Teacher's competences

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  • 1. TEACHERS´ COMPETENCES Milan Slavík Czech University of Life Sciences Prague, Institute of Education and Communication [email_address] Milan Slavík, Institute of Education and Communication, Czech University of Life Sciences Prague, 2008
  • 2. Teacher training – one topic for discussion during Finish presidency 2006. Milan Slavík, Institute of Education and Communication, Czech University of Life Sciences Prague, 2008 “ Priority should be give to the examination of the specific learning needs and challenges of vocational teachers and trainers and of the possibilities of making their profession more attractive including continuous updating of their professional skills. Teachers and trainers should be supported in their essential role as innovators and facilitators in the learning environment. A coherent framework should be envisaged to support the improvement of the quality of vocation teaching and training. “ (Maastricht Communique 2004)
  • 3. 1. TEACHERS AND TRAINERS COMPETENCES 1.1 Introduction
    • 21st century – “the age of learning”
    • Education as “hidden treasure” leads to prosperity
    • Educators
    • significant peer group - 4,5 % of world population
    • culture carriers and keepers of human and ethic values
    • contribute to social communication, mutual understanding among cultures, among generations
    Milan Slavík, Institute of Education and Communication, Czech University of Life Sciences Prague, 2008
  • 4. 1.2 Competence – concept and definition Competence is understood as excellent capability . Competence includes knowledge, skills, attitudes and experiences, which has to be target category of profession of educator. Ability to perform or carry out defined tasks in a particular context, at a high level of excellence. Milan Slavík, Institute of Education and Communication, Czech University of Life Sciences Prague, 2008
  • 5. 1.3 Characteristics of competences
    • Competences have to be :
    • able for development
    • variable
    • flexible
    • an outcome of empiric experiences and educational processes
    • Educators are to be most helpful to the students.
    Milan Slavík, Institute of Education and Communication, Czech University of Life Sciences Prague, 2008
  • 6. 1.4 Categorization of teacher’s competences
    • Special professional Competence
    • General educational Competence
    • Didactic and psycho-didactic Competence
    • Diagnostic and interventional Competence
    • Social, psychosocial and communicative Competence
    • Managerial and normative Competence
    • Professional and personality cultivating Competence
    Milan Slavík, Institute of Education and Communication, Czech University of Life Sciences Prague, 2008
  • 7. Special professional Competence The educator:
    • Has mastered a systematic body of knowledge of a specialisation in appropriate scope and depth.
    • Is able to apply practical experience in the specialisation to the educational content of the subject of study.
    • Is able to transform knowledge of the respective scientific and technical disciplines into the educational content of the subject of study.
    • Is able to integrate inter-disciplinary knowledge with the subjects of study and create inter-subject links.
    • Is able to identify and process information in the field of specialization, and has user skills in the field of information and communication technology (ICT).
    Milan Slavík, Institute of Education and Communication, Czech University of Life Sciences Prague, 2008
  • 8. General educational Competence The educator:
    • Has mastered the processes and conditions of education at secondary vocational schools (secondary apprentice training centres) on both theoretical and practical levels, combined with a deep knowledge of psychological, social and multicultural aspects.
    • Is able to use the context of education and understands the educational systems, and the trends in their development, related to the system of vocational education in particular.
    • Is able to support the development of individual qualities in the students, in their field of interest and vocation.
    • Has a knowledge of the rights of the child and student, and respects them in educational work.
    • Has a high level of creativity, flexibility and adaptability for the education process.
    Milan Slavík, Institute of Education and Communication, Czech University of Life Sciences Prague, 2008
  • 9. Didactic and psycho-didactic Competence The educator:
    • Is able to transform the methodology of knowledge of the given discipline into the way of thinking of students in the given subject of study.
    • Is able to choose the most suitable methods, forms and aids for the teaching process with regard to educational goals.
    • Is able to use Information and Communication Technologies for the teaching process and for the support of students’ learning.
    • Is able to lead students towards self – responsible learning.
    Milan Slavík, Institute of Education and Communication, Czech University of Life Sciences Prague, 2008
  • 10. Diagnostic and interventional Competence The educator:
    • Is able to use the methods of educational diagnosis in teaching on the basis of the knowledge of individual prerequisites of students and their developmental specificities, and is able to diagnose social relations in the class.
    • Is able to identify students with specific disorders of learning and behaviour and is able to tailor the selection of the subject matter and teaching methods to their capabilities.
    • Has mastered the methods of giving guidance to gifted students.
    • Is able to recognize in students social pathological manifesta - tion such as bullying and battering, and knows the possibilities for their prevention and remedy which he can apply.
    • Has a good command of methods for ensuring a discipline in the class and is able to solve educational situations and educational problems at school.
    Milan Slavík, Institute of Education and Communication, Czech University of Life Sciences Prague, 2008
  • 11. Social, psychosocial and communicative Competence The educator:
    • Has mastered the means of creating a favourable working environment (teaching climate) in class/ at school on the basis of the knowledge of social relations among students.
    • Has mastered the means of professional socialisation of students and is able to apply them in practice.
