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teacher training skills and competencies

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