Preliminary communication

'CRITICAL POINTS' OF TEACHERS' PEDAGOGICAL COMPETENCE

Vesna Kostović-Vranješ ; Filozofski fakultet u Splitu, Prirodoslovno matematički fakultet u Splitu, Hrvatska
Maja Ljubetić ; Filozofski fakultet u Splitu, Hrvatska

Abstract

The issue of pedagogical competence is at the centre of attention of
researchers and experts in social sciences because of its great importance for the quality
of the education process. A pedagogically competent teacher is expected to have special
knowledge and skills, but also personal traits to become a positive role model for his/her
pupils, and an authority whose example they will follow volontarily. In order to
investigate the elements of pedagogical competence and incompetence of teachers, we
have conducted research including 260 male and female teachers from primary schools
in Splitsko-dalmatinska county. The research results indicated that the pedagogical
compoetence of teachers should be viewed as a continuum ranging from incompetence
(the elements of which are doubt, insecurity, ignorance, dissatisfactory relationships, the
sense of being burdened by the teaching profession, etc.), to competence in all aspects
of pedagogical activity, security, choice of adequate methods, etc., all of which results
in the sense of satisfaction with being a teacher. The results obtained, especially the
ones concerning pedagogical incompetence, are the starting point for the
operationalization of the programme of permanent professional development of
teachers, especially aimed at increasing the level of their pedagogical competence.

Keywords

pedagogical competence; permantent professional development; (in)competence

Hrčak ID:

36909

URI

https://hrcak.srce.hr/36909

Publication date:

2.12.2008.

Article data in other languages: croatian

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