Teacher Education Programs and Professional Competency Development: Implications for Effective Classroom Practice

Introduction. The main problem of the research on artistic-creative communication as a key component in the formation of professional competencies of future music art teachers is the necessity of a comprehensive approach, finding objective research methods, and taking into account the diversity of this phenomenon. Purpose. The main goal of the research is to clarify the impact of artistic-creative communication on the formation of professional competencies of future music art teachers in order to determine its role and significance in the educational process. Methods: analysis of pedagogical practice and observation of the interaction between future music teachers and their students during creative sessions; surveys and interviews with future music teachers regarding their perception of the role of artistic-creative communication in shaping professional skills; analysis of educational programs and methodological materials aimed at developing artistic-creative communication among future music teachers;utilization of observation methods and analysis of interaction results between teachers and students during music lessons. Results. It has been found that artistic and creative communication plays a crucial role in shaping the professional competencies of future music teachers. In particular, the use of artistic and creative communication methods has been shown to contribute to the development of creativity, emotional expression, creative self-expression, and mutual understanding between the teacher and the student. Additionally, this approach contributes to the creation of a positive psychological climate in the learning environment, increases students’ interest in the learning process, and promotes their creative development. Originality. The scientific novelty lies in the development and utilization of new teaching approaches based on artistic and creative communication as the main factor in shaping the professional competencies of future music teachers. Conclusion: prioritize the development of artistic and creative communication skills in the training and education of future music teachers; implement specific teaching approaches that emphasize the use of artistic and creative communication as a fundamental tool for developing students’ professional competencies; provide opportunities for future music teachers to engage in practical and hands-on experiences that foster artistic and creative communication skills; offer professional development and training opportunities for current music teachers to enhance their abilities in utilizing artistic and creative communication in their teaching practices; encourage further research and collaboration within the field to continue exploring the impact of artistic and creative communication on the development of professional competencies in music education.

The article is devoted to theoretical and empirical research of the terminological field of the problem of forming professional and pedagogical competence of future teachers of higher education in the conditions of postgraduate studies at a technical university. The authors emphasize that the meaning of the concepts of “competence”, “professional competence”, “pedagogical competence” and “professional and pedagogical competence of future higher education teachers” is not determined by their terms (names), but is revealed through their definitions. The article presents the results of a study of theoretical works by scientists and the results of empirical research involving university postgraduate students to determine the substantive characteristics of the main definitions of “competence”, “professional competence”, “pedagogical competence”, “professional pedagogical competence” and “professional pedagogical competence of future higher education teachers”.The researchers propose a substantive model of professional pedagogical competence of future higher education teachers as an integral complex that combines a high level of theoretical and practical training for innovative pedagogical activity, qualities that are professionally significant for teachers, and ensures the successful performance of teaching functions, where the structural blocks are: motivational, cognitive, organizational-activity, and personal-reflective components.

