Search results

1

Professional competence as a personal and professional readiness to successful teacher of pedagogical activity

100%

KHARITONOVA V. A.

Edukacja-Technika-Informatyka

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2013

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vol. 4

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issue 1

293-298

XX

This article provides general classification of professional competence and displays the value of this approach in the development of modern education.

2

Requirements for Professional Competence Formation of Environmentalists in the Society Transition to Sustainable Development

80%

BOGOLIUBOV V., BOGOLIUBOVA N.

Edukacja-Technika-Informatyka

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2017

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vol. 8

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issue 2

38-45

EN

This article is dedicated to reasoning of requirements formation for professional competence system of future environmentalists in the society transition to sustainable development. It is proposed to form professional competence based on the analysis of production functions of future environmentalist. It is taken into account the need to ensure professional mobility of graduates. It is examined different variants of implementation of the education elements for sustainable devel-opment into formal education system.

3

ІНШОМОВНА КОМУНІКАТИВНА КОМПЕТЕНТНІСТЬ ЯК СКЛАДОВА ПРОФЕСІЙНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНЬОГО ВЧИТЕЛЯ ІНОЗЕМНОЇ МОВИ

80%

Іванчук Г.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

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issue 4(58)

267-274

EN

The problem of the relationship of foreign communicative and professional competence of the future foreign languages teachers is considered in the article. It is established that professional competence of the future foreign languages teachers is understood as a unity of theoretical and practical preparedness for the professional activity that has a communicative focus, describes a set of professionally important qualities and characteristics. Foreign language communicative competence is a set of knowledge, skills and experience of their use that allows future teachers to use foreign language for professional activities effectively and efficiently. The author notes that involving future teachers to the culture of people of the foreign language education promotes cultural understanding of other people, creates the ability to orient in today’s multicultural and information society, ensuring the establishment and development of contacts with speakers of different languages and cultures. Foreign language communicative competence is an important and integral part of the professional competence of foreign languages teachers is proved. The foreign language communicative competence is understood as “the ability to successfully meet individual and social needs, act and perform tasks”. It is based on knowledge, skills, and abilities, but is not limited to, necessarily covering the personal attitudes of the person, as well as its experience. The content of the teachers’ professional competence determines not only normative model of competence-qualification characteristic that reflects the scientifically based set of professional knowledge and skills. The new model of teacher’s competence is scientifically sound set of professional knowledge and skills, including design and distinguishes Gnostic, analytic, projective, reflective, organizational, communication skills, and culture of teacher’s communication. Thus, an important part of professional competence of teachers is knowledge and skills related to communication aspects of its activities and teacher communication

4

Formation of professional competence of ecologists in professional training in higher agricultural educational establishments

80%

RYBALKO Y.

Edukacja-Technika-Informatyka

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2013

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vol. 4

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issue 1

289-292

EN

The paper identified and justified pedagogical conditions of professional competence of environmental, criterions and levels of professional competence of environmental, clarified the specific environmental professional training, professional environmental education in higher agricultural education, impro

5

ФОРМУВАННЯ МЕТОДИЧНОЇ КОМПЕТЕНТНОСТІ ВЧИТЕЛЯ МАТЕМАТИКИ ТА ЕКОНОМІКИ

80%

Мартиненко О., Ковтун Г.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

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issue 3(57)

398-406

EN

One of the priorities of modernization of the national system of education is to form the key competencies of the teachers that will determine the success of their professional activity. An important component of professional competence of the teacher is methodical competence, which considers different aspects in his scientific writings as a researcher. In the scientific and educational literature, there is no single approach to determine the methodical competence, so there is a need to clarify the concept of «methodical competence of the teacher of mathematics and economics» and the description of its components. The introduction of two-tier system of teacher training and the requirements of the modern school necessitate further development and improvement of technology of formation of methodical competence of the teacher of mathematics and economics according to the stages of his professional development. In the article the necessity of formation of methodical competence of the teacher for his successful pedagogical activity in modern conditions of the educational process is described. The authors have analyzed the scientific approaches to determining the methodical competence and refined the concept of «methodical competence of the teacher of mathematics and economics». The study also singled out the components describing methodical competence and competence that determine the level of formation of methodical competence of the teacher; formulated pedagogical conditions of formation of methodical competence of the teacher of mathematics and economics. The operational readiness and the ability of teachers to teach mathematics and economy is in the process of acquisition of pedagogical experience through a simulation of future educational activity while learning at the pedagogical university (role-playing games, project activity), during the passage of pedagogical practice in secondary schools, drawing on the experience of colleagues while visiting demonstrative lessons, conducting of demonstrative lessons, participation in methodological seminars. The issue of constructing a model of the development of methodical competence of the teacher of mathematics and economics, organizational and pedagogical conditions for its implementation and impact of innovative learning technologies at different levels deserves further study.

