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Tytuł:
Key Competences in Educating Teachers
Autorzy:
SZŐKÖL, István
Powiązania:
https://bibliotekanauki.pl/articles/457380.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet Rzeszowski
Tematy:
key competences
education
teachers competences
information literacy
Opis:
The aim of this work is to show the importance of the expansion of teacher’s key competences, while also pointing out those other competences which are unavoidable in the pedagogical work. If one wants to meet the exigencies of time: vehement changes in science, technology, economy, the changing character of work, one has to learn during all his lifetime. To fulfil the personal and social interests, to improve the quality of one’s life: the life-long education of the individuals is very important – from maternal schools, through scholastic education, education in different institutions and in business, until the education as pensioners.
Źródło:
Edukacja-Technika-Informatyka; 2015, 6, 1; 249-253
2080-9069
Pojawia się w:
Edukacja-Technika-Informatyka
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Entrepreneurship as the Key Competence of Early Education Teachers in the Context of Employers’ Expectations – Research Report
Autorzy:
Malinowska, Joanna
Kondracka-Szala, Marta
Powiązania:
https://bibliotekanauki.pl/articles/1997701.pdf
Data publikacji:
2017-09-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
key competences
entrepreneurship
entrepreneurial
teacher training
Opis:
The issue undertaken in this article concentrates on entrepreneurship as the key competence of the teachers of preschool and early school children in Poland. A hypothesis was made that developing this competence in the course of professional teacher training is the condition of effective children education. For this purpose, an online survey was conducted with a sample of 232 head teachers of schools and kindergartens (public and private ones). The presented results of the research tackle expectations of employers towards recruited teachers with regards to this competence. Accomplishment of the research project allowed for formulating recommendations for teacher training within the framework of education for entrepreneurship by indicating directions and areas of implementing necessary changes.
Źródło:
The New Educational Review; 2017, 49; 239-249
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Educational priorities in a post pandemic world
Autorzy:
Kobylarek, Aleksander
Plavčan, Peter
Amini Golestani, Taher
Powiązania:
https://bibliotekanauki.pl/articles/1878435.pdf
Data publikacji:
2021-09-25
Wydawca:
Fundacja Pro Scientia Publica
Tematy:
education
key competences
educational priorities
school
Opis:
This article attempts to bring together the most important educational priorities which should be taken into consideration when planning education in a world recovering from a pandemic. Some of the priorities discussed here should have already been taken into account during the 20th century, whilst others are completely new and result from changes that have come about in the 21st century, such as increased arrogance, ignorance, authoritarianism, educational insecurity, contempt for nature, confusion and the promotion of the lies under the name of post-truth . The authors propose a holistic approach to the education process, focused on priorities. In turn, the definition of those priorities should result from the most important problems that affect humanity.
Źródło:
Journal of Education Culture and Society; 2021, 12, 2; 5-11
2081-1640
Pojawia się w:
Journal of Education Culture and Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Chances of People with Disabilities for Continuing Education and Opportunities of Employment in the Context of the Key Competences Level of Vocational School-leavers
Autorzy:
Chrzanowska, Iwona
Powiązania:
https://bibliotekanauki.pl/articles/50399269.pdf
Data publikacji:
2012-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
key competences
professional insertion
work
disability
Opis:
One of the main objectives focusing on the subject of disability is to create a situation which will enable people with disabilities to fully participate in all spheres of social activities. In Poland the issues of disability and disabled people have been present in the public debate for many years. However, the changes in the social as well as economic climate of life justify taking actions and their adjustment to reality, so as not to marginalise the issues of disability in terms of the state’s responsibilities for its citizens. One of such actions is the professional insertion and employment of people with disabilities. The paper will tackle the above-mentioned problems.
Źródło:
The New Educational Review; 2012, 27; 309-315
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Key competences formation and effective support of students mobility at technology faculties: modeling, design and assessment of flexible education concept
Autorzy:
Pavlásek, P.
Simonová, A.
Koniar, D.
Hargaš, Libor
Špánik, P.
Uriča, T.
Prandová, A.
Powiązania:
https://bibliotekanauki.pl/articles/376745.pdf
Data publikacji:
2018
Wydawca:
Politechnika Poznańska. Wydawnictwo Politechniki Poznańskiej
Tematy:
key competences
flexibility
mobility
higher education didactics
Opis:
The paper brings the results of the current national educational agency project research of effectiveness of the modular didactic cycle with new technologies, methods and forms in student-focused concept through the processing of experimental data of the electronics study program from the period of 2016-2017. Data were collected from contributions kept by the students groups during the preparation phase and also from reflective final phase of the research period. Also, the presented solution and results of the project are directed at the main component of the educational process – the content of education and its compatibility with the technological trends in the actual working environment. The results show that digitization of the learning content and flexibility of design of educational modules with multimedia components are dominant and indicate compatibility with the trends of flexible educational environment. In addition, the results of project illustrates that even the change can be difficult, success can be attained in the most heterogeneous diversification of university education and mobility of graduates of technical universities that will contribute to increase of educational efficiency and will encourage arrival of investments to innovative entrepreneur projects and, mainly, will help national firms to succeed at EU and world market by strengthening of the dominant subject which produces values – the technical field graduate with the key competences for the 21st century needs.
