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European Trends and the Slovak Approach to Teacher Competences and Capabilities

100%
Kasáčová B., Kosová B.
The New Educational Review
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2007
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vol. 12
153-165
EN
A number of authors have looked into the problems involved in finding the most appropriate and fundamental competences and capablilities of a teacher that form the basis of his/her professionalism and are becoming more and more essential for changing attitudes towards requirements in the professional preparation and practice of a teacher. This trend has become evident since the 1990s with several overriding tendencies which can be easily identified. F. Oser’s model, which has been widely recognized across Europe, has been the main inspiration for the preparation of the Slovak approach towards teacher competences. The draft of the structure of a teacher competence profile in the Slovak Republic in accordance with European trends and documents is based on the teacher’s competence profile from the interactional model of education with the following three basic dimensions: the pupil, the teacher, and the teaching process which occurs between them. This is the basis for the teacher’s competence profile and it has now become a topic of public debate.
2
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Professionalism as a category of teacher studies

84%
Zając D.
Przegląd Pedagogiczny
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2023
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issue 2
59-76
PL
W obszarze rozważań podejmowanych w obrębie studiów o nauczycielu właściwe sobie miejsce powinny znaleźć kwestie oscylujące wokół nauczycielskiego profesjonalizmu. Podyktowane jest to przede wszystkim specyficznym charakterem pracy nauczyciela, która przebiega w warunkach złożonej, a zarazem dynamicznie zmieniającej się rzeczywistości społecznej, której konstytutywnym elementem jest rzeczywistość edukacyjna. Nakłada to na nauczycieli konieczność prezentowania ponadprzeciętnego poziomu wiedzy, umiejętności, kompetencji, inaczej biorąc wysokiego stopnia fachowości w podejmowanej profesjonalnej aktywności w poszczególnych jej wymiarach. Celem zaprezentowanych w artykule rozważań jest próba eksploracji zagadnienia profesjonalizmu nauczycielskiego, dla którego punktem wyjścia jest profesja nauczycielska i profesjonalizacja zawodu nauczycielskiego. Namysł nad tą kategorią stanowić może przyczynek do gruntownych studiów i analiz oscylujących wokół tej rudymentarnej kwestii zarówno na płaszczyźnie teoretycznej, jak i prowadzenia badań empirycznych, co z kolei może skutkować wzbogaceniem współczesnej wiedzy o nauczycielu i jego zawodzie.
EN
In the area of deliberations undertaken in the field of teacher studies, issues related to teacher professionalism should occupy their due place. This is dictated above all by the specific nature of the teacher’s work, which takes place in the conditions of a complex and dynamically changing social reality, a constitutive element of which is educational reality. This imposes on teachers the need to present an above-average level of knowledge, skills, competences, or, in other words, a high level of professionalism in the professional activity undertaken in its individual dimensions. The aim of the considerations presented in this article is to explore the issue of teacher professionalism, for which the teaching profession and the professionalization of the teaching profession are a starting point. A reflection on this category may contribute to thorough studies and analyses touching on this rudimentary issue, both on the theoretical level and on the level of conducting empirical research, which in turn may result in the enrichment of modern knowledge about the teacher and his or her profession.
3
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Kodeks etyki zawodu nauczyciela: potrzeba, formalne umocowanie i skuteczność

84%
Madalińska-Michalak J.
Edukacja Ustawiczna Dorosłych
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2018
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issue 4
206-216
EN
The paper critically discusses selected results of the nationwide research on the ethics of teachers in Poland. The paper presents the results regarding the need to adopt a generally binding teacher’s code of ethics, its formal regulations and the potential effectiveness. Research shows that teachers' attitude to the idea of introducing a code of ethics has not yet been fully crystallized among the teachers in Poland. In continuing education of teachers, both legal education and ethics education should play an important role, contributing to the strengthening of teachers' professionalism.
4
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Aufbauende Kräfte im Unterricht, Unterrichtsqualität und Lehrerprofessionalität

