Teaching competencies

Teaching, essentially, is also a moral undertaking although information transmission dominates the teacher's work. Teachers are concerned in an important way with the total development of human beings – physical, intellectual, social, moral and spiritual. While the dimensions of teaching other than the informational and cognitive may have suffered neglect in modern times due to a variety of factors, one cannot deny that they constitute an integral part of the teacher's role and functions. The implication of this for teacher education programmes and institutions is that due emphasis should be given to developing in the teacher proper attitudes, values, and outlook apart from training one as a skilled crafts person. This aspect of the making of a teacher is acknowledged as a very important quality dimension of teacher education. The purpose of this study is to find out the relation among Intelligence, Social intelligence and General Teaching Competency of teacher trainees. The sample of the study comprises 30 teacher trainees. The study also revealed that there were relation between teachers' Intelligence, General teaching competency and their social intelligence.

This study seeks to identify the competencies perceived as essential for hospitality industry leaders. Additionally, it offers some reflections upon hospitality management higher education and examines the structure of Portuguese undergraduate degrees in order to discuss whether the current educational offer matches specific industry demand.
Both the literature review and the results of a survey with a sample of hoteliers indicate that soft skills are consistently rated as being the most important to effective performance in the field. On the other hand, an assessment of the undergraduate hospitality management programmes currently on offer in Portugal show a deficit in this area. Some recommendations are presented to redress the evident discrepancies between educational programme content and perceived industry needs. In particular the study proposes the adoption and tutelage of student by industry managers, here referred to as „adopting a student‟.

Videogame production events, particularly the Global Game Jam (GGJ), is an activity par excellence aimed at the development of the world’s largest games, enhancing the form of personal expression, critical thinking, and appropriation of new media through collaborative work. The general objective is to explore the development process within the context of the GGJ, calculating the correlation between level of education and source of inspiration, the correlation between level of education and purpose of the game to be designed in the Global Game Jam and the correlation between level of education and skills. The main source of inspiration is defined by game genre, game mechanics, or other video game, in addition the purpose of the game is mainly due to learning a technical skill, enjoy doing it, and generate satisfaction in the players. Finally, the skills that prevail are 2D Design, Programming, and 3D Design. People with a high level of knowledge have the same passion as those who hav...

The Teachers' Competence Scale is created with the aim of continuous improvement of the study program at the Faculty of Teacher Education in Rijeka. Its basic form can be adapted to different purposes (evaluation, identifying needs for professional development, etc.). In the initial phase of construction it was used to assess the importance of different competencies and assessments were given by different participants in education in the area of primary school teaching: teachers, principals, educational experts and professors from the Faculty of Teacher Education. The study included 374 participants from 39 primary schools in Primorsko Goranska County, including teachers at the Faculty of Teacher Education. Constructed Teachers' Competence Scale has satisfactory psychometric properties. Of all the competencies participants made the greatest emphasis on methodical competences and practice as the most important elements of the teacher study program, while the competencies in scientific methodology related to the creation of new knowledge in the field of education were assessed as the least important. Significant differences between groups of participants were found with regards to the importance they attribute to various competencies. Principals and the professional staff typically gave higher estimates of the importance to almost all competencies included in this research. Teachers were, in comparison with other competences, relatively more focused on competencies related to working with students with special needs, and university teachers were more focused on the scientific and methodological competence. In subsequent research it is necessary to determine the applicability of this scale and the stability of its metric characteristics on various forms and populations. Keywords: education; evaluation; metric characteristics; school; study program

