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- Inherent in these standards is the need for beginning teachers to have knowledge of, and be able to teach, literacy, numeracy and scientific thinking, as well as 21st Century competencies in team settings and in cross-curricular ways.
www2.gnb.ca/content/dam/gnb/Departments/ed/pdf/K12/comm/StandardsOfPracticeForBeginningTeachers.pdf21st Century Standards of Practice for Beginning Teachers in ...
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Competencies that teacher candidates should begin to acquire (C10, 11) or partially master (C7-9,13) are assessed (with Yes/No answer) as to whether the competency acquisition is to an appropriate level, given the current stage of the student's professional development (see relevant chart below).
- 2. Student Teacher Resources
The Action Plan synthesizes each placement’s evaluations and...
- 2. Student Teacher Resources
- For Teachers
- Coordination and content
- Title of original document:
- MESSAGE FROM THE MINISTER
- TERMINOLOGY
- Area
- Class
- Cultural facilitator
- Language of instruction
- Student
- Parent
- Program of study
- Introduction
- 1.1. A changing society
- 1.8. Education policy and research on education and teaching
- Foundations of the reference framework
- 2.1. Culture: the basis of education and teaching
- 2.2. Language: the basis of education and teaching
- 2.3. Teachers: building relationships with students
- 2.4. Teachers: professionals specialized in teaching and learning
- Principles that underlie teaching
- 3.1. First principle: act to further student learning and education
- 3.2. Second principle: know how to exercise professional autonomy in different situations
- Teacher education based on the knowledge that underlies teaching
- 4.1. Knowledge about students and learning
- 4.2. Knowledge of the subject matter and the program of study
- 4.3. Knowledge of didactic and pedagogical strategies
- A structured vision of the organization of competencies
- (Ministère de l’Éducation 2001)
- Competency 11
- Competencies expected of teachers
- 6.1. Two fundamental competencies
- Act as a cultural facilitator when carrying out duties
- AIM
- KEY ELEMENTS
- Master the language of instruction
- AIM
- DESCRIPTION
- KEY ELEMENTS
- 6.2. Area 1: Six specialized competencies central to working with and for students
- Plan teaching and learning situations
- AIM
- DESCRIPTION
- KEY ELEMENTS
- Implement teaching and learning situations
- AIM
- DESCRIPTION
- KEY ELEMENTS
- Evaluate learning
- DESCRIPTION
- KEY ELEMENTS
- Manage how the class operates
- DESCRIPTION
- KEY ELEMENTS
- Take into account student diversity
- AIM
- DESCRIPTION
- KEY ELEMENTS
- Support students’ love of learning
- AIM
- KEY ELEMENTS
- 6.3. Area 2: Two competencies underlying collaborative professionalism
- Be actively involved as a member of the school team
- AIM
- KEY ELEMENTS
- Co-operate with the family and education partners in the community
- AIM
- Commit to own professional development and to the profession
- AIM
- KEY ELEMENTS
- 6.5. Two cross-curricular competencies
- Mobilize digital technologies
- AIM
- DESCRIPTION
- Act in accordance with the ethical principles of the profession
- AIM
- KEY ELEMENTS
- Educating future teachers in the competencies
- 7.1. The development and mastery of professional competencies: current trends
- 7.2. The contributions of initial teacher education to the development of professional competencies
- Legend
- 7.3. Competencies partially acquired before enrolling in teacher education
- Education in the two fundamental competencies
- Education in Area 1 competencies
- Education in the two cross-curricular competencies
- 7.5. Competencies as drivers of ongoing professional development
- The present and future of teacher education
- THE NETHERLANDS
REFERENCE FRAMEWORK FOR PROFESSIONAL COMPETENCIES
Direction de la valorisation et de la formation du personnel enseignant Direction générale des politiques et de la performance ministérielle Politiques et relations du travail dans les réseaux
Référentiel de compétences professionnelles – Profession enseignante
I am excited and, at the same time, very proud to present the second edition of the Reference Framework for Professional Competencies for Teachers. Centred around the act of teaching, a fundamental human activity, this document is designed to guide the development of teacher training programs at the university level and to support the continuing pr...