Źródło:
Poznan University of Technology Academic Journals. Electrical Engineering; 2018, 96; 297-306
1897-0737
Pojawia się w:
Poznan University of Technology Academic Journals. Electrical Engineering
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Defining key economic competences for lifelong learning
Autorzy:
Czarnecki, Paweł
Powiązania:
https://bibliotekanauki.pl/articles/2049778.pdf
Data publikacji:
2021
Wydawca:
Instytut Studiów Międzynarodowych i Edukacji Humanum
Tematy:
economics
key competences
lifelong learning
literacy
knowledge
Opis:
In this short article, the idea of key economic competences for lifelong learning is presented. Europe- an Commission recommendations on key competences for lifelong learning and related documents were used as primary sources of the theoretical analysis. The article is divided into an introduction and theoretical background, methodology, results and conclusion. Eight key economic competences defined in this article can be considered as a main contribution to the topic.
Źródło:
Humanum. Międzynarodowe Studia Społeczno-Humanistyczne; 2021, 1(40); 89-92
1898-8431
Pojawia się w:
Humanum. Międzynarodowe Studia Społeczno-Humanistyczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
New Dimensions of the Role of the Teacher in a Knowledge-based Society
Autorzy:
Dyrda, Beata
Przybylska, Irena
Powiązania:
https://bibliotekanauki.pl/articles/43083505.pdf
Data publikacji:
2007-12-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
key competences
teachers’ competences
knowledge-based society
professional growth
Opis:
The core of interest in the article concerns the new dimensions of teachers’ roles. It is considered in the context of the concept of the knowledge-based society. The authors consider the nature of the relation between personal and professional competences and how they contribute to effective teaching as well as participation in professional learning communities. The main assumption is that personal competences pre-empt professional ones and enable teachers to fulfill the roles which are perceived in the different dimensions.
Źródło:
The New Educational Review; 2007, 13; 119-128
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Role of Key Competences in Adult Education: The Case of Lithuania
Autorzy:
Tūtlys, Vidmantas
Gedvilienė, Genutė
Powiązania:
https://bibliotekanauki.pl/articles/1997802.pdf
Data publikacji:
2017-09-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
key competences
knowledge
abilities
lifelong learning (LLL)
Lithuania
Opis:
This article focuses on the analysis of the current state of the key competence development of adults in Lithuania. The following key competences are analysed: communication in native tongues and foreign languages, development of cultural awareness, entrepreneurship, application of information society technologies, and learning to learn. The research involved analysis of the definition and role of the key competences, discussing their typologies and revealing the preconditions, factors and approaches to the development of the key competences. Results of the quantitative survey involving 6992 adult respondents in Lithuania showed that the key competences are important for the majority of the research sample in their social, work and personal life. Individualised ways of key competence development are applied more frequently than collective ways. Key competence development is mostly enhanced by personal needs (work, wish of development and self-realization) and support of the family. The most frequently mentioned obstacles to the development of key competences are lack of financial resources and expensive training services.
Źródło:
The New Educational Review; 2017, 49; 40-53
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Support of active ageing through P2P learning
Autorzy:
Baschiera, Barbara
De Meyer, Willem
Powiązania:
https://bibliotekanauki.pl/articles/954222.pdf
Data publikacji:
2016
Wydawca:
Fundacja Pro Scientia Publica
Tematy:
Older Adults
Peer to peer learning
Key competences
Opis:
Personal development throughout the course of life is at the core of several important policy documents that have shaped European cooperation in economic, social and educational sciences over the last decade. The paradigm of Lifelong Learning implies learning at any age of life and underlines the importance of achieving continuous knowledge and self-care. Pedagogy has started taking into account the age of older adults only in recent years. The European project we are going to illustrate sought to test how well peer to peer learning can be useful to define new training and learning models for older adults. The HiHtaST (Hand in Hand to a Social Tomorrow) project provides an example of peer to peer learning among older adults. We provided training for adult learners to teach IT among other older adults as a means for social inclusion in five European countries. Each country had 20 learners / trainers who had other older students in turn. Multiple choice questionnaires and focus groups were used to collect data. The project was run in the theoretical framework of active ageing, considering the paradigm of Vygotsky’s zone of proximal development and co-construction of knowledge.The project results showed that adults can acquire knowledge in peer to peer group situations with no drop-outs especially when learning real and practical tasks, which suggests that peer to peer learning works better than a frontal class in formal as well as non-formal or informal situations.