Skala učiteljskih kompetencija kreirana je s ciljem kontinuiranog unaprjeđenja studijskog programa na Učiteljskom fakultetu u Rijeci. Njezin osnovni oblik može se prilagoditi raznim svrhama (evaluacija, utvrđivanje potreba za profesionalnim razvojem i sl.). U inicijalnoj fazi konstrukcije koristila se u formi procjene važnosti pojedinih kompetencija koje su dali različiti sudionici odgoja i obrazovanja u području razredne nastave: učitelji, ravnatelji i stručni suradnici te nastavnici Učiteljskog fakulteta.
U istraživanju je sudjelovalo 374 sudionika iz 39 osnovnih škola Primorsko-goranske županije, uključujući i nastavnike na Učiteljskom fakultetu u Rijeci. Utvrđeno je da konstruirana Skala učiteljskih kompetencija ima zadovoljavajuće metrijske karakteristike. Od svih kompetencija sudionici su istaknuli metodičke kompetencije i praksu kao najvažnije elemente programa učiteljskog studija, dok su najmanje važnim procijenili metodološke kompetencije vezane uz kreiranje novih znanja iz područja odgoja i obrazovanja. U procjenama važnosti različitih kompetencija utvrđene su i razlike među skupinama ispitanika pri čemu su ravnatelji i stručni suradnici u pravilu davali više procjene važnosti gotovo svim istraživanjem obuhvaćenim kompetencijama, učitelji su bili, u odnosu na ostale kompetencije, relativno više usmjereni na individualni rad s djecom s posebnim potrebama, a fakultetski nastavnici na znanstveno-metodološke kompetencije. U narednim istraživanjima potrebno je utvrditi primjenjivost skale i stabilnost metrijskih karakteristika na različitim formama i populacijama.
Ključne riječi: evaluacija; metrijske karakteristike; obrazovanje; studijski program; škola

Aims and objectives of education depend upon the need and aspiration of society. Thus, as demands of society changes, it directly influences the educational system. In every educational system, teachers are responsible for creating healthy and positive learning environment. So, teachers’ need to have some professional competencies such as competencies related to subject matter, curriculum development and its implementation, communication skills, reflection, research and use of ICT. In this 21st century, teachers need to facilitate 21st century learners. Thus, teachers require competencies that enable them to engage with these learners. In this article, there is a discussion on the framework of teaching competencies that will improve the teaching learning process in school.

In an increasingly competitive environment to provide better education, higher education institution should focus on improving the students' academic performance. This performance embodied in student grade which then support the graduated student who search for jobs. Besides improving the mental attitude, higher education institution should also improve 87 cognitive abilities. One of the important factors which can contribute in improving cognitive abilities is lecturer professional competencies. Lecturer should have a wide and deep knowledge regarding the courses they teach. They also should possess practical experience so their lesson more attractive. This study examined the relation between lecturers' professional competency of lecturer has an impact on students' academic performance in higher education. The findings show that the professional competency does not have a significantly relation with students' academic performance. The detail discussion provided with new insights of various factors which might relate to the performance.

One of the most important tasks that business managers and owners face is the formation of an organizational structure as it determines the future of a company. This task is challenging to managers, but its benefits to the company are long-term. Organizational structure is best understood when illustrated in an organizational chart that details the flow of project tasks to be completed by team members.

Dans cette contribution, nous commencerons par opposer deux grandes approches gestionnaires irrigant l’ensemble des champs du management stratégique et de la gestion des ressources humaines : l’approche volontariste, puis l’approche émergente. Nous présenterons, à la suite de ces deux idéaux-types, une approche intermédiaire, que nous nommerons « délibérément émergente ». Puis, nous appliquerons cette grille de lecture à la gestion des compétences. Nous montrerons que, trop souvent dans les pratiques d’entreprises, il y a une contradiction entre l’objectif recherché au travers de la gestion des compétences (plus d’innovation, laquelle repose sur des processus émergents) et, sur le terrain, les instrumentations visant cet objectif (qui pré-définissent des contenus de compétences à faire acquérir aux salariés dans une perspective volontariste). Prenant appui sur une littérature largement reconnue dans les champs du management stratégique et de la science des organisations, notre contribution met en avant la pertinence d’instrumentations souples de gestion des compétences, centrées sur la recherche certes délibérée de processus d’apprentissage émergents, plutôt que sur le développement d’outils centrés sur des contenus de compétences définis à l’avance.

