CONCEPTIONS FOR KEY COMPETENCES AND EXPECTATIONS TO THE CONTEMPORARY TEACHER
Siyka Chavdarova – Kostova
(Sofia, Bulgaria)
Аннотация. Ключевые компетентности рассматриваются с точки зрения учителя и его работы с учащимися в классах. Сравниваются и обсуждаются две концепции ключевых компетентностей в отношении их возможностей для воспитания и личностного развития учеников. Основное положение состоит в том, что учителю необходимо хорошо знать различныегруппы компетентностей и развивать стратегии их применения вклассах и школе. Специальный акцент ставится на воспитательном измерении компетентностного подхода, которое отзличается от предметно-содержательного, ориентированного на дидактическую деятельность.
Ключевые слова: ключевые компетентности, воспитательное измерение, ангажированность учителя в отношении компетентностного подхода.
The problem of the key competences is commented from the teachers` position and his/her work with pupils in the classrooms. Two conceptions for key competences are compared and discussed regarding to educational possibilities for pupils` personal development. The thesis is that the teacher should know very well different competences complexes and should develop strategies for their performance in the classrooms and in the school. Special accent is put on the educational dimension of the competence approach that differs from the subject-content orientated didactic activity. The application of different competences` complexes is commented as a big serious challenge to the teachers in their everyday practice and to the university teacher training.
Key words: key competences, educational dimension, teacher engagement with competence approach
The conception about so called “key competences” became very popular in the last several years. One of the reason for this fact is its status in the Recommendation of the European Parliament and of the Council of 18 December 2006on key competences for lifelong learning(2006/962/EC). This status made the conception very popular not only on the political level (European educational policy, national educational policy), but also on the academic level as provocation to different kinds of interpretations.
The definition of the competences in this Recommendation is: “a combination of knowledge, skills and attitudes appropriate to the context”. They are necessary “for personal fulfilment and development, active citizenship, socialinclusion and employment”. All 8 key competences: Communication in the mother tongue, Communication in foreign languages, Mathematical competence and basic competences in science and technology, Digital competence, Learning to learn, Social and civic competences, Sense of initiative and entrepreneurship andCultural awareness and expression are “considered equally important, because each of them can contribute to a successful life in aknowledge society” [4: 4].
There is another conception about key competences that differs in names and structures of competences. There are 3 broad competences` categories in the OECD conception: Use tools interactively, Interact in heterogeneous groups, Act autonomously. These categories “are interrelated, and collectively form a basis foridentifying and mapping key competencies”. The base for the categories is “the need for individuals to think and act reflectively”. Reflectiveness is “not just the ability to applyroutinely a formula or method for confronting a situation, but also the ability to deal withchange, learn from experience and think and act with a critical stance” [5: 5].
How these conceptions reflect on the expectations to the contemporary teacher? From one side, they are related to the professional work of the teacher with pupils and his/her expectations to their learning achievements and behavior in the classroom. Here, each competence or competence category is some kind criteria for pupils` attainment in learning and social communication in the school. From other side, they could be interpreted as criteria for teacher` characteristics that are important for the effective pedagogical work.
Why the teacher should know the complex of the eight key competences. Not only because its political meaning (despite it is also important for all EU countries as political guidelines that reflect some common vision on what is important for the contemporary EU citizen, not with compulsory character but as a recommendation). For some teachers it could not be a difficult task – if the subject that they teach corresponds to some key competence (in particular, the competences 1-4, 6, 8). It`s very important teacher to take attention as on knowledge and skill dimensions of the competences as on attitude dimension that is naturally educational in comparison with the first and the second that are more didactic orientated. The teacher as a professional should think as for the academic achievements of his/her pupils as for their development of personality (namely in the context of human relations, their moral dimensions, formation of identity and self-esteem) [Чавдарова – Костова, 2011]. The first and the second dimensions have meaning for the assessment of pupils (and sometimes of teacher`s professional success) – internal and external, how they have mastered the learning content. In their work some teachers put accent only on this, thinking their work mainly from its didactic significance. But the teachers should be also educators that think about formation of the personality (that is difficult to assess by marks in internal or external assessment). Attitude dimension in each competence reminds that teachers` work is more than work for knowledge and skills.
Some examples: “A positive attitude towards communication in the mother tongue involves a disposition to critical and constructivedialogue, anappreciation of aesthetic qualities and a willingness to strive for them, and an interest in interaction withothers. This implies an awareness of the impact of language on others and a need to understand and use language in apositive and socially responsible manner.” (Communication in the mother tongue); “A positive attitude involves the appreciation of cultural diversity, and an interest and curiosity in languages andintercultural communication.” (Communication in foreign languages); “A positive attitude in mathematics is based on the respect of truth and willingness to look for reasons and toassess their validity.Competence includes an attitude of critical appreciation and curiosity, an interest in ethical issues and respect forboth safety and sustainability, in particular as regards scientific and technological progress in relation to oneself,family, community and global issues.” (Mathematical competence and basic competences in science and technology) [4: 5, 6].