Kompetensi profesional guru SMP Negeri di Sub Rayon 02 Kabupaten Demak masih rendah, diduga dipengaruhi oleh keterampilan manajerial kepala sekolah yang belum optimal dan rendahnya disiplin kerja guru dalam melaksanakan tugasnya. Hasil penelitian ini adalah: (1) korelasi antara keterampilan manajerial kepala sekolah terhadap komepetensi profesional guru sebesar 0,810 termasuk kategori sangat kuat. Besarnya pengaruh keterampilan manajerial kepala sekolah terhadap kompetensi profesional guru sebesar 65,6% dan sisanya 34,4% kompetensi professional guru dipengaruhi oleh variabel lainnya diluar variabel yang diteliti. Dengan persamaan regresi Ŷ= 33,329 + 0,784 X1. (2) Disiplin kerja guru mempunyai korelasi yang cukup kuat dengan kompetensi profesional guru yang ditunjukkan dengan nilai korelasi sebesar 0,597) dan besaran pengaruh disiplin kerja guru terhadap kompetensi profesional guru sebesar adalah 35,7% dengan koefisien regresi Ŷ = 59,392 + 0,580X2. Sisanya sebesar 64,3% kompetensi profesional guru dipengaruhi oleh variabel selain disiplin kerja guru. (3) Besarnya pengaruh keterampilan manajerial Kepala Sekolah dan disiplin kerja secara bersama- sama terhadap kompetensi profesional guru diperoleh nilai Adjusted R square sebesar 0,664, artinya bahwa besarnya pengaruh variabel X1 dan X2 terhadap Y sebesar 66,4% dan sisanya 33,6% kompetensi profesional guru SMP Negeri di Sub Rayon 02 Kabupaten Demak dipengaruhi selain kedua variabel tersebut.Kata kunci : keterampilan manajerial kepala sekolah, disiplin kerja guru, kompetensiprofesional guruThe professional competence of state junior high school teachers in Sub Rayon 02, Demak Regency is still low, allegedly influenced by the managerial skills of the principal who are not optimal and the teacher's work discipline is low in carrying out their duties. The results of this study are: (1) the correlation between the managerial skills of the principal on the professional competence of teachers is 0.810, including the very strong category. The magnitude of the influence of the principal's managerial skills on the professional competence of teachers is 65.6% and the remaining 34.4% of the professional competence of teachers is influenced by other variables outside the variables studied. With the regression equation = 33.329 + 0.784 X1. (2) Teacher work discipline has a strong enough correlation with teacher professional competence as indicated by a correlation value of 0.597) and the magnitude of the influence of teacher work discipline on teacher professional competence is 35.7% with a regression coefficient = 59.392 + 0.580X2. The remaining 64.3% of teachers' professional competence is influenced by variables other than teacher work discipline. (3) The magnitude of the influence of the principal's managerial skills and work discipline together on the professional competence of teachers is obtained by the Adjusted R square value of 0.664, meaning that the magnitude of the influence of the X1 and X2 variables on Y is 66.4% and the remaining 33.6% competence The professional teacher of SMP Negeri in Sub Rayon 02, Demak Regency is influenced in addition to these two variables.Keywords : principal managerial skills, teacher work discipline, teacher professional competence

One of the most important qualities that prospective PAUD teachers must have to encourage the development of high-quality learning is professional competence. Using a literature review study approach, this study seeks to investigate and evaluate how the professional competence of future PAUD teachers contributes to improving teaching standards. This study collects and examines various related literature, such as Google Scholar, OpenKnwledge, Sage, and ScienceDirect. Focusing on literature published in the last 10 years, namely between 2015 and 2024. This study will be conducted in three stages, starting with a literature search using the keywords "professional competence of PAUD teachers", "prospective PAUD teacher competence", and "quality PAUD learning" through predetermined literature sources, which resulted in 50 articles. In the second stage, the researcher will analyze the collected references and select 21 papers that meet the inclusion criteria. The results of the study indicate that proficiency in educational technology, the application of developmentally appropriate pedagogical approaches, and mastery of learning materials are components of the professional competence of prospective PAUD teachers. In addition, professional training, formal education, and direct experience in the field can help improve this competence. The difficulties experienced by prospective PAUD teachers, such as limited access to resources and training, were also highlighted in this study. To ensure that their professional competence can meet the demands of efficient and enjoyable learning, this study suggests improving education and training programs for prospective PAUD teachers. ABSTRAK Salah satu kualitas terpenting yang harus dimiliki oleh calon guru PAUD untuk mendorong pengembangan pembelajaran berkualitas tinggi adalah kompetensi profesional. Dengan menggunakan pendekatan studi tinjauan pustaka, penelitian ini berupaya untuk menyelidiki dan mengevaluasi bagaimana kompetensi profesional guru PAUD masa depan berkontribusi terhadap peningkatan standar pengajaran. Penelitian ini mengumpulkan dan meneliti berbagai literatur terkait, seperti Google Scholar, OpenKnwledge, Sage, dan ScienceDirect. Fokus pada literatur yang diterbitkan dalam kurun waktu 10 tahun terakhir yaitu antara 2015 dan 2024. Penelitian ini akan dilakukan dalam tiga tahap, diawali dengan pencarian literatur dengan menggunakan kata kunci “kompetensi professional guru PAUD”, “kompetensi calon guru PAUD”, dan “pembelajaran PAUD berkualitas” melalui sumber literatur yang telah ditentukan, yang menghasilkan 50 artikel. Pada tahap kedua, peneliti akan menganalisis referensi yang terkumpul dan memilih 21 makalah yang memenuhi kriteria inklusi. Hasil penelitian menunjukkan bahwa kemahiran dalam teknologi pendidikan, penerapan pendekatan pedagogis yang sesuai dengan perkembangan, dan penguasaan materi pembelajaran merupakan komponen kompetensi profesional calon guru PAUD. Selain itu, pelatihan profesional, pendidikan formal, dan pengalaman langsung di bidang tersebut dapat membantu meningkatkan kompetensi ini. Kesulitan yang dialami oleh calon guru PAUD, seperti keterbatasan akses terhadap sumber daya dan pelatihan, juga disorot dalam penelitian ini. Untuk menjamin bahwa kompetensi profesional mereka dapat memenuhi tuntutan pembelajaran yang efisien dan menyenangkan, penelitian ini menyarankan peningkatan program pendidikan dan pelatihan bagi calon guru PAUD.