In this document, these concepts have the following meaning.
A broad area of intervention that teachers engage in with regard to work responsibilities, tasks and situations. This document covers three main areas the teacher-student relationship, relationships with education partners (colleagues, members of the school administration, family members, etc.) and the sense of belonging to a profession. These area...
The location where the teacher-student relationship is concretely manifested through educational, teaching and learning activities. The location includes classrooms in the traditional sense as well as the gymnasium, art class, amphitheatre, vocational training workshops, computer workstations, preschool education facilities, virtual space, etc.
Denotes the teacher who assumes their full role as interpreter, critic and facilitator of culture.
As stipulated in the Charter of the French Language, French, the only official language in the province of Québec, is the language of instruction for all elementary and secondary school students attending a public or private institution in Québec, except those eligible to receive instruction in English and those attending a band school, the Naskapi...
Any child, adolescent or adult who takes courses at the preschool, elementary school or secondary school level or in adult education or vocational training.
The person who has the legal guardianship of the child or adolescent, as well as the person responsible for the student’s educational path, including the adult taking adult education or vocational training.
Refers to the ministerial document that serves as a common reference point for all the education and social stakeholders in a given area of teaching.
This document presents the reference framework for core professional competencies for all teachers working in preschool, elementary school, secondary school, vocational training and adult education. It is intended for all individuals involved with teacher education: persons responsible for teacher education programs; teacher educators (professors a...
While today’s world is characterized by generally positive trends, tensions exist. In developing societies and throughout the world, the 20th century has been characterized by a reduction in poverty, increased life expectancy, universal recognition of human rights, including those of Indigenous Peoples, wider access to a fair justice system, greate...
Over the past two decades, a number of legislative and regulatory changes together with new education programs have profoundly altered the school and class environment. The teaching profession today is very different from what it was 20 years ago: expectations with regard to student success are high; school populations have become a veritable mosai...
A reference framework for competencies is based on a vision of the teachers to be developed through education. Part 2 details this vision and demonstrates its relevance for teacher education. Regardless of the field, the goal of any university-level professional education program is, first and foremost, to prepare students to practise a profession...
Education is a process that enables students—through the agency of the teacher as facilitator— to take ownership of their cultural heritage and to achieve their potential as humans, as members of a community or a society and as individuals (Charlot 1997). This cultural heritage is composed of symbolic languages that have developed over the course o...
Much more than an instrument of communication, language is essentially a cultural object and a link to culture. As a key tool for cultural initiation, language is therefore a preferred vehicle for relating to the world, to others and to oneself (Ministère de l’Éducation 2001). In this sense, it is the basis of education and teaching, and naturally ...
The key objective of initial teacher education is to prepare future teachers to practise their profession and prepare them in the best way possible. Afterwards, ongoing professional development is necessary to enable teachers to practise their profession in keeping with advances in knowledge and societal changes.4 This objective becomes particularl...
Teachers’ relationships with students develop through activities, tasks and actions both inside and outside the classroom, with the students (direct interactions with them) and without the students (preparation of teaching and learning situations, correction of student work, meetings with parents, etc.). These relationships are characterized by pro...
To act professionally is to act in accordance with certain principles.
Professional activity requires the professional to mobilize knowledge and demonstrate good judgment in order to achieve a prescribed outcome, an outcome that is governed by values and meets the needs of the people the professional is serving. Teaching only exists because of learning, which is an activity engaged in essentially by students. This is ...
Teachers must have solid knowledge and must know how and when to use this knowledge in an autonomous fashion. Given that knowledge is always imperfect and incomplete, professional knowledge is always provisional and incomplete. All professionals must therefore take into account the limits of what they know depending on the context in which they are...
Teacher education must meet two challenges: ensuring that teachers draw on culture with a strong intellectual tradition and a knowledge base informed by research on teaching and learning, and ensuring that this knowledge becomes resource that supports the competencies. This resource must support teaching practices and increase the teacher’s impact ...
Knowledge about how students learn mainly comes from scientific research findings on learning in its broadest sense, including its neurological, psychological, pedagogical, didactic, social, cultural, and institutional aspects. One of the objectives of teacher education is to enable future teachers to use these findings. Teacher education should pr...