Maybe for the teachers could be more difficult to realize activities in the context of the competences Learning to learn or Sense of initiative and entrepreneurship because they are not directly related to some subject. The first of them is classical in the theory of self-education. The second is necessary for the economic development. Good psychological preparation is very necessary for the teachers to have success in realization of attitude dimension of the competence Learning to learn: “A positive attitude includes the motivation and confidence to pursue and succeed at learning throughout one's life. Aproblem-solving attitude supports both the learning process itself and an individual's ability to handle obstacles andchange. The desire to apply prior learning and life experiences and the curiosity to look for opportunities to learn andapply learning in a variety of life contexts are essential elements of a positive attitude [4: 7].” Another preparation is necessary for the development of knowledge, skills and especially attitude dimension of the competence Sense of initiative and entrepreneurship: “A positive attitude includes the motivation and confidence to pursue and succeed at learning throughout one's life. Aproblem-solving attitude supports both the learning process itself and an individual's ability to handle obstacles andchange. The desire to apply prior learning and life experiences and the curiosity to look for opportunities to learn andapply learning in a variety of life contexts are essential elements of a positive attitude [4: 9].”
The competence framework of the OECD is more educational than didactic orientated. Its application in everyday teachers` work requires more professional engagement in development of moral based pupils` interpersonal relations and self-education. Such orientation is clearly declared at the beginning of the presentation of competences: “A competency is more than just knowledge and skills. It involves the ability to meet complexdemands, by drawing on and mobilising psychosocial resources (including skills and attitudes)in a particular context. For example, the ability to communicate effectively is a competency thatmay draw on an individual’s knowledge of language, practical IT skills and attitudes towardsthose with whom he or she is communicating [5: 4].”
The comparison between two complex of competences shows some similarities not so in a didactic, subject-based plan. It is very clear by the names of the concrete competences in the categories.
The category Using tools interactively contains 3 competences: Use language, symbols and texts interactively, Use knowledge and information interactively, Use technology interactively. The category Interacting in heterogeneous groups. The category Interacting in Heterogeneous groups is formed from the competences: Related well to others, Co-operate, work in teams, Manage and resolve conflicts. The last category Acting autonomously contains categories Act within the big picture, Form and conduct life plans and personal projects and Defend and assert rights, interests, limits and needs [5].
This complex of competences is more directed to the personal development (namely the 3rd category), communication with others (2nd category) and using different informational sources in an interactive way (1st category).The teacher could plan and organize special educational activities to develop necessary pupils` skills and attitudes to the self-development and to communicate with others that differs from him/her. It`s not so easy to realize such activities because the subject teachers need special methodic preparation how to work with these competences complex and really to use them in their educational practice.
The same could be said for the EU understanding of the set of necessary competences for the life-long learning. There is a statement that this could be a problem in the teacher training: “There are indications that, in some countries, initial teacher education preparesteachers to use the key competences approach. However, the majority of teachers are thosealready in service. National reports and policy exchanges show little evidence of systematicefforts to update their competences accordingly [3: 5].”A similar statement could be read in another EU Communication: “Staffneed the skills to give every pupil adequate opportunities to acquire necessary competences ina safe and attractive school environment based on mutual respect and cooperation, whichpromotes social, physical and mental well-being and where bullying and violence have noplace. Yet most countries report shortfalls in teaching skills. Despite this, incentives for, andinvestment in, continuous training and development are weak. Generally, time spent on inservicetraining is minimal and many Member States offer no systematic support for newteachers[2: 12].”
It`s clear that different competences` complexes provoke seriously theoretical and practical educational field. It`s not enough to develop such complexes. The big challenge is to realize their ideas in the everyday school practice. This is a challenge to all teachers but also to the university teacher preparation.
Bibliography
- Чавдарова – Костова, С. (2011) Компетентностите като резултат от възпитателния процес. В: Обучението като път към образованието. УИ „П. Хилендарски”. Пловдив.
- CImproving competences for the 21st Century:An Agenda for European Cooperation on Schools. 3.7.2008. – http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2008:0425:FIN:EN:PDF,
- CKey competences for a changing world. Draft 2010 joint progress report of the Council and the Commission on the implementation ofthe “Education & Training 2010 work programme”. 25.11.2009. – http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2009:0640:FIN:EN:PDF, 24.04.2015
- Recommendation of the European Parliament and of the Council (2006/962/EC). – http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:L:2006:394:0010:0018:en:PDF, 25.04.2015.
- The definition and selection of key competences. Executive summary. OESD. – http://www.deseco.admin.ch/bfs/deseco/en/index/02.parsys.43469.downloadList.2296.DownloadFile.tmp/2005.dskcexecutivesummary.en.pdf, 25.04.2015.
Сведения об авторе
Сийка Георгиева Чавдарова-Костова – доктор педагогических наук, профессор, профессор кафедры теории воспитания, заместитель декана по международным связям и научно-исследовательской работе факультета педагогики Софийского университета имени Св. Климента Охридского (Болгария, г. София)