professional teaching competences · 2015. 11. 5. · professional teaching competences -...

PROFESSIONAL TEACHING COMPETENCESTeacher Development Network

Innovation and Training Department

PROFESSIONAL TEACHING COMPETENCES - Innovation and Training Department

INDEX

1. Introduction and rationale 1

2. Competences 3

Definition 3

Outline of the competence-based model 3

3. Introduction and rationale 7

Educator and Guide during the learning process and learner’s development 7

Member of an organisation 8

Interlocutor and reference in the school community 10

Researcher and Innovator 11

Subject-matter expert 12

Communicator in mother tongues and foreign languages 13

Competence in ICT 13

3. Bibliography 14


1. Introduction and rationale

The decree-law 74/2011, 14th April that regulates in-service teacher training and the education

Organic Act 2/2006, 3rd May, state that:

In-service training constitutes a right and a duty for all teachers and it is the school´s and

education administration responsibility. Education administrations are in charge of planning a

varied range of free training activities as well as taking the necessary measures to foster teacher

participation.

To this end, the Rede de Formación de Profesorado da Consellería de Cultura, Eduación e 1

Ordenación Universitaria da Xunta de Galicia, annually publishes a training offer of nearly 2000

activities, thoroughly classified in relation to subject matter and specialties regarding the areas

they are aimed at.

Even though this training offer is justified by the demand and attendance that can be observed

year in year out, it is not difficult to identify the need for a change in the paradigm in order to

address the offer towards a more global model that meets all the teachers training needs and, at

the same time, meets the recommendations given by the European Union on competency-based

training (Council of the European Union, 2014)

The European Council established that initial training should equip teachers with key

competences that would enable excellence in their teaching practices, while encouraging them to

strengthen and update them in a lifelong career.

To that end, the pertinent entities are encouraged to define reference frameworks of

competencies and professional qualities required for teachers in each stage of their career or in

the different teaching environments. Similarly, the definition of similar competence-based

frameworks for teacher trainers, or in our case, advisers, is encouraged.

In both cases, frameworks must be flexible, and agreed upon in joint cooperation with the

corresponding stakeholders and they should aim at strengthening the concepts of collaboration,

peer tutorial and mentoring of beginning teachers.

Teacher Training Network of the The Galician Department of Education, Culture and University 1

Planning , Galician Government

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In this sense we understand that the quality of teaching will directly depend on the quality and

excellence of the teaching practice, that must be permanently revised and updated in an

ongoing process of learning and, very importantly, applied to all spheres of the activity, not only to

the scientific mastering of contents and tools.

Even though the Council of Europe recommended this in 2009, only three autonomous

communities (Castile and Leon, Murcia and Navarra) have taken it into account and have

developed a comprehensive model. The model by the Castilian-Leon Community is the more

thoroughly done of the three and it will be the one taken as a starting point to develop our own in

order to meet the training needs of current and prospective teachers.

Likewise, we assume that professional teaching competencies must be considered as a summary

of the key competences aiming at lifelong development of the teaching practice. This idea is

strengthen by the fact that one of the key competences is learning to learn.

Along this line the Council of Europe recommends (Council of Europe, 2006):

"3. that adults have the chance to develop and update key competences for lifelong learning,

paying special attention to those considered priority groups in the local, regional and national

contexts, as it happens with people who need to update their competences".

We consider teachers as a target priority group and we believe that implementing a competency-

based model in teacher development will facilitate the competency-based learning-teaching

process that according to the new education regulations will be a must in the future of schools in

Spain.

That teacher training path begins compulsory education with key competences. The European

Union continues its recommendation for Vocational Training within European Qualifications

Framework (Council of Europe 2008). This philosophy is spread to higher education training

through the Bologna declaration (European Ministers of Education 1999) and through the

integration of the Spanish University system in EHEA (MECD, 2003), and consequently also to 2

initial teacher training. The training circle designed around competences from basic compulsory

education through in-service teacher training is thus closed.

The need to move on along this line of work is enhanced by the formulation of principles for the

future stated by other run-state organisms like INTEF (Blog Intef.....). Its Framework of Strategic 3

Development establishes as the main core themes: key competences, the development of new

Initials in Spanish standing for Ministry of Education, Culture and Sport 2

El Instituto Nacional de Tecnologías Educativas y de Formación del Profesorado (national organism in 3

charge of education technologies and teacher training)

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training methods (also in progress in our Community) and the regulation of training.