<p>W artykule opisano istotę pojęć kompetencji oraz kompetencji zawodowych nauczyciela edukacji przedszkolnej, które są wielowymiarowe i niejednoznaczne. Kształtowanie kompetencji zawodowych przyszłego nauczyciela edukacji przedszkolnej jest priorytetowym zadaniem edukacji pedagogicznej. Badacze uważają, że kompetencje zawodowe wychowawcy są warunkiem koniecznym do poprawy jakości procesu edukacyjnego w placówkach przedszkolnych. Głównymi elementami struktury kompetencji zawodowych są: motywacja, aktywność zawodowa i działalność zawodowa. W artykule omówiono etapy kształtowania kompetencji zawodowych nauczyciela edukacji przedszkolnej na studiach (orientacja adaptacyjna, refleksja merytoryczna, praktyczno-transformacyjna). Szczególną uwagę zwrócono na znaczenie motywów szkoleniowych w kształtowaniu kompetencji zawodowych. Zaproponowano autorską definicję pojęcia kompetencji zawodowych nauczyciela edukacji przedszkolnej.</p>

This study examined the professional practice competence (PPC) of primary school physical education (PE) teachers. Participants of the study were 382 availably selected primary school PE teachers in Amhara Region, in Ethiopia. Results revealed that, except for their lesson planning (LP), PE teachers’ instructional assessment (IA); their ability to create and maintain a safe and supportive learning environment (CMSSLE), and their overall PPC were low. However, female PE teachers performed their LP better than male teachers. Conversely, female PE teachers, degree holders, beginner and junior teachers, and rural PE teachers demonstrated lower proficiency in IA compared to others. The results also indicated that no significant differences were found in CMSSLE between male and female teachers, rural and urban teachers, and diploma and degree – holder teachers. Accordingly, the regional education bureaus, zonal education departments, and teacher education institutions have to pay due magnanimity and precaution while hiring, training, and deploying PE teachers in different areas of the nation. For the professional development and professional practice competence of PE teachers, need-based and continuous on-the-job capacity-building training should be designed by the concerned education policymakers.

This paper is oriented to the integrated learning bill for college teachers and integrates blockchain technology to construct a high-security and credibility assessment system for college teachers’ professional competence development. Through similarity calculation and hierarchical clustering to form a dataset related to teachers’ professional competence, the TOPSIS-gray correlation analysis algorithm is used to assess the development of teachers’ professional competence tendencies. The teacher information is then transformed to finally form an information profile panel that can comprehensively characterize the development of college teachers’ professional competence, which is stored in the blockchain in the form of a learning bill. The single feature clustering results indicate that the majority of teachers are either good or above in every professional development evaluation feature, with excellent being above 30%. In the overall clustering, only 17.91% were labeled as excellent. In the teacher professional development assessment indicators, the reaction layer (34.9) and learning layer (33.6) have a greater impact on the professional development of teachers in higher education. The F-values of teachers in different subject areas in the overall test of teacher professional development did not reach a significant level (2.11, 0.24, 0.20, and 0.42, respectively). In the correlation test, blockchain technology was significantly and positively correlated with the quality of teachers’ professional development (p<0.05). The validity of the professional development assessment system for college teachers that incorporates blockchain technology is confirmed by this study.

