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MEANS OF FORMATION OF PROFESSIONAL COMPETENCE OF FUTURE TEACHERS OF INFORMATICS ЗАСОБИ ФОРМУВАННЯ ПРОФЕС ЙНО КОМПЕТЕНТНОСТ МАЙБУТН Х УЧИТЕЛ В НФОРМАТИКИ
К.П. Осадча
Information Technologies and Learning Tools , 2010,
Abstract: Teacher of Informatics has been in business in an environment that constantly change and modify, so his training requires the diversity of forms, methods, approaches and teaching technologies as well as learning tools that foster professional competence of students - future teachers of informatics. This article describes the use of author the Internet information resources, electronic textbook, multimedia training programs to ensure the process of studying professional disciplines in the context of the formation of professional competence of future teachers of informatics. Учитель нформатики зд йсню свою профес йну д яльн сть в умовах, що пост йно зм нюються модиф куються, тому його профес йна п дготовка вимага ур зноман тнення не лише форм, метод в, п дход в педагог чних технолог й, а й засоб в навчання, що сприятимуть формуванню профес йно компетентност студент в – майбутн х учител в нформатики. У статт описано розроблен автором нформац йн ресурси мереж нтернет, електронний п дручник, мультимед йн навчальн програми для забезпечення процесу вивчення фахових дисципл н у контекст формування профес йно компетентност майбутн х учител в нформатики.
Forming the fundamentals of legal competence of Bachelor undergraduates studying on the Federal Educational Standards of the third generation
Slizkova Yelena
Koncept : Scientific and Methodological e-magazine , 2013,
Abstract: The main aspects of the realization of the competence-based approach in the educational process of higher education institution are presented in the given article. It provides the use of modern educational technolo-gies, aimed at the organization of productive activity of the bachelor during the development of the subject
THE IMPORTANCE OF MEDIA COMPETENCE FOR THE ENGINEER-BACHELOR IN COMPETENCE APPROACH  [PDF]
Mindeeva Svetlana Vil'surovna
Magister Dixit , 2012,
Abstract: The article deals with the ways of improving the situation in the technical universities caused by the Bologna process and the transition to two-level educational system. The article gives the solutions to stop it. The author studies the competence approach and the system of competences in 231000 Program engineering with the qualification "bachelor". Then the article describes the necessity to form media competence of the engineer-bachelor in the modernization of the Russian education.
THE APPROACH OF COMPETENCE AT THE STUDY OF MATHEMATICAL INFORMATICS IN A PEDAGOGICAL UNIVERSITY КОМПЕТЕНТН СНИЙ П ДХ Д ПРИ ВИВЧЕНН МАТЕМАТИЧНО НФОРМАТИКИ” У ПЕДАГОГ ЧНОМУ УН ВЕРСИТЕТ  [cached]
T.П. Кобильник
Information Technologies and Learning Tools , 2010,
Abstract: In the paper the approach of competence at the study of mathematical informatics in a pedagogical university is considered. The special attention is paid to forming of professional pedagogical and educational-cognitive competences. The example of tasks on which formed a competence at the study of mathematical informatics is resulted. У статт розглянуто компетентн сний п дх д при вивченн математично нформатики у педагог чному ун верситет . Особливу увагу звернено на формування профес йно педагог чно та навчально-п знавальну компетентност . Наведено приклад завдань, як сприяють формуванню компетентностей при вивченн математично нформатики.
Reference model for measuring and analysing costs – particularly in business informatics  [cached]
Milos Maryska
Journal of Systems Integration , 2010,
Abstract: This paper is devoted to problems of management of cost efficiency of business informatics with Business Intelligence (BI) assistance. It defines basic critical points that must be taken into account during creating models for management of cost efficiency of business informatics. It proposes new model for management of cost efficiency, this model include also definitions of dimensions and indicators for measuring of this cost efficiency. The model takes into account requirements that pose claim on management of cost efficiency necessitated by accounting and requirements from consultancy with managers of companies. It also takes into account requirement of methodologies for management business informatics and methods and processes for evaluating and measuring business informatics. This methodologies, methods and processes are transformed into procedures that are appropriate for measuring and evaluating business informatics. This model is intended for monitoring of actual situation, evolution cost efficiency of business informatics and it can be used for making decisions about convenience of outsourcing of business informatics. There are presented some examples from presentation level of mentioned model for measuring of cost efficiency of business informatics. This presentation level is in the form of tables and also in the form of dashboards.
Intercultural Competence in Intercultural Business Communication  [PDF]
Min Zheng
Open Journal of Social Sciences (JSS) , 2015, DOI: 10.4236/jss.2015.33029
Abstract: With the development of the integration of the world and the language and culture, the cultivation of intercultural communicative competence has become the ultimate goal of the foreign language teaching. This paper begins by analyzing personal understandings of successful Intercultural Business Communication skills and importance of learning Intercultural Business Communication skills, followed by four stages in experiencing a new culture skills, and at last it brings forward four action plans to improve the skills.