At the same time schools are expected to play a leading part in teacher training. The training

needs of both schools and teachers will aim at improving the quality of education in an efficient

school.

Understandably, this goal can only be achieved with the help of a model that allows a

comprehensive school-based needs analysis, and that systematically assesses both the efficiency

of the needs analysis and the teacher training offer, and more importantly, the impact of this

teaching practice on the schools.

2. Competences

2.1. Definition

There are several definitions of the term competence ranging from ability, attitude, capacity or

even mastery. Perrenoud (1999) defines competence as the capacity to act efficiently in a given

situation, capacity that is based on knowledge but it goes far beyond that

Cabero (2005) adds three dimensions to the capacities embedded in competences: knowledge,

performance and attitude. It is clearly stated that it is not a unidimensional or flat term, on the

contrary, it conveys various shades of meaning depending also on the domain it is referring to.

Along these lines the European Commission for Training and Education (July 2013) builds on

Deakin Crick definition of competence as a"complex combination of knowledge, capacities,

values, attitudes and desires leading to an effective human action in a specific sphere in the

world", highlighting the multiplicity of domains being referred to.

He argues that teaching is much more than a task, pinpointing that competence implies in this

level an array of knowledge, practical and cognitive capacities, attitudes and aptitudes. All these

aspects allow the teacher to make use of psychosocial resources to meet complex demands,

favouring the capacity to act professionally and appropriately in different situations.

He also explains the difference between the competences within the classroom (more centred on

teacher’s action in a given moment of teaching) and teaching competences, that imply a wider,

systematic and multilevel view of the teacher’s role and that integrate the fields of knowledge,

existential competence, skills and know-how, as mentioned in this model.

2.2. Outline of the competence-based model

The professional teaching competencies for this framework will be defined following the

document supporting competency-based teacher development we have been mentioning so far

(European Commission for Training and Education 2013) and revising the various models from

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different countries being presented in the very document.

A teacher is somebody who will have to wear many hats throughout the school day, walk along

various paths, simultaneously or alternatively during the development of his/her daily activity in

order to shape a global profile of competent professional, and many are the tools and knowledge

a teacher would need to shoulder in order to carry out his/her endeavour.

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General competences of each profile

1. Educator and Guide during the learning process and learners´ development

2. Member of an organisation

3. Interlocutor and reference in the school community

4. Researcher and innovator

Considering the domains embracing a teacher competence, we can classify them in classroom,

school and community, related to the first three above.

If we diachronically apply all the key elements of change such as training, research,

experimentation and so on to the state of affairs in the classroom, we should ideally trigger

innovation in the learning-teaching process.:

In order to implement all these profile-based competences appropriately it is a must to master the

specific subject being taught, to communicate effectively in the languages being used and to be

competent in ICT. That is the reason why the next three competences are classified as transversal

and instrumental.

5. Subject-matter expert

6. Communicator in mother tongues and foreign languages

7. ICT competence

Each of the seven competences is developed through two or more sub-competences, as

explained below:

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3. Detailed description of professional teaching competences

The seven professional competences will be explained now, specifying each of the sub-

competences and their main features.

3.1. Educator and Guide during the learning process and learner’s

development

This section refers to teacher´s awareness of his/her capacities, abilities, knowledge and tools

required to trigger and favour learning processes in their learners.

1. Syllabus design, follow-up and assessment.

A teacher will be able to plan and do a follow up evaluation process and final evaluation as well as

planning the learning-teaching process according to key competencies, managing progression

and contextualisation. To this purpose, teaching units will be designed, sequencing and timing

accordingly and integrating the use of learning and knowledge technologies.

2. Specific didactics, methodologies and learning and knowledge technologies.

Teachers should master the specific didactics of their subject matter as well as inclusive and

active approaches, favouring active learning both individually and in group. They should know

how to integrate their teaching approaches in e-learning environments, either face-to-face or

mixed environments with ICT support, or in their teaching practice. They should be able to define

the need of information, searching for it, evaluating it and conveying it. They should be able to

transform, structure and manage information ethically, understanding the features and uses of the

different media. Similarly, they should be able to support learners in the development of these

abilities.

