Page 135 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
P. 135
e and sort of knowledge as well as the competencies held, expressed and 135
expected by teachers.2 In order to perform tasks they meet in their profession-
al life, future teachers must acquire vastly diverging competencies. However,
this knowledge cannot be fully acquired during the course of their studies and
internships. This is why it is imperative that teachers continue with learning
and training throughout their careers.
When defining competencies of teachers, it is possible to refer to five “ge-
neric” areas, as outlined by Marentič Požarnik (2007). Marentič Požarnik based
these areas on a comparative analysis of competencies of teachers in the Neth-
erlands and in Scotland, and European recommendations (ATEE, 2005). The
five areas are:
– Communication and relations;
– Effective teaching;
– Organisation and management;
– Participation in working and social environments;
– Professional development.
Based on recent debates, (see Ivanuš Grmek et al., 2007), a proposal ap-
peared to add two more competencies – generic ICT – and media literacy, one
of the cornerstones of modern society’s functioning.
In this paper the definition by Peklaj (2006) has been chosen as that which
seems the most comprehensive and encapsulates the majority of the topics
mentioned herein. Moreover, Peklaj’s definition was perfected and analysed
through the study and can thus contribute most towards the development
and promotion of lifelong learning and personality resilience by students. Pek-
laj defines five key areas of teachers’ competencies:
- Effective teaching (teachers, for instance, display appropriate knowled-
ge and understanding of the subject(s) they teach, are familiar with
students’ development, teaching rules, individual differences among
students, factors that facilitate learning, are aware of pedagogic theo-
ry and didactic rules…);
- Lifelong learning (teachers, for instance, use different methods to fos-
ter motivation in various areas of teaching, use ICT in teaching, deve-
lop information literacy in students…);
- Management and communication (teachers effectively communicate
with students and develop positive relationships with them, create an
encouraging learning environment, set clear rules for behaviour and
discipline in the classroom…);
2 The concept of competence in relation to knowledge will hereby not be defined, nor will the the-
oretical starting positions be analysed in more detail. They are dealt with more broadly in Štefanc
(2012).
contextualising teaching (in)effectiveness and student (under)achievement
expected by teachers.2 In order to perform tasks they meet in their profession-
al life, future teachers must acquire vastly diverging competencies. However,
this knowledge cannot be fully acquired during the course of their studies and
internships. This is why it is imperative that teachers continue with learning
and training throughout their careers.
When defining competencies of teachers, it is possible to refer to five “ge-
neric” areas, as outlined by Marentič Požarnik (2007). Marentič Požarnik based
these areas on a comparative analysis of competencies of teachers in the Neth-
erlands and in Scotland, and European recommendations (ATEE, 2005). The
five areas are:
– Communication and relations;
– Effective teaching;
– Organisation and management;
– Participation in working and social environments;
– Professional development.
Based on recent debates, (see Ivanuš Grmek et al., 2007), a proposal ap-
peared to add two more competencies – generic ICT – and media literacy, one
of the cornerstones of modern society’s functioning.
In this paper the definition by Peklaj (2006) has been chosen as that which
seems the most comprehensive and encapsulates the majority of the topics
mentioned herein. Moreover, Peklaj’s definition was perfected and analysed
through the study and can thus contribute most towards the development
and promotion of lifelong learning and personality resilience by students. Pek-
laj defines five key areas of teachers’ competencies:
- Effective teaching (teachers, for instance, display appropriate knowled-
ge and understanding of the subject(s) they teach, are familiar with
students’ development, teaching rules, individual differences among
students, factors that facilitate learning, are aware of pedagogic theo-
ry and didactic rules…);
- Lifelong learning (teachers, for instance, use different methods to fos-
ter motivation in various areas of teaching, use ICT in teaching, deve-
lop information literacy in students…);
- Management and communication (teachers effectively communicate
with students and develop positive relationships with them, create an
encouraging learning environment, set clear rules for behaviour and
discipline in the classroom…);
2 The concept of competence in relation to knowledge will hereby not be defined, nor will the the-
oretical starting positions be analysed in more detail. They are dealt with more broadly in Štefanc
(2012).
contextualising teaching (in)effectiveness and student (under)achievement
