This paper presents the European Certificate in Psychology (EuroPsy) and the competency approach, which was introduced by the certificate. EuroPsy provides to users and employers ensures an adequate level of education, professional qualifications and ethical behavior psychologist. The model of EuroPsy competence model, which defines twenty nine primary and enabling competences relevant to the work of psychologist, is followed by the presentation of the nature of competence development, the importance of properly performed supervised practice to develop competences to a level where an individual can independently without supervision carry out psychological activity, and the importance of mentors assessment of competence as a mechanism to control entry into an independent implementation activities. The advantages and disadvantages of using competence model EuroPsy is concluded in the call counselors in education to take advantage of the competence model to support the professional identity and quality of counseling.
F.11 Development of a new service
COBISS.SI-ID: 2195580PhD research about ethical competences of nursing students was conducted in the basic research projet RAZKORAK.
F.02 Acquisition of new scientific knowledge
COBISS.SI-ID: 1536107972In modern pedagogical processes various teaching methods and approaches are used ranging from traditional ones to more recent ones. Different models for evaluation of their appropriateness have been proposed in the past. However, the literature shows that these models typically focus only on the appropriateness of a single element and do not provide information about its relative appropriateness in relation to other elements. Unfortunately, this considerably limits the use of such evaluation models for the needs of the educational institutions’ management. In order to decide which elements to promote or modify, management requires a comparative overview of the appropriateness of all elements that are part of the pedagogical process under consideration. Therefore the goal of our study was to design a model which would facilitate a comparative evaluation of many e-learning and traditional elements by simultaneously considering perspectives of students’ and teachers’ who participate in a certain pedagogical process. We applied the proposed model to three real-life pedagogical processes that are presented in this paper. Three groups of students, their teachers, and the college’s management participated in the study. The management confirmed that the evaluation model provided them with valuable information in order to plan actions for improvement of the pedagogical processes.
F.02 Acquisition of new scientific knowledge
COBISS.SI-ID: 10057300