Use this url to cite publication: https://cris.mruni.eu/cris/handle/007/24362
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Teachers’ self-evaluation of generic and didactic competencies
Type of publication
Straipsnis konferencijos medžiagoje Web of Science duomenų bazėje / Article in conference proceedings in Web of Science database (P1a1)
Author(s)
Title
Teachers’ self-evaluation of generic and didactic competencies
Date Issued
2018
Extent
p. 1532-1536
Is part of
INTED 2018. 12th international technology, education and development conference : conference proceedings, 5 - 7 March, Valencia (Spain), 2018 / [Edited by L. Gómez Chova, A. López Martínez, I. Candel Torres]. Valencia : IATED Academy, 2018. ISBN 9788469794807.
Field of Science
Abstract
Competent teacher is one of the most important factors contributing to the quality of education especially in the context of constant changes in the educational environment and the teacher’s role. According to the contemporary practice applied in many institutions, human resources are managed on the basis of competencies’ models. School is not an exception. Lithuania has officially defined the competencies necessary for the teachers of general education schools. However systematic models don’t exist and assessment of the teachers’ competencies on the grounds of such models is not performed. Therefore, the purpose of this research was – evaluation of level of teachers’ generic and didactic competencies, their relative importance and developmental needs from the perspective of the teachers themselves. Quantitative methodology – representative survey of the teachers was carried out. 865 teachers representing Lithuanian general education schools participated in the survey. Didactic competencies were defined according to the official legal documents and definition of generic competencies was based on Hay/McBer dictionary of the competencies taking into consideration legal regulations. The main results of the research indicated that the most developed teachers’ competencies were considered to be schoolchildren achievement and advancement recognition, assessment and provision of support in learning and schoolchildren motivation. Analysis of the research data demonstrated the tendencies of teachers’ work area self-perception. Lithuanian teachers tend to perceive their work within the boundaries of their specialization, not to accept leadership roles, they consider themselves as not much involved in schoolchildren career development processes and not necessitating to perform professional action research.
Is Referenced by
Type of document
type::text::conference output::conference proceedings::conference paper
ISBN (of the container)
9788469794807
ISSN (of the container)
2340-1079
WOS
000447408801084
eLABa
26805325
Coverage Spatial
Ispanija / Spain (ES)
Language
Anglų / English (en)
Bibliographic Details
8
Project(s)
Ministry of Education and Science of the Lithuanian Republic |