Suchergebnisse

The interest of contemporary society in improving the quality of education is mainly reflected in the issue of educational results - competences - and their provision in the learning process. Introducing the 21st Century educational standards, the development of competencies required for teaching become more relevant. International documents indicate that a teacher should have the ability to teach, effectively use technologies in learning, help students gain transversal competencies. The teacher should be able to participate in research, use innovation, reflect on his/her work, collaborate with colleagues and parents. It is the teacher's duty to direct the student's individual development.Latvian legislation offers wide opportunities for a person employed in education (especially in vocational and education of interests) to become a teacher. It is possible to work as a teacher after attending a short professional development course in education theory. In that case, competences in education (and the right to work at a school) is certified by the B-course certificate after basic training (72 hours total). The goal of this study is to identify and characterize teacher's competences in education as acquired by teachers during this course. Research methods are a content analysis of 210 questionnaires filled in by vocational education teachers after attending the course and content analysis of their self-assessment. The results of the research show that teacher's competences are only partially formed and incomplete. The attitude towards the needs of the student's personality is inappropriate, there is a desire for an authoritarian style.

In this paper we present the results of a descriptive study of European teachers' current competencies and those that they should have from their own point of view. The research was conducted through a survey with a sample of 914 non-university teachers from the Balearic Islands. It is part of the COMENIUS project, Competences of Professional Educators in Europe (COPE), in which we analyzed the level of teaching competences in six countries of the European Union. The data were analyzed using the technique of discrepancy (Priority Need Index PNI). In this paper we analyze the data by competences, by competence category, by years of teaching experience and by educational level. From the results we may highlight that teachers from Balearic Islands admit to have higher training requirements than those in the six European countries analyzed. In the Balearic Islands novice teachers are those with fewer training needs of foreign language and digital competences, while teachers having 6-17 years of experience are those with fewer needs in the other competence categories. By educational level we may emphasize that secondary education teachers declare to have fewer educational needs. Based on these data, as well as those of similar studies, the authors advocate to carry on more research around teachers competences and to conduct more training activities that will increase their level of competences.

ABSTRACT The government is drawing up blueprints for the provision of quality education through its adoption of the K-12 curriculum. This transformation of the education system creates an entirely new demand for producing the kind of talent its economy needs to sustain growth and development. Master teachers and school heads must be able to utilize technology inside the classroom and be competitive enough and able to manage the resource materials under Learning Resource Management Development System. This study aimed to assess the status of learning resource materials utilization, level of management of learning resources, technology utilization, and teachers' competence. The study utilized a descriptive inferential quantitative method and a survey questionnaire. The data gathered were interpreted using the weighted mean and Z- test. The salient findings of the study showed that both the master teacher and the school head, Strongly Agree on the status of resource materials utilization. Results revealed that the hypothesis on the significant difference in the status of learning resource materials utilization was accepted, hence, it was not significant. The hypothesis about the test of difference on the level of management of resource materials was rejected, therefore, it was significant. To establish the difference in the assessment on the level of technology utilization, the hypothesis was rejected, therefore, it was significant. On the level of the master teacher's competence based on their Individual Performance Commitment and Review Form, it purported that respondents assessed it as Excellent. The test of difference on master teachers' competence based on IPCRF revealed, that it was significant, thus hypothesis was rejected. The findings were the basis for a proposed plan for Teachers' Capacity Training Program on Technology Utilization. It was of great help in designing a technology utilization plan that could increase teachers' competence in the full realization of the Department of Education goals and ...

This research is based on by issues developing, that graduates of vocational teacher education have not yet had adequate vocational competence according to demand the world of work, primarily as vocational teachers in the field of electrical practices. Industry practice constitutes vehicle for students in order to have vocational competence according to the need the world of industry. This research using qualitative approach, in which data is collected from some industries in Bandung. It is found that patterns of industry practices done in the world of education have not yet run properly according to demand as vocational teacher even the world of work. Therefore through this research is drawn up the design of an patterns of industry practices that can maximize the activities of student for doing industry practice especially for electrical field. Conclusions, where pattern of industry practices using approaches the partnership cooperation with involving government, the world of industry, and university, can run properly and students have good skills and competence according to their field of electrical skills.

Las rúbricas han emergido Con este trabajo presentamos los resultados de un estudio descriptivo sobre las competencias actuales y las que debería poseer el profesorado europeo desde las percepciones de los implicados. La investigación se ha realizado mediante una encuesta con una muestra de 914 profesores no universitarios de las Islas Baleares. Forma parte del proyecto COMENIUS Competences of Professional Educators in Europe (COPE), en el que analizamos el nivel de competencias docentes en seis países de la Unión Europea. Los datos se han analizado mediante la técnica de discrepancia (Priority Need Index PNI). En el presente artículo se analizan los datos por competencias, por categoría competencial, por años de experiencia docente y por nivel educativo. De los resultados obtenidos destaca que el profesorado de las Islas Baleares admite tener mayores necesidades de formación que el conjunto de profesores de los seis países europeos analizados. En las Islas Baleares, los docentes noveles son los que tienen menos necesidades de formación en competencias de lengua extranjera y digital, mientras que los profesores que tienen de 6 a 17 años de experiencia son los que presentan menos necesidades en las otras familias competenciales. Por nivel educativo destaca que el profesorado de secundaria revela tener un menor nivel de necesidad formativa. Atendiendo a estos datos, así como a los de trabajos similares, los autores abogamos por más esfuerzos investigadores en torno a las competencias de los docentes así como por la realización de más acciones formativas que permitan aumentar su nivel competencial. ; In this paper we present the results of a descriptive study of European teachers' current competencies and those that they should have from their own point of view. The research was conducted through a survey with a sample of 914 non-university teachers from the Balearic Islands. It is part of the COMENIUS project, Competences of Professional Educators in Europe (COPE), in which we analyzed the level of teaching competences in six countries of the European Union. The data were analyzed using the technique of discrepancy (Priority Need Index PNI). In this paper we analyze the data by competences, by competence category, by years of teaching experience and by educational level. From the results we may highlight that teachers from Balearic Islands admit to have higher training requirements than those in the six European countries analyzed. In the Balearic Islands novice teachers are those with fewer training needs of foreign language and digital competences, while teachers having 6-17 years of experience are those with fewer needs in the other competence categories. By educational level we may emphasize that secondary education teachers declare to have fewer educational needs. Based on these data, as well as those of similar studies, the authors advocate to carry on more research around teachers competences and to conduct more training activities that will increase their level of competences. ; Grupo FORCE (HUM-386). Departamento de Didáctica y Organización Escolar de la Universidad de Granada

