Structured Shipboard Training Program and Performance of Maritime Cadets

The Comparative Study and Development of Teaching Competency Standards in Higher Education Level Between Faculty Members and Senior Students Among 6 ASEAN Universities Under MOU.

Graduate education plays a crucial role in shaping a nation’s academic and research landscape, particularly in producing highly skilled professionals and scholars. In the Philippines, the Commission on Higher Education (CHED) has issued CMO No. 15 series of 2019 which prescribes the policies, standards, and guidelines for graduate programs in the Philippines. This policy study examined the status of Bicol University’s graduate education in response to this new framework, focusing on program alignment, institutional challenges, and opportunities for development. Using a qualitative-descriptive approach, the study assessed the extent to which Bicol University’s graduate programs comply with CHED’s updated policies and standards. Key areas of analysis included curriculum structure, faculty qualifications, research productivity, accreditation status, among others. Findings indicate that while Bicol University has made significant progress in aligning its graduate education with CHED’s mandates, challenges persist. These include inadequate faculty complement, limited faculty research engagement, limited publication, and the need for more strategic industry and international partnerships. Additionally, compliance with new accreditation and quality assurance measures requires further institutional support and policy refinements. Based on these findings, the study provides strategic recommendations for improving the implementation of CHED’s New Graduate Education Framework at Bicol University. Key recommendations include strengthening faculty complement, enhancing faculty research and publication support, increasing institutional funding for graduate research, fostering collaborative programs with industry and global institutions, and continuously refining policies to ensure sustainable program development. By addressing these areas, Bicol University can enhance the quality and competitiveness of its graduate programs, ultimately contributing to national higher education goals and international academic standards. This study contributes to the ongoing discourse on policy implementation in graduate education, particularly in bridging regulatory frameworks with institutional realities. It underscores the importance of proactive institutional strategies in navigating policy transitions while ensuring that graduate education remains responsive to both national and global academic demands.

Professional knowledge is an important source of science teachers' actions in the classroom (e.g., personal professional content knowledge [pedagogical content knowledge, PCK] is the source of enacted PCK in the refined consensus model [RCM] for PCK). However, the evidence for this claim is ambiguous at best. This study applied a cross‐lagged panel design to examine the relationship between professional knowledge and actions in one particular instructional situation: explaining physics. Pre‐ and post a field experience (one semester), 47 preservice physics teachers from four different universities were tested for their content knowledge (CK), PCK, pedagogical knowledge (PK), and action‐related skills in explaining physics. The study showed that joint professional knowledge (the weighted sum of CK, PCK, and PK scores) at the beginning of the field experience impacted the development of explaining skills during the field experience (β= .38**). We interpret this as a particular relationship between professional knowledge and science teachers' action‐related skills (enacted PCK): professional knowledge is necessary for the development of explaining skills. That is evidence that personal PCK affects enacted PCK. In addition, field experiences are often supposed to bridge the theory‐practice gap by transforming professional knowledge into instructional practice. Our results suggest that for field experiences to be effective, preservice teachers should start with profound professional knowledge.

prestige of the service and the formation of a positive opinion of separate units, as well as the entire system as a whole depends largely on professional skills, competence, personal and professional qualities of employees. The author notes that the professional employee's of internal affairs structure preparedness appears from professional knowledge and skills that he possesses. The modern conditions of development of Russian society place high demands on the efficiency and official duties performance quality by law enforcement officers.

This paper discussed a qualitative research findings on the case of Malaysian teachers employed their professional local knowledge for enhancing students’ thinking skills in classroom practices. In this paper, a teacher’s professional local knowledge is viewed as a teacher’s professional knowledge and skills developed through the combination of the teacher’s expertise, theory, knowledge and experiences gained from professional practices in various and different contexts of students’ social backgrounds, environment and culture. In this case study, we investigate four teachers from various disciplines and schools located in rural areas who are implementing student-centered teaching approach in the classroom. We identified the method, techniques and approaches they employed to enhance students’ thinking skills via observations and interviews regarding their teaching practices in the classroom. The study has shown how teachers practice their professional local knowledge through various approaches, strategies and techniques that form positive interaction between teachers and students. This often emboldens intellectual discourse, and gives the students learning autonomy during the process of teaching and learning to improve their thinking skills.

