During the period of the forced remote learning caused by the threat of the coronavirus infection spread, Russian university teachers, as well as their foreign colleagues, had to acquire quickly new ...skills in the field of information technologies and organization of classes exclusively in electronic mode. However, the changes in the structure of the teachers’ personality were not limited only to informational and methodological competences. The relevance of this research is to test the hypothesis about the emergence of a new type of teacher’s pedagogical culture, characterized by a special awareness of the humanistic and social role of a teacher in the course of e-learning. The aim is to study the content of a new type of pedagogical culture, as well as its structural components performed by the competences, the presence of which was actualized during the pandemic. The theoretical research methods (study and analysis of scientific publications on the teachers’ competences, especially in demand during the pandemic, synthesis, systematization, comparison, etc.) and empirical methods (conversation, questioning, observation) were used in the study. The conducted empirical research, as well as the analysis of domestic and foreign publications show that, despite a short-term nature of remote learning, the transformations in pedagogical culture have the character of a qualitative leap and are global in nature, as they have affected the teachers in all countries. This allows us to declare the emergence of a new type of pedagogical culture, namely the “electronic” pedagogical culture of a higher school teacher, which is a natural result of the development of “basic” culture and is characterized by a change in priorities in the structure and in the content of its constituent blocks of competences. The article compares real changes in the structure of a teacher’s personality with forecasts regarding the “competences of the future”, as well as with the “information pedagogical culture”, which is believed to have arisen in the process of information technologies penetration into the educational process. The scientific novelty of the research consists in substantiating the possibility of transforming the “basic” pedagogical culture of the teacher under the influence of external and internal factors. In theoretical terms, the study expands the scientific understanding of the essence of the teacher’s pedagogical culture, the patterns of its development and transformation, as well as its competence-based structural organization.
Bonding in Newcomer Education: An Empirical Exploration Groot, Isolde de; Berg, Bas van den; Leijgraaf, Monique ...
International Journal of Learning, Teaching and Educational Research,
5/2019, Letnik:
18, Številka:
5
Journal Article
Taking into consideration the multiple facets of the competence concept, as well as the evolution of competence-based education, this paper aims at providing a potential starting point for drawing up ...a competence framework for Romanian teachers. After pointing out to the difficulties related to defining these competences, we attempt to give a concise outline of the trends existing in this field at international level, with a special focus on European Union recommendations. The Romanian specialists’ opinions are also briefly introduced, so that we could list the perspectives of defining this framework, given our national context.
El objetivo de este artículo es la reflexión sobre el papel del prácticum en el proceso de adquisición de las competencias profesionales de los docentes en formación. Se parte de una ...conceptualización de competencia, así como su adquisición y desarrollo, ligada al conjunto de saberes combinados, coordinados e integrados en el ejercicio profesional, definibles en la acción, donde la experiencia se muestra como ineludible y el contexto es clave. Desde este posicionamiento, pues, se resalta la acción, la experiencia y el contexto socioprofesional. Todo ello son claves en el prácticum de formación de docentes. De ahí, que tras la reflexión sobre la adq uisición y desarrollo de competencias en la práctica profesional y en escenarios socioprofesionales, se profundice en el papel del prácticum en tales procesos, ligados particularmente a la adquisición de competencias docentes, además de su potencial en la transición y construcción de la identidad profesional.
The emergence of COVID-19 in education posed a challenge for teachers around the world, who faced it with differing levels of knowledge, competences, and digital resources. The aim of this study is ...to ascertain the teachers’ (n = 930) perceptions on the use of technology in the classroom, the main challenges in education, and the teaching profession prior to the pandemic in Spain and Latin America. For this purpose, mixed methods were adopted, and an ad hoc questionnaire was created and validated through expert judgment. The results show a high use of technology while confirming shortages in resources, connectivity, and teacher training. Also, an average rating is obtained in the areas of digital teaching competence based on the Common Digital Competence Framework for Teachers (Spain). In addition, student motivation related to technology is seen as one of the main challenges for teachers. Finally, teachers are motivated, but they feel that their motivation is decreasing; they call out for greater recognition of their profession. This study helps identify the strengths of teachers in relation to technology in order to continue to strengthen them and shortages in order to acknowledge and address them. It also allows for an understanding of the emerging issues that pose challenges for current educational research.
Student engagement is an important condition for positive outcomes at school. This study examined whether teachers' motives for being a teacher, their ratings of the relative importance of different ...teacher competences, their self-efficacy for teaching, and ratings of their own interpersonal teacher behavior could predict teacher perceptions of student engagement. Relations between perceived student engagement and teacher beliefs were explored using data from a survey of 195 teachers in prevocational and vocational education in the Netherlands. Teachers rating themselves higher on dimensions of interpersonal teacher behavior, importance of didactic and pedagogical competence, and self-efficacy perceived their students as more engaged.
► Self-perceptions of interpersonal teacher behavior predict teacher perceptions of student engagement. ► Proximity and value placed on pedagogical competence predict perceptions of emotional engagement. ► Control and value placed on didactic competence predict perceptions of behavioral engagement. ► Self-efficacy also contributes to teacher perceptions of student engagement.
