Teachers’ Competences 6 October 2014 Caroline Kearney Senior Project Manager & Education Analyst

Competences are…

Teacher Competence Frameworks National level: Huge variety of approaches to definition & implementation of Teacher Competence Framework (TCF), ranging from broad competence sets (e.g. Finland) to prescriptive lists (e.g. UK). At EU/international level: A comprehensive general TCF does not exist; only frameworks for specific subject areas (e.g. UNESCO’s ICT Competency Framework for Teachers; European Profile of Language Teacher Education) 3 broad areas of competence were defined in 2005 in the policy document: Common European Principles for Teacher Competences & Qualifications (European Commission, 2005) International literature review on teachers’ competences, standards and development: Teachers’ Core Competences: requirements and development (European Commission Thematic Working Group on Professional Development of Teachers, 2011)

3 Broad Areas of Competence for Teachers Work with Others Work effectively with Learners Collaborate with Colleagues Work with and in Society Effectively work with local community & education stakeholders (e.g. parents, teacher education institutions, cultural organizations, businesses etc.) Prepare learners to be globally responsible citizens Common European Principles for Teacher Competences & Qualifications (EC, 2005)

3 Broad Areas of Competence for Teachers 3) Work with Knowledge, Technology & Information Good subject knowledge & pedagogical knowledge Ability to integrate technology effectively to enhance teaching & learning Ability to access, analyse, validate, reflect on, transmit, and build on information effectively Common European Principles for Teacher Competences & Qualifications (EC, 2005)

Teachers’ Knowledge Literature Review on Teachers’ Core Competences 1. Subject matter knowledge 2. Pedagogical subject knowledge 3. Pedagogical knowledge 4. Curricular knowledge 5. Educational sciences (historical, philosophical, psychological, sociological etc.) 6. Developmental psychology 7. Inclusion & Diversity issues 8. New Technologies 9. Educational Policies (contextual, institutional, organizational aspects) 10. Group dynamics, learning theories & motivational issues 11. Evaluation & assessment processes & methods Literature Review on Teachers’ Core Competences (EC, 2011)

Teachers’ Skills Literature Review on Teachers’ Core Competences 1. Planning, managing & coordinating teaching 2. Using teaching materials and technologies 3. Managing students and groups 4. Monitoring and assessing learning 5. Collaborating with colleagues, parents and social services 6. Negotiating skills 6. Collaborative, reflective, interpersonal skills for learning in professional communities 7. Ability to adapt to multi-level dynamics (from government policies, to student, classroom and school dynamics) 8. Ability to draw conclusions & decisions from interpreting evidence & data Literature Review on Teachers’ Core Competences (EC, 2011)

Teachers’ Attitudes/Values 1. Commitment to one’s subject/s; awareness of its historical development, current status & relation to other subject areas 2. Disposition to adapting to change 3. Commitment to promoting the learning of all students 4. Disposition to developing students into democratic citizens 5. Disposition to lifelong learning 6. Disposition to self-reflection & questioning one’s own practices Literature Review on Teachers’ Core Competences (EC, 2011)

Interested in developing your competences? KeyCoNet Online Course ‘Competences for 21st Century Schools’: Start date: 17 Nov. 2014 Registration now open: http://www.europeanschoolnetacademy.eu/web/keyconet Monitor how your competences develop by participating in the eTwinning monitoring activity Launch: Week of 13 October 2014 KeyCoNet Final Conference on Integrating Competence-Based Learning into Education 25-26 Nov. 2014 Register: http://keyconet.eun.org/conference