With the Québec school’s mission to instruct comes the primary responsibility to educate every student. The school is therefore called upon to play a unique role in the students’ intellectual development and mastery of knowledge. The competencies that students are required to develop rest on the mastery of certain types of knowledge, and teachers b...
Professional Standard of Teacher Educators. http://www.lerarenopleider.nl/velon/beroepsstandaard/
Professional Standard of Teacher Educators. http://www.lerarenopleider.nl/velon/beroepsstandaard/
Professional Standard of Teacher Educators. http://www.lerarenopleider.nl/velon/beroepsstandaard/
Professional Standard of Teacher Educators. http://www.lerarenopleider.nl/velon/beroepsstandaard/
Professional Standard of Teacher Educators. http://www.lerarenopleider.nl/velon/beroepsstandaard/
Professional Standard of Teacher Educators. http://www.lerarenopleider.nl/velon/beroepsstandaard/
Professional Standard of Teacher Educators. http://www.lerarenopleider.nl/velon/beroepsstandaard/
Professional Standard of Teacher Educators. http://www.lerarenopleider.nl/velon/beroepsstandaard/
Professional Standard of Teacher Educators. http://www.lerarenopleider.nl/velon/beroepsstandaard/
Professional Standard of Teacher Educators. http://www.lerarenopleider.nl/velon/beroepsstandaard/
Professional Standard of Teacher Educators. http://www.lerarenopleider.nl/velon/beroepsstandaard/
Professional Standard of Teacher Educators. http://www.lerarenopleider.nl/velon/beroepsstandaard/
Professional Standard of Teacher Educators. http://www.lerarenopleider.nl/velon/beroepsstandaard/
Professional Standard of Teacher Educators. http://www.lerarenopleider.nl/velon/beroepsstandaard/
Professional Standard of Teacher Educators. http://www.lerarenopleider.nl/velon/beroepsstandaard/
Professional Standard of Teacher Educators. http://www.lerarenopleider.nl/velon/beroepsstandaard/
Professional Standard of Teacher Educators. http://www.lerarenopleider.nl/velon/beroepsstandaard/
Professional Standard of Teacher Educators. http://www.lerarenopleider.nl/velon/beroepsstandaard/
Professional Standard of Teacher Educators. http://www.lerarenopleider.nl/velon/beroepsstandaard/
Professional Standard of Teacher Educators. http://www.lerarenopleider.nl/velon/beroepsstandaard/
Professional Standard of Teacher Educators. http://www.lerarenopleider.nl/velon/beroepsstandaard/
Professional Standard of Teacher Educators. http://www.lerarenopleider.nl/velon/beroepsstandaard/
Professional Standard of Teacher Educators. http://www.lerarenopleider.nl/velon/beroepsstandaard/
Professional Standard of Teacher Educators. http://www.lerarenopleider.nl/velon/beroepsstandaard/
Professional Standard of Teacher Educators. http://www.lerarenopleider.nl/velon/beroepsstandaard/
Professional Standard of Teacher Educators. http://www.lerarenopleider.nl/velon/beroepsstandaard/
Professional Standard of Teacher Educators. http://www.lerarenopleider.nl/velon/beroepsstandaard/
Professional Standard of Teacher Educators. http://www.lerarenopleider.nl/velon/beroepsstandaard/
Professional Standard of Teacher Educators. http://www.lerarenopleider.nl/velon/beroepsstandaard/
Professional Standard of Teacher Educators. http://www.lerarenopleider.nl/velon/beroepsstandaard/
Professional Standard of Teacher Educators. http://www.lerarenopleider.nl/velon/beroepsstandaard/
Professional Standard of Teacher Educators. http://www.lerarenopleider.nl/velon/beroepsstandaard/
Professional Standard of Teacher Educators. http://www.lerarenopleider.nl/velon/beroepsstandaard/
Professional Standard of Teacher Educators. http://www.lerarenopleider.nl/velon/beroepsstandaard/
Professional Standard of Teacher Educators. http://www.lerarenopleider.nl/velon/beroepsstandaard/
Professional Standard of Teacher Educators. http://www.lerarenopleider.nl/velon/beroepsstandaard/
Professional Standard of Teacher Educators. http://www.lerarenopleider.nl/velon/beroepsstandaard/
Professional Standard of Teacher Educators. http://www.lerarenopleider.nl/velon/beroepsstandaard/
