Ethical Competence for Teachers: A Possible Model

In Education Sciences, the notion of ‘competence’ is widely used, both as an aim to be reached with students and as performance in teachers’ education. This article advances a type of competence that is highly relevant for teachers’ work, namely the ‘ethical competence.’ Ethical competence enables teachers to responsibly deal with the daily challenges arising from their professional roles. In this study, I put forward a definition of ethical competence and I propose a conceptual structure, both meant to support the illustration, description, and development of ethical competence for teachers

Developmental change in motor competence : a latent growth curve analysis

Background: The development of childhood motor competence demonstrates a high degree of inter-individual variation. Some children's competence levels increase whilst others' competence levels remain unchanged or even decrease over time. However, few studies have examined this developmental change in motor competence across childhood and little is known on influencing factors. Aim: Using latent growth curve modeling (LGCM), the present longitudinal study aimed to investigate children's change in motor competence across a 2-year timespan and to examine the potential influence of baseline weight status and physical fitness on their trajectory of change in motor competence. Methods: 558 children (52.5% boys) aged between 6 and 9 years participated in this study. Baseline measurements included weight status, motor competence (i.e., Korperkoordinationstest fur Kinder; KTK) and physical fitness (i.e., sit and reach, standing long jump and the 20 m shuttle run test). Motor competence assessment took place three times across a 2-year timespan. LGCM was conducted to examine change in motor competence over time. Results: The analyses showed a positive linear change in motor competence across 2 years (beta = 28.48, p < 0.001) with significant variability in children's individual trajectories (p < 0.001). Girls made less progress than boys (beta = -2.12, p = 0.01). Children who were older at baseline demonstrated less change in motor competence (beta = -0.33, p < 0.001). Weight status at baseline was negatively associated with change in motor competence over time (beta = -1.418, p = 0.002). None of the physical fitness components, measured at baseline, were significantly associated with change in motor competence over time. Conclusion and Implications: This longitudinal study reveals that weight status significantly influences children's motor competence trajectories whilst physical fitness demonstrated no significant influence on motor competence trajectories. Future studies should further explore children's differential trajectories over time and potential factors influencing that change

Revisiting English Competence at Hotel

This study aims at coming up with English competence at hotel. Going along with that aim, this study focuses on one hotel in Bandar Lampung which has been developing; it is Novotel hotel. This chosen hotel meets with the criteria of hotel targeted. Further, this study was conducted qualitatively because it pursued deep findings dealing with English competence of some duties in hotel, such as reception and handling guest. Besides, questioner was employed to gather data and then interview was also conducted to have more concrete data. At last, this study came up with the detail findings of the average of English proficiency based on the positions. Furthermore, this study formulated the common expressions used to host and serve customers

A descriptive analysis of perceptional social competence instrument lecturer at the high school of Islamic Ibnu Sina Batam City

Perceptional social competence assessment instrument is built and developed based on theories of performance assessment of competence and on the basis of previous research within and outside the country. This research based on the theory of performance assessment of lecturers upon perceptional social competence which renders the performance of lecturers assessed competency and one of them is social competence, This assessment involves assessment of the 12 items are built. Research involving 34 people respondents a lecturer at an Islamic High school environment (STAI) Ibnu Sina Batam. A descriptive analysis of the instrument is determined by the value of the min score. Instruments Questionnaire given to 34 people. The min value of the score is found the total value average of 2.98. These values can be inferred that the consistency of answers on respondents from the total of the items in the social competence of the lecturers at the instrument category enough. Thus the performance assessment of social competence perceptional lecturer at an Islamic High school environment Avicenna Batam is enough. For upcoming research suggested revisiting the performance assessment perceptional lecturer based on competencies other than the social competence, for example, intellectual and emotional competencies

English Language Competence of Secretary Students Through Report Writing: Corpus Based Study

This research is entitled “English Language Competence of Secretary Students through Report Writing:Corpus Based Study”. The main purpose of this research is to analyze the language competence of the Secretary Students in one of popular Academy Secretary in Bandung. The Language competence is something important for students in order to understand what they say or what they write. Every language competence implies meanings. Unfortunately not all students know how to understand the meanings through language. What they have in their minds that they have to write in good grammatical patterns. They keep busy memorizing the grammatical patterns without knowing the purpose of those patterns. This research uses the Corpus Linguistics method. This newly method is quite promising and interesting to implement in this research. The definition of Corpus Linguistics is used the theories which was proposed by McEnery and Wilson (1996,2001), Sinclair et al. (2004), Lindquist (2009), McEnery and Hardie (2012). In collecting data, the writer determined the keywords then found out the implementation of those words into their writing. There are 7 key words which are used by the students frequently. The result of this research shows that the students mostly use the elements of grammar such as determiner of “the” and “a”, preposition such as “in”, “on”, “about”; yet, they rarely implement those 7 keywords with any variation. Lack of using variation collocation to the keywords causing the ambiguity to the readers

The MUPPLE competence continuum

The idea of Personal Learning Environments (PLEs) seems to polarise the educational sphere into supporters and opponents. Both groups relate their enthusiasm or criticism to underlying competences motivated by or needed for building up, running, and maintaining a PLE. Within the following article, results of a qualitative study with multiple cases will be presented to shed light onto which competence and which of its building blocks are involved in running a (mash-up) PLE. Data about the involved skills, abilities, habits, attitudes and knowledge will be presented in a raster of the five dimensions 'plan', 'reflect', 'monitor', 'act', and 'interact' against the three stages 'start', 'trigger', and 'outcome'. The findings indicate that there is a continuum ranging from the ones needed right ahead to the ones ultimately sought

How Should Translation Competence Be Taught: a Quest for a Better Approach in Translation Class

It is widely agreed that the main aim of translation education is to develop students' translation competence, therefore most researches in translation education contexts focus on identifying the components of transla-tion competence and appropriate curriculum models that integrate these components with suitable teaching strategies. Since translation competence consists of many sub-competences, developing these sub-competences therefore should be the main consideration in translation education. This article is aimed at discussing translation competence in general and how this competence should be de-veloped in a translation class context. Understanding these sort of things is important in formulating the best approach in translation teaching and learning in order to avoid the possible overlap between ‘translation teaching' and ‘language teaching', due to the fact that in some cases what the students get in translation class is not ‘how to be a good translator' but ‘how to be a good language learner'. Further, understanding the nature of students' translation competence and how this should be developed can give an important conceptual framework in formulating a better translation curriculum which considers all aspects the students need to build their translation competence. Keywords: students, translation, competence, teaching