Competency frameworks for teachers: a contribution from the European education policy
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Título
Competency frameworks for teachers: a contribution from the European education policyFecha de publicación
2018Editor
Foundation for the Development of the Education SystemISBN
9789949290239Cita bibliográfica
Manso, J., Sánchez-Tarazaga, L. (2018) Competency frameworks for teachers: a contribution from the European education policy. En: Tonna, M. A., Madalińska-Michalak, J. (ed.) Teacher Education Policy and Practice: International Perspectives and Inspiration. Warsaw: Foundation for the Development of the Education System, Key Concepts Series vol. 1, p. 80-101Tipo de documento
info:eu-repo/semantics/bookPartVersión de la editorial
http://czytelnia.frse.org.pl/teacher-education-policy-and-practice/Versión
info:eu-repo/semantics/publishedVersionPalabras clave / Materias
Resumen
In this chapter we provide a review about the European educational
policy regarding teacher competency frameworks. The European Union
acknowledges the importance of conceiving the teacher profile based
on a framework ... [+]
In this chapter we provide a review about the European educational
policy regarding teacher competency frameworks. The European Union
acknowledges the importance of conceiving the teacher profile based
on a framework with the required professional competencies to face the
challenges of the new context and strengthen the teaching profession.
What we tackle here are the fundamentals of those competency-based
patterns from the most recent regulation’s review in Europe in the
field of education, regarding three key aspects: concept, design and
implementation. Firstly, we have to pay attention to the concept. There
is a continuing controversy over how to define “competency” as it is
a polysemic term. Secondly, we deal with some ways to implement
these frameworks across particular European policies. One of the
key ideas present in the literature is the difficulty for agreement,
because it requires a preliminary discussion about education goals,
assumptions about learning, the expectations of society and its
demands to teachers, available resources, priorities and political will,
and the status of the teaching profession, among others. Thirdly, we
highlight the main benefits for their implementation, such as creating
a shared discourse about the teaching profession, providing a selfassessment
tool or consistency to teacher policies. We also provide two examples of teacher competency frameworks which have been
proposed by important contributors. In conclusion, this framework, as
is stated in the European education policy, could interconnect initial
training, selection, induction and continued development of teachers.
That is, it would allow the creation of a lifelong learning structure for the
teaching profession and ensure they further develop them throughout
their careers. [-]
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© Foundation for the Development of the Education System, Warsaw 2018
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