Teacher’s Competence

Dr. GUTU Adela

 Discussing topic:

 What are the roles of the

teacher in the 21st century?
 What are the competencies
teachers need to fulfil these
roles?
 Teacher Competences: why are they
important?
 The COURSE:
 Explains the importance of teacher competences for
the achievement of educational policy goals;
 Describes the complex and ever-evolving features of
the competences that all teachers require to be
effective;
 Outlines the relationships between competences and
standards;
 Looks at how teacher expertise develops over time;
 Explains why action is needed now.
 Teacher quality is high on the agenda
 The roles of teachers and schools are changing, and so are
expectations about them: teachers are asked to teach in
increasingly multicultural classrooms, integrate students with
special needs, use ICT for teaching effectively, engage in
evaluation and accountability processes.

 * ICT - Information and communication technologies in Education

They're Adaptive

 They are able to adapt to whatever comes there way. Being a teacher
in today's world means that you have to adapt to the ever-changing
tools and changes that are being implemented in the schools.
  Smartboards are replacing chalkboards and tablets are replacing
textbooks and a 21st-century teacher needs to be okay with that.
Adapt to advanced technology and new
innovations
 Technology is changing at a rapid pace and that means that a 21st-
century teacher is right along for the ride. The latest technology,
whether it's for lessons or grading, will allow the teacher and
student to be able to learn better and faster.
 An effective teacher knows that learning about the latest gadget can
truly transform their students' education, so they are not just current
on the new trends, but really know how to master them.
Go global: multicultural competence
 Today’s digital instruments make it feasible to find out about different
happenings of different nations and individuals firsthand.
 Course books are adequate for learning about other languages, societies, and
relational abilities by conversing with people from across the world – from
any side of this planet.
 All this makes the teacher and the student become
 progressively
 knowledgeable and
 thoughtful.
Lifelong Learners

 These educators don't just expect their students to be a lifelong

learner, but they are as well.
 They stay up-to-date with current educational trends and technology
 and know how to tweak their old lesson plans from years before to
make them more current.
 A good teacher is the one who doesn’t stop learning and is open to
new ideas and new ways of learning and teaching skills.
Know How to Collaborate: Student-focused study and
customized guidance:
 An effective 21st-century educator must be able to collaborate and work well
within a team.
 Learning is deemed to be more effective when you can share your ideas and
knowledge with others. Sharing your expertise and experience, and
communicating and learning from others is an important part of the learning and
teaching process.
 Students have various characters, objectives and needs, and offering customized
guidance isn’t really that simple. At the point when students are permitted to settle
on their own decisions, they possess their learning, natural inspiration and invest
more exertion—a perfect formula for better learning results.
Interaction- personal and professional
 Try to connect with similar people. When the present digital instruments enable
us to interface with anybody, anywhere and at any time we want then why not use
it get better at socializing and improving your professional graph and circle, all
you have to do is: follow, join, ask, or tell.

 Join forces with the students and fellow teachers. Making advanced assets and
ventures together with different teachers and students, will cause classroom
exercises to become better and interactive. Joint effort ought to go past sharing
reports by means of email or making PowerPoint introductions. Cooperation
comprehensively can change our whole experience.
Are Forward Thinking Educator

 An effective 21st-century educator thinks about their students'

future and is aware of the career opportunities that may arise from
them.
 They are always planning to ensure that no child gets left behind so
they focus on preparing today's children for what's to come in the
future – social Competence.
Are Advocates for the Profession

 They are an advocate not only for their students but their profession. Today's teachers are
being watched with a close eye because of all of the changes in curriculum and the 
Common Core. Instead of sitting back, a competent teacher takes a stand for their
themselves and their profession. They pay close attention to what is going on in education
and they address these issues head-on.
 They also advocate for their students. Today's classrooms are filled with children who
need someone to look out for them, give them advice, encouragement, and a listening ear. 
Effective teachers share their knowledge and expertise and act as a role model for their
students.
Behind every successful student, there is a capable
teacher.
 What is a Teaching Competence?
 Teaching competences are thus complex combinations of knowledge,
skills, values and attitudes, learning and adaptability leading to
effective action in education.
 Collect your positive feedback and share them. It is for the present
educators to show how to use web-based systems appropriately and how
to convey and disseminate significant substance, and how to make
shareable resources.
 The 21st-century students ought to build up their own driving directions,
lead their own exploration and participate in activities to become self-
sufficient. And all of these requires utilizing New Technologies and for
that, all they need from their teacher is direction.
Teachers’ competences have powerful effects on student
achievement!

