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Kutsak, L., Zaskalieta, S., Hamorak, H., Hreniuk, L., & Parshuk, S. (2023). Components of professional competence and innovative

Larysa Kutsak

Halyna Hamorak

https://orcid.org/0000-0001-6597-7822

Department of Microbiology, Virology and Immunology, Ivano-Frankivsk National Medical University,

Ivano-Frankivsk, Ukraine.

Liliia Hreniuk

https://orcid.org/0009-0002-6744-3669

Svitlana Parshuk

https://orcid.org/0000-0003-4336-0973

Abstract

The issue of professional competence and innovative activity of teachers in higher education is of great

relevance in the current stage. This significance arises primarily from the evolving perception of teachers

as participants in the educational process. There is a growing perspective that teachers are not solely

dominant in organizing the educational process but rather assume a role akin to that of administrators.

Consequently, the question of professional competence and innovative activity becomes crucial, as the

changing perception of the teacher's role also alters the understanding of the specific qualities required to

effectively engage with students. This study aims to elucidate the constituents of professional competence

and innovative professional activity within the context of higher education teachers. The object of this

parts, describes the categorization of competence into groups, and provides a summary of existing

Revista de Tecnología de Información y Comunicación en Educación • Volumen 17, N° 3. Julio-septiembre 2023

classifications on the components of a teacher's professional competence. Simultaneously, this study

examines the concept of "innovative professional activity of teachers in higher education institutions." To

in facilitating a teacher's professional engagement is indicated. Additionally, a scheme has been constructed

to illustrate the progression of creative thinking development among teachers. This scheme portrays the

sequential stages involved in the formation of creative thinking. Consequently, it can be inferred that a

teacher's creative thinking evolves in logical conjunction with other components, thereby facilitating the

cultivation of their innovative domain.

The abstract describes the main results of the research and defines the sequence of consideration of the

basic issues of the work. Methods such as description, analysis and synthesis, comparison, and

generalization became the methodological basis of the research. They were applied to determine the main

aspects of the work and were used to formulate and implement the tasks of the article. At the same time,

according to the conducted research, competence is a set of qualities that are characteristic of a teacher

of the knowledge acquired at the previous stage and their correct application. Therefore, it was established

that the formation of professional competence is a long-term process that requires considerable knowledge

and effort. The teacher must have experience of behavior in various situations and know the psychology

of students in order to make timely decisions. At the same time, it was established that it is important to

have a harmonious combination of different qualities, which allows you to correctly assess the situation

and present yourself as a professional and at the same time as a person who can teach moral qualities to

others.

Keywords: teacher, higher school, innovative activity, competence, components, professional

competence.

de que los maestros no solo son dominantes en la organización del proceso educativo, sino que asumen

un papel similar al de los administradores. En consecuencia, el tema de la competencia profesional y la

actividad innovadora se vuelve crucial, ya que las percepciones cambiantes del rol del docente también

alteran la comprensión de las cualidades específicas necesarias para relacionarse efectivamente con los

estudiantes. Este estudio tiene como objetivo dilucidar los constituyentes de la competencia profesional y

la actividad profesional innovadora en el contexto de los profesores de educación superior. El objeto de

esta investigación engloba los componentes inherentes a la actividad profesional de los docentes en

instituciones de educación superior. estudio empleó varios métodos de investigación, incluyendo

descripción, análisis y síntesis, comparación y generalización. Este estudio investiga la esencia del concepto

de "competencia" y yuxtapone su significado con el de "competencia profesional". Se lleva a cabo la

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instituciones de educación superior”. Para lograrlo, se expone el fenómeno a través de un conjunto integral

de componentes interconectados que revelan las bases de la innovación en el cumplimiento de los roles y

responsabilidades asignadas al docente. Además, también se identifican los orígenes de la creatividad del

docente y las condiciones necesarias para su manifestación. En este estudio se determina el tipo de

actividad del docente en función de su orientación específica. Esta categorización permite identificar las

competencias esenciales necesarias para la ejecución exitosa de cada una de las respectivas actividades.