Mathematics teachers' quality continues as an enduring concern until now. This study attempts to address this concern by considering private and public schools. It measured the quality of Mathematics teachers using three indicators: teaching methods, teaching competencies, and students' Mathematics performance. It used two schools in Nasipit, Agusan del Norte, Philippines, namely, Nasipit National Vocational School (NNVS)—a public school—and St. Michael's College of Caraga (SMCC)—a private school. The data were gathered using survey questionnaire, a researchers-made teaching methods inventory, and the Competency-Based Performance Appraisal System for Teachers Form (CBPAST) used by the Department of Education. Data revealed that teachers from NNVS and SMCC practiced frequently the teaching methods identified in the questionnaire. Their teaching competencies were high in all domains. These imply that the teachers of both schools possess the skill to teach with quality. Furthermore, data revealed that NNVS teachers' and SMCC teachers' extent of practice of teaching methods has no significant difference. Their levels of teaching competencies were also comparable. As to students' performance, t-test showed a significant difference between their grades which further showed that SMCC students performed better (Fair) than NNVS students (Poor). This could be due to other moderating variables on the side of the NNVS students that affected their performance. The findings suggest teachers should continually improve their teaching methods, more preferably focusing on all learning domains. They should provide rooms for their own holistic development as Mathematics teachers. A deeper scrutiny of this issue would be interesting with larger samples and extensive analyses.

Based on a critical review of selected relevant studies and with a historical perspective, this discussion paper, as a piece of secondary research (Nunan, 1992, p. 8), aimed to point out where the world of language teaching is in terms of the competences that learners are expected to gain. It was determined that intercultural communicative competence, i.e. the knowledge, motivation and skills needed to interact effectively and appropriately with members of different cultures (Wiseman, 2002, p. 208), is currently the highly favored type of competence after the sequential dominance of grammatical (linguistic) competence and communicative competence. The major inference drawn from the review was that although a number of particular studies draw heavily on intercultural communicative competence, they are paradoxical or not clear about where and how they differ from the tenets of its much-criticized predecessor, i.e. communicative language teaching, and about whose culture is to be taught along with the language. Taking sides for a pedagogical philosophy predicated on intercultural communicative competence, the author concludes that this is still merely a set of beliefs and procedures in need of multidisciplinary research-driven clarification and maturation and in this respect, he refers to and discusses some fundamental principles and standpoints on which a new model based on intercultural communicative competence can be built.

This research aims to improve the ability of teachers in making the learning of Mathematics teaching aids through mentoring activities making teaching aids in KKG.
This research uses a Classroom Action Research. Subjects were primary school teachers Gugus VI SD Semin II in 2015. The collection of data through observation, while the analysis of data using qualitative descriptive analysis.
The results showed that: Through the mentoring activity of making teaching aids in KKG, target schools can improve the ability of making the learning of Mathematics teaching aids in Gugus VI SD Semin II, Gunungkidul in 2015, marked by all the teachers in the group has been able to make the learning of Mathematics teaching aids. Results of the assessment making the learning of Mathematics teaching aids in cycle I was 67% in the category at a minimum and the cycle II increased to a 83 % in good category.

Teachers have important influence on learners’ academic achievement. However, Chepkorio division in Elgeyo Marakwet County has witnessed average results in academic performance in the Kenya Certificate of Primary Education (KCPE) examination. The study target population comprised of 521 teachers and 47 headteachers from Chepkorio Division. A sample size of 42 headteachers and 226 teachers were selected. The data was analysed both qualitatively and quantitatively using both descriptive and inferential statistics. It was found out that teachers utilised learner-centred approaches more as compared to teacher-centred ones; print media: textbooks and references books were commonly used as opposed to audio and video media in classrooms. The study recommends that; in-service training should be provided to teachers and head teachers should supervise teachers’ utilisation of various instructional resources in classrooms.

Este artículo presenta un análisis comparativo de la educación superior entre México y Argentina; países iberoamericanos con semejanzas en su estructura política, social y educativa. Describe el perfil docente en educación superior en ambos países; desde la perspectiva de las nuevas competencias que demandan las transformaciones científicas, tecnológicas y sociales, de los profesores universitarios presente siglo XXI.

Mathematics teachers' quality continues as an enduring concern until now. This study attempts to address this concern by considering private and public schools. It measured the quality of Mathematics teachers using three indicators: teaching methods, teaching competencies, and students' Mathematics performance. It used two schools in Nasipit, Agusan del Norte, Philippines, namely, Nasipit National Vocational School (NNVS)—a public school—and St. Michael's College of Caraga (SMCC)—a private school. The data were gathered using survey questionnaire, a researchers-made teaching methods inventory, and the Competency-Based Performance Appraisal System for Teachers Form (CBPAST) used by the Department of Education. Data revealed that teachers from NNVS and SMCC practiced frequently the teaching methods identified in the questionnaire. Their teaching competencies were high in all domains. These imply that the teachers of both schools possess the skill to teach with quality. Fur...

