Page 137 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
P. 137
Another matter that must not be overlooked is the fact that the com- 137
petence development process itself, which determines the changes, can be
quite complex. Competence development (also for teachers) can be observed
at two levels: the level of the organisation (school) and the level of the indi-
vidual (teacher). Competence development on an organisation level encom-
passes various measures that are used by an organisation to try and influence
the scope of competencies in the internal labour market. It includes measures
that relate to progress, formal and informal education and training of employ-
ees, and planned changes to the tasks or work organisation (Kock et al., 2008).
Competence development at an individual level is focused more on individu-
al and personality competencies, even though they all indirectly relate to job
performance. As for the fundamental competencies of individuals, various au-
thors mainly examine communication, personal development, being proac-
tive, social responsibility, reliability, as well as lifelong learning and compe-
tence development, which depends mainly on an individual’s motivation (also
see OECD, 2005).
Only by using a systematic approach to the levels of institution (school)
and individuals (teachers) can one hope that teachers’ competencies and, in
connection with them, subjective conceptions will change in such a way that
they could indirectly also impact changes in their teaching and thus be reflect-
ed in students’ learning outcomes.
While stressing a systematic approach, it is also necessary to point out that
competencies are not only altered on purpose. Unintentional events and ex-
periences can also play a role in changes to an individual’s competencies as
well as his/her individual beliefs (Boytazis, 2006).
Regardless of whether organisational (school in this case) or individu-
al (teacher) competencies and changes to them are being referred to, there
are common models in accordance with which these change. Being aware of
these models can serve as an aid in planning systematic encouragement of in-
dividual competencies. Competence development is not a one-off event but
rather a gradual process.
Cherniss and Goleman (2001) thus define the cycle or process of (emo-
tional) competence development as: (1) preparation for change; (2) training or
learning; (3) application; (4) knowledge transfer and maintenance; (5) evalua-
tion. They use this cycle to define the acquisition of emotional as well as other
competencies at personal and organisational levels. The authors mainly stress
the need to focus on identifying an organisation’s and the involved individuals’
needs; a positive and goal-oriented attitude, motivating the individuals, trans-
fer of the newly-acquired competencies into all spheres of the activity, and
an ongoing and final evaluation which provides information about what has
been gained and what needs still exist or were created anew.
contextualising teaching (in)effectiveness and student (under)achievement
petence development process itself, which determines the changes, can be
quite complex. Competence development (also for teachers) can be observed
at two levels: the level of the organisation (school) and the level of the indi-
vidual (teacher). Competence development on an organisation level encom-
passes various measures that are used by an organisation to try and influence
the scope of competencies in the internal labour market. It includes measures
that relate to progress, formal and informal education and training of employ-
ees, and planned changes to the tasks or work organisation (Kock et al., 2008).
Competence development at an individual level is focused more on individu-
al and personality competencies, even though they all indirectly relate to job
performance. As for the fundamental competencies of individuals, various au-
thors mainly examine communication, personal development, being proac-
tive, social responsibility, reliability, as well as lifelong learning and compe-
tence development, which depends mainly on an individual’s motivation (also
see OECD, 2005).
Only by using a systematic approach to the levels of institution (school)
and individuals (teachers) can one hope that teachers’ competencies and, in
connection with them, subjective conceptions will change in such a way that
they could indirectly also impact changes in their teaching and thus be reflect-
ed in students’ learning outcomes.
While stressing a systematic approach, it is also necessary to point out that
competencies are not only altered on purpose. Unintentional events and ex-
periences can also play a role in changes to an individual’s competencies as
well as his/her individual beliefs (Boytazis, 2006).
Regardless of whether organisational (school in this case) or individu-
al (teacher) competencies and changes to them are being referred to, there
are common models in accordance with which these change. Being aware of
these models can serve as an aid in planning systematic encouragement of in-
dividual competencies. Competence development is not a one-off event but
rather a gradual process.
Cherniss and Goleman (2001) thus define the cycle or process of (emo-
tional) competence development as: (1) preparation for change; (2) training or
learning; (3) application; (4) knowledge transfer and maintenance; (5) evalua-
tion. They use this cycle to define the acquisition of emotional as well as other
competencies at personal and organisational levels. The authors mainly stress
the need to focus on identifying an organisation’s and the involved individuals’
needs; a positive and goal-oriented attitude, motivating the individuals, trans-
fer of the newly-acquired competencies into all spheres of the activity, and
an ongoing and final evaluation which provides information about what has
been gained and what needs still exist or were created anew.
contextualising teaching (in)effectiveness and student (under)achievement
