REALIZATION OF PROF ESSIONAL PEDAGOGICAL COMPETENCE DELIVERING ICT-BASED COU RSES
The paper gives an overview of conceptual theoretical research regarding pedagogical competence, and, speciﬁcally, professional pedagogical competence as realized at the level of higher education. The theoretical research was aimed to elicit the characteristics of the pedagogical competence in the context of higher education which would result in bringing out the guiding principles in designing instruction for the students at HE level for achievement of both immediate study objectives and long-term pedagogical goals.
Fulﬁlling the function of societal integration, and, speciﬁcally facilitating participation in life-long learning has become a signiﬁcant factor to evaluate the appropriateness of an educator’s performance, and consequently, the pedagogical competence.
The signiﬁcance of positive learning experience gained in the course of the study process is brought out in this connection as a prerequisite for effective participation in life-long learning. Continuity of long-term pedagogical objectives and short-term and immediate objectives related to the study process has been thus emphasized.
The ability to set forth, structure, categorize and achieve both immediate and long-term goals making use of a variety of teaching methods and aids is related to the professional pedagogical competence. Relating the concept of pedagogical competence in higher education to the realities and actualities of the study process the paper looks into ICT-based instructional designs as facilitating formation of positive developmental experience with the students.
The paper looks into the factors conductive to formation of positive learning experience at the dynamic interface of the students-teacher, students – students and students-context interaction.
Pragmatic research has been carried out to identify the correlation between the factors, which as has been suggested could be responsible for formation of positive learning experience in the course of the study process. Another suggestion that a combination of factors is required to provide for the positive developmental experience during the study process in the student’s perception was tested.
For the pragmatic research mixed research methods have been employed: qualitative and quantitative research methods; such as structured and semi-structured interviews, documented observation, students’ feedback; factor analysis, triangulation of qualitative and quantitative ﬁndings. The data collected through specially designed questionnaires was processed by SPSS. The paper gives the outcomes of the data processing and the conclusion thus arrived at pertaining to realization of pedagogical competence.