Possibilities of the Professional Competence Formation of Future Teachers

Marfuga, Absatova; Тuralbayeva, А.; Jandildinov, Medet; Moshkalov, Altynbek

doi:10.1016/j.sbspro.2013.08.954

Cited by 4 publications

(8 citation statements)

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“…The findings of this research as a fundamental dimension of the quality of inclusive pedagogical practice recognize the professional development of teachers, which is in line with relevant scientific knowledge (European Commission, 2011). These findings correlate with relevant world research that indicates the importance of teachers' professional competencies as an outcome of formal education and systematic professional and vocational development (Marfuga et al, 2013;Saloviita, 2020;Selvi, 2010;Vujičić et al, 2015) and professional ethics (Mohamed et al, 2017). Engagement in vocational trainings considering educational process with children who are above average at risk of social exclusion stand out, which is in line with other research (Bouillet, 2019;Marfuga et al, 2013).…”

Section: Figure 1 Scree Plot the Factor Structure Of The Scale Of Tea...supporting

confidence: 90%

“…These findings correlate with relevant world research that indicates the importance of teachers' professional competencies as an outcome of formal education and systematic professional and vocational development (Marfuga et al, 2013;Saloviita, 2020;Selvi, 2010;Vujičić et al, 2015) and professional ethics (Mohamed et al, 2017). Engagement in vocational trainings considering educational process with children who are above average at risk of social exclusion stand out, which is in line with other research (Bouillet, 2019;Marfuga et al, 2013). Different ways and levels of teacher engagement are associated with the level and quality of initial teacher education and lifelong learning (Hujala et al, 2016;Lieber et al, 2010;Marfuga et al, 2013;Visković et al, 2019).…”

Section: Figure 1 Scree Plot the Factor Structure Of The Scale Of Tea...supporting

confidence: 85%

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Inclusive Pedagogical Practice as a Predictor of Quality Early Childhood Education

Visković¹

2021

EUROPEAN J ED RES

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<p style="text-align: justify;">The quality of the educational process within the humanistic concept and holistic-developmental approach is interpreted as the optimal adaptation to the individual needs and abilities of children, while inclusiveness presupposes equal inclusion and participation of all children. This article explores the opinions of teachers as bearers of pedagogical-educational process. The aim of this research was to determine how much importance teachers attach to certain dimensions of the educational process, and the procedures of inclusive practice. Empirical research included teachers in 5 preschool institutions (N=146). The research instrument was constructed based on relevant literature. Teachers in this sample recognize the importance: of individualized support to all children; of respecting the diversity; of collaboration with parents, and personal professional development. At the same time, the level of formal education and in-service teacher training is positively correlated with the assessment of importance towards child-oriented practice, and respect for diversity. Teachers with a higher level of education significantly value the importance of additional vocational training in the field of developmental and social risks, the use of community resources, and involvement of parents in planning individual support for children.</p>

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Section: Figure 1 Scree Plot the Factor Structure Of The Scale Of Tea...supporting

confidence: 90%

Section: Figure 1 Scree Plot the Factor Structure Of The Scale Of Tea...supporting

confidence: 85%

Inclusive Pedagogical Practice as a Predictor of Quality Early Childhood Education

Visković¹

2021

EUROPEAN J ED RES

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“…This research found attitudes, motivation, engagement, creativity, and social skills to be better predictors of educator quality than his/her level of education. Recent research recognizes the importance of the social context for the development of professional competences [47]. Quality is recognized as a construct of functional knowledge and social skills adapted to the specific conditions and requirements of the environment [48].…”

Section: Educator and Children's Playmentioning

confidence: 99%

Children’s Play—The Educator’s Opinion

2019

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The educator’s personal role in understanding children’s play is a key factor in planning organization of educational process in kindergarten. An educator´s personal paradigm is assumed to be an experiential and educational construct. This research examines the possible correlation of educators’ personal paradigms (N = 291) and contextual factors in the region of Dalmatia (Croatia). A questionnaire Q-EOCP (α = 0.78) was designed for this research. Research findings suggest that most educators are reluctant to introduce information and communication technology /ICT into the educational process (M = 2.25; SD = 1.02) or work with children with disabilities (M = 2.03; SD = 1.33). There was a slightly positive correlation between the educator’s professional work experience and the view that children with disabilities /CWD should be taught how to play (r = 0.35; p ≤ 0.05). Work experience is slightly negatively correlated with the opinion that natural materials encourage creative play in children more than the didactic toys (r = −0.29; p ≤ 0.05) and with the assessment of daily play in nature (r = −0.21; p ≤ 0.05). The research measured the correlation of assessments of daily play in nature and the educators’ level of education (F = 3.47; p ≤ 0.05). Findings suggest that early childhood and preschool educators need additional education on children’s play and the possibilities of augmentative technology.

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“…Professional knowledge and competencies are crucial when talking about this profession [20,22,23,24,25,26,27,28] In the Croatian context, the competences that are a fundamental part of the undergraduate education are as follows: competences for effective teaching, lifelong learning, management and communication, assessment and evaluation, and general professional competence: positive attitude toward children, trust in children's opportunities, adherence to principles, managing one's own professional development, promoting positive values, successful communication with parents, cooperating with the local community, and openness to others [22]. It remains unclear whether the competences acquired by undergraduate education correspond to the competences needed in practice.…”

Section: Conceptual Framework For Grasping Professional Competencementioning

confidence: 99%

“…Marfuga et al [27] consider that competence develops through education and transforms into a professional quality. According to these researchers, the quality of teachers includes personal qualities, professional readiness for pedagogical activity, and interaction with learning processes.…”

Section: Conceptual Framework For Grasping Professional Competencementioning

confidence: 99%

Norwegian and Croatian Students of Undergraduate Kindergarten Teacher Education Programs on Their Professional Development and Conditions for It

Sadownik¹,

Aasen²,

Jevtić³

2019

ujer

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This article presents Norwegian and Croatian students' perspectives on conditions for their professional growth during undergraduate kindergarten teacher education. The data gathered through focus group interviews are theorized using the cultural-historical wholeness approach that identifies institutional conditions for the development of certain motivations and acts. Since the students from the two countries generally perceive the institutional conditions for their learning as insufficient, the conclusions refer to certain institutional practices that could strengthen the development of competences that students recognize as the most relevant. These competences to act grow at the intersection of theory and practice.

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Possibilities of the Professional Competence Formation of Future Teachers

Cited by 4 publications

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Inclusive Pedagogical Practice as a Predictor of Quality Early Childhood Education

Inclusive Pedagogical Practice as a Predictor of Quality Early Childhood Education

Children’s Play—The Educator’s Opinion

Norwegian and Croatian Students of Undergraduate Kindergarten Teacher Education Programs on Their Professional Development and Conditions for It

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