The qualification of teachers for inclusive physical education (PE) is a central challenge for sports research and university teaching. Nevertheless, a concept of physical education teacher education ...(PETE) focusing on situation-specific skills and based on typical requirement situations of inclusive PE has not yet been developed. The Qualification of Prospective PE Teachers for Inclusive PE project (QiPE) aimed to design, implement, and evaluate such a PETE concept based on typical requirement situations of inclusive PE for preservice teachers.
In the project, requirement situations that teachers had to cope with in inclusive PE were identified on the basis of video recordings (104 PE lessons), and the necessary courses of action, situation-specific skills, and dispositions were determined. Based on this, competence profiles were constructed and a teaching sequence was developed. Three test scales for Recognition, Individual Support, and Participation were developed, and the effectiveness of the first seminar of the developed PETE concept was tested using a pretest-posttest design.
There were statistically highly significant relations between the developed seminar and the situation-specific skills tested, associated with a large effect size for the Recognition scale (
= .33 or .28), a medium to high effect size for the Individual Support scale (
= .34 or .13), and a medium effect size for the Participation scale for a part of the sample (
= .07), while for the other part of the sample the effect was not significant.
The developed requirement situation-oriented and casework-based seminar is highly effective in promoting situation-specific skills in preservice teachers with relation to the central demands of inclusive PE: recognition, individual support, and participation. Nevertheless, further research on requirement situations in PE and casework in PETE is needed.
El objetivo de la investigación es explicar cómo el proceso de construcción de una secuencia de tareas profesionales, realizadas por formadores de futuros profesores de Matemáticas, influye en el ...desarrollo de su competencia en análisis didáctico. Dicho desarrollo se constata, entre otros indicadores, en cuanto los formadores de futuros profesores incorporan y usan adecuadamente herramientas para la descripción, explicación, valoración y mejora de procesos de enseñanza, dirigidos a la formación matemática de futuros profesores de secundaria. Una de las evidencias más significativa de este desarrollo es que las secuencias de tareas que los participantes diseñaron e implementaron eran coherentes con las orientaciones curriculares y significativamente diferentes a las que implementaban antes de realizar el curso.
The aim of this research is to explain how the process of task sequence design made by teacher trainers of future Mathematics teachers influences the development of their competence in didactic analysis. This is achieved, among other indicators, when teacher trainers adequately incorporate and use tools for description, explanation, evaluation and improvement of teaching processes, aimed to future mathematics teachers training. One of the most significant evidence of this developmentis that the designed and implemented sequences were consistent with the curriculum guidelines and were significantly different from those implemented before attending the course.
L'objectif de la recherche est d'exprimer comment le procédé de construction d'une séquence des tâches professionnelles réalisées par des formateurs de futurs professeurs de mathématique influence dans le développement de leur compétence de l'analyse didactique. Ce développement est vérifié, entre autres indicateurs, dès que les formateurs de futurs professeurs incorporent et utilisent correctement des outils pourla description, explication, évaluation et amélioration des procédés d'enseignement, dirigés à la formation mathématique de futurs professeurs d'école secondaire. Une des preuves les plus importantes de cette évolution est que les séquences de tâches que les participants ont été conçus et mis en oeuvre enaccord avec les lignes directrices du programme et significativement différent de celui mis en place avant le cours.
O objetivo da investigação é explicar como o processo de construção de uma sequência de tarefas profissionais, realizadas por formadores de futuros professores de Matemática, influencia no desenvolvimento de sua competência de análise didática. Constata-se esse desenvolvimento, entre outros indicadores, enquanto os formadores de futuros professores incorporam e usam adequadamente ferramentas para a descrição, explicação, avaliação e melhora de processos de ensino, dirigidos à formação matemática de futuros professores de secundária. Uma das provas mais significativa desse desenvolvimento é que as sequências de tarefas que os participantes foram concebidas e implementadas de acordo com as diretrizes curriculares e significativamente diferente daquele implementado antes do curso.
In different streams of literature employability has been defined in different, often related ways. We take an interdisciplinary approach, combining insights from research on higher education and ...workplace learning, taking a Western perspective. In doing so we take a multi-dimensional, competence-based approach. Our approach to conceptualizing employability responds to research from both disciplines arguing for a need of integrating approaches to employability, for a unified overview of conceptual frameworks and agreement on definitions of the concept. We conclude that models of employability from these different disciplines can reinforce each other. Certain dimensions of employability are less taken into account in one discipline, while receiving a lot of attention in the other. Hence, our work opens new avenues for conceptual and empirical research on employability in both domains. Moreover, it might influence how researchers and practitioners research and support (lifelong) learning for employability, both in higher education and in the workplace.
The objective of this study is to analyze the assessments of the professional competencies of sports managers working in Chilean municipalities based on the Toh and Jamieson (2000) Sports Managers ...Competencies Scale, adapted and validated to the Chilean context by Duclos-Bastías et al. (2021), and to characterize the professionals working in the local public sphere. For this purpose, the instrument was applied to a sample of 417 subjects (76.7% men and 23.3% women) from 164 municipalities belonging to the 16 regions of Chile. Once the results were analyzed, it was possible to conclude that municipal sports managers attribute high importance to the professional competencies presented in the instrument. No statistically significant differences were found between the group of men and women. In relation to the characterization of the municipal sports managers who participated in the research, it could be concluded that the majority are men (76.7%) and adults between 30 and 59 years of age, and that 3 out of 4 have university education.
