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The Future of Education 10th Edition 2020

Teachers’ Professional Skills and Competencies: What Are the most Important?

Sofia Cramerotti

Abstract

The aim of this research is to investigate teachers’ professional skills and competencies through a self-reflection and self-evaluation approach using a framework-syllabus developed inside a specific multi-professional research project. To favour the construction of a high-quality framework for this study, a heterogeneous team of 15 users with complementary competencies was involved in the development (educational researchers, school principals-head teachers, teachers of all grades) of a framework based on Italian and international professional standards. In this work I present the preliminary result of a pilot study that has investigated the perception of importance of a group of practitioners referring to the framework-syllabus of skills and competencies that each “expert teacher” should master in order to meet the requirements of the teaching profession. To do this, I grouped the most relevant competencies in an online syllabus framework-tool. It was structured in 3 macro-areas (professional, teaching and organizing) and 16 competencies expressed in 77 different behavioural indicators (how demonstrate the indicator in her/his practice). The teachers’ opinion on professional competencies were investigated through a self-reflection and self-evaluation/assessment approach. The tool created for the purpose, implemented and used by the participants, was an online questionnaire.  The results showed the order in importance assigned to the 16 competencies (from most important=1 to less important=16). The order illustrates the particular emphasis placed on the ethical aspects related to the profession, continuous learning/innovation, leadership role and inclusive approaches for all the students. A particular focus emerged in connection to the strategic role of relationships and collaboration; this aspect was strengthened by a specific item were the participants underlined the great importance of team work. These preliminary results indicate that professional evaluation standards provide educational evaluation knowledge that teachers can use to acquire the working experience they use in their profession.

Keywords: Teachers’ professional development; skills; competencies; self-perception.

References:


[1] Call, K. (2018), Professional Teaching Standards: A Comparative Analysis of Their History, Implementation and Efficacy, Australian Journal of Teacher Education, v43 n3 Article 6 p93-108.
[2] Commission of the European Communities (2005), The Teaching Profession in Europe: Profile: Trends and Concerns, Report V. Reform of Teaching Professions: A Historical Survey. General Lower Secondary Education, Eurydice, Brussels.
[3] Danielson, C. (2007), Enhancing Professional Practice: A Framework for Teaching, Association for Supervision and Curriculum Development, Alexandria.
[4] Darling-Hammond, L., Baratz-Snowden J. (2005), A Good Teacher in Every Classroom: Preparing the Highly Qualified Teachers Our Children Deserve, Jossey-Bass Inc Pub.
[5] INDIRE (2018), Indicazioni per il bilancio iniziale delle competenze, Indire Firenze. http://neoassunti.indire.it/2018/files/indicazioni_bilancio_iniziale.pdf
[6] OECD (2009), Evaluating and Rewarding the Quality of Teachers. International Practices, Paris.


Publication date: 2020/06/19
ISBN: 978-88-85813-87-8
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