input to school principals to improve their leadership in managing teacher learning, starting from planning, learning processes, evaluation, and reflection, while science teachers to improve their professional competence through learning activities with lesson studies and research actions as well as activities outside of learning such as training and seminars.
The evolving nature and accumulating volume of real-world data inevitably give rise to the so-called “concept drift” issue, causing many deployed Case-Based Reasoning (CBR) systems to require ...additional maintenance procedures. In Case-base Maintenance (CBM), case-base editing strategies to revise the case-base have proven to be effective instance selection approaches for handling concept drift. Motivated by current issues related to CBR techniques in handling concept drift, we present a two-stage case-base editing technique. In Stage 1, we propose a Noise-Enhanced Fast Context Switch (NEFCS) algorithm, which targets the removal of noise in a dynamic environment, and in Stage 2, we develop an innovative Stepwise Redundancy Removal (SRR) algorithm, which reduces the size of the case-base by eliminating redundancies while preserving the case-base coverage. Experimental evaluations on several public real-world datasets show that our case-base editing technique significantly improves accuracy compared to other case-base editing approaches on concept drift tasks, while preserving its effectiveness on static tasks.
Contribution. This study identifies blockchain-related competences essential for professionals involved in blockchain projects and develops a blockchain technology competence model for ...interdisciplinary curricula development. Background. Amidst the surge in blockchain implementations, a gap exists in systematic knowledge about the skills required from blockchain professionals. While the number of new blockchain implementation cases is growing, there are no systematic reviews on the success factors or the skills required from blockchain professionals. Lack of systematic information on blockchain projects and their implementers presents a substantial obstacle to the development of new competence-oriented academic and professional educational programs, as well as for guiding recruitment for blockchain projects. Research Question. This research investigates the necessary knowledge and skills to leverage opportunities and adapt to changing employment trends in blockchain technology. The guiding research question of this study is, what knowledge and skills must be acquired in order to be able to exploit opportunities and to be prepared for changes in employment trends in the context of blockchain innovations? Methodology. The study adopts exploratory multiple case analysis based on qualitative content analysis of job advertisement and expert interviews. Findings. The study develops a blockchain technology competence model for interdisciplinary academic and professional educational programs. The developed model can also be used for guiding the development of professional training, certification, and recruitment strategies and practice for blockchain projects.
Šiame tyrime buvo nustatytos blokų grandinės technologijų profesionalams reikalingos kompetencijos ir sudarytas blokų grandinės technologijų kompetencijų modelis, skirtas tarpdisciplininėms studijų programoms kurti. Didėjant blokų grandinės technologijų vystymui ir diegimui, vis dar trūksta sisteminių žinių apie įgūdžius, kurių reikia blokų grandinės technologijų profesionalams. Sistemingos informacijos apie blokų grandinės technologijų projektus ir jų vykdytojus trūkumas yra iššūkis kuriant naujas, kompetencijomis pagrįstas akademinio bei profesinio mokymo programas, taip pat atliekant darbuotojų atranką blokų grandinės technologijų projektuose. Šiame tyrime analizuojamos darbuotojams reikalingos tarpdisciplininės žinios ir įgūdžiai, kurie leistų prisitaikyti prie besikeičiančių darbo rinkos užimtumo tendencijų blokų grandinės technologijų srityje. Pagrindinis tyrimo klausimas – kokių žinių ir įgūdžių reikia įgyti, jog būtų galima pasinaudoti naujomis galimybėmis ir pasiruošti darbo rinkos tendencijų pokyčiams blokų grandinės technologijų inovacijų kontekste? Metodologija. Tyrime pasitelkiama žvalgomoji kelių atvejų analizės strategija, naudojama darbo skelbimų ir ekspertų interviu kokybinė turinio analizė. Rezultatai. Tyrimo metu sudarytas blokų grandinės technologijų kompetencijų modelis, kuris skirtas tarpdisciplininėms studijų programoms. Kompetencijų modelis gali būti naudojamas kuriant profesinio mokymo, sertifikavimo, įdarbinimo bei praktikų strategijas blokų grandinės technologijų projektuose.