Based on a number of relevant research, studies and reports on adult learning professionals in Europe this chapter attempts a modeling approach in constructing a working framework for adult educators that relies on the identification of comparable competences needed by adult educators to become professionals based on a capacity building perspective.

Using the example of the introduction of a Civic Education subject into the curriculum in Serbia, this paper addresses issues pertaining to implementation of educational innovation. The problematic and even controversial aspects of the innovation at hand are described, and an outline of required measures is proposed, consisting of professional development courses and collaboration strategies. On the level of teachers, the relevance of the personal interpretative framework (Kelchtermans, 2009), potential vulnerability, and the inherent processes of sense-making are taken into account. Special attention is placed on the school micro-politics and the wider context, as well as the possible presence of intensification-related issues. Finally, concrete suggestions for establishment of professional learning communities and supportive structures are offered.

Bu araştırmada, öğretmenlik meslek bilgisi derslerinin öğretmen adaylarına öğrenme-öğretme sürecine (planlama-uygulama-değerlendirme) yönelik yeterlikleri kazandırması yönünden değerlendirilmesi amaçlanmıştır. Araştırmada Milli Eğitim Bakanlığı tarafından belirlenen Öğretmenlik Mesleği Genel Yeterlikleri kapsamındaki öğrenme-öğretme sürecine yönelik yeterlikler altında yer alan performans göstergeleri temel alınmıştır. Durum çalışması olarak desenlenen araştırmada belge incelemesi, görüşme, gözlem ve günlükler yoluyla toplanan verilerin analizinde tümevarım analizi ve betimsel analiz kullanılmıştır. Araştırma sonucunda, araştırmanın sınırlılıkları doğrultusunda, öğretmenlik meslek bilgisi derslerinin ilgili performans göstergelerini karşıladığı belirlenmiştir. Öğretim elemanlarının da öğrenme-öğretme sürecine yönelik performans göstergelerinin derslere yansıdığını düşündükleri belirlenmiştir. Bunun yanı sıra araştırma kapsamındaki öğretmen adaylarının öğrenme-öğretme sürecine yönelik performans göstergelerinin yaklaşık yarısını kazanmış oldukları sonucuna ulaşılmıştır.

Bu çalışmanın amacı, aday öğretmenlerin, Milli Eğitim Bakanlığı tarafından belirlenen öğretmen yeterlilikleri arasında bulunan, ‘öğretme ve öğrenme süreci yeterlilikleri’ konusunda kendilerine yönelik algılarını ortaya koymaktır. Bu bağlamda, öğretmenlerin öğretme ve öğrenme süreci yeterlilikleri başlığı altında yer alan becerileri yerine getirmede yaşadıkları sorunlar irdelenmiştir. Araştırmanın çalışma grubunu, internet ortamında var olan sosyal paylaşım siteleri (facebook, forumlar, vb) aracılığı ile kendilerine ulaşılabilen ve araştırmaya gönüllü olarak katılan 95 aday öğretmen oluşmaktadır. Araştırma için gereken veri 2007-2008 öğretim döneminde elde edilmiştir. Araştırma verileri, araştırmacı tarafından geliştirilen bir anket aracılığı ile elde edilmiştir. Elde edilen veriler, t-testi ve ANOVA testi aracılığı ile analiz edilmiştir. Analiz sonucunda, aday öğretmenlerin sorun yaşadıkları alanlar şu şekilde belirlenmiştir: gezi gözlem yoluyla öğretim yapma; deneysel, proje yoluyla, buluş yoluyla, bilgisayar ve video ile öğretim yapma; alan uzmanına bilgi sundurma; öğrencileri bir sonraki derse hazırlama; öğretimi yönetme; pekiştirme ve caydırma listesi hazırlama; öğretim hızını öğrenciye göre ayarlama; olumsuz davranışı düzeltme ve öğrenci deneyimlerini yönetme. Öğretmenlerin söz konusu alanlarda yaşadıkları sorunlarda cinsiyet, branş, mezun olunan fakülte türü (eğitim fakültesi, fen-edebiyat fakültesi) farklılık yaratmamakla birlikte, mezun olunan bölüm fark yaratmaktadır. Ayrıca eğitim fakültelerinden mezun olan öğretmenlerin, söz konusu alanlarda kendilerini fen-edebiyat fakültesi mezunu olanlara göre daha fazla sorun yaşadığı ortaya çıkmıştır.
The aim of this study to examine new teachers’ self-perceptions related to ‘teaching and learning process competencies’ included in ‘general teacher competencies’ determined by the Ministry of National Education. Therefore new teachers’ problems related to perform these skills were examined. The research data were gathered through a questionnaire developed by the author. The results were analyzed through SPSS by using T-test and ANOVA. The results indicate that new teachers face problems such as teaching through observation and study trips, experimentation, innovation, project way, personal computer and video, using experts for presentation of subjects, preparing students for the next subject, teaching, preparing reinforcement and deterrence list, adjusting teaching duration considering students’ ability, correcting students’ wrong behaviors, and managing students’ experiences during their induction period. While gender, branch and having teaching certificate before recruiting did not make any difference; graduation field made difference on these problems. Besides, new teachers who graduated from educational faculties seem to have more difficulties compared to science-literature department graduates. Since this paper introduces teachers’ professional problems in their initial years, results are considered to guide universities, teacher training policy makers, and the parties who recruit teachers.

