New ways of defining teacher competences. Demand-driven competence definition and development
| Autoři | |
|---|---|
| Rok publikování | 2014 |
| Druh | Kapitola v knize |
| Fakulta / Pracoviště MU | |
| Citace | |
| Popis | Focusing on a Hungarian development, this present study will describe the manner and method of defining the competencies teachers must attain during their training. The project was carried out by the University of Szeged, Juhász Gyula Teacher Training Faculty in 2010–2011. It aimed at establishing a regional research and service center for contributing to the renewal of teacher education. As a part of the project, six teacher vocations were selected to (re)define the competencies that are important to carry out the profession at a high level. The development is based on an approach, according to which during the training and preparation for various teaching vocations, the basis for developing the necessary competencies can comprise the mutually formed expectations of the users of the expertise (the employers of the teachers), trainers (university teachers), and the actual practitioners of the vocation (the teachers of specific areas). The structure of defining competencies is in line with EU expectations (Common European Principles for Teacher Competences and Qualifications, 2004). In its focus—based on behavior science—lies the identification of activities and behavior forms that make teachers successful in their profession in the 21st century. For the technical validation of this method, we used a competency model (RDA, role diagrammatic approach) that enables a multidimensional understanding and description of human behavior. |
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