Abstract An individual competence is one of the main human resources, which enables a person to operate in everyday life. A competence profile, formally captured and described as a structured model, ...may enable various operations, e.g., a more precise evaluation and closure of a training gap. Such application scenarios supported by information systems are particularly compelling for the era of digitalisation, although research on adequate models capturing competence profiles is still lacking; moreover, no research was revealed synthesizing models of competence, enabling operationalisation possibilities. To fulfil this gap, current research develops a classification of competence models in the form of taxonomy, derived from operational characteristics of competence constructs. Given conceptual fuzziness of the competence term and complex, interdisciplinary scope of the study, the research method follows integrative literature review principles: results of an extensive search conducted in three iterations were critically analysed and further synthesized in the form of taxonomy. This critical analysis was performed based on an overview of twenty-four competence models with a lens of working definitions of competence framework and model concepts. As a result, all three outcomes highlight the power of competence models: (1) the overview summarises models’ development methods, operationalisation, and purposes in a specific application domain, while (2) working definitions and (3) the taxonomy aim at overcoming a conceptual ambiguity of competence concepts. In addition, the presented taxonomy may serve as a knowledge base or a decision support tool on competence model selection when it comes to development of a competence management tool.
Studies showed that competency-based assessment improvement had generated a much greater impact on students’ achievements on standardized tests than other forms of educational activities. However, ...studies also indicated a number of challenges for teachers when designing competence assessment tools (CAT), especially in building assessment tasks that replicate real-life practice. There have been many different models for teachers’ assessment competencies, but the competency of designing competence assessment tools (CDCAT) was not paid much attention. In hope to develop a competency model that would serve as a supporting role in developing the CDCAT for pre-service teachers and teachers, this study used a multi-step development process to construct a teachable model that reflectived the complexity of designing assessment tools. The model consisted of 12 behavioural indicators spreading across four dimensions informed by the existing literature and empirical findings in particular contexts. To guarantee the content value of the proposed model, the research twice used the expert method by two panels. The reliability of the model was tested by analyzing the data collected from the survey with students. Interesting findings were met, and the outlined CDCAT model assisted pre-service teachers in solving issues related to their assessment competence. The model was intended for educational researchers, educators, teachers, and policy makers to support teachers’ assessment competence concerning the current accountability model across educational systems. Specific implications for developing pre-service teachers' CDCAT were discussed, followed by suggestions for future studies.
Detecting changes of concepts, such as a change of customer preference for telecom services, is very important in terms of prediction and decision applications in dynamic environments. In particular, ...for case-based reasoning systems, it is important to know when and how concept drift can effectively assist decision makers to perform smarter maintenance operations at an appropriate time. This paper presents a novel method for detecting concept drift in a case-based reasoning system. Rather than measuring the actual case distribution, we introduce a new competence model that detects differences through changes in competence. Our competence-based concept detection method requires no prior knowledge of case distribution and provides statistical guarantees on the reliability of the changes detected, as well as meaningful descriptions and quantification of these changes. This research concludes that changes in data distribution do reflect upon competence. Eight sets of experiments under three categories demonstrate that our method effectively detects concept drift and highlights drifting competence areas accurately. These results directly contribute to the research that tackles concept drift in case-based reasoning, and to competence model studies.
The current study aimed to provide a model of professional competency of teachers in the e-learning environment. The research method was correlational, and the data was analyzed using structural ...equation modeling. The statistical population included all male and female elementary school teachers in Qom city that 375 of whom were selected by stratified random sampling method. Data were collected using a researcher-made questionnaire. The validity and reliability of the questionnaire was evaluated at a satisfactory level. Results of confirmatory factor analysis indicated that seven dimensions of professional competency of teachers in the e-learning environment were confirmed. According to the results, these dimensions include educational (pedagogical), social, evaluation, technological, organizational, ethical and individual dimensions. Also, the model fit indices showed that the research model benefited from a good fit. Correspondingly, the model of professional competence of teachers in the electronic learning environment includes seven dimensions and 16 components. The findings can be used in the design of plans to improve the professional competence of teachers in e-learning environments.
This article describes and introduces the
,
Its purpose is to assess, evaluate and treat stress and psychological wellbeing. First, the
of the model are presented. This model is an application of the ...3P Model, Theory of Internal vs. External Behavioral Regulation and the Model of Competency for the Management of Stress and Psychological Wellbeing. Second, the
is presented. This model allows the structural and functional determination of the variables and predictive, mediating and final factors for stress and psychological wellbeing. Third, the
is presented. For predictive factors, the
theoretical model allows us to assess levels of internal and external regulation of the individual and their context, as well as other personal and contextual factors involved in self-regulation. For mediating factors, the
for the management of stress and wellbeing allows us to analyze conceptual (concept and principles), mediating (skills and metaskills) and attitudinal (attitudes, values and habits) variables. Finally, in relation to factors that condition outcomes, we can determine
. Finally,
and
are presented. The model also allows us to determine predictive relationships between those three types of variables and is functionally transferable to other contexts, including contexts proper to the psychology of education, clinical practice and healthcare, and psychosocial, organizational and technological contexts.
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