Professional learning is now recognized as a vital component of policies and most influential factor of teaching quality. Science teachers sustained professional learning experience to develop their professional knowledge and practice in order to progress the quality of teaching and their standards. To identify the influence of effective professional learning of secondary school science teachers, this study explored the connection between teachers' exposure to different kinds of professional learning engagement and teaching competencies that have recognized that the quality of teaching was greatly influenced by the quality of training. Descriptive-correlational method of research was utilized and multiple regression analysis was employed to determine the influence of professional learning engagement related variables on the teaching competencies. For the purpose of data collection, a survey questionnaire was administered to the 89 Secondary School Science teachers from the Clust...

El concepto de la Educación para el Desarrollo Sustentable tiene por objeto habilitar a los estudiantes para que sean capaces de contribuir a la transformación sustentable de la sociedad. Para aplicar este enfoque, los educadores deben estar involucrados y comprometidos con él y adquirir y desplegar 12 competencias propuestas por el proyecto europeo ‘A Rounder Sense of Purpose’. Ese marco conceptual de referencia puede servir de base para la capacitación de los profesores universitarios, como lo demuestra el ejemplo de la Universidad de Vechta (Alemania).

A wide range of higher education reforms have brought to a reformulation of educational goals that
are less and less referring to what a teacher needs to do, and more and more to what a student can do after their active participation in the teaching process. An increasing number of higher education teachers are being faced with the demands of formulating the teaching goals in the terms of competences and teaching outcomes. While conceiving the adequate teaching outcomes at the level of a teaching subject or period, teachers need to have a firm support in precisely and clearly defined competences at the level of a study program. These competences must also be in accordance with the subject-specific vocational competences integrated within the Croatian Qualifications Framework. Many important documents that define the competence profile of lower primary teachers are being
constructed at the moment. The main aim of this paper is to present the readers with the overview of European and national policies in the area of teacher education, competences and qualifications in general, as well as the demands put in front of teachers by the contemporary curriculum, providing the examples of national guidelines and standards including teacher competences. Based on the analysis of all the mentioned elements, a proposal of teacher competence profile has been formulated. It could serve as an impetus for deliberation over the content and structure of subject-specific teacher competences as well as for a wider discussion on unique criteria of teacher education and competences at the level of teacher study programs.
Key words: Teaching outcomes, competences, qualifications, teachers