This research aims to discuss Pedagogic and Professional Competence of teacher and determine the extent and effects of the Pedagogic and Professional Competence of the Arabic language teacher from Nurul Ilmi Integrated High School on the Arabic language learning score for tenth grade students. the results are based on the questionnaire about pedagogic and professional competence’s score respondent. the Pedagogic and Professional Competence of the Arabic language teacher from Nurul Ilmi Integrated High School was very good, and the Arabic language learning score for tenth grade students are very good with total score 5963 and median students’ score 91,75 The Pedagogic competence (x1) and professional competence (x2) for the Arabic language learning score(y) of the students are 0.813, which indicates that there are strong effects, and the ratio of the variable (x1) and the variable (x2) = (0.813)2 x 100% = 67%. The researcher found that there are effects of the Pedagogic and Professional Competence of the Arabic language teacher from Nurul Ilmi Integrated High School on the Arabic language learning score for tenth grade students, with a percentage range of 67% or (Ha) acceptable.

This article represents experimental studies of the teacher’s professional competencies buildup and development in the field of inclusive education in school. The research participants were teachers of the general education establishment that implements adapted educational programs in accordance with the requirements of the Federal State Educational Standard of Primary General Education for students with disabilities. The education of students with special health care needs is established by law as one of the prioritized areas of State policy. The implementation of the inclusive education principles in accordance with the requirements of the Federal State Educational Standard requires teachers to continuously develop professional competencies and form teacher’s personal and professional orientations in the inclusive education field. The professional teacher competence in the field of inclusive education is a combination of built-up competences that determine the ability to perform professional functions in inclusive education, taking into account different educational needs and ensuring the inclusion of children with disabilities in the environment of educational institutions and creating conditions for their development and self-development. In the course of the research, there were selected specific activities to implement the programme for building up teacher’s professional competencies for implementing inclusive education in school. The solution of these tasks assumed building up the components of teaching competence: motivational, value, operational and reflexive ones, as well as a new type of teaching activity – implementing inclusive education in school.

The quality of education in madrasahs faces significant challenges, particularly regarding systematic academic supervision and teacher professional competence development. This study examined the implementation of quality management principles in academic supervision conducted by madrasah principals and its impact on enhancing teacher professionalism competence. A qualitative case study approach was employed at Madrasah Aliyah Cijawura, Bandung City, Indonesia. Data were collected through in-depth interviews with madrasah principals, teachers, and supervisors, direct observations of supervision activities, and document analysis. Thematic analysis was conducted using Deming's quality management framework encompassing planning, implementation, evaluation, and follow-up dimensions. The findings revealed four critical dimensions of effective supervision quality management: comprehensive planning incorporating stakeholder needs assessment, structured implementation through classroom observation and collaborative feedback, multi-dimensional evaluation with diverse stakeholder perspectives, and sustained follow-up activities ensuring continuous professional growth. Teachers demonstrated measurable improvements in pedagogical competence, subject mastery, classroom management, and professional confidence following systematic supervision interventions. The successful application of Deming's Plan-Do-Check-Act framework demonstrates the adaptability of quality management principles in Islamic educational contexts. The systematic supervision approach addresses supervisor identity formation challenges while creating conditions for collaborative professional development aligned with social constructivist principles.