The subject of the study is the general professional initial training of police officers aimed at the formation of the personality of the subject of professional activity – a police officer as a citizen, defender of life, health, rights and freedoms of citizens, the interests of society and the state, a patriot of his Fatherland. The purpose of the study is the theoretical substantiation of the model of general professional initial training as the first stage of professional training (initial level of professional training of police officers), police officers first recruited, which is aimed at the formation of the personality of police officers with a basic level of general professional knowledge, skills, personal qualities and readiness to implement them in further professional activities. On the basis of the formed basic knowledge, skills, skills, professional and moral ideals, values and ethical norms, a police officer already within the framework of general professional initial training should become a person ready and capable of mastering new general professional knowledge, skills, abilities throughout his professional life. In conditions of insufficient general education and physical training of citizens accepted for training and increased requirements for the personal and professional qualities of modern police officers, it is necessary to rebuild the existing professional training, i.e. reformat the content of the educational process, forms, methods, means, technologies of training at the initial stage. The need to make changes in the professional training of police officers, who were first recruited, is caused by the increased requirements for their daily activities. At the present stage, a police officer needs to have formed basic general professional knowledge, skills, skills and personal qualities. Among them: respect for the honor and dignity of citizens, self-demanding and responsibility, determination and decency, morality and dedication, initiative and stress resistance, readiness for interaction and cooperation, physical fitness, readiness for the lawful use of force and special means, including firearms, etc.

The article discusses the content and originality of the professional and pedagogical skills of a teacher of primary general education for the implementation of the State educational standard of school general education of the Kyrgyz Republic of a new generation. It is indicated that the effectiveness of the pedagogical activity of a teacher of primary general education is determined by the level of mastering the necessary professional knowledge, skills, pedagogical skills and personal qualities and properties. Methodological training acts in unity with organizational training and relationships with wards. Along with the elements of the educational process, the professional readiness of a teacher includes the formation of spiritual sensitivity, warmth, care and joy, which are moral qualities. The teacher also needs a complex of social and human qualities: activity, conviction, maturity of thinking, adherence to principles, and more. A teacher can develop only on the basis of a high general and pedagogical culture, a steady need for self-education.

The article discusses the psychological features of the professional activities of traffic police officers, as well as the stress-inducing factors that affect the effectiveness of their performance of official tasks. Based on the data of a survey conducted by the authors among various categories of traffic police officers studying at the advanced training courses at the V.V. Lukyanov Oryol Law Institute of the Ministry of Internal Affairs of the Russian Federation, the article analyzes some problematic aspects in the organization of moral and psychological training and the formation of psychological readiness for activities in extreme and special conditions of service, including: difficulties in communication with road users; insufficient training in the ability to provide psychological assistance to individuals affected by traffic accidents; and the problem of self-preservation from external stress factors and the ability to restore one's internal psychophysiological resources. As a promising area of professional development for traffic police officers, the authors focus on specific types of moral and psychological training, which can result in the development of not only the necessary professional knowledge, skills, and abilities to effectively perform official duties, but also personal qualities to preserve internal psychophysiological resources, counteract stress factors that arise in extreme and special conditions of service, and achieve a level of moral and psychological readiness that allows for successful performance of operational and service tasks in any environment.

BackgroundRegistered veterinary technologists/technicians (RVTs) are experiencing high rates of burnout, alongside reports of feeling underutilised and underappreciated, raising concerns regarding retention. The objective of this study was to assess the impact of a 5‐day professional skills and knowledge training programme on RVTs’ clinical communication confidence.MethodsElectronic surveys measured communication self‐confidence prior to the professional skills and knowledge training, immediately after training and 2 months post‐training. Open‐ended questions asked participants’ experience regarding the training programme. Communication self‐confidence scores were compared using Friedman's test or repeated‐measures ANOVA. Open‐ended questions were analysed using manifest content analysis.ResultsOut of 38 individuals enrolled, 29 (76.3%) completed all three surveys. Participants’ communication self‐confidence scores significantly increased by the 2‐month follow‐up survey compared to pre‐programme and post‐programme. Open‐ended questions found: (1) positive perceptions of the programme immediately after training, and (2) differences in participants’ perception of their job at 2 months post‐training, based on opportunity to implement training upon returning to work.LimitationsThis study may have been prone to selection bias and may not be representative of all RVTs.ConclusionDedicated professional skills and knowledge training can increase RVT communication self‐confidence. A plan for implementation after returning to practice is important. Further research is needed to examine the impact of engaging RVTs in professional skills and knowledge training on professional and clinical outcomes.