Niz reformskih procesa visokog obrazovanja doveo je do reformuliranja odgojno-obrazovnih ciljeva koji se sve manje referiraju na to što nastavnik mora, a sve više na to što učenik može nakon aktivnog sudjelovanja u nastavnom procesu. Sve veći broj visokoškolskih nastavnika suočava se sa zahtjevom formuliranja nastavnih ciljeva u terminima kompetencija i ishoda učenja. Pri tome, za osmišljavanje primjerenih ishoda učenja na razini nastavnog predmeta ili sata, nastavnici moraju imati čvrsti oslonac u precizno i jasno definiranim kompetencijama na razini nastavnog programa, koje pak moraju biti u suglasju s područnim kompetencijama unutar pojedine struke i Hrvatskog kvalifikacijskog okvira. Trenutno su u nastajanju mnogi važni dokumenti koji definiraju kompetencijski profil učitelja razredne nastave. Osnovni cilj ovog rada je javnosti pružiti pregled europskih i nacionalnih politika u području obrazovanja učitelja, kompetencija i kvalifikacija općenito te pregled zahtjeva koje pred učitelje postavlja suvremeni kurikulum uz primjere nacionalnih smjernica i standarda s opisima učiteljskih kompetencija. Temeljem analize svih navedenih elemenata formuliran je prijedlog kompetencijskog profila učitelja koji može poslužiti kao poticaj za promišljanje o sadržaju i strukturi područno-stručnih kompetencija učitelja, kao i poticaj za širu raspravu o jedinstvenim kriterijima obrazovanja učitelja i kompetencijama na razini programa učiteljskih studija.

La formación de la identidad profesional del docente de lenguas es un proceso
que está cultural e históricamente situado. Este proceso se funda en la construcción
del saber y el desarrollo personal, además de en el self (Connelly y Clandinin 1999). La
identidad ha demostrado tener un impacto en la profesión relacionado con el compromiso
docente (Day et al 2005). A pesar de que la formación identitaria es individual,
los programas de formación pueden influir en ella (Alsup 2005), puesto que en
la identidad profesional confluyen las identidades sociales o profesionales y las características
individuales (Beijaard et al 2004). Esta identidad profesional está marcada,
entre otros factores, por las creencias de los docentes (Nespor 1987, Pajares 1992, Borg
2003, Cambra 2003).

In this study, the relationship between the general competencies for teaching profession and teacher training programs in Turkey were investigated. The data were collected from 304 undergraduate students studying at a faculty of education in a state university. In order to collect data a scale consisting of the statements in general competencies for teaching profession and a list of elective and mandatory courses in the renewed teacher training program were used. The results revealed that students' competency levels were high. However, the correlation between the competency levels and the GPA of the students was weak. It was also found that preschool teaching department students had significantly higher competency scores than the other students'. Lastly, it was found that the most required course was ‚Teaching Practice I-II‛ and the least required course was ‚The Philosophy of Education‛ from the participants' point of view.

Education in Sustainable Development Goals is a basic step in attaining its objectives, and, therefore, it has been undertaken by broad sectors of the teaching community. Nevertheless, the "sustainability curriculum" derived from the Sustainable Development Goals, in this case based on the data of the Spatial Data Infrastructures, in spite of its teaching and research potential, is something with which the teaching body is not yet familiar. The results of the fieldwork carried out (questionnaires and Delphi technique) prove this to be the case. For this reason, in order to educate geographically in reflection and collaboration with the aims of the Sustainable Development Goals, the viewing, in a GIS on the Cloud (WebGIS) of indicators of interest is proposed for the Sustainable Development Goals taken from the Spatial Data Infrastructures within the framework of the TPACK (Technological Pedagogical Content Knowledge) model. To facilitate all these learning objectives, a proposal for good practices in the classrooms of secondary schools and another proposal for university lectures have been designed, and the results applied and analyzed. These examples demonstrate empirically that, with adequate pedagogical tools, an education in geography for global understanding by integrating Sustainable Development Goals and Spatial Data Infrastructures can be achieved, which is what the TPACK model pursues.

In an increasingly competitive environment to provide better education, higher education institution should focus on improving the students’ academic performance. This performance embodied in student grade which then support the graduated student who search for jobs. Besides improving the mental attitude, higher education institution should also improve cognitive abilities. One of the important factors which can contribute in improving cognitive abilities is lecturer professional competencies. Lecturer should have a wide and deep knowledge regarding the courses they teach. They also should possess practical experience so their lesson more attractive. This study examined the impact of lecturers’ professional competency on students’ academic performance in higher education. The findings show that the professional competency do not have a significantly relation with students’ academic performance. The detail discussion provided with new insights of various factors which might relate to...