En el ámbito de la gestión deportiva, resulta fundamental evaluar y comprender las competencias profesionales de gestionan en servicios municipales. Estas competencias desempeñan un papel crucial en la eficiencia y calidad de los servicios deportivos ofrecidos a la comunidad. El objetivo de este estudio es analizar las valoraciones sobre las competencias profesionales de gestoras y gestores deportivos que se desempeñan en servicios deportivos municipales chilenos a partir de la escala de Competencias de Gestores Deportivos. Para lo anterior, se aplicó el instrumento a una muestra de 417 sujetos de 164 municipalidades (de un total de 346) pertenecientes a las 16 regiones de Chile. El análisis estadístico de tipo descriptivo e inferencial permitió concluir que los gestores deportivos municipales atribuyen una alta importancia a las competencias profesionales presentadas en el instrumento, como por ejemplo “Promover la armonía entre el personal” y “Motivar al personal o voluntarios”. No se encontraron diferencias estadísticamente significativas entre hombres y mujeres. En relación con la caracterización de los gestores deportivos municipales se puede señalar que la mayoría son hombres (76.7%) y con edades entre los 30 y 59 años, y que 3 de 4 cuentan con formación universitaria.
This study examines the extent to which teachers' competence aspects as self-regulated learners and agents of self-regulated learning (SRL) explain their self-reported and students' perceived ...promotion of metacognition. One hundred and eighty-five lower secondary school teachers participated in this study. The results reveal positive direct relationships between teachers' knowledge, self-efficacy, intrinsic interest value and the promotion of metacognition. Teachers’ own SRL skills and mindsets about SRL were indirectly related to the promotion of metacognition via their self-efficacy and intrinsic interest value. This study provides new evidence of the importance of teachers' dual competence profile for promoting metacognition.
Motivation is a key component of teachers’ professional competences in promoting students’ self-regulated learning (SRL). This study combines expectancy-value theory and SRL to explore the ...associations and interactions of teachers’ expectancies, values and costs in promoting SRL and metacognition. Two hundred and eighty teachers participated in this cross-sectional study. Latent structural regression and interaction analyses indicate that expectancies and values are positively related to teachers’ promotion of SRL and metacognition. Mixed results were found for teachers’ costs and the interaction effects. This study highlights the importance of considering teachers’ expectancies, values and costs in promoting SRL and metacognition in research.
•Values are related to teachers’ promotion of SRL and metacognition.•Values and costs are particularly important for the promotion of metacognition.•Success expectancies show stronger relations to the SRL promotion than values and costs.•Interaction effects emerged for the promotion of metacognition.
Purpose. The article is devoted to the analysis of the specifics of the process of forming professionally significant competencies in the training of future international affairs specialists and to ...the analysis of how the resource of digital technologies used in the process of independent work influences the formation of professional and personal competencies. This problem is revealed using the example of the Chinese language.
Methodology. Fundamental to the research is a systematic approach; main theoretical research methods are analysis, synthesis, deduction
Results. The article substantiates the role of independent work in the formation of professional competencies. The study allows us to draw conclusions about the need to use digital technologies in the process of independent work in order to develop the professional competencies of students. The author offers a number of educational resources that allow you to effectively integrate digital technologies into the independent work of international relations students, taking into account the specifics of Chinese language.
Practical implications. The results can be used in the practice of teaching international specialists, especially studying Chinese.
When entering the job market, prospective translators face certain difficulties concerning professional know-how that they have to overcome in order to succeed in their career. For this reason, the ...aim of this article is to provide insights into the main concerns of future translators regarding professional competences. To understand these concerns, a corpus was created using the questions posted by future translators in a forum located on a very well-known translation site: Proz.com. A total of 125 posts were processed and thematically coded using the corpus manager Sketch Engine. The thematic codes were based on two multi-componential models of translator competence: PACTE’s and EMT Board’s models. Once the content was coded, qualitative content analysis was carried out in order to analyse the main concerns of translators-to-be in relation to professional competences. Results show that marketing, industry, and business knowledge are among the main causes of worry of prospective translators. Although the results are not generalisable, the conclusions drawn from this study provide translator trainers with a comprehensive view of what professional competences should be reinforced in the classroom.
The paper presents the findings of the research carried out among the participants of the project ”Development of Content and Language Integrated Learning (CLIL) in Education” (2011-2013) that aimed ...to upgrade the competences of subject teachers enabling them to implement content and foreign language integrated learning approach in general education and vocational training. The data obtained through a survey indicates that the project participants developed a positive attitude towards the CLIL approach and positively assess the competences acquired during the programme. European Framework for CLIL Teacher Education proves to be a useful tool when designing training courses for specific target groups of qualified content teachers and a fifty hours' programme seems to be adequate to get acquainted with the fundamentals of CLIL. The project participants were most positive about their CLIL methodology competence development during the project and ability to identify appropriate subject content for teaching by using the CLIL approach. The weakest point identified by the participants involves languagerelated issues, such as ability to support language learning in content, balancing the target language used between the learners' and teacher's linguistic ability, and overall insufficiency of linguistic competences. One more issue indicated by the respondents is the absence of standards, guidance and administrative support, as well as quality assurance (content delivery, materials and assessment) in CLIL.
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