This paper evaluates the mathematics teachers' competence in the implementation of mathematics curriculum in senior secondary schools in Kano State. The study was carried out with the objectives to: determine the extent to which teachers have adequate knowledge of mathematics curriculum contents in senior secondary schools in Kano State; find out the teachers professional competence in teaching the topics in mathematics curriculum content in senior secondary schools in Kano State; and ascertain the teaching methods used by the teachers in the implementation of mathematics curriculum in senior secondary schools in Kano State. Also, corresponding research questions and hypotheses were postulated in line with the stated objectives. Survey research design was used for the study and the population of the study comprised of all the (2,533) senior secondary school mathematics teachers in Kano State out of which a sample of 333 mathematics teachers were randomly selected. The instruments used to generate responses from the subjects consisted of a researcher made questionnaire. This instrument was validated by the research experts in measurement and evaluation and was found to be reliable based on the result of pilot study conducted by the researchers, which show a reliability figure of 0.91. The data collected were analysed using descriptive statistics and chi-square was used to test the hypotheses at 0.05 level of significance. Finding among others shows a significant difference in the teacher's professional competence and the teaching of topics in mathematics curriculum content in senior secondary schools in Kano State. In view of the findings, recommendations were made among others that there is a need for Kano state government to train and retrain mathematics teachers on the content, objectives and methodology of mathematics. Also, government should employ and assign competent teachers to teach Mathematics at all levels of education.

Abstract
This study aims to examine the climate change education (CCE) provision in grade 5 textbooks (science and social studies) and the competence of teachers in teaching CCE in a primary girls' schools in Skardu, Baltistan, Pakistan. It employs mixed-method research that uses both qualitative and quantitative approaches to gather data. The first phase of the study involved collecting qualitative data to examine the provision of CCE content in selected textbooks taught in grade 5. The researcher adapted an interview questionnaire to assess the competence of teachers teaching in 38 schools. The provision of themes and topics based on the seven principles of climate literacy given by the U.S. Global Change Research Program was identified by using latent content analysis (LCA). The study concludes that science and social studies textbooks lack the incorporation of CCE content of principles 1, 4, 6, and 7. Furthermore, the majority of teachers have not received training to use digital media and apply activity-based methods to engage campus and community support for CCE. The study also found that the selected schools lack school planting campaigns, CCE committees, and CCE walks. Above all, the respondents possess conflicting views about whether climate change is a natural or human-contributed phenomenon.

Significance Statement
Like other countries around the globe, Pakistan is the victim of climatic disasters which have disastrous effects on the economy, agriculture, healthcare, and weather conditions. These effects are exacerbated by lacking awareness, attitudinal issues, and poor pro-climate-supported practices at the academic and societal levels (Asian Development Bank 2022). Awareness, knowledge, and a supportive environment during childhood form attitudes and promote practices that have lasting impacts throughout the life of the individual (Gulraiz and Ali 2021). Therefore, children need to learn and adopt proclimate lifestyles, such as observing cleanliness, practicing planting, and judicious use of energy resources. With this background, we assessed the textbooks based on seven principles of climate literacy given by the U.S. Global Change Research Program (USGCRP 2009) and observed that principles 1, 4, 6, and 7 are not adequately addressed in science and social studies textbooks taught in public schools. Moreover, teachers have not received training to use digital media and gather campus and community support, and they have a stereotypical understanding of climate change. The study possesses significant implications for curriculum revisions and elementary education management to address the gaps relating to climate change education (CCE).

This paper examines the conditions for teacher competence development as they relate to the current restructured governance of the education sector in Sweden. In reviewing the literature, contextual factors in the workplace are often pointed out as central to conditions for competence development. However, we argue that a sector-level approach is useful in examining and explaining competence development conditions, especially in times of governance change. We describe how a workplace's geographical location and budgetary situation, along with its size and age, relate to how teachers experience their working conditions. The findings indicate that the organization of work at a local workplace level impacts the conditions for competence development. Moreover, various regional and local characteristics seem to affect the conditions for competence development in that the organization and governance of the education sector create different conditions for competence development.

The transformation of tertiary education faces challenges that go hand in hand with growing requirements on the competences of university teachers. Quality assessment of teachers when it comes to their competences and competence approaches in general is of key importance in this process. However, teachers' competence profiles are not unified even now, not to mention the absence of competence assessment criteria. The aim of the study is to offer a literature review on university teachers' competences, with consideration of research methods and tools used. Altogether, through the Scopus and Web of Science electronic databases we summarised 35 studies, 15 theoretical and 20 empirical. Our analysis shows that over the past 10 years studies have primarily focused on digital competences, with the majority of research projects being of quantitative nature using original questionnaires due to the absence of standardised measurement tools in the field.

Received: 31 October 2021 / Accepted: 6 January 2022 / Published: 5 March 2022