6

ТЕОРЕТИКО-МЕТОДОЛОГІЧНІ ЗАСАДИ ФОРМУВАННЯ БІЛІНГВАЛЬНОЇ ПРОФЕСІЙНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ФАХІВЦІВ ІЗ СОЦІАЛЬНОЇ ПЕДАГОГІКИ

80%

Ситняківська С.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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issue 5(49)

363-372

EN

In the article it is described the methodological principles of formation bilingual professional competence in future social pedagogues. It is proved that for the development of bilingual professional competence in future social pedagogues we need a special educational system, which could be implemented through the appropriate training technology, with its aims, goals, objectives, appropriate set of pedagogical approaches and principles. It is described that in the process of studying the professional subjects by bilingual method the selection and structuring content of specific courses are based on modular, vocabulary and lexico-terminological approaches. Successful mastering of learning the professional courses depends on the sequential accumulation of specific terminology by its semantization. The formation of bilingual professional competence of students is based on self-oriented approach which includes not only the development but also self-development of students based on their own orientation, revealing their personal qualities, gives students the possibility to create a situation of choice in learning activities in accordance with its capabilities, including communicative, and sociocultural approach that promotes motivational strategies for bilingual education. On the basis of pedagogical approaches it have been singled out the most important principles for the development of bilingual professional competence of future social pedagogues: the incoming inspection principle (that provides training in accordance with the existing level of training and cognitive skills of students), the principle of professional orientation (based on the formation and development of professional competencies of students, among which is bilingual professional competence), the principle of semantization information (special explanation the meaning of concepts, terms, the rules of their usage and translation, leading to a holistic understanding of objects and phenomena in the bilingual education), the principle of scientific innovation, diversity of forms and methods of teaching, the principle of cross culture and functional activities of students. Further studies we considered in the development of learning technology, which will be based on the above mentioned theoretical and methodological foundations of bilingual education of future social pedagogues.

7

Implementation of Models for Assessing Professional Competencies Using ICT Tools

80%

KOVALEV E., KOVALEVA N.

Edukacja-Technika-Informatyka

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2018

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vol. 9

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issue 4

268-274

EN

In the article author examines the methodology for assessing professional competencies in the training of bachelors. The author identifies the role of ICT tools, conducts information modeling and offers software tools for implementing the methodology. In addition, the author gives an example of an expert map for external evaluation of competencies.

8

Professional competence of bachelors and masters ecologist

80%

RIDEI N., RYBALKO Y., PALAMARCHUK S., SHOFOLOV D.

Edukacja-Technika-Informatyka

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2012

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vol. 3

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issue 1

211-216

EN

In the article the developed professional competence of bachelors and masters ecology in Ukraine, the concept of professional environmental education.

PL

W artykule pokazano rozwój kompetencji zawodowych absolwentów studiów licencjackich i magisterskich z zakresu ekologii na Ukrainie, przedstawiono koncepcję zawodowej edukacji ekologicznej.

9

ПІДГОТОВКА ТА ПРОФЕСІЙНИЙ РОЗВИТОК УЧИТЕЛЯПОЧАТКОВИХ КЛАСІВ НА ШЛЯХУ ДО НОВОЇ ШКОЛИ

80%

Кравцова І.

Педагогічні науки: теорія, історія, інноваційні технології

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2017

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issue 8(72)