    • Is able to handle demanding social situations at school and outside the school and is able to help students.
    • Knows the possibilities and limits of the impact of out -of- school environment, peers and media on students, and is able to analyse the causes of negative attitudes and behaviour of students and use corrective measures.
    • Has mastered the means of communication in education in the class/school.
    • Is able to apply efficient methods of communication and cooperation with parents and social partners of the school, and is familiar with the issues of family education.
    Milan Slavík, Institute of Education and Communication, Czech University of Life Sciences Prague, 2008
  • 12. Managerial and normative Competence The educator:
    • Has a basic knowledge of the legislation and other regulations and documents relating to the performance of his profession, his environment and the profession/employment for which he prepares students and is able to use them in instructional practice.
    • Is familiar with educational policy, has a good knowledge of the conditions and processes of the functioning of the school.
    • Is familiar with administrative work relating to keeping records of students and their educational results, is familiar with record keeping and reporting.
    • Is able to develop projects on the level of institutional cooperation, both domestic and international.
    Milan Slavík, Institute of Education and Communication, Czech University of Life Sciences Prague, 2008
  • 13. Professional and personality cultivating Competence The educator:
    • Has a general grasp of the educational issues in the philosophical, cultural, political, legal and economic fields, and is able to apply them to the shaping of attitudes and value orientations of students.
    • Is able to represent his profession on the basic of mastering the principles of professional ethics, and has mastered the patterns of professional behaviour.
    • Has the necessary personality prerequisites for cooperation with colleagues and other members of educational staff.
    • Is capable of self-reflection on the basis of self-assessment and evaluation using different entities.
    • Has physical resistance and physical fitness.
    • Has moral integrity.
    Milan Slavík, Institute of Education and Communication, Czech University of Life Sciences Prague, 2008
  • 14. 2. KEY ELEMENTS OF TEACHER TRAINING MODELS
    • Upgrade the initial and in service training in terms of knowledge and skills respond:
    • to the changes and expectations in society
    • to the varied groups they teach and train
    • Important role in motivation and success of learners
    • Functioning as tutor guiding learners on own pathway to knowledge not only theoretical knowledge and vocational skills but also responsibility for own learning process (self responsible learning) (Lisbon Council)
    Milan Slavík, Institute of Education and Communication, Czech University of Life Sciences Prague, 2008
  • 15. 3. MODELS OF TEACHERS’ ACTING Thinking before acting. © Slavík Milan Slavík, Institute of Education and Communication, Czech University of Life Sciences Prague, 2008
  • 16. Thinking in reflective conversation with the situation. © Slavík Milan Slavík, Institute of Education and Communication, Czech University of Life Sciences Prague, 2008
  • 17. 4. COMPARISM OF TEACHER TRAINING MODELS FROM SOME OF EU AND NON EUROPEAN COUNTRIES TTsystems CZedsystem Milan Slavík, Institute of Education and Communication, Czech University of Life Sciences Prague, 2008
  • 18. 5. CONTINUING EDUCATION
    • Teachers and trainers were in most of the counties trained 20 – 25 years ago .
    • Update in terms of:
    • field of profession
    • pedagogical issues
    • management of change
    Milan Slavík, Institute of Education and Communication, Czech University of Life Sciences Prague, 2008
  • 19. 6. INTERNATIONALISATION
    • Joint research projects
    • ICTS in teacher training
    • Students mobility
    • Staff mobility
    • Double degree or joint degree study programmes (example: ENFA Toulouse, France, STOAS Professional University Dronten, the Netherlands, Tampere Polytechnic, Finland, IEC Czech University of Agriculture, Czech Republic)
    Milan Slavík, Institute of Education and Communication, Czech University of Life Sciences Prague, 2008
  • 20. FOR FUTURE MESSAGE Milan Slavík, Institute of Education and Communication, Czech University of Life Sciences Prague, 2008
  • 21. J.A. C omen ius , 1650 and profitless. Whenever things develop according to his wishes, he does not become high-minded, does not boast, does not become audacious. Whenever something sorrowful crosses his path, he remains himself, is not dreary and low-spirited, does not despair. In short, whoever is wise, suits innumerable morals, as a poet says. We would say: whoever is wise, suits innumerable work...“ „ ...Do you want to identify an educated human being? Look at his deeds, gesticulation, talking and even at his silence... In favourable or disappointing circumstances of life he behaves in a manner that gives evidence that he understands the complexity of things and he is able to distinguish worthwhile things from those that are vain
  • 22. Thank you for your attention! Milan Slavík, Institute of Education and Communication, Czech University of Life Sciences Prague, 2008
  • 23. Topics for the discussion: E/ Internationalisation of the teacher training, joint degree programmes. (TT intuitions network) A/ Key competences requested by the teachers/key competences of the trainers. B/ Key elements of the new VET teacher-training model. C/ Strong and weak points of the models implemented in particular countries (SWOT). D/ Initial training and in-service training, continuing education of VET teachers. Milan Slavík, Institute of Education and Communication, Czech University of Life Sciences Prague, 2008