Teachers' Pedagogical Competence as a Prerequisite for Entering the Profession

Autor/in	Liakopoulou, Maria
Titel	Teachers' Pedagogical Competence as a Prerequisite for Entering the Profession
Quelle	In: European Journal of Education, 46 (2011) 4, S.474-488 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-8211
DOI	10.1111/j.1465-3435.2011.01495.x
Schlagwörter	Teaching (Occupation); Evaluation; Qualifications; Knowledge Base for Teaching; Teaching Skills; Pedagogical Content Knowledge; Instruction; Teacher Recruitment; Teacher Qualifications; Teacher Competencies; Competence; Minimum Competencies; Teacher Education; Teacher Selection + Suchen Sie Ihr Suchwort? Teaching; Lehrberuf; Evaluierung; Qualifikation; Qualifikationsstufe; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Pädagogische Kompetenz; Teaching process; Unterrichtsprozess; Lehrerrekrutierung; Lehrqualifikation; Lehrkunst; Kompetenz; Fundamentum; Mindestwissen; Lehrerausbildung; Lehrerbildung
Abstract	Since 1980, the recruitment of teachers in many countries has followed a systematic certification procedure, i.e. a selection procedure according to criteria set by the State which are considered the minimum qualification for entrance into the profession. The term used in the last few years to define the desired level of qualification of teachers is competence. The purpose of this article is two-fold: a) to review the relevant literature and research in order to record those qualifications that ensure teachers' pedagogical competence at international level, and b) to present the Greek case--a State that evaluates teachers' pedagogical competence before they become a part of the teaching profession--in order to reveal the strengths and limitations of this evaluation process. In brief, assessing teachers' pedagogical competence is a difficult and complex procedure, as competence is ensured through the acquisition of multiple--in terms of amplitude and content--qualifications. Assessing the acquisition of these qualifications is based, to a great extent, on the procedures followed and the practices of evaluation adopted. Given that contemporary research has triggered a relevant discussion in a context of pedagogical knowledge that secures pedagogical competence, assessing the acquisition of this knowledge is, to a certain degree, possible. The evaluation of pedagogical and teaching skills and opinions is more difficult, and the monitoring of viewpoints, attitudes and beliefs, as well as capabilities, is even more difficult. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10