Additionally, they will be able to create their own personal environment for digital learning and

favour the same process in their learners. Their work will foster learners critical thinking.

3. Tutorial action and catering for diversity

This sub-competency embraces all the duties typically assigned to tutors: guidance during the

learning process paying attention to the social and personal specificity of each individual and

each group. Learners different learning styles should be catered for, respecting their learning

pace and listening to them actively. An inclusive approach should be guaranteed and learners

should be supported in the construction of their own learning schemes.

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4. Managing spaces, resources and learning materials.

Teachers should be able to manage the different spaces available at school, integrating those of

common interest, like the library, in a successful learning-teaching process. Learners should be

grouped efficiently according to each proposal, linking accordingly spaces, timing and contexts. In

this sense teachers should be aware of the existence and application of different classroom

management dynamics. They should be sensitive towards the importance of the systematic use of

information and, they should create a personal learning environment which takes on board all the

analogue and virtual resources that facilitate learning. That environment will enable the

combination of resources, materials, relationships and contacts selected in a motivating way.

They will master strategies to create and integrate contextualised digital contents in the learning-

teaching process.

3.2. Member of an organisation

It refers to the successful performance of the roles associated with the organisation and

management of the school, the interpretation of the working context and the application of plans

and programmes. It refers to the integration and active collaboration with other people and

organisations when pursuing common objectives.

5. Pedagogical, academic and professional orientation

This sub competence refers to teachers´ ability to plan processes and guide teaching practices at

school in order to improve social and school results. To this end, they should be able to identify

learners school needs after a contextualised individual analysis, being able to react fast and

efficiently under unexpected and various situations that may condition learning.

6. Regulations

A school professional has to know regulations and the most relevant current rules as well as the

procedures and resources available to be consulted provided by the administration in order to be

informed about those rules which are more specific in a given moment.

7. Organization, planning, coordination.

The school board will be responsible for analysing the social, working and economic context of

their school. With this data they should be able to design and plan the curriculum strategically,

including timing beyong the classroom borders, managing open spaces and flexible groupings

and coordinating all that with co-workers teaching the same level and subject matter.

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8. School Management and quality.

Administrative and economic management tools ( including ICT ones) should be known in order

to guarantee accurate procedures to be implemented according to quality norms based on the

needs and interests of the target groups.

9. Managing participation and involvement in common projects.

Professionals should be able to design and/or collaborate in a staff management model and in

the school organizational and functional structure, following the objectives stated in the project

and according to the competences of the specific group in question.

10. Cooperation, collaboration and joint construction of knowledge.

The members of an educational team should be keen on shared values and an organizational

culture, cooperating, collaborating and participating in common projects. Consensus and harmony

should rule these interactions, favouring self-criticism and constructive criticism intended to

achieve a joint creation of meaning leading to reflection and ongoing improvement.

11. Techniques for group work and allocation of individual responsibilities.

Each member of the school staff should be familiar with team work in order to develop joint

projects. They should master team-work techniques among professionals such as negotiation

and solving problems and conflicts, cheer leading and overcoming of self-centered attitudes. To

that purpose, they should be able to rely on somebody else´s work with loyalty to oneself and to

others and be tolerant with mistakes as well as a good listener. In addition to that, they should

encourage group work with learners, knowing how to manage the progression of individual and

collective learning in the group.

12. Healthy Schools and integral security.

Teachers should respect other users, following the established rules both in virtual and face-to-

face learning environments. Thus they should know and respect guidelines in data ownership and

digital identity, as well as their rights and duties in the on-line world. Further, they should promote

healthy lifestyles among learners in relation to healthy eating, physical activity, prevention of

smoking and drug addiction among others.

Similarly, they should try to take care of their own health, namely in relation to taking care of their

voice and controlling their stress. On top of that, they should try to prevent risks at the workplace,

getting trained in that field when necessary, and being able to handle and trigger protocols on

how to proceed in case of emergencies: allergies, accidents etc..

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3.3. Interlocutor and reference in the school community

It refers to teachers’ conscientious use of capacities, knowledge, values, attitudes and behaviour

that favour an appropriate learning environment at school, thus making it possible to address the

school challenges stated in the school project. To that end, establishing social links with the

members of the school community will be a must as well as managing their participation, showing,

when required, concern and understanding towards everybody during the development of their

tasks.