150-158

EN

The central link of any education system can be considered training of pedagogical staff, the quality and level of which determine the prospects for the development of education in the country. Reforming education in Ukraine is part of the process of adapting the national educational system of changes that have taken place in the last two decades in European countries and is related to the recognition of the importance of knowledge as a driver of social welfare and progress. Therefore, the issue of ensuring equal access not only to education, but to quality education, is key to the development of not only the educational sector, but the entire society as well. Inconditionsofnation-buildinginthecountry, theideasofthesocialideal, theconditionsoflife-formationandself-realization, andhencethewaysofdevelopingandimprovingthesystemofnationaleducation, arethekey. Educationitself, as a socialinstitution, isresponsiblefortheprofessionallevelofthepersonnelofthespiritual, industrialandmanagerial spheresofallmoderncountries. Educationthroughscienceandrelatedproductionandthelatesttechnologyaffectseconomicdevelopmentofthepostindustrialsocietyas a whole. Realizingthedecisiveinfluenceofeducationonalllife-givingsocialprocesses, developedcountriesseektodevelopitinaccordancewiththerequirementsoftime. Theroleofpostgraduateeducation, asanindependentpartoftheeducationalpsychologicalandpedagogicalprocess, hasincreased inconditionsofmarkettransformationsofUkrainiansociety. The purpose of the article is to reveal the role of training and professional development of primary school teachers in the context of the implementation of the concept of the “New Ukrainian School”. It is concluded that the request of the society on the results of school education, the current conditions of professional activity of the primary school teacher, connected with the diversity of educational systems, the variability of the content of primary education and the technical and technological provision of the educational process, the expansion of opportunities for information technology for students and the need to predict the results of professional activity – all this leads to the identification of directions for updating the content and nature of the preparation of the future teacher of primary school

10

Professional and social competences in agrarian specialists: Theoretical aspects

80%

RIDEI N., GUSAK K.

Edukacja-Technika-Informatyka

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2013

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vol. 4

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issue 1

247-251

EN

We assessed the current knowledge towards forming professional and social competences in agrarian specialists. We analyzed the process of preparing agrarian specialists in higher education of Ukraine. We reviewed definitions of „professional competence of agrarian specialist” and „social competence of agrarian specialist”.

11

ЗАСТОСУВАННЯ ІННОВАЦІЙНИХ ТЕХНОЛОГІЙ У ПРОЦЕСІ ФОРМУВАННЯ ПРОФЕСІЙНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ФАХІВЦІВ ЕКОНОМІЧНИХ СПЕЦІАЛЬНОСТЕЙ

80%

Васаженко Н.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

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issue 2(56)

187-196

EN

Creation of the competitive at the international labor market enterprises requires a fundamentally new system of higher education and training of specialists, who will have a sufficiently high scientific and technical potential, possess modern technologies, haveу active stance and desire to work in the new economic conditions. The aim of the article is the analysis of the practical aspects of formation of professional competence of students-economists in the process of training. The study used a systematic and comparative analysis of educational, economic, regulatory, methodological literature and information resources of the Internet; student-centered, competence-oriented and technological approaches to professional training of future specialists in economic specialties of higher education institutions are used. The study proved that the problem of formation of professional competence of the experts and economists in conditions of profound economic and political integration with the European Union is a relevant and practically significant problem. Practical value of the study is to determine the forms of the organization of practical training that correspond to their future professional activity. The most effective forms of organization of practical training are considered to be business games and work practices, which provide the ability to reproduce subject and social content of professional activity, modeling of the basic conditions and relationships characteristic for the corresponding activity. During the business game students become creators of not only professional situations, but also reveal their personal potential, solve problems of self-management, overcome psychological barrier in communicating with people, carry out measures, aimed at elimination of their shortcomings, etc. Production practice is realized in the educational establishments, on the one hand, as a component of economic activity for the production of a specific product and, on the other hand, as quasi-professional – by means of modeling tools with a certain measure of similarity to the real conditions of production activity at real enterprises. Results of the study can be used for further improvement of traditional professional training of economists.

12

ПРОФЕСІЙНА ПІДГОТОВКА МАЙБУТНІХ МАГІСТРІВ З ФІЗИЧНОЇ РЕАБІЛІТАЦІЇ У ВИЩИХ НАВЧАЛЬНИХ ЗАКЛАДАХ:ПОНЯТТЄВО-ТЕРМІНОЛОГІЧНИЙ АСПЕКТ

80%

Лянной Ю., Кукса Н.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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issue 9(53)

