• International Journal of Computer Science & Network Security
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• v.22 no.11
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• pp.189-191
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• 2022

The article is devoted to the study of the prerequisites and stages of the formation of information and communication competence, its place in the system of professional competence of a teacher, and the way its development occurs. Information and communication competence is presented in the paper as a systemic property of the subject's personality, and the components of this system, namely the activity, communication, reflexive, and cognitive components, are disclosed.

• International Journal of Computer Science & Network Security
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• v.22 no.7
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• pp.259-267
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• 2022

With the rapid development and introduction of digital technologies, both everyday human life and technological processes of any production are changing, which stimulates the transformation of the economy and education. Digital technologies are not only a tool, but also a living environment of modern human, which opens up new opportunities: learning at any convenient time, continuing education, the ability to form individual educational learning trajectories and more. However, the digital environment requires teachers to take a modern approach to the organization of the educational process, the formation of new skills and abilities to work in the digital educational environment. As a result of the study, it was found that the system of vocational education should provide training for masters of industrial training who have a high level of digital competence. The purpose of the article is to single out, theoretically substantiate and determine the level of formation of structural components of digital competence of future masters of agricultural training. The structure of digital competence of agricultural master was analyzed on the basis of domestic and foreign scientists researches. Systematized research results indicate that digital competence consists of four components: motivational-value (combination of internal and external motives for the use of digital technologies in future professional activities), cognitive (a set of theoretical knowledge, skills and abilities of future master of industrial training to effectively build educational process with the use of digital technologies), activity-professional (expansion and deepening of knowledge, skills, necessary skills for effective implementation of digital technologies in the educational process) and evaluative-reflexive (ability to analyze and self-analyze own activities and its results taking into account professional characteristics, self-realization in professional activities through the use of digital technologies). These components are comparable with the indicators that describe the knowledge, skills and abilities needed by the future master of industrial training to organize the modern educational process. A questionnaire was conducted to determine the levels of this competence formation, which allows us to conclude that it is necessary to increase the level of formation of all components of digital competence of future masters of industrial training in agriculture. The results of the study can be used as a basis for the development of disciplines that form the special competencies of masters of industrial training in agriculture and programs of advanced training of teachers.

• Journal of the Korea Convergence Society
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• v.11 no.3
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• pp.263-269
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• 2020

The purpose of this study was to determine the factors for professional consciousness of caregivers and provide basic data that could help develop a intervention to promote their professional consciousness. For this descriptive research, a survey was conducted to collect data from 110 caregivers in G City for six weeks in September 2019. Descriptive statistics, t-test, ANOVA, Pearson's correlation coefficient, and multiple regression were used. They scored 3.41 for calling and 3.23 for Communication Competence and 4.12 for job satisfaction. Professional consciousness was positively correlated with job satisfaction (r=.636, p<.001) and calling (r=.356, p<.001) and Communication Competence (r=.378 p<.001). job satisfaction (B=.329, p<.001), followed by Communication Competence (B=.216, p<.001) and calling(B=.165, p=.002), had the strongest impact on professional consciousness, accounting for 57.5% in general. It is necessary to give job satisfaction reinforcement training constantly in long-term care givers. It is also necessary to conduct education and research that can promote professional consciousness.

• International Journal of Computer Science & Network Security
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• v.22 no.10
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• pp.31-36
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• 2022

In modern socio-cultural conditions, the requirements for the quality of professional training of graduates of higher educational institutions are increasing. This issue has become especially acute with the advent of pandemic conditions. The ability to apply the existing competencies in the situation of challenges of the 21st century to solve complex social and professional problems is an important criterion for the quality of higher education. Modern professional art education is undergoing many reforms and transformations. Particular attention is paid to innovative teaching methods, thanks to which future specialists experience the breath of innovative education. This issue is especially relevant during the spread of the COVID-19 pandemic. Since students of creative specialties must also have certain competencies, within the framework of the educational process, the competence-based approach to teaching plays a key role, is the methodological basis in the system of modernization of higher professional art education. Thus, the main task of the study is to analyze the process of formation of professional competence among students of art institutions of higher education in the context of COVID-19. As a result of the study, the main aspects of the process of formation of professional competence among students of art institutions of higher education in the context of COVID-19 were investigated.

• International Journal of Computer Science & Network Security
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• v.21 no.6
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• pp.7-10
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• 2021

The article analyzes and concretizes the understanding of the differences between the concepts of competence / competence according to the criterion general - personal. Based on the identified characteristics of competence (completed personal quality, activity character, educational result, successful implementation of professional and educational activities), the concept of competence as an integrative dynamic quality of a person, manifested in effective activity in a specific area, is defined. The structure of the IC has been substantiated, including motivational and value; information technology; communicative and reflective components. The content of the named IC components is disclosed. The article analyzes the essence of the characteristics of basic concepts (competence / competence), consideration of information competence in the research of famous scientists in order to concretize the studied phenomenon; concretization of the identified pedagogical conditions in educational process.