The role of research in akmeologic formation of professional competence bachelor of technology education
Akimov S. S.
Sociosfera , 2011,
Abstract: The article deals with the concept of "akmelogicheskie research", the methodological principles of the organization akmeologic research and strategy organization akmeologic study, in addition to the article describes the possibilities of research in shaping akmeologic professional competence of undergraduate technology education.
THERAPEUTIC SUPPORT OF REALIZATION OF THE COMPETENCE APPROACH IN EDUCATION ТЕРАПЕВТИЧНИЙ СУПРОВ Д РЕАЛ ЗАЦ КОМПЕТЕНТН СНОГО П ДХОДУ В ОСВ Т  [cached]
В.А. Ликова
Information Technologies and Learning Tools , 2010,
Abstract: The article analyses mechanisms of realization of the competence approach in education. Its therapeutic support actualizes factors of nonlinearity, processuality, subjectivity, conformity with nature, feedback in the educational environment. Behind each person there is a variety of tendencies, therefore to foresee or plan, limit by standards what exactly will be personally significant for a particular student in pedagogical interaction, is impossible. Therapeutic competence of teachers allows to realize individual learning pathways with support on a fan of indicators within a circle of competences. У статт анал зуються механ зми реал зац компетент сного п дходу в осв т . терапевтичний супров д актуал зу чинники нел н йност , процессуальност , суб' ктивност , природосообразност , зворотнього зв'язку в осв тньому середовищ . В кожн й людин закладена безл ч теденц й, тому передбачити або спланувати, л м тувати стандартами , що саме буде особово значиме для конкретного студента в педагог чн й вза мод неможливо. Терапевтична компетентн сть педагога дозволя реал зовувати ндив дуальн осв тн тра ктор з опорою на в яло ндикатор в в круз компетенц й.
Use of a National Clinical Final Examination in a Bachelor’s Programme in Nursing to Assess Clinical Competence—Students’, Lecturers’ and Nurses’ Perceptions  [PDF]
Unn-Britt Johansson, Petra Lilja Andersson, Maria Larsson, Kristina Ziegert, Marianne Ahlner-Elmqvist
Open Journal of Nursing (OJN) , 2014, DOI: 10.4236/ojn.2014.47053
Abstract:

Objective: The objective of this study was to evaluate the perceptions of students, lecturers, nurses and clinical lecturers regarding the ability of the National Clinical Final Examination (NCFE) to assess clinical competence, and whether the assessment was consistent with the qualifications for a Bachelor of Science in Nursing as outlined by the Swedish Higher Education Authority. The NCFE is divided into two parts (written and bedside) and aims to evaluate third-year nursing students’ clinical competence. Methods: Data were collected at 10 universities using study-specific questionnaires. The total response rate was 84% (n = 1652). Results: The clinical lecturers indicated that there was a need for improvement in the written part of the examination in order to adequately assess clinical competence. Regarding the bedside part the clinical lecturers, nurses and students perceived that the bedside part of the examination assessed whether the student had the clinical competence required by a newly registered nurse. Conclusion: The two-part examination described in this study was perceived as useful for assessing clinical competence and for the qualification requirements for a Bachelor of Science in Nursing as outlined by the Swedish Higher Education Authority. However, especially the written part requires further development. The model and form of assessment ought to be applicable to graduate nursing programme internationally.

Similarities and differences in curricula of a bachelor’s degree in oceanology at the universities in St Petersburg, Klaipeda, and Kaliningrad  [PDF]
Gritsenko V. A.,Zhurakhovskaya P. M.,Yurov A. V.
Baltic Region , 2012, DOI: 10.5922/2079-8555-2012-4-9
Abstract: Conducting a multi-aspect comparative analysis of curricula of bachelor’s degree programmes in oceanology offered at universities in St Petersburg, Klaipeda and Kaliningrad, the authors trace similarities between the existing variants of oceanologist training in the context of competence modules, disciplines, the so-called academic practices, and the number of hours and credits stipulated in the existing curricula. A formal comparison of generalised quantitative indicators without analysing the content of curriculum components demonstrated certain similarities in all indicators in terms of workload, the number of disciplines (50, 56 and 45) and academic practices. The clustering of competence modules and disciplines at each university within generalised academic areas — physics and mathematics, philosophy, informatics and computers, geoecology, measurement disciplines, etc. — made a more detailed comparison possible. The results of research demonstrate considerable similarities in the curricula used at the given universities in terms of all variants of comparison. The strongest similarity is observed in the areas of basic and professional disciplines.
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