Development of Scientific and Methodical Competence of Teachers of Vocational Education Institutions

Kulishov, Volodymyr S.; Skyba, Yurii; Yermolenko, Andrey; Шевчук, Світлана Степанівна; Shchypska, Tetyana P.

doi:10.20511/pyr2021.v9nspe2.994

Cited by 3 publications

(2 citation statements)

References 16 publications

(17 reference statements)

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“…In that case, researchers from 13 universities in Germany, Austria and Luxembourg developed the model of teachers' assessment competence that defines teachers' assessment competence [14]. Experimental work to define methodical competence formation was carried out based on vocational education institutions in Dnipropetrovsk, Poltava and Sumy regions of Ukraine and conducted in three main stages (conduction of a survey and development of educational electronic resources to exchange experience) [15].…”

Section: The Level Of Research On the Problemmentioning

confidence: 99%

Perception of IT teachers on their methodological development: A case at Kazakhstan universities

Mukhatayev,

Omirbayev,

Kassenov

et al. 2024

ijirss

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This paper provides an analysis of the viewpoints of IT discipline teachers at Kazakhstani universities regarding the need for the development of methodological competence. The purpose of this study is to provide IT teachers with a philosophy of necessity to develop their methodological basis to train future IT specialists. The sociological survey was conducted among them and the answers to the questionnaire showed that teachers understand the relationship between their methodological training and the quality of education. The interviewed teachers use a variety of technologies and methods of teaching and evaluating the achievement of learning outcomes by students in the educational process which indicates that they have a certain level of methodological competence. Nevertheless, the problem of unclear understanding of the differences between the concepts of technology and teaching method is revealed. This suggests the need for measures to strengthen the general pedagogical training of teachers. The study’s findings have shown that IT discipline teachers at Kazakhstani universities understand the need for constant development of their methodological competence. The opinion of teachers in the IT discipline about the need to develop methodological competence is positive and they are ready for continuous improvement. The study gives a foundation for research on the level of formation of methodological competence in general and its components, organizational forms of development of methodological competence and the possibility of strengthening the general pedagogical training of future teachers of IT disciplines.

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Section: The Level Of Research On the Problemmentioning

confidence: 99%

Perception of IT teachers on their methodological development: A case at Kazakhstan universities

Mukhatayev,

Omirbayev,

Kassenov

et al. 2024

ijirss

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“…En primer lugar, el factor relacionado a la formación profesional inicial y continua del profesorado en el desarrollo de competencias científicas. Para Kulishov et al (2021), la formación profesional inicial del futuro cuerpo docente debería estar relacionada a los objetivos que este persigue, la evaluación de sus capacidades, su disposición para implementar innovaciones tomando en cuenta la tecnología, así como de metodologías pertinentes, como también lo menciona Barajas y Ortiz (2019). En cuanto a la formación profesional continua que se inicia una vez graduadas las personas docentes, es necesario que sus creencias y actitudes influyan positivamente en su práctica (Hofer y Lembens, 2019), con un rol actualizado que gestione el conocimiento y que les permita actuar frente a sus estudiantes como una compañera o compañero en los procesos de investigación .…”

Section: Introductionunclassified

Promoción de competencias científicas en textos escolares de Ciencia y Tecnología del segundo grado de educación secundaria de Perú

Tuesta¹,

Solis-Trujillo

2023

Rev. Educación

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Actualmente, en educación básica, la enseñanza aprendizaje está pasando de un enfoque basado en contenidos a uno basado en competencias, el cual, dada su complejidad, presenta debilidades en su implementación; esto se ha evidenciado con los resultados poco favorables que arroja PISA. Esto debido a múltiples factores, donde uno de ellos es el uso de textos escolares que aún no se ajustan con este enfoque y que ameritan profundizar en este tipo de estudios. Es así como el objetivo de este artículo es analizar en qué medida las actividades que proponen los textos escolares de Ciencia y Tecnología del segundo grado de educación secundaria de Perú, promueven la adquisición de competencias científicas en las personas estudiantes. Para ello, se ha esgrimido la tipología de capacidades, que consiste en una tabla con 4 categorías con sus respectivas subcategorías. Los hallazgos evidencian que un 36.80 % de actividades están propuestas para promover el desarrollo de capacidades de tipo I, como identificar características, establecer relaciones, comparar y definir. Un 33.40 % el de tipo II, como utilizar el conocimiento en situaciones específicas, donde describen lo que sucede, explican cómo sucede y justifican teóricamente por qué sucede. Un 19.20 % el de tipo III, como observar, buscar información en diferentes fuentes, hipotetizar y plantear sus propias estrategias de trabajo, además de realizar experiencias para la obtención de datos. Un 10.60 % el de tipo IV, como analizar información, plantear conclusiones y argumentar con base científica en pruebas y evidencias. Se concluye mencionando que en los textos escolares motivo de estudio, se promueven prioritariamente capacidades de menor demanda cognitiva como las de tipo I y II, en detrimento de las de tipo III y IV, por lo que hay necesidad de una transformación de las actividades propuestas.

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Methodology for Assessing the Level of Methodological Competence of It Teachers

Toxanov,

Abzhanova,

Mukhatayev

et al. 2024

sjaitu

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The article presents the results and analysis of an experimental study on the development of methodological competence of teachers of IT disciplines in the framework of their advanced training on the online. The purpose of the article is to disseminate certain results of the study from the point of view of theoretical and methodological aspects. The task of the experiment stage was to diagnose the level of formation of methodological competence of teachers of IT disciplines of the control and experimental groups according to four key criteria of methodological competence: didactic, design, monitoring and personal. The determination of the level of formation of methodological competence skills was made using five levels: advanced, high, medium, acceptable and low, for each key criterion of the teacher's methodological competence. The experimental part of the study was conducted with teachers of IT disciplines of universities in Kazakhstan during the 2023-2024 academic year. As a result of the experimental work, a diagnosis of the development of methodological competence of teachers of IT disciplines was developed, which is of a complex nature: substantive - in the form of tests, tests of various nature on the content of course training; activity - in the form of assessment for each type of practical work of a methodological orientation (drawing up work programs for the subject, technological map of the lesson, problem tasks, etc.) ; communicative – on the basis of questionnaires, tests, analysis and self-analysis (on the development of speech culture, behavior in society, skills to organize attention, students' activities, work in pairs and groups, etc.). In the formation of a set of diagnostic methods, the emphasis was placed on methods based on self-diagnosis, which contributes to the process of self-knowledge and self-analysis of a particular person. The authors also note that despite the variety of definitions, all studies have a common semantic basis - correlation with the labor market and social policy of society. These two parameters play an important role in determining the content of competencies, based on the psychological and biological characteristics of the individual. In the course of the study, the validity of the methods used was checked, and the results were presented, which indicate the need to develop recommendations aimed at improving the level of methodological competence of teachers of IT disciplines.

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Development of Scientific and Methodical Competence of Teachers of Vocational Education Institutions

Cited by 3 publications

References 16 publications

Perception of IT teachers on their methodological development: A case at Kazakhstan universities

Perception of IT teachers on their methodological development: A case at Kazakhstan universities

Promoción de competencias científicas en textos escolares de Ciencia y Tecnología del segundo grado de educación secundaria de Perú

Methodology for Assessing the Level of Methodological Competence of It Teachers

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