67%
Schwendemann W.
Studia z Teorii Wychowania
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2018
|
issue 3 (24)
9-28
EN
The Speech ‘Uplifting forces in the classroom, quality in education and professionalism of teachers’ delivered by Prof. Dr. Wilhelm Schwendemann refers to the PISA Report and Martin Buber’s principle of ‘uplifting forces’ in a dialogue-based structured class. The capability of dialogue strengthens the component of relationship between student and teacher. Martin Buber aims to strengthen and develop the personality of both teacher and student. The pivotal argument for a good relationship between student and teacher is, additional to the capability of dialogue the trust, which improves the self-efficacy and the self-worth of a person. This is formed mainly by the authenticity of the other person. Through measuring the quality of education in a class, the individual learning process should be made possible, be maintained, be improved and be assessed. Beneficial, by looking at the relation between didactics and methods, are mainly the tactics that are focused on the proces and the impact it has on the students. The quality of the education is then looked at, with a list of the broad expectations towards a teacher. Ultimately the deciding factor for a better quality and professionalism in the class or learning environment is the quality of the relationships, like Martin Buber’s principle on the ‘ability of dialogue’ says.
DE
Der Vortrag ‚Aufbauende Kräfte im Unterricht, Unterrichtsqualität und Lehrerprofessionalität‘ von Prof. Dr. Wilhelm Schwendemann bezieht sich auf die PISA-Studie und Martin Bubers Prinzip der ‚aufbauenden Kräfte‘ im dialogischen Unterricht. Martin Buber geht es um die Dialogfähigkeit, welche die Beziehungskomponente im Unterricht zwischen Schüler innen und Lehrkraft stärkt. Dabei zielt er auf die Stärkung und Entfaltung der Persönlichkeit bei Lernenden, sowie auch Lehrenden. Ausschlaggebend für eine gute Lehrer/Lehrerinnen-Schüler/Schülerinnen-Beziehung ist zusätzlich zurDialogfähigkeit das Vertrauen, was die Selbstwirksamkeit und den Selbstwert stärkt. Dieses entsteht hauptsächlich durch die Authentizität der Lehrperson. Durch das Messen der Qualität eines Unterrichts sollen individuelle Lernprozesse bei Lernenden ermöglicht, aufrechterhalten, verbessert und bewertet werden. Förderlich, beim genaueren Betrachten des Verhältnisses von Didaktikund Methodik, sind Prozess- und Wirkungsorientiertheit. Die Güte von Lehre wird mit einer Aufzählung der umfangreichen Erwartungen an eine Lehrkraft thematisiert. Letztendlich ist jedoch die Beziehungsqualität im dialogischen Unterricht das Ausschlaggebende, um Qualität und Professionalität zu erhöhen.
5
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WHAT MAKES TEACHERS DEVELOP PROFESSIONALLY: SOME REFLECTIONS ON MOTIVATIONAL ISSUES IN THE CONTEXT OF POST-GRADUATE STUDY PROGRAMMES

67%
Droździał-Szelest K.
Neofilolog
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2019
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issue 52/1
159-177
EN
This article explores the concept of teacher professionalism, focusing primarily on factors motivating teachers to pursue professional development within the framework of formal, organized teacher development programmes offered by educational institutions. Its major purpose is to contribute to a better understanding of motivational issues involved in teacher education, or teacher learning, as it is sometimes referred to. Its other purpose is to liven up a discussion concerning language teacher education as a life-long experience. The article consists of two parts: its theoretical sections focus on the notions of professionalism and a professional, together with the concepts of autonomy and reflection/reflective practice, which are crucial from the point of view of teacher development. Next, factors motivating teachers to continue their development both as professionals and as individuals are addressed. The second part presents and discusses results of a small-scale individual research project which yielded some interesting data pertaining to motivational issues involved in teacher learning.
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