Teacher Professional Education (PPG) is seen as a strategic instrument to improve the quality of teachers, but factual achievements need to be reviewed further. This study aims to analyze the pedagogic and professional competence of teachers after participating in PPG by examining the relationship between the two in teaching practice. The study uses a quantitative approach with an ex post facto correlational design. The subject of the study is 859 alumni of the Pre-Service PPG of the State University of Malang class of 2022–2023 who have been actively teaching. Data was collected through a Likert scale questionnaire that had been validated by experts, including 23 indicators of pedagogic competence and 25 indicators of professional competence. The analysis was carried out descriptively and inferentially with the Spearman's rho correlation test. The results of the study showed that the pedagogic and professional competence of PPG alumni was in the high category, with the tendency of respondents' answers in the category of agree and strongly agree. The dimension of the use of learning technology obtained the highest score on pedagogic competence, while mastery of teaching materials occupied the dominant position in professional competence. However, the aspect of self-reflection in professional competence is relatively lower. The Spearman's rho correlation test yielded a coefficient of 0.863 (p < 0.001), indicating a strong positive relationship between pedagogic and professional competence. This indicates that mastery of pedagogic aspects is closely correlated with strengthening professional competence, and vice versa. These findings confirm the effectiveness of PPG in equipping novice teachers with core competencies, although it is still necessary to strengthen self-reflection, consistency of technology integration, and balance administrative burden. The implications of this research provide direction for PPG organizers to expand field practices, strengthen teacher guidance, and develop sustainable coaching strategies to produce adaptive teachers in the digital era.

The purpose of this study is to analyze the description of the effect of continuous professional development on the professional competence of high school teachers in Cileunyi District, Bandung Regency. The research method used in this research is descriptive research method with a quantitative approach. The calculation analysis in this study uses the help of Microsoft Excel 2013 and SPSS version 25.00 for Windows.The correlation analysis between continuous professional development and teacher professional competence has a fairly strong relationship with a correlation coefficient of 0.572. The magnitude of the influence of the continuing professional development program on the professional competence of teachers from the results of the determination test is 32.8%. The results of the calculation of significance obtained the value of tcount of 5.72, while ttable with = 0.05 is 1.672 meaning tcount ttable which is 5.72 1.672 there is a significant relationship between the X and Y variables

This study examines the development of professional competence in English language teaching through blended learning technology. Using a mixed-methods approach, the research involved 293 students from three Uzbek universities (SamSU, NamSU, FerSU) over two academic semesters. The blended learning framework combined face-to-face instruction (40%), asynchronous online components (35%), and synchronous online sessions (25%). Results showed significant improvements across all competency domains, particularly in technological pedagogical content knowledge. Students reported enhanced flexibility, authentic technology integration experiences, and improved collaborative skills. The study provides empirical evidence for the effectiveness of blended learning in developing professional teaching competencies and offers a practical framework for implementation in teacher education programs.

The purpose of the article is to reveal the direct influence of research and teaching staff professional competence on their academic integrity. The authors used theoretical and empirical research methods to validate the results. The use of the dialectic method made it possible to show a close link between teachers’ professional competence development and their adherence to academic integrity. By means of the comparative method we managed to reflect the scientists to the academic dishonesty in Ukraine and abroad. The researchempirical basis is the results of a survey of 250 teachers of higher education institutions in Vinnitsa region, including Vinnytsia State Pedagogical University named after Mykhailo Kotsiubynskyi, Vinnytsia Trade and Economic Institute of Kyiv National University of Trade and Economics and Donetsk National University named after Vasyl Stus. In addition, the authors’ own experience of scientific and pedagogical work of the authors of this article was taken into account.The requirement of the legislator is to adhere by the scientific and pedagogical staff of academic virtue that can be realized through the development of motivational-value, cognitive-operational, reflexive-evaluation components of the teacher's professional competence. Scientific and pedagogical staff should systematically form professional knowledge, skills, personal traits that would ensure academic integrity.

In this article, the importance of improving the professional competence and professional development of primary school teachers as a scientific-pedagogical problem is studied. The scientific views of foreign and our republican scientists on the topic are summarized. The principles, theoretical and pedagogical aspects of developing the professional competence of primary school teachers are scientifically based.