Teaching competences necessary for developing key competences of primary education students in Spain: teacher assessments     

Ángel De-Juanas Oliva  Rosa Martín del Pozo  Encarnación Pesquero Franco 《Teacher Development》2016,20(1):123-145

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基于职业能力的高职商务英语课程优化设置     

鞠媛媛 《科教导刊》2020,(2):103-105

课程设置既是专业建设的核心内容也是实现人才培养目标的根本保证。本文基于能力本位理论,对接职业标准,分析高职商务英语专业人才职业能力构成,课程设置现状及存在问题,并针对问题结合职业能力要求,提出高职商务英语专业课程优化设置建议。  相似文献   

制造业管理者元胜任力与行业胜任力和绩效之间关系的实证研究   总被引：2，自引：0，他引：2  

冯明  纪晓丽  尹明鑫 《中国软科学》2007,84(10):126-135

本文利用元胜任力与绩效问卷和制造业管理胜任力问卷进行了大量的调查,研究表明:元胜任力包括思维能力、学习运用能力和自我发展能力三个因子;思维能力能够有效的促进周边绩效和适应性绩效,学习运用能力能够较好的促进整个绩效;思维能力、市场营销策划能力和产品系统管理能力是制造业管理者绩效的有效预测指标。  相似文献   

Development of learning to learn skills in primary school     

Mari-Pauliina Vainikainen 《International Journal of Lifelong Education》2015,34(4):376-392

In Finland, schools’ effectiveness in fostering the development of transversal skills is evaluated through large-scale learning to learn (LTL) assessments. This article presents how LTL skills—general cognitive competences and learning-related motivational beliefs—develop during primary school and how they predict pupils’ CPS skills at the end of sixth grade. The six-year follow-up of 608 pupils shows that cognitive competences demonstrated in the beginning of the first grade in a learning preparedness test predict both later cognitive LTL competences and CPS, but their development is not fully determined by earlier individual differences in learning preparedness in the first grade. Motivational beliefs begin to be related to cognitive LTL performance gradually from age 10 on, and they may have a slightly stronger effect on CPS than on cognitive LTL performance. It is concluded that the development of CPS is partly depending on pupils’ initial learning preparedness and the development of their LTL skills.  相似文献   

Bibliometric characteristics of articles on key competences indexed in ERIC from 1990 to 2013     

Francesc Buscà Donet  Alba Ambròs Pallares  Sílvia Burset Burillo 《欧洲师范教育杂志》2017,40(2):144-156

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Assessing Key Competences across the Curriculum — and Europe     

David Pepper 《European Journal of Education》2011,46(3):335-353

The development of key competences for lifelong learning has been an important policy imperative for EU Member States. The European Reference Framework of key competences (2006) built on previous developments by the OECD, UNESCO and Member States themselves. It defined key competences as knowledge, skills and attitudes applied appropriately to contexts. Now most Member States have incorporated key competences, or similarly broad learning outcomes, into their school curriculum frameworks. This is a necessary but insufficient step towards implementation; for the effective development of learners' key competences, assessment must also change. This article focuses on the challenge of assessing cross-curricular key competences in primary and secondary education. It is based on a major study for the European Commission (Gordon, et al., 2009), which drew on information gathered and validated with the help of experts in each of the 27 EU Member States. The study's typology of assessment provides a basis for reviewing some recent developments in Member States. Present challenges and innovative responses are addressed, including ‘unpacking’ key competences, ‘mapping’ them to contexts and ‘accessment’ of their full scope and range. Policy developments are considered in the context of the author's work with the European Commission's Thematic Working Group on the assessment of key competences. The article concludes with considerations for policy and practice.  相似文献   

The influence of competences and support on school performance feedback use     

Jan Vanhoof  Jean Pierre Verhaeghe  Martin Valcke  Peter Van Petegem 《Educational studies》2011,37(2):141-154

Information‐rich environments are created to promote data use in schools for the purpose of self‐evaluation and quality assurance. However, providing feedback does not guarantee that schools will actually put it to use. One of the main stumbling blocks relates to the interpretation and diagnosis of the information. This study examines the relationship between data literacy competences, support given in interpreting the information, actual use of the feedback and potential school improvement effect. A randomised field experiment with 188 school principals from primary education was set up and a post‐test was used to investigate the effects of a support initiative. The results revealed that a minority of schools invested significantly in the interpretation and diagnosis of the school performance feedback (SPF), despite the fact that most of the respondents showed an interest in the SPF report. In addition, data competence support and the subsequent use of feedback were found to be limited.  相似文献   

论体育教练员的专业素养结构     

李儒新 《吉林体育学院学报》2011,(4):1-2

采用文献资料及逻辑分析等研究方法,从专业化角度对体育教练员职业的专业素质结构进行了研究,认为体育教练员的专业素质构成要素应包括专业精忡、专业知识以及专业能力。换言之,一个专业化的体育教练员,应具备执著的专业精神、高水准的专业知识和精湛的专业能力。  相似文献   

A teacher competence development programme for supporting students’ reflection skills     

Agaath M. Dekker-Groen  Marieke F. van der Schaaf  Karel M. Stokking 《Teachers and Teaching》2013,19(2):150-171

The Teachers of Promise study has followed the work histories of 57 primary and secondary teachers who had been identified at the beginning of their third year of teaching as having the potential to make a significant contribution to the profession. Using data from surveys and interviews, this paper reports on what sustained or inhibited their initial commitment to and enthusiasm for ‘making a difference’, six years later, both in the classroom and in broader school leadership roles. Satisfaction with their day-to-day experiences in their schools was a particularly strong driver of teachers’ career decisions over time. Thirty-four teachers responded to survey items that were used to identify three different groups of teachers: a group of 10 primary school teachers with the highest levels of job satisfaction who were ‘fulfilling their promise’; a group of 21 primary and secondary teachers who were ‘persevering and coping’; and three teachers who were ‘detached and disengaged’. The group with the highest levels of job satisfaction taught in primary schools where they felt respected and valued, and supported to develop their teaching and leadership expertise. School leadership practices and school cultures in the other two groups diminished teachers’ overall job satisfaction and contribution to collective knowledge building in their schools. Almost all of the teachers had retained their commitment to students, to their current schools and to teaching as a career, including those with lower levels of satisfaction. Although these teachers reported ‘collegial’ relationships with their peers, individualistic school cultures, most often in secondary schools, impacted on their opportunities to learn with and from their colleagues. Few secondary school teachers felt appreciated, and included in school decision-making or had found it possible to combine high standards of classroom teaching with management responsibilities. The study indicates that while most promising teachers were still satisfied with teaching after nine years, relatively few were in schools where they were able to make the impact that had been predicted for them early in their careers.  相似文献   

学校管理者胜任力研究及其成果应用   总被引：14，自引：1，他引：13  

程凤春 《比较教育研究》2004,25(3):59-63

学校管理者胜任力研究是20世纪八、九十年代英美等国教育管理研究的一个热点,该类研究的重点是寻找学校管理者胜任工作所需的能力和行为表现,为学校管理者选拔和职业发展提供支持.目前有两种胜任力研究模式:美国模式以学校管理者的卓越表现为基础,研究成果更适合于指导学校管理者职业发展;英国模式以学校管理者的一般表现为基准,研究成果提供的是学校管理者的职业资格标准,更适合于指导学校管理者的选拔.  相似文献