competences

  • The Study of the Higher School Lecturer’s Competence in Ukraine: Diagnostics and Analytics

    Author: Liudmyla Khoruzha
    E-mail: l.khoruzha@kubg.edu.ua
    Institution: Borys Grinchenko Kyiv University
    Author: Mariia Bratko
    E-mail: m.bratko@kubg.edu.ua
    Institution: Borys Grinchenko Kyiv University
    Author: Olha Kotenko
    E-mail: o.kotenko@kubg.edu.ua
    Institution: Borys Grinchenko Kyiv University
    Author: Olha Melnychenko
    E-mail: o.melnychenko@kubg.edu.ua
    Institution: Borys Grinchenko Kyiv University
    Author: Volodymyr Proshkin
    E-mail: v.proshkin@kubg.edu.ua
    Institution: Borys Grinchenko Kyiv University
    Year of publication: 2019
    Source: Show
    Pages: 233-245
    DOI Address: https://doi.org/10.15804/tner.2019.55.1.19
    PDF: tner/201901/tner5519.pdf

    The article presents the diagnostic and analytical results of the research on higher school teachers’ competence at Borys Grinchenko Kyiv University (Ukraine). Theoretical and methodological analysis is carried out and the content of three competence profiles of lecturers in higher education is defined: professional and pedagogical, social and personal, academic, reflecting the main areas of the lecturer’s activity. Diagnostic tools of qualitative assessment of teachers’ competence components in each of the profiles are developed. The study allowed for revealing the development of certain lecturer competences according to the identified profiles: innovative, digital, management (professional and pedagogical profile), leadership, civic (social and personal profile), research, international cooperation, and scientific PR (academic profile). The results of the diagnosis are the basis for the development and implementation of a system of measures for increasing the quality and standardization activities of higher education lecturers at the institutional, national and European levels. The article provides appropriate recommendations.

  • Competence-based teaching for future education

    Author: Dragica Pešakovič
    Author: Domen Kovačič
    Author: Boris Aberšek
    Author: Martin Bílek
    Year of publication: 2015
    Source: Show
    Pages: 226-239
    DOI Address: https://doi.org/10.15804/tner.2015.39.1.19
    PDF: tner/201501/tner20150119.pdf

    The quality of education is increasingly being measured less by the knowledge gained during schooling and more by the level of competence possessed by students at doing a particular job after completing their education. Target and process-planned curricula are being replaced more and more by competenceoriented curricula, especially in science and technology education, where competences, generally defined as the ability of an individual to do a job properly, are placed at the forefront. In these, skills are not understood primarily as cognitive skills (e.g. critical thinking), but mostly as skills in connection to psychomo torics. If competence is the desired criterion for educational quality, it can be easily established that suitable instruments and methods of measurement are needed for this kind of quality evaluation, which, however, are not yet available. This is why in the field of competences a special unified competences taxonomy was developed, based on different taxonomies for the cognitive and also affective and psychomotor fields. Additionally, suitable instrumentation was developed in this study. Its use was demonstrated in the example of elementary education in Slovenia in the field of science and technology education.

  • Międzykulturowa kompetencja komunikowania się polskich emigrantów w Anglii

    Author: Mariusz Korczyński
    Institution: Uniwersytet Marii Curie-Skłodowskiej
    Author: Barbara Grabowska
    Institution: Uniwersytet Śląski w Katowicach
    Year of publication: 2019
    Source: Show
    Pages: 129-156
    DOI Address: https://doi.org/10.15804/em.2019.01.08
    PDF: em/10/em1008.pdf