 up to three quarters of school effects on student

outcomes can be explained by teacher effects
Teaching is, of course, much more than a ‘task’.
 discussions about the competences needed by teachers, how they
develop over time, and how they are evidenced and recorded, are
bound up with wider discussions about:
 assumptions about learning;
 the purposes of education;
 society’s expectations of, and demands on, the teacher;
 available resources, priorities and political will;
 the status of the profession;
 perceived external or international pressures;
 existing traditions and culture;
 the broader societal context and environment in which teaching and
teacher education occur.
Teaching is, of course, much more than a ‘task’.
The concept of competence, in teaching, thus encompasses the following
features:
 it involves explicit knowledge, cognitive and practical skills, as
well as dispositions (motivation, beliefs, value orientations and emotions)
 it enables teachers to meet complex demands, by mobilizing psycho-social
resources in context;
 it empowers the teacher to act professionally and appropriately in a
situation,
 it helps ensure teachers' undertaking of tasks effectively (achieving the
desired outcome) and efficiently (optimizing resources and efforts);
 it can be demonstrated to a certain level of achievement along a continuum
teaching competences VS teacher competences

 Teaching competences are focused on the role of the

teacher in the classroom, directly linked with the 'craft'
of teaching - with professional knowledge and skills
mobilised for action
 Teacher competences imply a wider, systemic view of
teacher professionalism, on multiple levels – the
individual, the school, the local community,
professional networks.
Teacher’s Competence
The importance of the two sets of competences

 Although dispositions are fundamental for both competence

sets, they play a decisive role for teacher competences,
embracing attitudes to constant professional development,
innovation and collaboration.
 Descriptions of the two sets of competences overlap and
interweave, as they often do in theory and practice, since they
are concerned with the professional lives and experiences of
teachers.
 enable the teacher to be successful
 Competence and professionalism
 Conceptualisations of teacher competences are
linked with visions of professionalism, theories
of teaching and learning, quality cultures and
socio-cultural perspectives.
 An understanding of a teacher competences
implies that there are four fundamental aspects:
learning to think, know, feel and act as teachers
 Learning to think as teachers implies a critical
examination of one’s beliefs and the development
of pedagogical thinking, i.e. linking objectives and
means in teaching-learning processes. It implies
not only analytical and conceptual thinking, but
also the development of metacognitive awareness,
i.e. thinking and deciding in teaching; reflecting
and adapting practices
Learning to know as teachers concerns the several aspects
of knowledge required - including knowledge generated by
one’s own practices.
 Deep subject knowledge and pedagogical content
knowledge are both needed;
 the knowledge of new technologies applied to subject
teaching is also fundamental in the digital age,
 Knowledge of school curricula, class management,
methodologies, education theories and assessment
Learning to feel as teachers is linked with professional
identity:
 intellectual and
 emotional aspects
 It includes attitudes (commitment, confidence,
trustworthiness, respect), expectations (initiative, drive for
improvement, information seeking) and leadership
(flexibility, accountability, passion for learning).
 Learning to act as teachers entails
integrating thoughts, knowledge and
dispositions in practices that are informed
by consistent principles. Effective teaching
revolves around these variables: curriculum
dimension, classroom management, teaching
strategies, climate and evaluation/ feedback
 Professional learning is a continuum starting in initial
teacher education, carrying on through the induction phase
and continuing throughout the rest of the career;

 Two basic requirements are fundamental in the

preparation of quality teachers:
 the capacity to systematically assess one’s own
knowledge base and professional practices, on the basis
of a wide range of criteria coming from practice,
theory and research; and
 critical and responsive attitudes to innovation and
professional improvement
What things successful educators do differently?
Again: What are the roles of the teacher in the
21st century?
 A team of teacher educators sat down and asked
themselves these questions. Some of the roles they
identified included:
 nurturing the whole child,
 providing quality learning,
 working with others, and
 developing a strong set of personal values.
They then made a list of core competencies that
every trained teacher should have. These
competencies were classified into three broad
performance dimensions: 
- professional practice,
- leadership and management, and 
- personal effectiveness.
 Professional practice

 A competent teacher seizes every opportunity to

encourage learning, believing that all students
can learn. And learning isn’t limited to the
classroom. To this end, the teacher takes every
opportunity to improve on his or her own
professional practice, in order to provide
quality learning.
 Leadership and
management
 A competent teacher is a
leader who wins the hearts
and minds of the students.
Such a teacher sees the value in
developing and working with
others, including parents and
colleagues, and actively seeks
out opportunities for
professional collaboration
within and beyond the school.
 Personal effectiveness
 A good teacher understands the
importance of developing oneself before
he or she is able to provide support for
others. As a professional, this teacher
maintains high standards of personal and
professional integrity when carrying out
all duties and responsibilities.
Who is an illiterate of the 21st century?

The American writer Alvin Toffler says:

An illiterate of the 21st century will not be that who cannot

read and write, but that who cannot learn, unlearn, and relearn.
 Thank you!