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Competency framework for teachers. Bremen Forum. April, 17 th and 18th 2008. Teresa Guasch, Ibis Alvarez & Anna Espasa Department of Psychology and Education. Open University of Catalonia. The concept of competency?.

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competency framework for teachers

Competency framework for teachers

Bremen Forum. April, 17th and 18th 2008

Teresa Guasch, Ibis Alvarez & Anna Espasa

Department of Psychology and Education.

Open University of Catalonia.

the concept of competency
The concept of competency?
  • The concept of competency is used in different ways (different studies, with different approaches)
  • We conceptualise competency as:

Complex system of actions that integrates knowledge, practical skills, attitudes, value orientation, emotions and other social behavioural component that together can be mobilized for effective action.

Socially situated competency

  • How do we understand training on competencies?
functions roles competencies tasks

Setting out and defining FUNCTIONS/

ROLES of the university teacher in virtual learning environments

Describing TASKS required by the teacher competencies and functions in virtual learning environments

Identifying the COMPETENCIES called for by the defined functions

Functions/roles --- competencies--- tasks
methodology
Methodology
  • Participants: teachers trainers and teachers with experience on pedagogical use of ICT to teach in HE.
  • Discussion throught a platform during 15 days.
  • Online discussion about:
    • Which competencies do you identify that higher education teachers should have for teaching with ICT?
    • Which teaching and learning methodologies do you consider good experiences for the design of practices that favour the development of theses competencies?
  • The focus group let us design a questionnaire for the Delphi Method

STEP 1: Net-based Focus group (simultaneously 8 net-based focus groups): 70 participants –from 16 universities.

methodology5
Methodology

STEP 2. Delphi Method: Group of experts. 78 European participants.

Answered a questionnaire (designed from the focus group).

Two rounds, with the aim of getting consensus about the next questions:

  • Current teacher functions for ICT supported teaching and learning.
  • The specific competences that demand new teacher’ functions.
  • Tasks or problems that teachers should make or face in ICT supported teaching and learning.
  • Teacher training needs to improve teaching with ICT in Higher Education.
  • Methodological criteria for design teacher training practice to improve the teachers’ competences for teaching with ICT in Higher Education and the pedagogical use of ICT.
methodology6
Methodology

STEP 2. Delphi Method: Group of experts. 78 European participants.

Answered a questionnaire (designed from the focus group).

Two rounds, with the aim of getting consensus about the next questions:

  • Current teacher functions for ICT supported teaching and learning.
  • The specific competences that demand new teacher’ functions.
  • Tasks or problems that teachers should make or face in ICT supported teaching and learning.
  • Teacher training needs to improve teaching with ICT in Higher Education.
  • Methodological criteria for design teacher training practice to improve the teachers’ competences for teaching with ICT in Higher Education and the pedagogical use of ICT.
results teacher s roles in an online learning environment

Pedagogical Role

Social

Role

Educational situation

Technological domain

Designing/

Planning role

Management domain

Results: Teacher’s roles in an online learning environment
results
Results
  • Competences:
  • Use ICT tools to effectively assess students’ knowledge (to promote self-assessment; formative and summative assessment);
  • Support students acquisition of learning strategies;
  • -…

Pedagogical Role

Social

Role

Educational situation

Technological domain

Designing/

Planning role

Management domain

results10
Results

Pedagogical Role

Social

Role

Educational situation

Technological domain

  • Competences:
  • Make decisions about methodologies appropiate to previous knowledge and experience of students
  • - To anticipate students’s problems in an assigment…

Designing/

Planning role

Management domain

results11
Results
  • Competences:
  • Positive and constructive feedback
  • Promote collaboration among students…

Pedagogical Role

Social Role

Educational situation

Technological domain

Designing/

Planning role

Management domain

results12
Results
  • Competences:
  • Be updated in new ICT pedagogical purposes;
  • Undestand the possibilities of ICT (its potencial and constrictions)…

Pedagogical Role

Social

Role

Educational situation

Technological domain

Designing/

Planning role

Management domain

results13
Results

Pedagogical Role

Social

Role

Educational situation

Technological domain

  • Competences
  • - Manage the ICT teaching and learning process in a coordinated way
  • Manage different types of information from different sources

Designing/

Planning role

Management domain

cross cutting aspects
Cross cutting aspects
  • Teachers should work in a team with other professionals that give them support on the planning/design, technological and organisational tasks.
  • This means that teachers are fully in control of the learning process, but that they receive support from some teams depending on the teacher’s demand.
competency framework for teachers15

Competency framework for teachers

Bremen Forum. April, 17th and 18th 2008

Teresa Guasch, Ibis Alvarez & Anna Espasa

tguaschp@uoc.edu

Department of Psychology and Education.

Open University of Catalonia.