The Importance of Teacher Competences in Early School Education (original) (raw)
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Teachers' Competences for Educational Work
Epiphany, 2015
Competence is a combination of knowledge, skills, attitudes, motivation and personal characteristics enabling individuals to act actively and efficiently in a certain (specific) situation. In the time of large social and technological change teachers' role change as well. Modern changes in the u overall nurture and education system require teachers to take new roles. The aim of this paper is to explore teachers' competence in the nurture-education process. The results show that teachers are very satisfied with the functioning of working with students. Most of them plan to work in accordance with the objectives and outcomes of each subject, using appropriate methods and techniques, they are satisfied with the training courses, cooperation with parents and the process of evaluating student achievement. A competent teacher should affect their work on improving the overall quality of the school as it would not only be a place of acquisition and reproduction of knowledge but also a place of interaction, communication, tolerance, and freedom of expression and critical thinking.
The paper presents two approaches to the preschool teachers' competences issue. The approaches are based on the different understanding of the nature of educational practice, the nature of preschool teachers' profession and their professionalism. Technocratic approach is based on comprehension of professionalism as the implementation of specific knowledge and skills in one's professional practice. The ideal professional practice is defined as the evidence based practice. The emphasis is on the accumulation of the competences. There is a defined list of competences which a preschool teacher should have. This list contains isolated knowledge, skills and attitudes. It is derived from the set education outcomes, focused on the individual preschool teacher and has a controlling function.Contrary to the above, a systemic approach to the preschool teachers' professionalism is based on the recognition of the preschool teacher profession as the ethical practice of the responsible engagement. A preschool teacher's practice is seen as changeable, dynamic, contextual and highly challenging. Competences are determined as a system of interconnected and interactive knowledge, skills and values. A preschool teacher's competence stems from and relies on the competence of the institution and the entire education system.
2019
Teachers have to be able to adapt their skills and tools to the newest pedagogical tendencies, goals, assumptions and educational standards in an efficient and effective way. The article is about sources of didactic competences of early-school teachers. It presents results of empirical research in which teachers answered, through questionnaires, question concern ing their current sources of theoretical knowledge and practical skills when working with stu dents of lower g rades. The Professional Competences of a Contem porary Early-School Teacher 65 Zawodowe kompetencje współczesnego nauczyciela edukacji wczesnoszkoinej Słowa kluczowe: edukacja wczesnoszkolna, kompetencje dydaktyczne Streszczenie: Nauczyciele muszą umieć umiejętnie i skutecznie dostosowywać wiasny warsz tat pracy do najnowszych tendencji pedagogicznych, celów, założeń i standardów edukacyj nych. Artykuł dotyczy źródeł kompetencji dydaktycznych nauczycieli edukacji wczesnoszkoi nej. Przedstawiono w nim wyniki bad...
International Journal of Instruction, 2023
The goal of this paper is to determine how senior students at the end of the ECEC university graduate study program assess the level of development of preschool teachers' competence and to explore dimensions of preschool teachers' competence from the students' perspective. The research was conducted in Croatia, where, in line with other European countries, the initial education of ECEC teachers has been radically reformed by upgrading all initial ECEC teacher education programs from professional studies to university programs at the undergraduate and graduate level. The research comprised 191 participants, student teachers that were at the moment of the research at the end of their master's ECEC program. Answers were collected via online questionnaire. The collected results suggest a conclusion that preschool teachers at the end of their ECEC study program are centred towards their performance, or the aspect of "what we do" in everyday work. They focus on the child and the child's environment (both physical and social). On the other hand, they are less involved and prepared for acting at the level of the education system and contribution to the improvement of educational theory and policy. They perceive four dimensions of preschool teachers' competence: theory, practices, beliefs and learning environment and relationships.
New Perspectives in the Professional Competence Formation of the Primary Education Teacher
Educatia 21, 2019
Changes in contemporary society demand modifications, adaptations in education. Therefore, by implication, the teaching profession needs reconfigurations to meet the demands of any modern society. The teachers are the ones preparing the next generations of students for efficient professional integration and complex personal development; hence the teaching profession must be in a permanent dynamic. This profession has a certain specificity and a very strong social impact, which is why it requires a number of different specific competences. Due to the complexity of the teaching profession, it was very difficult to structure and summarize the competences that define this field of activity. Regardless of the age level they are addressed to, the professional competences of the teaching staff must be well trained and developed. The social and professional evolution of each student depends on the quality of the educational action. The diversification of the areas of competence in the didactic profession is a must in order to reach a high-quality level in the didactic activity. In this study, areas of competence from the perspective of professionalization of the professional competence of the teacher, but also recent studies that add new skills to this professional field, required by the current society, shall be presented. Thus, primary education teachers, and not only, must be under continuous training.
