Competencies
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Competencies

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teacher training skills and competencies

teacher training skills and competencies

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  • 1. Competencies
    • Knowledge,
    • skills,
    • experience
    • and attitude.
  • 2. I. Area of Competencies: Basic Knowledge, Basic Abilities and Skills … the basic pedagogical knowledge as well as the basic abilities and skills and is able to be reflective in a critical way while employed as teacher or advisor. I/2 – has the abilities to structure and format didactical content and evaluate it
  • 3. II. Area of Competencies: Basics of Learning, Education and Advising
    • … respects individual learning and individual development processes
    • II/1 – understands how people of different ages and in
    • different (cultural, social, working) situations learn,
    • act and develop
    • II/2 – can design adequate educational opportunities and
    • paths
    • II/4 – can support self-responsibility
    • II/5 – can handle conflicts in educational and advisory
    • situations and identify possible solutions
  • 4. III. Area of Competencies: Reflection, Diagnoses, and Judgement
    • III/1 – is capable of using transparent evaluation methods in different learning situations so that the cognitive, social and personal development of students is continually supervised, secured and advanced
    • III/2 – is capable of documenting his/her evaluation methods
    • III/3 – is capable of evaluating an advisory or decision-making situation
    • – is capable of comparing alternative ways and methods
  • 5. III. Area of Competencies: Reflection, Diagnosis, and Judgement
    • III/4 – is capable of identifying own strengths
    • and weaknesses and of planning
    • professional further development
    • III/5 – is capable of analysing own experiences
    • and abilities and their effect on others
    • III/6 – is capable of acting in a fair way in
    • different rolls (teacher, advisor,
    • coach, facilitator)
  • 6. IV. Area of Competencies: Teaching and Learning
    • IV/1 – … basic pedagogical and subject-specific
    • skills and abilities
    • IV/2 – … support of learning processes
    • IV/3 – … motivating students by creating inviting
    • learning situations and involving their own
    • experiences
    • IV/4 – … promoting self- guided learning
    • IV/5 – … planning the according to the curriculum
    • and according to the principle of varied
    • educational methods
  • 7. V. Area of Competencies: Advising and Process Accompaniment
    • V/1 – … supporting clients in challenging situations
    • V/2 – … analysing advisory situations and cooperation with
    • the client
    • V/3 – … communicating in a respectful and understanding
    • way
    • V/4 – … providing decisions considering possibly different
    • results arising through the individual life
    • circumstances of the client
    • V/5 – … supporting the client in implementing decisions and being ready for an eventual emergency backup.
  • 8. VI. Area of Competencies: Exploratory Work
    • VI/1 – … using research-based methods in
    • educational processes
    • VI/3 – … taking part in cooperative research
    • projects – action research - CIP
    • VI/4 – … making the quality of teaching and
    • learning processes visible
    • VI/5 – … contributing to a continual
    • improvement of the system
    • according to the principles of quality
    • management
  • 9. VII. Area of Competencies: Environmental responsibility
    • VII/1 – … acknowledging ethical principles and
    • respecting others
    • VII/2 – … fitting local conditions into
    • global aspects - “think globally, deal
    • locally”
    • VII/3 – … reflecting conflicts between
    • environmental concerns, economy and
    • society
  • 10. VII. Area of Competencies: Responsibility in Surroundings
    • VII/4 – …taking interest in social and cultural activities or
    • processes in rural areas
    • VII/5 – … contributing to school development and to a motivating school climate – learning school
    • VII/6 – … representing an open-minded and tolerant
    • behaviour with different nationalities and belief-
    • systems and persons with special needs
    • IIV/7 – … creating a constructive working climate with
    • clients, students, parents, and also with other
    • involved groups such as extern experts,
    • governmental departments or authorities