Źródło:
Journal of Education Culture and Society; 2016, 7, 1; 180-192
2081-1640
Pojawia się w:
Journal of Education Culture and Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Challenges in geography education – a review of research problems
Autorzy:
Piotrowska, Iwona
Cichoń, Małgorzata
Abramowicz, Dawid
Sypniewski, Jakub
Powiązania:
https://bibliotekanauki.pl/articles/1051041.pdf
Data publikacji:
2019-03-31
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
didactics of geography
key competences
project method
geographical trails
fieldwork
Opis:
Scientific research and student education aimed at preparing students to practice their profession under the conditions of civilization and technological changes play a special role in geography teaching. It is important to be aware of the impact of key competences which are necessary for every person to function in the modern world and are needed for self-fulfilment, personal development, social integration, flexible adaptation to any changes and which determine the success in adult life. Proper development of such skills contributes to the correct interpretation of natural and socio-economic phenomena and processes. The aim of the article is to present and discuss research work and teaching activities pursued by the Department of Geography Didactics and Ecological Education at the Faculty of Geographical and Geological Sciences of the Adam Mickiewicz University in Poznań, aimed at the use by students of various educational concepts and the resulting key competences necessary for their future work. Students also have the opportunity to develop soft competences, such as communication, courage of expression, self-esteem or responsibility for the group, to which employers have paid special attention in recent years. Therefore, comprehensive preparation of the student requires the implementation of specific educational concepts. The most important ones include bilingual education; CLIL, inquiry based science education (IBSE), project method, fieldwork, geographical educational trails, participation, as well as the use of geoinformation technologies, GIS and ICT.
Źródło:
Quaestiones Geographicae; 2019, 38, 1; 71-84
0137-477X
2081-6383
Pojawia się w:
Quaestiones Geographicae
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Influence of the Flipped Classroom Model on the Development of Key Competences of Future Teachers
Autorzy:
Cekić-Jovanović, Olivera
Đorđević, Miloš
Đorđević, Marko M.
Powiązania:
https://bibliotekanauki.pl/articles/1968718.pdf
Data publikacji:
2019-06-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
flipped classroom
key competences
primary school teacher education
methodology of teaching
Opis:
The study examines the impact of the Flipped Classroom (FCM) on the development of key competences for the 21st century (KC21) in future teachers. Experimental design with two parallel groups was used. The sample consisted of 122 students of the Faculty of Education, i.e., experimental group-EG (60), and control group-CG (62). The EG attended lectures implementing the FCM, while the CG received traditional instruction. Results show that there is no significant difference in self-assessment of competence development between the EG and CG related to creativity, responsible attitude towards work, health and environment. There is a significant difference in the self-assessment of competences related to socio-emotional skills, problem solving, critical thinking, information and ICT literacy and learning to learn. The conclusion is that the implementation of the FCM can influence the development of the majority of KC21.
Źródło:
The New Educational Review; 2019, 56; 271-282
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
On Forming Key Competences within the ICT-supported Instruction in Higher Education
Autorzy:
Šimonová, Ivana
Poulová, Petra
Sokolová, Marcela
Bílek, Martin
Powiązania:
https://bibliotekanauki.pl/articles/2028740.pdf
Data publikacji:
2014-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
ICT
key competences
online courses
e-learning
learning styles
Database Systems
Management
IT English
Opis:
The paper presents research results of the two-year pedagogical experiment comparing test scores in three subjects (Database Systems, Management, IT English) taught either in the ICT-supported way, or in the traditional face-to-face way at the Faculty of Informatics and Management, University of Hradec Kralove, Czech Republic. The main research objective was to find out whether ICT contribute to increasing learners’ knowledge and consequently to forming key competences. Didactic tests as the main tool were used within the pedagogical experiment which followed the “pre-test - instruction - post-test - post-test2” structure. The research sample included 687 respondents. Obtained results proved there were no statistically significant differences in learners’ knowledge in both approaches to instruction. The results were discussed from two important points of view: (1) teachers’ and learners’ ability to use the potential of ICT in teaching/learning and (2) the role of teaching/learning styles in the ICT-supported instruction.
