TEACHER COMPETENCIES

Teacher competencies can be classified to interpersonal, pedagogical, expert in subject matter and teaching methods and organizational, Competency to cooperate with the school’s working environment and competency for reflection and development. (Association for the Professional Quality of Teachers, SBL)

Interpersonal Competence:

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An interpersonally competent teacher displays good leadership. He creates a friendly and cooperative atmosphere and stimulates and achieves open communication. He encourages the students’ autonomy, and in his interaction seeks the right balance between

  • Guidance and counselling
  • Guiding and following
  • Confrontation and reconciliation
  • Corrective measures and stimulation[wpdevart_like_box profile_id=”foundationsofeducationbook” connections=”show” width=”300″ height=”150″ header=”small” cover_photo=”show” locale=”en_US”]

Pedagogical Competence:

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A pedagogically competent teacher offers the students a safe learning and working environment, where they find their hold and a structure for social, emotional and moral development. He makes sure that the students

    • Know that they belong and are welcome and appreciated
    • Treat each other in a respectful manner are challenged to take responsibility for one another
    • Can take initiatives and can work autonomously
    • Learn to discover their affinities and ambitions, and from there
    • Make their choices for study and career.
      • Know that they belong and are welcome and appreciated
      • Treat each other in a respectful manner are challenged to take responsibility for one another
      • Can take initiatives and can work autonomously
      • Learn to discover their affinities and ambitions, and from there
      • Make their choices for study and career.

Knowledge of Subject Matter & Methodological Competence:

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A methodologically competent teacher with a thorough knowledge of subject matter helps his students to acquire the necessary cultural baggage knowledge every citizen needs, to function as a full member in our society. He

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    • gears the curriculum content as well as all his doings to the students and is considerate of individual differences
    • determines, together with the student, an (individual) learning route, for instance possibilities for extra-curricular activities and learning in the context of professional practice
    • motivates the students for their learning and working tasks, challenges them to do their best, and helps them accomplish their tasks successfully
    • teaches the students how to learn and to work, both from and with each other, in order to enhance their learning autonomy.

    Organizational Competence:

    An organizationally competent teacher makes sure that his students can work in an orderly and task oriented environment. He sees to it that they

    • know where they stand and how much play they have for initiatives of their own
    • know what they must (or can) do, as well as how and with what aim in mind they must (or can) do it.

    Competence to cooperate with the School’s Working Environment:

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    A teacher who is competent in cooperating with people in his working environment realizes a good communication, involving the students’ parents or guardians, as well as the companies or institutions the students have dealings with as part of their education or training. He makes effective use of the school’s professional network where the student’s education, training or other concerns are at issue. He handles the contacts they keep on behalf of the school with responsibility and care.

    Competence for Reflection and Development:

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    A teacher who is competent in terms of reflection and development gives regular thought to his professional views and competence. He keeps his professional practice up to date and improves it. He

    • knows what is important in his professional practice and what the underlying standards, values and educational views are
    • has a pretty good idea of his own competences, strengths and weaknesses
    • work on his professional development in a systematic way
    • gears his personal development to the school policy and avails himself of the opportunities the school offers for his personal development.

     

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