312-324

EN

The starting theoretical position of any research is the elucidation and clarification of the basic concepts definition for further understanding of the essence of research object. The purpose of the research is clarification of the definition "professional training of future masters in physical rehabilitation in higher education institutions". Material: legislative documents, scientific researches of pedagogues, psychologists, physicians were processed. Results: based on the system and content analysis the definition of the concepts of "professional training", "physical rehabilitation", "future expert in physical rehabilitation", "Master in physical rehabilitation" was clarified. The application of the provisions of the system and the competence-based methodological approaches, principles of scientific character, integration, integrity gives the opportunity to clarify that "preparation" is the process and result of learning (the formation of readiness), readiness – status and quality of personality characteristics of the state, which assume a certain level of preparedness, and "preparedness" is the result of specialist’s training. Physical rehabilitation is defined as restoration (or compensation) partially or completely disrupted (lost) body functions and working capacity of sick and disabled people by means of exercise therapy, massage, physiotherapy, natural factors. Master in physical rehabilitation is characterized as socially active, with innovative thinking, competitive specialist of the sphere of rehabilitation activities in the field of physical culture, sport and health, education, health, social protection, which combines research, advisory and practical work that focuses on recovery, secondary prevention and rehabilitation of various population groups. Conclusion: we characterize the professional training of future masters in physical rehabilitation in higher education institutions as a system of psychological and pedagogical, scientific and practical, organizational and research interrelated activities that reflect the specifics of the educational process and are obtained on getting qualification, which will allow them effectively complete professional tasks of innovative nature concerning the implementation of scientific and professional activity in the market of rehabilitation services.

13

СТРУКТУРА МИСТЕЦТВОЗНАВЧОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ УЧИТЕЛІВ МУЗИКИ ПОЧАТКОВОЇ ШКОЛИ

80%

Людмила Г., Валентина О.

Педагогічні науки: теорія, історія, інноваційні технології

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2017

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issue 5(69)

234-245

EN

Competence approach has a great potential for professional development of the future music teachers and their successful self-realization in professional activities. The professional level training of the future music teachers is constantly changing and becoming more complex. Art plays an important role in personality development of the primary school music teachers. Analysis of relevant research in music pedagogy (L. Havrilova, A. Kozyr, L. Masol, T. Pliatchenko, A. Rastryhina, R. Savchenko, V. Fedoryshyn) allowed to define a modern interpretation of the music teachers’ professional competence. The authors of the article have analyzed the concept of professional competence of the primary school music teachers. It is indicated the importance of art competence as a part of professional competence of the future music teachers’ work with children in primary school. The authors’ own vision of the definition of art competence is proposed. The structural components of the art competence are identified. This is the purpose of the article. For the study used a range of researchmethods, including analysis, synthesis, comparison, generalization to study the scientific literature, government documents, and to compare the position of scientists regarding the content of the “professional competence of the future teachers of music” concept. After the study of different theoretical and historical aspects of the future music teachers professional competence, the following definition of the term is proposed. Art competence in the structure of professional competence is special and displays the readiness of the student to investigation, analysis and interpretation of art works; it is the ability to use a systematic historical and theoretical knowledge about the art for the solution of professional tasks. The art competence structure includes the following components: cognitive (art theoretical and historical knowledge), analytical-active (analysis and professional actions), motivation (desire to exercise artistic activities, formation of aesthetic tastes), and reflective-evaluation (the ability to use, evaluate, and improve art skill level). Art competence is not innate and requires formation in the learning process. Modern music teacher needs to be a multi-faceted specialist. He should possess the basic music theoretical and practical knowledge and skills, also navigate in different art areas. Art training of the future primary school music teachers needs to find and use specific teaching methods, including the use of computer technologies, new forms and methods that take into account the specific phenomenon of pedagogical professional competence of the music teachers of primary level education, new organization of the educational process.

14

Using interactive teaching methods in economic education: a problematic aspect

80%

ZURAVSKA N., YAKOVENKO O.

Edukacja-Technika-Informatyka

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2013

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vol. 4

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issue 2

128-132

EN

The article emphasizes the modern demands of training of competent specialists. It is proposed to solve this problem by using interactive teaching methods, such as the most appropriate for the ultimate aim of education. Classification of such methods is done. It’s emphasized on the problems of their application, analyzed of the main aspects of their poor using in economic education. Suggestions for better implementation of interactive teaching methods in vocational education are done.

15

Professional competencies of probation officers

80%

Grudziewska E.

Praca Socjalna

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2017

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vol. 32(3)

39-47

EN

Each person working as a probation officer should have specific personal features and professional competence. Very often, productivity of probation officers is determined by their personal features. The current research aimed to determine, the level of variables mentioned above. The results show that positive interpersonal relationships have the highest importance for probation officers, whereas positive attitude towards oneself is the least important factor As for professional competencies, the one connected with realization was assessed the highest and postulate competence scored the lowest. The perception of probation officers by the charged is determined by their personality predisposition, a system of values, the attitude towards moral norms, communication skills, and the awareness of the servitude of their profession. The profession of the probation officer should not be associated or identified with the control of the inferiors but with the support they should be granting.