Źródło:
The New Educational Review; 2014, 35; 134-147
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Role of Drama in Developing Communication Competencies of Early Primary School Students
Rola dramy w rozwijaniu kompetencji komunikacyjnych uczniów edukacji wczesnoszkolnej
Autorzy:
Gogolin, Olimpia
Szymlik, Eugeniusz
Powiązania:
https://bibliotekanauki.pl/articles/646588.pdf
Data publikacji:
2019
Wydawca:
Libron
Tematy:
communication competetions
key competences
drama
early childhood education
kompetencje komunikacyjne
kompetencje kluczowe
edukacja wczesnokolna
Opis:
Artykuł stanowi próbę odpowiedzi na pytanie, jaką rolę odgrywa drama w rozwoju kompetencji komunikacyjnych uczniów edukacji wczesnoszkolnej. W części teoretycznej zostają przybliżone pojęcia: kompetencji, kompetencji kluczowych w kontekście procesów językowych, poznawczych i społecznych. Następnie autorzy omawiają pokrótce metodę dramy, eksponując klasyfikację technik dramowych autorstwa G. Boltona. W części praktycznej omówione są wyniki badań przeprowadzonych wśród nauczycieli (ankieta posttest) oraz uczniów (ankieta pretest i posttest oraz test kompetencji językowych).
The article is an attempt to answer the question of what role drama plays in the development of competences among early childhood education pupils. The theoretical part presents the concepts of competences and key competences in the context of linguistic, cognitive and social processes. Next, the authors briefly discuss the method of drama by presenting the classification of G. Bolton’s drama techniques. The practical part discusses the results of tests carried out among teachers (posttest) and among pupils (pretest, posttest, and language proficiency test).
Źródło:
Konteksty Pedagogiczne; 2019, 1, 12
2300-6471
Pojawia się w:
Konteksty Pedagogiczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Role of the Key Competences of VET Teachers in Enhancing the Quality of the Teaching Process
Autorzy:
Gedvilienė, Genutė
Tūtlys, Vidmantas
Daukilas, Sigitas
Powiązania:
https://bibliotekanauki.pl/articles/1968720.pdf
Data publikacji:
2019-06-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
key competences
vocational teacher
quality of the didactic process
interactive teaching and learning techniques.
Opis:
Research problem - Today the quality of vocational education and training (VET) and especially the quality of the didactic process in VET highly depend on the capabilities of VET teachers to structure knowledge and skills they impart when dealing with the increasing volume of vocational and professional knowledge, and also on their capability to integrate the requirements of occupation and needs of students when coping with the challenges posed by fast technological development and changing student identity. The goal of this study is to explore the role and potential of key competences of VET teachers and how their development could equip VET teachers with the above-mentioned capabilities. The research methodology is based on both quantitative and qualitative research methods. The quantitative study was carried out by using a standardised questionnaire. Such a study helps disclose the personality traits of VET teachers, ways of their professional development and specific characteristics of their educational process. The participants in this research were VET teachers from different VET schools in Lithuania. Research data were analysed by using mathematical-statistical methods: descriptive statistics, nonparametric hypothesis testing, and factor analysis. Qualitative research was carried out by interviewing VET teachers from different VET schools and centres in Lithuania. Key competences and their development significantly contribute to the development of professional identity and personality factors of VET teachers. There is a direct and positive interdependency between the development of key competences of VET teachers and the quality of didactics, pedagogy and the expertise of VET teachers in the given occupational field. Key competences help VET teachers to shape and develop their professional identity and to cope with the current methodological and organisational challenges in the fields of curriculum design, organisation of training processes (including application of contemporary educational technologies), and vocational didactics.
Źródło:
The New Educational Review; 2019, 56; 255-270
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
“New Ukrainian School”: the Present and the View to the Future
Autorzy:
Nychkalo, Nellya
Powiązania:
https://bibliotekanauki.pl/articles/461623.pdf
Data publikacji:
2018-02-18
Wydawca:
Uniwersytet Pedagogiczny im. Komisji Edukacji Narodowej w Krakowie. Instytut Spraw Społecznych
Tematy:
New Ukrainian School
Concept
Standard of Education
Key Competences
Stages of Reform
Law «On Education»
Opis:
The main provisions of the Concept of the new Ukrainian school, peculiarities of the preparatory work for its approval by the Board of the Ministry of Education and Science of Ukraine and the Order of the Cabinet of Ministers of Ukraine No.988-p of 14.12.2016 On Approving the Concept for the Implementation of State Policy in the Field of General Secondary Education Reform “New Ukrainian School” for the period up to 2029 have been revealed. The components of the Concept, directions, tasks of implementation in accordance with each direction are highlighted. The significance and content of the main competences of the graduate of high school (communication with the state (native in case of difference) and foreign languages, mathematical literacy, competence in natural sciences and technologies, information and digital competence, life skills, social and civil competencies, entrepreneurship, general cultural literacy, environmental literacy and healthy life) have been analyzed. The approaches to the development of a new standard of general secondary education are described. Three main stages of the reform, which will be carried out in 2018-2029 have been described. The attention to the new Law of Ukraine «On Education» (2017) has been drawn.
Źródło:
Labor et Educatio; 2017, 5; 89-106
2353-4745
2544-0179
Pojawia się w:
Labor et Educatio
Dostawca treści:
Biblioteka Nauki
Artykuł
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