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This article reveals the content of the cognitive component of economic university teachers’ pedagogical skills. The cognitive component of a teacher’s pedagogical skills is a combination of knowledge about the essence, features, types of pedagogical technologies, their application in teaching. The paper highlights features and directions of the development of the cognitive component of future teachers’ professional skills in the context of the tasks set by the modern economic higher education system. The necessity for developing the cognitive component of future economics teachers’ pedagogical skills in master’s degree programs is substantiated. The process of development of the cognitive component of pedagogical skills in master’s degree programs is aimed at providing future economics teachers with knowledge that ensures their readiness for professional pedagogical activity. The article describes the principles on which the development of the cognitive component of future economics teachers’ pedagogical skills is based. The key principles are humanism; democratization; pedagogical creativity; orientation to problem-solving; realism; pedagogical self-development; orientation to personality; technological unity of the educational process, the use of new technologies in education; dialogization of learning. The paper describes the authorial methodology for assessing the level of the cognitive component of pedagogical skills developed by future economics teachers and the results of its application to practice. The conducted experimental research shows that students in master’s degree programs have problems with some theoretical and practical aspects of teaching and their psychological and pedagogical competency needs improving. The author of this paper suggests that it would be advisable to use the produced methodological training support resources, in particular, the special course «Pedagogical Skills of Economics Teachers» and the training program for developing economics teachers’ pedagogical skills to develop future economics teachers’ psychological and pedagogical competency and to improve the quality and effectiveness of economics teacher training., Обґрунтовано зміст когнітивного компонента педагогічної майстерності викладачів закладів вищої освіти економічного профілю; висвітлено особливості та напрями розвитку когнітивного компонента професійної майстерності майбутніх викладачів у контексті завдань сучасної вищої економічної освіти; виокремлено мету розвитку когнітивного компонента педагогічної майстерності майбутніх викладачів економічних дисциплін в умовах магістратури; описано принципи, на яких ґрунтується розвиток когнітивного компонента педагогічної майстерності майбутніх викладачів економічних дисциплін; розглянуто авторську методику виявлення рівня сформованості когнітивного компонента педагогічної майстерності в майбутніх викладачів економічних дисциплін та результати її застосування. Зазначено, що для підвищення якості та ефективності підготовки майбутніх викладачів економічних дисциплін, розвитку їхньої психолого-педагогічної компетентності в умовах магістратури доцільно використовувати розроблене навчально-методичне забезпечення, зокрема спецкурс «Педагогічна майстерність викладачів економічних дисциплін» та «Тренінг розвитку педагогічної майстерності викладачів економічних дисциплін».

O objetivo central deste trabalho é avaliar a política salarial dos professores de economia de universidades federais, utilizando-se de informações relativas à formação, tempo de conclusão (seja da graduação, mestrado, doutorado), produção acadêmica (tanto quantitativa quanto qualitativa), participações em diversos níveis de banca e orientações acadêmicas em qualquer nível de formação. A base desta pesquisa inclui 1277 professores, os quais possuem currículos Lattes cadastrados e informações salariais disponíveis no portal transparência. Para avaliar quais das variáveis estudadas poderiam explicar melhor a remuneração dos professores, aplicou-se o método dos Mínimos Quadrados Ordinários (MQO). Como resultado desta pesquisa, verificou-se que o salário cresce com o tempo de conclusão do doutorado, que foi utilizado como proxy para o tempo de experiência, deste modo, aproximando-se da equação Mincer (1974) onde o tempo de experiência é fundamental para a determinação salarial. The main objective of this study is to evaluate the salary policy of economics professors from federal universities, using information related to training, completion time (whether undergraduate, master's, doctorate), academic production (both quantitative and qualitative), participation at various levels of banking and academic guidance at any level of education. The basis of this research was 1277 teachers, who have registered Lattes resume and salary information available on the transparency portal. To assess which of the variables studied could better explain the remuneration of teachers, the Ordinary Least Squares (OLS) method was applied. As a result of this research, it was found that the salary grows with the time of completion of the doctorate that was used as a proxy for the time of experience, thus approaching the Mincer equation (1974) where the time of experience is fundamental for wage determination.

Background Key elements of instructional quality include the teacher's ability to immediately react in domain‐specific classroom situations. Such skills – defined as action‐related skills – can only be validly assessed using authentic representations of real‐life teaching practice. However, research has not yet explained how teachers apply domain‐specific knowledge for teaching and to what extent action‐related skills are transferable from one domain to another. Aims Our study aims to examine (1) the relationship between action‐related skills, content knowledge, and pedagogical content knowledge, and (2) the domain specificity of action‐related skills of (prospective) teachers in the two domains of mathematics and economics. Sample(s) We examined German pre‐service and in‐service teachers of mathematics (N = 239) and economics (N = 321), including n = 96 (prospective) teachers who teach both subjects. Methods Action‐related skills in mathematics and economics were measured using video‐based performance assessments. Content knowledge and pedagogical content knowledge were assessed using established paper–pencil tests. Correlation analyses, linear regressions, and a path model were applied. Results In mathematics and economics, we find a similar pattern of moderate correlations between action‐related skills, content knowledge, and pedagogical content knowledge. Moreover, a significant correlation between action‐related skills in mathematics and economics can be explained almost entirely by underlying relations between content knowledge and pedagogical content knowledge in both domains. Conclusions Our findings suggest that action‐related skills empirically differ from domain‐specific knowledge and should be considered as domain‐specific constructs. This indicates that teacher education should not only focus on domain‐specific teacher knowledge, but may also provide learning opportunities for action‐related skills in each domain.