16

Pedagogical research of professional competence of future ecologists in universities of Ukraine

80%

RYBALKO Y., RIDEI N., KLYMENKO L., DIEDUKH O.

Edukacja-Technika-Informatyka

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2012

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vol. 3

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issue 1

69-73

EN

The article presents extensive theoretical analysis of the concept of professional competence in scientific and psychological literature, reviewed professional competence fields of science and knowledge

XX

W pracy przedstawiono kompleksową analizę teoretyczną pojęcia kompetencji zawodowych na podstawie literatury psychologicznej oraz w odniesieniu do określonych dziedzin wiedzy

17

ТЕОРЕТИЧНІ ЗАСАДИ ПРОФЕСІЙНОЇ КОМПЕТЕНТНОСТІ СУЧАСНОГО ПЕДАГОГА

80%

Світлана Л., Світлана П.

Педагогічні науки: теорія, історія, інноваційні технології

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2017

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issue 2(66)

262-273

EN

The article analyzes the theoretical foundations of professional competence of the modern teacher. The essence of the concepts “competence” and “competency” is revealed. In the research literature the term “competence” is interpreted as: the range of issues in which the person has knowledge and experience, or in which someone is knowledgeable; the range of issues that people are empowered to solve; the terms of reference, rights and duties of any body or official; the range of issues in which the official has knowledge and experience. The essential characteristic of the fundamental concepts of the study “professional competence of the modern teacher” is given. The components of professional competence are presented. The key competencies and competences are described. Key qualifications are classified depending on their functional affiliations into several groups. In each group there can be allocated functional, multifunctional and extra-functional qualifications, namely: general vocational key qualifications (vocational and practical knowledge and skills for a wide range of professions, general knowledge and skills of a wide profile); key cognitive skills (ability to independent thinking and learning, analysis, synthesis, transfer of knowledge and skills from one profession to another, skills of problem solving, evaluation, critical thinking, creativity); key psychomotor skills (general psychomotor skills: coordination, reaction speed, concentration, etc.); key personal skills(independence, responsibility, confidence, optimism, and the like); social ability (ability-oriented group behavior). It is proved that in the conditions of restructuring of the higher education system it is necessary to consider the set of key competences, competencies and qualifications, amongwhich a special place occupies professionalism of the expert, which is formed at the higher education institution. It is noted that the list of components of professional pedagogical competence is not exhaustive and requires further development and research.

18

ІНФОРМАЦІЙНА КОМПЕТЕНТНІСТЬ ЯК СКЛАДОВА ПРОФЕСІЙНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНЬОГО ВЧИТЕЛЯ МАТЕМАТИКИ

80%

Бєсова О.

Педагогічні науки: теорія, історія, інноваційні технології

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2014

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issue 5(39)

157-162

EN

The possibilities of the formation of information competence as a part of professional competence of future teachers of mathematics are described. The teacher has to update constantly his own professional, general cultural and scientific-methodological level. Training, retraining and further professional development sometimes become a necessary element of the profession. Teacher’s professionalism is an integrated measure of his personality – active nature, ability to implement his civic responsibility, maturity and professional duty. So lately has been actively discussed the preparation of a future teacher of mathematics on the basis of competence approach as the most effective approach to the educational process, that provides training in accordance with the current requirements of the society. The teacher of mathematics should have sufficient fundamental scientific preparation, know the methods of scientific research in mathematics, use computer technology at different stages of the educational process. Measuring of the level scientific and theoretical training can be done by means of testing. Mathematics teachers must have knowledge of psychology and pedagogy to better understand the personality of each student, to carry out an individual approach. In the article is given an analysis of the literature and are defined components, functions, levels of structure of teacher’s information competence. Information competence of a teacher of mathematics involves extensive use of computers, electronic versions of training materials, curricula, educational technologies of creative nature. Teachers should have the necessary training for the specific differentiation capabilities of students based on individual characteristics, motivation, age and psychological characteristics. Systemic, holistic view of information competence, the selection of its structure, grounding criterion, functions and levels of formation, allowing targeted and efficiently organize the training process through educational activities, enhance professional knowledge to make effective decisions in educational activities. Information competence is a major component of an information culture, which in turn is a part of the general culture. Definitely multidimensional concept of information competencies that researchers associated with the phenomenon of information society with the technological revolution, the emergence and proliferation of electronic information-communication technologies also identifies the key elements of the formation of information competence and the proposed implementation of it using Media-Technology.