Amaç: Araştırma Covid-19 pandemi döneminde ilk ve acil yardım programı öğrencilerinin uzaktan eğitime ilişkin yaşadıkları sorunları belirlemek amacıyla yapılmıştır.Gereç ve Yöntem: Tanımlayıcı özellikte yapılan bu çalışma, bir devlet üniversitesinin Sağlık Hizmetleri Meslek Yüksekokulu’nun İlk ve Acil Yardım Programı 1. ve 2. sınıf öğrencileri ile yürütülmüştür. Çalışma verileri, çevrimiçi olarak düzenlenmiş olan ‘İlk ve Acil Yardım Programı Öğrencilerinin Uzaktan Eğitime İlişkin Düşüncelerini Değerlendirme Formu’ kullanılarak toplanmıştır. Çalışmadan elde edilen veriler SPSS 22.0 programı ile değerlendirilmiştir. Verilerin analizinde, tanımlayıcı istatistiksel analizler kullanılmıştır.Bulgular: Çalışmaya katılan öğrencilerin sırasıyla “mesleki bilgi ve beceriler, uzaktan eğitim ortamlarında kazandırılamaz”, “uzaktan eğitimin mesleki uygulama becerilerine katkısı yoktur.”, “uzaktan eğitimler yüz yüze eğitim kadar etkili değildir” ifadelerine oldukça yüksek ortalama ile katılım gösterdikleri belirlenmiştir.Sonuç: Pandemi sürecinde ara verilen yüz yüze eğitime alternatif olarak hızlıca hayata geçirilen uzaktan eğitim yönteminin, özellikle uygulamalı bölümler için mesleki beceri anlamında eksikliklere neden olabileceği göz önünde bulundurularak düzenlemelerin yapılması büyük önem taşımaktadır.Anahtar Kelimeler: Covid 19, Uzaktan Eğitim, Öğrenci Görüşleri

The main responsibility of universities is to cultivate high-quality students. The quality of student cultivation can be enhanced by improving university teachers’ pedagogical competence, and thus enhancing students’ learning experiences and satisfaction. The purpose of this study was to examine the impact of university teachers’ pedagogical competence on students’ learning experience and satisfaction, as well as the mediating effect of university students’ perception of learning experience. Structural equation modeling was employed to examine the relationships between pedagogical competency of university teachers, students’ learning experiences and classroom satisfaction, based on 569 questionnaires. The results indicate that teachers’ professional knowledge ( β = 0.325, p < 0.001) and teaching skills (β = 0.155, p < 0.001) have a direct positive effect on students’ classroom satisfaction. Both factors indirectly influence satisfaction through learning experiences, with professional knowledge showing a standardized path coefficient of 0.615 ( p < 0.001) on learning experiences, and teaching skills showing a coefficient of 0.335 ( p < 0.001). Learning experiences have a direct effect on satisfaction with a coefficient of 0.536 (p < 0.001). Bootstrap testing confirms that the mediation effect of learning experiences is significant, with professional knowledge accounting for 50.4% of the mediation effect (total effect = 0.655, indirect effect = 0.330), and teaching skills accounting for 53.9% (total effect = 0.334, indirect effect = 0.179). The study suggests that university teachers can enhance classroom satisfaction indirectly by optimizing the depth of knowledge, teaching methods, and classroom interactions, thereby improving students’ learning experiences. This study recommends that universities strengthen training in teachers’ professional knowledge and teaching skills, and establish dynamic feedbacks mechanism for teaching outcomes. This study also offers insights for universities to enhance the various dimensions of teachers’ pedagogical competence and optimize administrative and management strategies through the learning experience and satisfaction of university students.

This qualitative study explored the experiences of maritime cadets from the Palompon Institute of Technology in applying knowledge gained from the Master Class subject during their shipboard training. These challenges included differences in procedures between school and vessel practices, limitations of classroom-based learning without sufficient hands-on experience, and external factors such as company priorities and pandemic-related disruptions. To address these challenges, cadets employed various coping mechanism: active self-learning through manuals and independent study, seeking guidance from experienced crew members, and developing personal resilience and adaptability. The study concluded that while the Master Class subject serves as a crucial preparatory tool, maritime education would benefit from enhanced practical components and more immersive experiences before cadets embark on shipboard training. This research contributes to the ongoing dialogue on improving maritime education and training by highlighting the importance of aligning theoretical instruction with real-world application to better prepare future seafarers for the complexities of life at sea.

The issue of the development of research skills and the organization of research activities of students of higher education institutions is multifaceted. Currently, one of the leading global trends in university education is the integration of the research component into the process of training of future specialists. The purpose of the article: to consider the features of professionally oriented scientific and research activity of students. Research methods applied: theoretical analysis of scientific sources on the issue of scientific and research work as an important component of the training of higher education institutions students; critical and analytical analysis of concepts, theories, and methods. Professionally oriented research work includes observation, study of facts and phenomena of professional reality; awareness of professional issues, their analysis; developing a goal and setting tasks; proposing hypotheses, choosing research methods; theoretical problem solving; and evaluation of the obtained results by the goals set. The main functions of professionally oriented research activity are: social; intersocial; systemic; integrative; modeling; information; communicative; technological; motivational; developmental; and reflexive. The outlined content of the functions of the research activity allows us to distinguish and analyze certain personal qualities, as well as several research and professional knowledge, abilities, and skills. An important component of research activities is an emotional attitude to the R&D. The search for approaches to solving the task is additionally regulated by emotional assessments that are formed as a result of the task and can change repeatedly. Awareness of future professional activity is decisive: the activity of students in scientific research depends on how they imagine their profession and whether they consider the skills of research work as a component of specialist competence. A necessary quality of researchers is sociability and independence.