• The Mathematical Education
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• v.56 no.1
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• pp.119-130
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• 2017

The purpose of this study is to explain the long term growth and development of elementary teachers' Professional Learning Communities(PLC) about mathematics implemented on an institutional basis. Especially, it is meaningful to analyze and present the development process and characteristics of PLC, which was started by the basis on the collaboration of a National University of Education and its affiliated elementary school. In this study, PLC activities during three years were analyzed according to the capacities and dimensions of a professional learning community. The developmental capacity of the PLC analyzed in this study can be summarized as follows. In the first year, development of organizational competence in terms of capacity, resources, structure, and system of exchanges was the main factor in personal competence, and the development of individual competence began to share collective learning and practice. In the second year, personal exchanges were active in all the topics of activities, and personal level competence was activated such that more activities of critical knowledge formation were performed on an individual level. On the basis of the development of the individual level formed in the second, individual competence and organizational capacity developed. Factors that have influenced the development of capacities of PLC include: disclosure of activities outside the community, participation in outsiders, provision of procedures to share equal participation and leadership, voluntary and critical participation of teachers, improvement of mathematics teaching methods, sharing themes and visions.

• Journal of Korean Clinical Nursing Research
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• v.24 no.3
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• pp.324-335
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• 2018

Purpose: The purpose of this study was to propose a revised Clinical Ladder System(CLS) Model for nurses based on the evaluation of clinical competence and professional activities of nurses working in general hospitals. Methods: Data were collected between September 10 and October 30, 2017. Participants were 50 head nurses from 10 general hospitals with over 400 beds located in Seoul City and Gyeonggi Province. Each head nurse evaluated clinical competence, qualifications, and professional activities of 5 staff nurses at each of the 5 levels of CLS in her unit. The total number of the nurses evaluated was 245. Data were analyzed with descriptive statistics and t-test, one-way ANOVA, and $Scheff{\acute{e}}$. Results: Over 80% of the nurses were university graduates. As the CLS levels increased, clinical competence, qualifications, and professional activities also increased significantly. Education material development and quality improvement activities were carried out by nurses from level 2, research and evidence based practice activities were carried out from level 3, and nurses at level 4 or 5 participated in most of the professional activities as leaders. Conclusion: In order to retain excellent nurses in general hospitals, recognizing and rewarding nurses according to the revised model of the CLS are recommended.

• Journal of dental hygiene science
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• v.16 no.5
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• pp.331-338
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• 2016

This study sought to examine the factors influencing clinical competence of dental hygienists. A survey on burnout, critical thinking tendency, self-esteem, self-leadership, professional self-concept and clinical competence was conducted with 254 dental hygienists using self-administered questionnaires. Correlation analysis was performed between study variables, and linear regression analysis identified factors influencing clinical competence. To determine a causal relationship among these factors, a path analysis was conducted at the 0.05 level of significance. Relationships among research variables showed significant positive correlations (p<0.01). Self-esteem, self-leadership, and professional self-concept were found to influence clinical competence (p<0.01). A causal relationship was also found among variables influencing clinical competence. Burnout and critical thinking had an indirect effect, whereas self-esteem, professional self-concept, and self-leadership had both direct and indirect effects. In conclusion, important factors influencing clinical competence of dental hygienists include self-esteem, self-leadership, and professional self-concept. Based on these findings, programs to enhance clinical competence of dental hygienists should be developed.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.3
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• pp.1884-1893
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• 2015

The purpose of this study was to investigate the level of clinical competence and influencing factors of clinical competence in nursing students. The data was collected using questionnaire from 207 students who running the 2nd grade courses of nursing curricula in college and was performed from August 25 to September 15. In clinical competence, there were significant differences in satisfaction of major, satisfaction of clinical experience. There was a positive correlation among clinical competence and professional self-concept, critical thinking disposition and self-directed learning ability. The most effective factor on clinical competence was self-directed learning ability, followed by professional self-concept and critical thinking disposition. The study findings suggest that to develop the effective learning program with achievement level of clinical competency for nursing students.

• International Journal of Computer Science & Network Security
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• v.21 no.7
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• pp.169-172
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• 2021

Based on the scientific and pedagogical analysis of the theory and experience of teaching computer science disciplines, the didactic mechanism for ensuring the continuity of the average (full) general and higher professional education of economists for practical implementation innovative technology of personal experience foundation. The pedagogical conditions for the formation of information competence, including laboratory, design, research work, the use of active teaching methods for acquiring management skills in production and activities of the enterprise. An indispensable requirement for the conditions for the implementation of basic of educational programs is the assessment of competencies. With this the goal was to develop criteria and levels of formation information competence of future economists and carried out complex diagnostics.