    Celem podjętych przez autorów badań była próba ustalenia poziomu wrażliwości międzykulturowej, która w przyjętej koncepcji badań jest podstawowym wymiarem międzykulturowej kompetencji komunikowania się. Odnosi się ona do emocjonalnego pragnienia danej osoby, aby kontakt był potwierdzeniem, docenieniem i zaakceptowaniem różnic kulturowych. W badaniach wykorzystano metodę ankiety, a narzędziem była Skala Wrażliwości Międzykulturowej autorstwa Guo-Ming Chena i Williama J. Starosty (Chen i Starosta, 1996, ss. 353–383). Badaniami objęto 154 Polaków przebywających na emigracji zarobkowej w południowo-zachodniej części Anglii. Narzędzie badawcze rozprowadzono metodą kuli śnieżnej wykorzystując w tym celu między innymi nowoczesne środki komunikacji. Analiza uzyskanych wyników wykazała, że badani Polacy prezentują dobry i przeciętny poziom wrażliwości międzykulturowej, w którym największy udział mają badane kobiety, badani z najmłodszej grupy wiekowej oraz z najkrótszym stażem na emigracji. Uzyskując w zdecydowanej większości analizowanych wymiarów wyniki wysokie. Wyniki najniższe odnotowano w przypadku najstarszej grupy wiekowej oraz z najdłuższym stażem na emigracji.

  • Edukacja i inne procesy wspierające kształtowanie kompetencji międzykulturowych - ujęcie teoretyczne i praktyczne

    Author: Joanna Sacharczuk
    E-mail: joannasacharczuk@tlen.pl
    Institution: Uniwersytet w Białymstoku
    ORCID: https://orcid.org/0000-0001-6031-1167
    Author: Alina Szwarc
    E-mail: a.szwarc@ uwb.edu.pl
    Institution: Uniwersytet w Białymstoku
    ORCID: https://orcid.org/0000-0002-3075-5872
    Year of publication: 2020
    Source: Show
    Pages: 91-109
    DOI Address: https://doi.org/10.15804/kie.2020.01.06
    PDF: kie/127/kie12706.pdf

    In this article, through the prism of broadly understood education, we attempt to analyze one of the extremely important and needed contemporary issues, which are intercultural competences. We assume that in the process of shaping them, in addition to content selection, methods of education are also very important. The above thesis is supported by the example of the „Kochana nasza klaso” project implemented by Dariusz SzadaBorzyszkowski at the prison in Bialystok. Such activities can constitute an interesting offer addressed to participants of intercultural activities, based on education, involving in educational and socialization elements. They are also extremely effective in social rehabilitation activities.

  • Entrepreneurship at school. Is institutional development of entrepreneurship possible?

    Author: Inetta Nowosad
    Institution: University of Zielona Góra
    Author: Marzanna Farnicka
    Institution: University of Zielona Góra
    Year of publication: 2019
    Source: Show
    Pages: 104-115
    DOI Address: https://doi.org/10.15804/IFforE2019.06
    PDF: iffe/12/iffe1206.pdf

    It is assumed in the literature on the subject as well as in the guidelines of the European Union (Recommendations 2006, p. 13) that entrepreneurship will make it possible for young people to adapt to the employment market and participate in not only professional but also social and personal adult life in an effective and satisfactory manner. The category of entrepreneurship, understood as a personal feature, an att itude, an activity mode and a path of individual and institutional development, is a focal point in the presented article. These perspectives point at the conditions that should be met by educational institutions to promote the development of entrepreneurship.

  • Kompetencje i ich profesjonalizacja jako czynnik rozwoju współczesnego człowieka

    Author: Małgorzata Elżbieta Krawczyk-Blicharska
    E-mail: mkrawczyk@ujk.edu.pl
    Institution: Uniwersytet Jana Kochanowskiego w Kielcach, Polska
    ORCID: https://orcid.org/0000-0002-7526-8306
    Year of publication: 2021
    Source: Show
    Pages: 237-253
    DOI Address: https://doi.org/10.15804/kie.2021.01.14
    PDF: kie/131/kie13114.pdf

    A contemporary human being expands and uses their individual abilities to update, deepen and enrich the potential of knowledge, skills and competences in order to adapt to the changing social living space. The tasks imposed by the contemporary society necessitate creation and fulfillment of an individual who learns to live and is able to develop in the individual and collective dimension by professionalisation and use of their own competence potential. The contemporary civilisational tasks are not based on preparing individuals for the existing society but on providing stimuli enabling every human being, by using their competence potential, to understand the surrounding world, to create it, to be its actual participant and recipient, and to feel responsible for it now and in the future.

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