The Kindergarten Teachers’ Pedagogical Competences: A Case Study
Indonesian Research Journal in Education |IRJE|, 2019
The study aimed to find out the pedagogical competence of teachers to carry out the interactions of the teaching and learning processes and to assess the development of the cognitive aspects of the children in one Indonesian kindergarten. This study used a qualitative method with the case study tradition. We highlighted the analysis of the data through transcription, coding, and thematic analyses. Findings of the study focused on three major themes including teachers’ competence for planning teaching and learning programs (planning activities for teaching and learning processes and care and protection programs), teacher competence in implementing interaction or managing teaching and learning processes (learning from various resources and doing evaluation on the method used in teaching), and teachers’ competence for conducting learning assessment and evaluation (test assessment and evaluation and non-test assessment and evaluation). Some recommendations for the betterment of Indonesi...
The study aimed to identify the degree of practicing the basic educational competencies of kindergarten teachers from the point of view of the teachers themselves. The study sample consisted of 125 randomly selected teachers. The researcher used the questionnaire as a tool of study consisting of 50 paragraphs divided into five areas (personal competencies, competencies for the management of the classroom and interaction with children, competencies of teaching skills, educational competencies for human relations, and the field of professional growth). After the statistical analysis was performed, the study reached the following results: There were statistically significant differences at 05. 0 between the bachelor degree on the one hand and the diploma and postgraduate studies on the other hand. The differences were in favor of Bachelor of personal competencies. Also, there is the existence of statistical significant difference (05. 0 ) between 10 years and more and 5-10 years. This difference is based on the benefit of 10 years and more educational competencies for the field of human relations. The researcher recommended that training courses should be organized as this would contribute to increasing the efficiency and skills of kindergarten teachers.
Teaching Competences-A Study on Primary School Teachers
Teaching competency can be defined as identifiable effective teaching behaviours or composite skills that are required for the transaction of the content and can be specified in behavioural term, which aimed to bring about desired pupil outcomes and which are fairly demonstrable. In Delors report (1996) it was advocated that competency based and commitment oriented education is needed to solve the tensions of coming century. Now question arises, what types of competencies are needed in a successful teacher? , what is the level of competencies in primary school teachers. Results of the study shows that no significant difference is found in total teaching competencies of primary school teachers in relation to their gender and locale. Introduction-Teaching competence is a broad term that includes the teacher's personality and the process and product variables. Teaching competence, on the other hand, is restricted to the teaching behaviour during actual classroom teaching. Teacher competence can also be judged in terms of " public image " or " community service ". The more competencies a teacher has the more competent he/she is. A competent teacher should direct his/her students to follow the correct path and enable them to perform well academically. Teaching competency can be defined as identifiable effective teaching behaviours or composite skills that are required for the transaction of the content and can be specified in behavioural term, which aimed to bring about desired pupil outcomes and which are fairly demonstrable. Teaching competency is the skill, ability and capability possessed by the teacher so as to make the teaching-learning effective and productive there by realizing the full potential of teacher as well as students and in turn achieving the goals of education. A competent teacher must be a perpetual seeker of intellectual integrity and universal compassion. He should be a devoted person and must make teaching as his mission. He must take efforts to acquire such desirable traits of a competent teacher as,-Interest in pupils ,Ability to motivate learning ,Stimulation of thought ,Sympathy ,Sincerity and a sense of justice ,Adoptability and consideration for others ,Cheerfulness and enthusiasm ,Breadth of interest ,Good judgment and Self control. In Delors report (1996) it was advocated that competency based and commitment oriented education is needed to solve the tensions of coming century. Now question arises, what type of competencies are needed in a successful teacher? , what is the level of competencies in primary school teachers. Objectives of the Study-1. To study the differences in teaching competencies of primary school teachers in relation to their gender. 2. To study the differences in teaching competencies of primary school teachers in relation to their locale. Hypotheses of the Study-1. There is no significant difference in teaching competencies of primary school teachers in relation their gender. 2. There is no significant difference in teaching competencies of primary school teachers in relation their locale.
Competence Conditions Enabling Education in Pre-School Education Establishments: Parents’ Evaluation
Problems of Education in the 21st Century, 2017
Competence, psychological and material-organisational conditions determine favourable educational environment for parent education in pre-school education establishments. The aim of this research is - to identify competence conditions determining favourable educational environment for parent education in pre-school education establishment. Competence conditions, determining favourable educational environment for parent education in pre-school education establishments, which are formed of pedagogues and parents’ collaboration and parents’ communication between themselves, have been examined in the research. One of the determining factors, forming favourable educational environment for parent education is- pre-school educational establishment pedagogues, therefore both professional and personal pedagogues’ abilities were analysed to apply the most suitable communication and collaboration forms with parents in a concrete situation, to give parents pedagogical-psychological support. Sta...