Además, se indica la importancia de los componentes individuales para facilitar la participación profesional

del docente. Además, se construyó un esquema para ilustrar la progresión del desarrollo del pensamiento

creativo entre los profesores. Este esquema describe las etapas secuenciales involucradas en la formación

del pensamiento creativo. En consecuencia, se puede inferir que el pensamiento creativo de un docente

The significance of teachers' professional competence is paramount in today's context, as they hold a

pivotal role in shaping society and fostering the development of youth as active participants in education.

Furthermore, teachers' pedagogical potential enables them to create novel information and pedagogical

resources, thereby optimizing the educational process. It is important to acknowledge that the attainment

of professional competence by teachers necessitates the utilization of competencies that facilitate both the

instructional and nurturing aspects of teaching, as well as the cultivation of principles about higher

education and self-realization.

Given the increasing importance of information and communication technologies, teacher competencies

Revista de Tecnología de Información y Comunicación en Educación • Volumen 17, N° 3. Julio-septiembre 2023

have skills in working with computer and presentation equipment, be able to use social networks in

pedagogical activities.

domestic and foreign, have contributed significantly to this area of study. Their findings suggest that the

structure of professional competence exhibits diversity and encompasses various components, with

reflection and the psychological and pedagogical aspects being central. Moreover, these scholars argue

that the innovation of teaching practices is closely linked to imagination and creativity.

The scientific investigation conducted by M. Golovan (2014, p. 80) focuses on examining the components

that constitute the professional competence of a university teacher. In her article titled "Professional

competence of a higher education institution teacher," the researcher devotes significant attention to the

various elements comprising teacher competence. Notably, she proposes the identification of the

motivational component as a fundamental aspect, as it plays a crucial role in providing teachers with the

essential competencies that teachers should cultivate. These competencies encompass the ability to analyze

pedagogical situations, search for novel information, and comprehend the psychological aspects of

students. Through his research, the scholar substantiates the significance of the design component,

highlighting its capacity to effectively convey knowledge to students.

Significant emphasis is placed on the scholarly contribution of O. Khodarchenko (2020, p. 70) in his work

titled "Content of professional competence of teachers in higher education institutions of I-II accreditation

levels". In this article, the researcher contends that each specialist should possess a distinct set of qualities

commensurate with their functional responsibilities. Khodarchenko identifies that teachers in higher

education institutions of accreditation levels 1-2 should possess competencies that facilitate effective

their educational institution.

Nevertheless, despite the existence of research, the understanding of teacher innovation remains limited.

This can be attributed, in part, to the prevailing standardization of modern higher education, which

regrettably hampers the full utilization of a creative approach in educational practices.

The study employed several research methods, including description, analysis and synthesis, comparison,

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competencies and elements of their innovative activity. Finally, the generalization method was utilized to

summarize and present the research outcomes.

The method of literary analysis was used for the research. Its essence arises from the fact that the original

base of the research was analyzed and, based on the information obtained, the main approaches to the

competence of the teacher of higher education were identified. The method of content analysis was also

used, during which monitoring of electronic resources dedicated to the issue of teachers' competence was

carried out.

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The essence of a teacher's professional competence is subject to diverse perspectives within scholarly

discourse. Professional competencies enable teachers to achieve more comprehensive self-realization as

I. General professional competencies: These reflect the qualities necessary to address complex issues within

the field of activity as a whole. General professional skills enable teachers to work effectively with diverse

student groups and resolve conflicts that may arise among them. These competencies primarily encompass

theoretical knowledge and its practical application. Examples of general professional competencies include

psychological and pedagogical skills, information literacy, communication abilities, research aptitude,

managerial proficiency, educational expertise, and presentation skills (Syahrudin, 2013, p. 144).

Considering the contemporary demands, informational competence assumes considerable significance. It

entails the teacher's ability to articulate precise information requests to ensure accurate reflection and to

provide students with access to high-quality, reliable information. Additionally, teachers should possess the

a culture of effective communication, and having the motivation and commitment to carry out assigned

tasks in a quality manner. Only the integration of these elements enables teachers to effectively fulfill their

assigned duties (Foliano, 2020, p. 500).

