Regression models of professional competencies of teachers of educational organizations of the Ministry of Internal Affairs of Russia-Reference-Cited by-同舟云学术

Regression models of professional competencies of teachers of educational organizations of the Ministry of Internal Affairs of Russia

Published:2024-07-19 Issue:3 Volume:9 Page:93-106
ISSN:2500-0543
Container-title:Applied psychology and pedagogy
language:en
Short-container-title:

Author:

Semenova Natalya¹^ORCID,Pavlova Svetlana²

Affiliation:

1. Krasnodar University of the MIA of Russia

2. Krasnodarskiy universitet MVD Rossii

Abstract

The article is devoted to the problem of systematization of professional competencies of teachers of educational organizations of the Ministry of Internal Affairs of Russia. Various methodological approaches to identifying and justifying the professional competencies of teachers are outlined. The most productive approach to the consideration of professional competencies based on the goals of modern education and the role of the teacher in it was noted. Such competencies as informational, interactive, polycultural and self-organizational are justified as leading ones in professional pedagogical activity. A hypothesis about their mutual influence is formulated. The purpose of the study was to substantiate the mutual influence of the leading professional competencies of teachers of educational organizations of the Ministry of Internal Affairs of Russia. The study involved 245 teachers from educational organizations of the Ministry of Internal Affairs of Russia, with teaching experience from 1 to 50 years. To process the obtained data, linear regression analysis was carried out using IBM SPSS Statistics 26. As a result of linear regression, four regression models were identified that explain the mutual influence of leading competencies, which were combined into an integrative model demonstrating the significant influence of predictors. Self-organizational competence showed the highest predictor load, which confirmed the hypothesis about its system-forming role in relation to the leading professional competencies of a teacher. A stable triadic mutual influence of interactive, informational and self-organizational competencies has been identified, which is the basis for the formation of professional competence of a modern teacher. Polycultural competence has a lower predictor load and has a self-organizational influence on other competencies. The prospect of developing the problem of systematization and justification of the leading competencies of higher education teachers is outlined, which consists in further research of competency indicators.

Publisher

Infra-M Academic Publishing House

Reference20 articles.

1. Арендачук И. В. (2009). Профессиональные компетенции в структуре профессионализма преподавателей высшей школы // Известия Саратовского университета. Новая серия. Серия Философия. Психология. Педагогика. №9(4). С. 63-68., Arendachuk I. V. (2009). Professional'nyye kompetentsii v strukture professionalizma prepodavateley vysshey shkoly [Professional competencies in the structure of professionalism of higher school teachers] // Izvestiya Saratovskogo universiteta. Novaya seriya. Seriya Filosofiya. Psikhologiya. Pedagogika [News of Saratov University. New episode. Series Philosophy. Psychology. Pedagogy]. no. 9(4). pp. 63-68. (in Russia)

2. Астахова Л.В. Понятие информационной компетенции специалиста: когнитивный подход // Вестник ЮУрГУ. Серия: Образование. Педагогические науки. 2013. № 4. С. 10-16., Astakhova L.V. Ponyatiye informatsionnoy kompetentsii spetsialista: kognitivnyy podkhod [The concept of information competence of a specialist: a cognitive approach] // Vestnik YUUrGU. Seriya: Obrazovaniye. Pedagogicheskiye nauki [Bulletin of SUSU. Series: Education. Pedagogical sciences]. 2013. no. 4. pp. 10-16. (in Russia)

3. Бенсон Г. Ф. Компетенции современного преподавателя высшей школы в контексте интернационализации образования//Вестник ТГПУ (TSPU Bulletin). 2017. №12. С.85–91., Benson G. F. Kompetentsii sovremennogo prepodavatelya vysshey shkoly v kontekste internatsionalizatsii obrazovaniya [Competencies of a modern higher school teacher in the context of the internationalization of education] // [Vestnik TGPU (TSPU Bulletin)] TSPU Bulletin. 2017. no. 12. pp.85–91. (in Russia)

4. Вайндорф-Сысоева М.Е., Панькина Е.В. Специфика учебно-педагогического взаимодействия в цифровой образовательной среде // Профессиональное образование в России и за рубежом. 2021. №2 (42). С.92-100., Weindorf-Sysoeva M.E., Pankina E.V. Spetsifika uchebno-pedagogicheskogo vzaimodeystviya v tsifrovoy obrazovatel'noy srede [Specifics of educational and pedagogical interaction in a digital educational environment] // Professional'noye obrazovaniye v Rossii i za rubezhom. [Professional education in Russia and abroad]. 2021. no. 2 (42). pp.92-100. (in Russia)

5. Ишков А.Д. Связь компонентов самоорганизации и личностных качеств студентов с успешностью в учебной деятельности: дис. ... канд. психол. наук. М. 2004. 202 c., Ishkov A.D. Svyaz' komponentov samoorganizatsii i lichnostnykh kachestv studentov s uspeshnost'yu v uchebnoy deyatel'nosti: dis. ... kand. psikhol. nauk. M. [The connection between the components of self-organization and personal qualities of students and success in educational activities: dis. ...cand. psychol. sci. M.] 2004. 202 p. (in Russia)