19

Педагогічна майстерність викладача як характеристика якості освітніх ресурсів у підготовці податкових службовців (із досвіду росийской федерації)

70%

Rudenko N. I.

Społeczeństwo i Edukacja. Międzynarodowe Studia Humanistyczne

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2017

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issue 4(27)

81-90

EN

This article analyzes works of Russian scientists concerning pedagogical skills of teachers of the higher educational establishments, the features of the main components of pedagogical skills are researched. The comparative analysis is made for the definitions of professional competence of teachers and its kinds. The importance of improvement of teaching skills of higher educational establishments teachers is argued in professional training of future tax officials in current conditions of Taxation Reform in Ukraine.

20

МЕТОДИКА ПРОЕКТУВАННЯ МОДЕЛІ КОМПЕТЕНЦІЙ КЕРІВНИКІВ ЯК ОСНОВА ФОРМУВАННЯ СИСТЕМИ РОЗВИТКУ ЇХ ПРОФЕСІЙНОЇ КОМПЕТЕНТНОСТІ

70%

Бородієнко О.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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issue 1(45)

392-402

EN

The article aims to create the technique of designing a competency model as the basis for creating the system of leaders of the sale of communication services and customer service departments. The author’s technique and principles of designing a competency model based on comparative analysis of techniques of a competency model’s designingpresented in the literature and specificity of the studied category of managers’ functions are proposed in the article. It is found out that the principle of validity, the principle of optimality, the principle of adaptability should be the basis of the technique of designing a competency model. The principle of validity means that information about knowledge, skills, experience, which lies in the competence model should be complete, accurate and reflect those requirements that can greatly affect the achievement of the required performance of the staff. The principle of optimality means that among a large number of competencies the researcher should select only those that are more likely to affect the outcome of managers and thus focus on the development of which will affect more significant result.The principle of adaptability means to avoid risks associated with the fact that competency model loses its relevance in the process of its creation, the researcher should provide the foundation for a high level of adaptability of the model (in particular, the methodology of designing a competency model should allow making the necessary adjustments caused by actual demands and trends).The author’s technique of designing a competency model involves several stages. The first stage is theoretical which by using the methods of analysis of scientific literature and functional analysis approach gives possibility to receive structured requirements to knowledge, skills, experience of researched category of managers and get an expanded list of competencies required for efficient performance of duties. The second stage is the empirical. Using the methods of critical incidents, repertory grids, SERVQUAL method and the method of focal objects we plan to get a set of key characteristics of managers that are necessary for efficient performance of duties; positive behaviors, attitudes, personality traits of leaders of sales service and customer service departments, which has been demonstrated in conjunction with the client and which affect the level of clients’ satisfaction; selected by the panel, structured and ranked constituents of competence model with the detected weight of each component. The practical significance of the proposed technique is its possibility to be used in various industries, business processes in which provides the functions of sales services and customer service. Perspectives is testing of proposed methodology and design with the help of it the competence model of the leaders of the sale of communication services and customer service departments.

Refine search results

Professional competence as a personal and professional readiness to successful teacher of pedagogical activity

Requirements for Professional Competence Formation of Environmentalists in the Society Transition to Sustainable Development

ІНШОМОВНА КОМУНІКАТИВНА КОМПЕТЕНТНІСТЬ ЯК СКЛАДОВА ПРОФЕСІЙНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНЬОГО ВЧИТЕЛЯ ІНОЗЕМНОЇ МОВИ

Formation of professional competence of ecologists in professional training in higher agricultural educational establishments

ФОРМУВАННЯ МЕТОДИЧНОЇ КОМПЕТЕНТНОСТІ ВЧИТЕЛЯ МАТЕМАТИКИ ТА ЕКОНОМІКИ

ТЕОРЕТИКО-МЕТОДОЛОГІЧНІ ЗАСАДИ ФОРМУВАННЯ БІЛІНГВАЛЬНОЇ ПРОФЕСІЙНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ФАХІВЦІВ ІЗ СОЦІАЛЬНОЇ ПЕДАГОГІКИ