Structure and Content of Teacher Competencies

Šteinberga, Airisa; Kazāke, Dace

doi:10.17770/sie2018vol1.3173

Cited by 4 publications

(4 citation statements)

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“…Volume I, May 24 th , 2024. 194-207 196 One of the requirements of the modern educational environment is the transition to the competence-based approach in education, which takes place at all levels of education, including teacher education (Makovec, 2018;Šteinberga & Kazāka, 2018;Mulder, 2019). The teacher's professional competence is a processoriented concept.…”

Section: Society Integration Educationmentioning

confidence: 99%

Prospective Teachers' Perspectives on Pedagogical Challenges Experienced During Work-Based Learning

Margeviča-Grinberga,

Šūmane

2024

SIE

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This study investigates prospective teachers' perspectives regarding pedagogical issues and evaluates their readiness to address these challenges during instructional practice. The research investigates the experiences and perspectives of 67 students currently enrolled in teacher education programmes by employing a narrative content analysis methodology. The results point to several significant areas of concern among prospective teachers. Initially, classroom management emerged as a primary challenge, with many students expressing anxiety about efficiently managing diverse classroom dynamics and maintaining discipline. This problem indicates the need to pay more attention to classroom management strategies in study courses. Furthermore, the findings emphasize difficulties in effectively differentiating instruction to meet the diverse needs of learners. It was indicated that there is a need for more concentrated training in inclusive teaching methods since students voiced worries about their capacity to adjust teaching approaches to accommodate a variety of learning styles and abilities. The study suggests that prospective teachers are generally enthusiastic about their future careers but also recognize significant pedagogical challenges. To properly prepare future educators for the realities of the classroom, these findings have implications for teacher education programmes. They indicate a need for a more specific focus on practical skills such as classroom management and inclusive teaching practices.

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Section: Society Integration Educationmentioning

confidence: 99%

Prospective Teachers' Perspectives on Pedagogical Challenges Experienced During Work-Based Learning

Margeviča-Grinberga,

Šūmane

2024

SIE

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“…Other researchers argue that the content of teachers' professional abilities includes certain key characteristics: knowledge, cognitive skills, high motivation, positive beliefs, and the ability to regulate one's emotions and that based on these abilities and skills, teachers can solve more complex teaching problems and promote student learning (Caena, 2014;Sudarsono et al, 2017). Based on the above, communicative, self-awareness and cognitive management, as well as methodological and organisational competences have been identified (Šteinberga & Kazāka, 2018). So, despite the differences in the description of professional competences, academic, didactic and personal competences are emphasised.…”

Section: Literature Reviewmentioning

confidence: 99%

Human, Technologies and Quality of Education, 2023

2023

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The aim of the study was to explore social measurements and COVID-19 -related behavioral choices from a network structure perspective. We tested network models by comparing network structures in 46 countries by cultural dimensions (Hofstede et al., 2010). The pre-registered hypothesis was that the network structure of variables predicting COVID-19-related behavioral choices will be robust across countries, regardless of the mean differences of these variables between countries characterized by high vs low culture dimension indices. Behavioural choices toward COVID-19 situation were: physical hygiene, policy support, and physical contact. In network analysis we used several social/psychological constructs: social belonging, trait optimism, collective narcissism, moral identity, self-esteem, national identification, trait self-control, morality as cooperation, conspiracy beliefs, political ideology, and narcissism. We analysed twelve conditions based on dichotomized culture dimensions (high vs. low Power distance, Individualism, Masculinity, Uncertainty avoidance, Long-term orientation, and Indulgence) across demographics (e.g., age, gender). We conducted network structure analysis using high-dimensional undirected graph estimation with glasso procedure splitting the data by culture dimensions in total with N = 40 795 individuals. The study findings indicated that the network models were fairly consistent across cultures with different scores on each of Hofstede's six cultural dimensions. This similarity reflects the previous studies in terms of the stability of associations between variables regardless of sex, age, and political beliefs.

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Section: Literature Reviewmentioning

confidence: 99%

elf-Evaluation of Future Teacher Professional Competences: a Case Study in Latvia

Lāma,

Āboliņa,

Kaļķe

et al. 2023

Human, Technologies and Quality of Education, 2023

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eacher education is the focus of many organisations as an influential tool for improving the quality of our lives, including sustainable development (UNESCO 2022, OECD 2016). Similar to other educational fields, teacher education is increasingly being viewed through the lens of competences rather than just subject knowledge and skills. In Latvia a new competency-based curriculum has been introduced at all levels of education (Skola2030). Therefore, it is important to review the competences required for teachers and developed in higher education to potentially improve the quality of education for their future students and provide experiences in developing competences with which students will have to work in schools as well. In this research we use a self-evaluation instrument developed through the project “Development and Implementation of the Education Quality Monitoring System” (2nd round) for measuring future teachers’ professional competences. The results show that overall, future educators self-evaluate their competences highly in all sub-competence areas. Higher self-evaluations are seen in the area of professional development, while lower self-evaluations are seen in the area of planning learning.

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Structure and Content of Teacher Competencies

Cited by 4 publications

References 0 publications

Prospective Teachers' Perspectives on Pedagogical Challenges Experienced During Work-Based Learning

Prospective Teachers' Perspectives on Pedagogical Challenges Experienced During Work-Based Learning

Human, Technologies and Quality of Education, 2023

elf-Evaluation of Future Teacher Professional Competences: a Case Study in Latvia

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