<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>The design, implementation and evaluation of the initial and continuous training programs for teaching staff are based on the competence approach model, as a way of defining and recognizing training results. Competences are defined as integrative sets of knowledge, skills, motivations and attitudes that mediate professional behaviour and guarantee expert action in specific fields and contexts of activity for the teaching profession. The main fields in which the competences corresponding to the teaching profession are defined and according to which the continuous training programs are designed, realized and evaluated, are: the specialty field, corresponding to the educational disciplines and the teaching position held by the teaching staff; the field of pedagogy and educational psychology; the field of didactics/specialized didactics; the field of educational management and school legislation; the field of information and communication techniques applied in teaching and learning processes, in institutional management and data management. The competence system on which this methodology is based takes over and adapts to the specifics of the teaching profession and to the requirements of Romanian pre-university education the categories and levels of competence with which the European Qualifications Framework and the National Qualifications Framework in higher education operate. The system operates with two fundamental categories of competences: professional competences: cognitive competences; functional-action skills; and transversal skills: role skills; to which the intercultural and interrelationship competence is added, the competence meant to ensure well-being and the competence to support the environment, according to what is stated by the OECD in the PISA Global Competence Framework, The European Sustainability Competence Framework, The Council of Europe Reference Framework of Competences for Democratic Cultures. The pedagogic practice internship involves a set of activities of observation, analysis and support of lessons, all under the guidance of a pedagogic practice mentor. The research method used was the survey, the questionnaire instrument being used in order to interview the students of the “Lucian Blaga” University of Sibiu, Faculty of Letters and Arts and Faculty of Social and Human Sciences.</p>
</abstract>

The design, implementation and evaluation of the initial and continuous training programs for teaching staff are based on the competence approach model, as a way of defining and recognizing training results. Competences are defined as integrative sets of knowledge, skills, motivations and attitudes that mediate professional behaviour and guarantee expert action in specific fields and contexts of activity for the teaching profession. The main fields in which the competences corresponding to the teaching profession are defined and according to which the continuous training programs are designed, realized and evaluated, are: the specialty field, corresponding to the educational disciplines and the teaching position held by the teaching staff; the field of pedagogy and educational psychology; the field of didactics/specialized didactics; the field of educational management and school legislation; the field of information and communication techniques applied in teaching and learning processes, in institutional management and data management. The competence system on which this methodology is based takes over and adapts to the specifics of the teaching profession and to the requirements of Romanian pre-university education the categories and levels of competence with which the European Qualifications Framework and the National Qualifications Framework in higher education operate. The system operates with two fundamental categories of competences: professional competences: cognitive competences; functional-action skills; and transversal skills: role skills; to which the intercultural and interrelationship competence is added, the competence meant to ensure well-being and the competence to support the environment, according to what is stated by the OECD in the PISA Global Competence Framework, The European Sustainability Competence Framework, The Council of Europe Reference Framework of Competences for Democratic Cultures. The pedagogic practice internship involves a set of activities of observation, analysis and support of lessons, all under the guidance of a pedagogic practice mentor. The research method used was the survey, the questionnaire instrument being used in order to interview the students of the “Lucian Blaga” University of Sibiu, Faculty of Letters and Arts and Faculty of Social and Human Sciences.

Current Fundamental Competences - The Specifics of the Teaching Profession

International conference KNOWLEDGE-BASED ORGANIZATION

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

{"article-title":"Current Fundamental Competences - The Specifics of the Teaching Profession"}

The design, implementation and evaluation of the initial and continuous training programs for teaching staff are based on the competence approach model, as a...

Current Fundamental Competences - The Specifics of the Teaching Profession

Pubblicato online: 20 lug 2023

Pagine: 189 - 196

DOI: https://doi.org/10.2478/kbo-2023-0056

Parole chiave
teacher, competences, initial formation, practical stage, specifics of the teaching profession

© 2023 Elena-Lucia Mara et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Current Fundamental Competences - The Specifics of the Teaching Profession

Pubblicato online: 20 lug 2023

Pagine: 189 - 196

DOI: https://doi.org/10.2478/kbo-2023-0056

Parole chiaveteacher, competences, initial formation, practical stage, specifics of the teaching profession

© 2023 Elena-Lucia Mara et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Parole chiave
teacher, competences, initial formation, practical stage, specifics of the teaching profession