This study aimed to explore the occupational identities of early-career music teachers. Specifically, the project investigated how the occupational identities of two Chinese music teachers were influenced and shaped by pedagogical content knowledge and skills, professional knowledge and skills, self-knowledge, performer/teacher identities, and school context. Previous literature suggests that early-career teachers usually face inconsistencies between their expectations of what music teachers are and what they do, and the reality of how they are to survive and function in their workplaces (Ballantyne, 2007a; Cook, 2009; Kagan, 1992; Perkins & Triantafyllaki, 2013; Wagoner, 2011). Those who fail to adjust their expectations to the real teaching environment may experience frustrations or drop out of the teaching occupation. An effective way to secure teachers’ commitments to their occupation and ensure success in the field is to develop a functional and productive teacher identity (Akkerman & Meijer, 2011; Ballantyne, 2005; Ballantyne, Kerchner, & Arostegui, 2012; Beauchamp & Thomas, 2009; Britzman, 2003; Hoban, 2007; Scheib et al., 2007), as identity can shape the teacher’s disposition, professional expectations, and occupational obligations (Hammerness, 2005). Negotiation between idealised and realised identities can be especially difficult for music teachers (Ballantyne, 2007a) because they also face the challenge of inadequate resources, multiple responsibilities, high workload, professional isolation, and a low level of music perception in school communities (Wagoner, 2011). Despite a wide acceptance of this notion, the development of music teachers’ occupational identities may receive little attention in their early teaching years (Ballantyne, 2007a; Wagoner, 2011). My motivation for embarking on this study rests with a desire to understand the ways in which self-knowledge influences early-career music teachers’ level of commitment to being a music teacher. Specifically through an explanation from the basic psychological needs perspective, I sought to find out why music teachers exhibit varying thoughts and behaviours when they face similar challenges and difficulties in the pedagogical, professional and school context. Using the methodological approach of case studies, data were gathered by interviewing the two teacher participants, their mentors and colleagues. These data were then constructed into case descriptions of each teacher within their school context. The findings of this study suggest that occupational identities of Chinese early-career music teachers can include musician, performer and music teacher. The distinctions between the idealised and realised lives of music teachers are mainly influenced by having to undertake tasks outside their professional areas, difficulties in effective teaching, classroom management and student discipline, and low salaries and status within the school. Importantly, the study found that fulfilling the psychological needs of relatedness, competency and autonomy at work are beneficial for early-career music teachers in maintaining confidence and knowledge. Fulfilling these needs enables them to reconstruct an appropriate music teacher identity, allowing them to function in their workplace. Another significant outcome of the research found that early-career music teachers who have more intrinsic motivations than extrinsic motivations at work will more readily accept the realised school context and develop a positive attitude towards teaching. The last finding of the study is that early-career music teachers are not equally influenced or shaped by pedagogical content knowledge and skills, professional knowledge and skills, self-knowledge, performer/teacher identities, and school context. The case studies in this thesis revealed that self-knowledge and performer/teacher identities are the two most important themes; they are mutually constitutive, dually influencing, and are shaped by the other three themes (pedagogical content knowledge and skills, professional knowledge and skills, and school context). This finding reinforces the need for pre-service and in-service music teachers to critically reflect upon how their occupational identities are shaped by their basic psychological needs and work motivation. Such reflection could enable early-career music teachers to negotiate their idealised teacher identities with their realised teacher identities, assisting them to adapt to their working lives and increase their effectiveness as professionals.

To determine the effect of a Web-Based Diabetes Training Program (WB-DTP) on the diabetes-related knowledge, attitudes, and skills of health professionals. This was an experimental pretest-post-test with a 1 month follow-up study design that included a control group. The results of the power analysis suggested that 50 individuals with diabetes should be in both the intervention and the control groups. The WB-DTP was developed in accordance with the Effective Teaching Instruction Model.. Measures included the information form, Achievement Test (AT), Diabetes Attitudes Scale (DAS), and skill observation forms. The Wilcoxon's Signed Rank test, Mann-Whitney U-test, and Friedman test were used to analyze group differences on these measures. There was a significant difference between the AT post-test and the follow-up test scores of the intervention and control groups. No significant difference was present for the DAS post-test and follow-up scores between the intervention and control groups. A significant difference emerged on the Insulin Injection Skill Observation Form score between the intervention and control groups. In addition, there was a significant difference in the measurement level of blood glucose by the Glucometer Skill Observation Form between the intervention and control groups. As a result, it was determined that the WB-DTP is effective in increasing the diabetes-related knowledge and skills of healthcare professionals. However, the program was not adequate at increasing the diabetes-related attitudes of health professionals.