13. Social, personal and relational abilities. Improvement strategies.

Teaching professionals should be aware of their own capacities and limitations, being able to be

self-critical and reflective in order to identify their own and others´ strengths and weaknesses.

They should master techniques to deal with emotions and organizational and school management

strategies that favour effective interaction. They should equally be familiar with different codes

and means of communication: verbal and non verbal language as well as body language. Thus

they will be able to communicate in public and listen emphatically and actively, conveying and

presenting information and knowledge effectively. They should be able to work in a team and to

reach agreements, sharing, providing support and advice as well as receiving them, treating

everybody involved in a fair and appropriate way.

They should be able to tutor and guide learners, families and beginning teachers in their

practicum stage both professionally and academically, providing them with individualised

attention and being a reference of institutional and pedagogical counselling, and always showing

an optimistic, open and receptive attitude . They should be familiar with techniques, procedures,

materials and resources that allow them to cater for diversity as well as showing closeness and

empathy with their learners, their feeling and emotions and their environment. They should be

able to work assertively and with discipline and compromise towards the school community.

14. Management and promotion of values, conciliation, ethical and personal compromise.

It will be the teachers’ responsibility to favour a high trust environment through emotional

intelligence as well as motivate, stimulate and involve others in a respectful, trustworthy and

active learning environment. To that purpose, participative attitudes should be encouraged in

order to favour learning as well as parental participation in school life. Ultimately, teachers should

try to create an environment of positive coexistence, respect and tolerance. Likewise, they should

play a leading part favouring enthusiasm, interest and effort, taking decisions confidently and

establishing rules and verifying their fulfilment.

Teaching professionals should take a conciliatory attitude towards learners cultural and social

diversity. They must work with empathy and a conciliatory attitude in search of equanimity, equity

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and impartiality through the observation of the rights and duties assisting the members of the

school community.

Regarding the use of technologies, teaching professionals must understand and respect the

copyright of online materials and must take care of users´ security, favouring a respectful use of

learning and knowledge technologies. Entrepreneurship must also be fostered as a value to be

developed in the community.

15. Mediation and conflict resolution.

Teachers are to anticipate, manage and mediate to solve conflicts or problems quickly and

appropriately. Mediation and conflict resolution techniques must be mastered , being impartial

and objective and showing interest in improving and diminishing problems.

3.4. Researcher and Innovator

It refers to teachers´ capacity to apply new ideas, proposals and teaching practices in order to

improve, namely, the development of learners competences and the overall school service.

16. Diagnosis and evaluation of the teaching practice.

Teachers should be able to plan, design and contextualise education research. At the same time

they should develop a permanent process of diagnosis and evaluation of the teaching practice

and its impact on learning. They must be aware of the new learning and teaching approaches and

pedagogical trends, getting constantly updated on social requirements and topics.

17. Formative research. Learning and knowledge technologies. Media and information Literacy.

Ongoing research and applying what one learns to the teaching practice must be pursued. To

achieve that, one must show interest in getting constantly updated regarding knowledge and

abilities through experimentation and innovation in the teaching practice and in new technologies

as well as being on the cutting edge of education and innovation. To achieve that, teachers should

master the required techniques to search for and get relevant information, evaluating it critically

and using it ethically as well as constantly updating knowledge and strategies required to develop

this task.

It is of paramount importance to get constantly updated and undertake formative research in the

field of learning technologies that are changing at staggering speed thus making it difficult

sometimes to find institutional formative offers.

18. Responsible for in-service training; personal training itinerary.

Ideally competent teachers should pursue capacities such as being conscientious of their own

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learning process, identifying their needs and outlining their own personal training itinerary

throughout their professional career. To that end, they should be able to undertake self-learning

through ongoing organised work. They must be familiar with the plans and programs that meet

the guidelines given by the Consellería de Educación (Education Department ) as well as the

possibilities of the in-service teacher training offer.

Technologies for learning and knowledge should be considered as tools to favour customised and

personalised learning and as didactic tool for improvement.

Teachers should be keen on active participation in forums, virtual classrooms and collaborative

platforms as well as showing interest in the training needs linked to their position.