Respect for students emerges as a prominent factor in the execution of professional activities. Teachers

should recognize that students are equal participants in the educational process and deserve to be treated

with respect and understanding. However, it is noteworthy that some teachers struggle with perceiving

students as equals. They may hold the belief that students lacking a certain level of knowledge are not yet

on par with the rest of society, leading to a sense of superiority. This perspective can manifest in the critical

treatment of students, assigning lower grades, and using negative language when referring to them

Social competencies - reflecting an understanding of the social aspect of one's personality and the ability

to navigate social contexts effectively.

Personal competencies - involving the expression of individual thoughts and perspectives, characterized by

distinctive personal qualities.

Individual competencies - emphasizing self-development within a specific professional domain or

specialization (Garira, 2020, p. 11).

A classification based on a different principle reveals the following competencies. Specialized competence

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their own opinion while highlighting that it is not an authoritative position. This approach can help reduce

conflicts among students. For example, when discussing victim behavior, the teacher may indicate that

they have their perspective on whether the victim holds any responsibility) (Betoret, 2020, p. 220).

Methodological competence refers to the teacher's possession of a specific set of methods and knowledge

that can be applied in the educational process. Teachers must stay updated with the latest technologies to

enhance the efficiency and effectiveness of their pedagogical work. Furthermore, the ability to apply

acquired knowledge in a high-quality manner during educational activities is of great importance (Proulx,

2020, p. 66).

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Accordingly, the first component of professional competence reflects the teacher's attitude toward their

work. This is evident in their interest in education and training activities, their desire for creative fulfillment,

fully realize their potential (Bazeliuk et al., 2021, p. 550).

The innovative professional activity of a higher education teacher can be defined as the "experimental and

research activities conducted by pedagogical staff aimed at the development, experimentation, testing,

implementation, and application of pedagogical innovations" (Kozak, 2012, p. 50). These definitions

emphasize that the innovative professional activity of a higher education teacher is characterized by a

creative approach, idea generation, conducting experimental research, and implementing novel approaches

in pedagogical practice. As such, a teacher can fulfill various roles in this context, including being an author,

developer, researcher, user, and promoter of new pedagogical technologies, theories, and concepts

(Caldwell, 2020, p. 13)

V. Sayuk has identified the functional components that comprise the structure of a teacher's pedagogical

activity: gnostic, design, constructive, organizational, and communicative components (Sayuk, 2016,

p. 35). These components highlight the specific knowledge and skills that a higher education teacher must

possess. The gnostic component pertains to the teacher's capacity to acquire new knowledge, synthesize

and systematize it in alignment with pedagogical objectives. It involves analyzing pedagogical situations,

engaging in search and heuristic activities, and comprehending the psychological characteristics of

students, as well as the intricacies of the educational process. Additionally, it entails evaluating one's

pedagogical activities and identifying both positive outcomes and areas for improvement.

approach. This includes selecting appropriate methods for presenting information, choosing various types

of educational and cognitive activities that align with the system's goals, and effectively managing their

actions and behavior during direct interaction with students. The communicative component entails the

ability to establish meaningful interactions between the teacher and students to achieve pedagogical

objectives. It also involves cultivating pedagogically appropriate relationships and ensuring the overall

effectiveness of the pedagogical activities (Sayuk, 2012, p. 60).

L. Kozak has identified several key characteristics of pedagogical creativity. These include a heightened

level of social and moral consciousness, a thinking style characterized by search and transformation, well-

developed intellectual and logical abilities (such as analysis, justification, explanation, and identification of

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passion for the creative process and one's work, and the aspiration to achieve maximum effectiveness

within the specific context of one's pedagogical practice. Effective communication skills, self-management

abilities, and a high level of general culture are also integral to pedagogical creativity (Kozak, 2012, p. 55).

Accordingly, the development of creativity, defined as the ability to generate new ideas and solutions,

follows a progression from imitation to independent creation. Initially, individuals imitate experiences,

concepts, ideas, individual techniques, forms, and methods as they acquire knowledge and skills. However,

over time, the imitative component gradually decreases, giving way to more original and innovative

approaches (Skiba, 2014, p. 165). This developmental process can be illustrated schematically through the

following stages: Stage 1 - imitation and copying; Stage 2 - creative imitation; Stage 3 - imitative creativity;