competence

  • Praca zespołowa studentów w dużej grupie ćwiczeniowej jako element kształtowania kompetencji społecznych. Dobre praktyki

    Author: Izabela M. Bogdanowicz
    Institution: Uniwersytet Warszawski
    Year of publication: 2019
    Source: Show
    Pages: 59-78
    DOI Address: https://doi.org/10.15804/kimwe2019105
    PDF: kim/2019_1/kim2019105.pdf

    Teamwork in a large student group as an element of shaping competence. Good practices

    Teamwork in a large student group as an element of shaping competence. Good practices The competences of many job candidates differ largely from the needs of employers in the labor market-a reality which is currently a significant problem also in Poland. Soft skills, as they are dubbed, are essential for effective interaction and communication in interpersonal relationships and are considered competences of the future. In shaping them the participation of academic teachers plays a special role. The author, being a practitioner, noticed the permanence of the problem in the area of shaping students’ skills in communication and teamwork. During more than a decade of work with students at state and private universities, first-cycle and second-cycle studies, full-time and part-time, the author has developed a comprehensive approach to teamwork guidelines in classes, in a large group (approximately 30 people) within the sphere of interpersonal communication. It worked well in the journalism and media logistics classes supervised by the author. This approach that can be described as good practices has a twofold value: advantage for students when used in university classes and usefulness in work as these competences are valued by the employers. The development of important tenets of team work in a practical group in the context of social competences is presented in tables and indicating typical problems – also in particular time perspectives: at the stage of preparing for classes, in the course of the first and subsequent classes (with the separation of the last ones). It can be 60 Izabela M. Bogdanowicz used as a framework guide, enabling interested academic teachers to prepare their own materials conducive to shaping the competencies desired on the labor market.

  • The effect of emotional intelligence, competence and interpersonal communication on the performance of senior high school teachers through achievement motivation in Makassar, Indonesia

    Author: Erni Ratna Dewi
    Author: Patta Bundu
    Author: Suradi Tahmir
    Year of publication: 2016
    Source: Show
    Pages: 176-183
    DOI Address: https://doi.org/10.15804/tner.2016.44.2.14
    PDF: tner/201602/tner20160214.pdf

    The presented research aims at analyzing whether the emotional intelligence, competence, and interpersonal communication directly affect teacher performance in senior high schools in Makassar. This research also aims at analyzing whether emotional intelligence, competence, and interpersonal communication indirectly affect teacher performance through achievement motivation in senior high schools in Makassar. The research was a quantitative study. The sample of this research consisted of 130 respondents. The data were analyzed using Structural equation Model AMoS 18. The findings show that emotional intelligence has a positive and significant effect on teacher performance. every teacher’s emotional intelligence proves convenient in teaching. Competence has a positive and significant effect on teacher performance. It is important in supporting the teaching profession. In addition, it allows teachers to conduct the learning process effectively.

  • A study on the components of teachers’ professional competence

    Author: Elvira E. Symanyuk
    Author: Anna A. Pecherkina
    Year of publication: 2016
    Source: Show
    Pages: 198-210
    DOI Address: https://doi.org/10.15804/tner.2016.44.2.16
    PDF: tner/201602/tner20160216.pdf

    The aim of this research was to study the activity-related, personality-related and socio-communicative components of school teachers’ professional competence. The survey of 380 teachers using standardised questionnaires identified the manifestation specificities of the components, depending on the work in conventional or innovative schools and the length of work experience. Significant differences were found between teachers working in innovative and conventional schools. The length of work experience was found to condition the differences between the activity-related and the personality-related components. The results obtained showed that teachers in innovative schools focus on professional development and achieving independence and are optimistic and tolerant of uncertainty. Those from conventional schools tend to strive for stable working conditions and demonstrate high anxiety levels and rigidity.

  • Plurilingual and intercultural awareness of future teachers

    Author: Dana Hanesová
    Year of publication: 2015
    Source: Show
    Pages: 79-90
    DOI Address: https://doi.org/10.15804/tner.2015.42.4.06
    PDF: tner/201504/tner20150406.pdf

    The study focuses on some aspects of plurilingual and intercultural competences of future teachers-their theoretical outcomes and data from comparison of two research studies. After presenting the main concepts and situation in Slovakia, it describes and compares aims, samples, methodology and data from 2 studies (2002, 2015) on the perception of the need to use various foreign languages and cultures, especially in the performance of the teaching profession. Their comparison gives evidence about areas in which it has grown.

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