A significant acceptance and research of teacher socioemotional competence occurred along with the development of the constructivist approach in education. Socioemotional competence is considered an ...important part of teacher competences or pedagogical competences which should be acquired and learned during studies. The main research objective was to examine the attitudes of initial teacher education students (future teachers) related to the desirable and necessary teacher socioemotional competences, including self-assessment of students' socioemotional competences. The study involved a total of 121 graduate students attending teacher education study programs in the field of social sciences and humanities. The results of the research indicate that students are generally familiar with characteristics of socioemotional competence and consider them important. As expected, the students show having somewhat less confidence in their own teacher competences.
The main purpose of the study was to gain insights into the effectiveness of the open and distance learning approach (ODLA) as an empowering tool in upgrading rural teachers’ professionalism. The ...data to address the problem was collected by means of a case study methodology. The results of the study indicate that female teachers involved in the study perceive the ODLA to be enabling in several respects. Firstly, the ODLA provided rural teachers with the flexibility and opportunities to switch careers midway. Secondly, the ODLA provided female teachers with new professional knowledge, skills and competences with minimal disruptions to their family, social and work commitments. Thirdly, the ODLA was regarded as cost effective in terms of access, affordability, effort and time management. In light of the above, this study calls for further comparative studies of ODLA to other teacher education models in improving teacher proficiencies in resource-stressed environments.
Content and Language Integrated Learning (CLIL) is a challenging and demanding teaching approach; despite this, in Spain, linguistic competence is the only criterion
considered by most bilingual ...programmes to enable teachers to teach CLIL. This article reports on a quantitative study into the impact that the different accreditation processes carried
out by the administration, the inservice training received by CLIL teachers and their English
proficiency, have on inservice CLIL teachers’ competences for CLIL. An ad hoc instrument
was created to measure the level of integration of the CLIL methodological principles in
the accredited teachers of 47 primary and secondary bilingual schools. Results show that
70% of a sample of 383 practising teachers accessed their bilingual programme without
CLIL methodological training and 50% of them had not received any type of CLIL training after the accreditation. Furthermore, significant differences in the level of integration of
the CLIL methodological principles have been found between the teachers accredited with
methodological training and those without it, in favour of the former. It is concluded that the
accreditation process should include a combined linguistic and methodological rating likely
to solve this CLIL teacher paradox.
El aprendizaje integrado de contenido y lengua (CLIL) es un enfoque de enseñanza desafiante y exigente para los docentes. A pesar de ello, en España, la competencia
lingüística es el único criterio considerado por la mayoría de los programas bilingües para
permitir que los docentes enseñen AICLE. Este es un estudio cuantitativo sobre el impacto
que los diferentes procesos de acreditación llevados a cabo por la administración, la formación continua recibida por los docentes y su nivel de inglés tienen sobre las competencias
en AICLE del profesorado habilitado para enseñar bajo este enfoque. Se ha creado un instrumento ad hoc para medir el nivel de integración de los principios metodológicos CLIL en
los maestros acreditados de 47 colegios e institutos bilingües. Los resultados muestran que
el 70% de una muestra de 383 docentes habilitados para impartir AICLE ha accedido al programa bilingüe sin capacitación metodológica AICLE y el 50% no ha recibido ningún tipo
de formación en AICLE después de su habilitación. Además, se han encontrado diferencias
significativas en el nivel de integración de los principios metodológicos de AICLE entre
los docentes habilitados con formación metodológica y sin ella, a favor de los primeros. Se
concluye que el proceso de acreditación debe incluir una formación combinada lingüística y
metodológica que pueda resolver esta paradoja del docente AICLE.
Introducción: La evaluación de competencias docentes se relaciona con la mejora de la actividad educativa, orientada hacia el desarrollo personal y formativo. No se cuenta con evaluaciones de alta ...fidelidad en nuestro medio. El objetivo es obtener fuentes de evidencia de validez del Examen Docente Objetivo Estructurado (EDOE) para evaluar las competencias docentes.
Método: Se llevó a cabo un estudio cuantitativo en 3 fases: 1) Planeación: análisis del modelo de competencias, validación por jueces, validación de contenido por alumnos instructores y taller de trabajo con expertos para la creación de estaciones. 2) Piloto: se obtuvo el grado de concordancia de los evaluadores, validación y estructura interna de las estaciones (análisis de discriminación, alpha de Cronbach, medias y desviación estándar). 3) Final: Aplicación a la muestra por conveniencia no aleatoria conformada por 20 profesores del Departamento de Informática Biomédica de la Facultad de Medicina de la UNAM.
Resultados: Se realizó un análisis de discriminación de reactivos de 8 estaciones 2 tienen 5 reactivos que discriminan .05, 7 obtienen cargas factoriales aceptables; explicando un 88.35% de la varianza, un alpha de Cronbach de .68. La media de desempeño docente en el EDOE fue de 73.23 con desviación estándar de 8.4. La estación mejor evaluada fue estrategias de aprendizaje (85 ± 16.98) y la menor fue orientar la discusión (67.48 ± 15.62). Se detectó evidencia confirmatoria con exámenes similares utilizados en la Facultad de Medicina, se cumplieron los objetivos planteados en la creación de este instrumento, se detectó una media preevaluación EDOE y los profesores fueron realimentados sobre su desempeño con fines formativos.
Discusión y conclusiones: Se propone un instrumento de evaluación EDOE con suficiente evidencia de validez que puede ser utilizado en la evaluación del grado de competencia docente. Lo anterior orienta a crear instrumentos de evaluación docente que sigan buenas prácticas en cuanto a la elaboración de instrumentos con base en la cadena de evidencia de validez.
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