Professional Standard of Teacher Educators. http://www.lerarenopleider.nl/velon/beroepsstandaard/
Professional Standard of Teacher Educators. http://www.lerarenopleider.nl/velon/beroepsstandaard/
Professional Standard of Teacher Educators. http://www.lerarenopleider.nl/velon/beroepsstandaard/
Professional Standard of Teacher Educators. http://www.lerarenopleider.nl/velon/beroepsstandaard/
Professional Standard of Teacher Educators. http://www.lerarenopleider.nl/velon/beroepsstandaard/
Professional Standard of Teacher Educators. http://www.lerarenopleider.nl/velon/beroepsstandaard/
Professional Standard of Teacher Educators. http://www.lerarenopleider.nl/velon/beroepsstandaard/
Professional Standard of Teacher Educators. http://www.lerarenopleider.nl/velon/beroepsstandaard/
Professional Standard of Teacher Educators. http://www.lerarenopleider.nl/velon/beroepsstandaard/
Professional Standard of Teacher Educators. http://www.lerarenopleider.nl/velon/beroepsstandaard/
Professional Standard of Teacher Educators. http://www.lerarenopleider.nl/velon/beroepsstandaard/
Professional Standard of Teacher Educators. http://www.lerarenopleider.nl/velon/beroepsstandaard/
Professional Standard of Teacher Educators. http://www.lerarenopleider.nl/velon/beroepsstandaard/
Professional Standard of Teacher Educators. http://www.lerarenopleider.nl/velon/beroepsstandaard/
Professional Standard of Teacher Educators. http://www.lerarenopleider.nl/velon/beroepsstandaard/
Professional Standard of Teacher Educators. http://www.lerarenopleider.nl/velon/beroepsstandaard/
Professional Standard of Teacher Educators. http://www.lerarenopleider.nl/velon/beroepsstandaard/
Professional Standard of Teacher Educators. http://www.lerarenopleider.nl/velon/beroepsstandaard/
Professional Standard of Teacher Educators. http://www.lerarenopleider.nl/velon/beroepsstandaard/
Professional Standard of Teacher Educators. http://www.lerarenopleider.nl/velon/beroepsstandaard/
Professional Standard of Teacher Educators. http://www.lerarenopleider.nl/velon/beroepsstandaard/
Professional Standard of Teacher Educators. http://www.lerarenopleider.nl/velon/beroepsstandaard/
Professional Standard of Teacher Educators. http://www.lerarenopleider.nl/velon/beroepsstandaard/
Professional Standard of Teacher Educators. http://www.lerarenopleider.nl/velon/beroepsstandaard/
The principal aim of this study is to consider the competencies of the modern teacher. To understand 21 st-century instructional skills, we researched the following issues: students’ skills; levels of teachers’ professional growth; teachers’ pedagogical culture; pedagogical innovations, and st-century teaching 21 competencies. Keywords:
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These Standards of Practice describe the knowledge, skills, competencies, values and personal commitment expected of beginning teachers after having completed a teacher preparation program in order to teach in New Brunswick’s inclusive public education system.
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1. Newly qualified teachers must have sound subject knowledge. Content knowledge 2. Newly qualified teachers must know how to teach their subject(s) and how to select, determine the sequence and pace of content in accordance with both subject and learner needs. 3. Newly qualified teachers must know who their
Mar 26, 2018 · Teacher competency frameworks comprise of a number of competencies, which can be the knowledge, skills and attitudes that enable an educator to develop effective teaching practices. They exist in various forms and degrees of development in the vast majority of countries.
threshold competencies upon completion of an induction period. The ICR is built up on the Teacher Competencies Framework (TCF) as released by ACTEQ in November 2003, with its six core values of: ! The belief that all students can learn ! Love and care for students ! Respect for diversity ! Commitment and dedication to the profession !