19. Making and executing proposals.

It is of paramount importance that the ongoing interest for improving one´s professional

competence goes hand in hand with the feeling of responsibility and compromise with education

and with one´s own training process. To this end, competent teachers should be able to make

proposals for change enthusiastically and optimistically from a pedagogical point of view. They

must carry out those proposals that foster educational progress. They should show an intuitive

attitude in their development , being flexible and eager to adapt to changes, as well as showing

self-determination, optimism, initiative, persistence and concern for perfection.

Teaching professionals should be up-to-date about curricular updates that may happen,

anticipating changes and being creative. They should be receptive to contributions from others,

valuing them positively, respectfully and with receptive and critical attitude and participative

interest.

3.5. Subject-matter expert

This somehow instrumental competence focuses on the ability to be aware of the cognitive

capacities required to acquire, apply and manage knowledge related to the subject or area to be

taught and to the pedagogical knowledge on education.

20. Knowledge on the area of education.

A teaching professional knows and masters the theories, philosophies and the history of education

and their role in society.

21. Knowledge on areas, subjects and curricular modules.

A teaching professional knows the curricular aspects related to the subject being taught, is able to

adapt them to the learners context and to the evolution of the society.

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22. Managing current knowledge.

Able to construct knowledge, integrating it critically in one’s reality, distinguishing, selecting and

adapting relevant contents depending on the current needs in education.

3.6. Communicator in mother tongues and foreign languages

This competence, also clearly instrumental, is based on using language as a means of oral and

written communication, to represent, interpret and understand reality and to exchange

knowledge, ideas, thoughts and emotions, both in mother tongues (Galician and Castilian) and in

foreign languages in the curriculum.

23. Verbal and non-verbal communication skills.

They communicate correctly, mastering the language and the verbal and non-verbal codes in

different contexts. They can develop strategies to initiate and maintain communication with an

only interlocutor, in group, in a public presentation etc., through oral and written channels and in

all types of genre. They put into practice techniques for active listening and adjust speech as the

interaction requires.

3.7. Competence in ICT

The last of the instrumental competences deals with the secure and critical use of information

technologies for working purposes, for leisure and for communication. It is based on the use of

technology to get information, evaluate it, store it, present it and exchange it, as well as

communicating and participating in social networking through the Internet.

24. Software

Be familiar and operate software for management, to be used in class, to communicate and for

collaborative work (i.e. social networking), to create contents (i.e. author tools).

25. Devices

Be familiar and manage different devices that can be used in teaching: computers, IWBs, tablets,

multimedia content receptors, as well as any other that may appear and generate the need of

updating and learning (i.e. currently 3D printers).

26. Institutional tools.

Use of virtual learning environments, contents repository and corporative applications1 such as

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EVA from Moodle and AulaCesga, CMS, Drupal for dynamic webs, the store and repository Abalar,

E-Dixgal, Agueiro, Redeiras, Xade, Persoal, CXT and so on.

4. Bibliography

1. Council of the European Union. (2014, maio 20). Conclusions on effective teacher

education [Consejo de la Unión Europea]. Recuperado 14 de noviembre de 2014, a

partir de http://www.consilium.europa.eu/uedocs/cms_data/docs/pressdata/en/

educ/142690.pdf

2. Red de Formación del Profesorado de Castilla y León. (2010). Modelo de Competencias

P r o f e s i o n a l e s d e l P r o f e s o r a d o . R e c u p e r a d o a p a r t i r d e h t t p : //

c fi e v a l l a d o l i d . c e n t r o s . e d u c a . j c y l . e s / s i t i o / u p l o a d /

Modelo_de_Competencias_Profesionales_del_Profesorado__1.pdf

3. Consello da Unión Europea. (2006, decembro 18). Recomendación del parlamanto

europeo y del consejo. [Consejo de la Unión Europea] Recuperado a partir de http://

eur-lex.europa.eu/legal-content/ES/TXT/PDF/?uri=CELEX:32006H0962&from=ES

4. Marco Estratégico de Desarrollo Profesional Docente | Blog de INTEF. (s.d.).

Recuperado 17 de novembro de 2014, a partir de http://blog.educalab.es/intef/

2013/05/06/marco-estrategico-de-desarrollo-profesional-docente/

5. Consello da Unión Europea. (2008, abril 23). European Qualifications Framework.

Recuperado 17 de novembro de 2014, a partir de http://eur-lex.europa.eu/legal-

content/EN/TXT/?qid=1416225455658&uri=URISERV:c11104

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