Tímarit um menntarannsóknir - 01.01.2008, Síða 104

102
Tímarit um menntarannsóknir, 5. árgangur 2008
is more than a combination of professional
and practical competence. Because of new
demands on teachers in modern societies, for
example the responsibility for their students’
personal development, the personal aspect
must be involved in definitions of teacher
competence (Krejsler, Laursen, & Ravn,
2004; Laursen, 2004). According to a new
Nordic research project, the professional
competence needed by new teachers is more
than an integration of theoretical knowledge
and practical experience; it involves personal
qualities that are connected to the teacher
role and, furthermore, understanding of social
situations and the cultural context in modern
schools and societies (Ragnhildur Bjarnadóttir,
2008a). According to my definition, teacher
competence is more than knowledge, skills
and personal qualities; it means being able to
use the knowledge, skills and qualities that the
teacher has developed to act in a purposeful
and acceptable way on the job – in doing and
thinking – regarding actual situations, social
context and professional standards.
The article ends with a summary and
considerations about the kind of professional
competence that should be supported in
teacher education, emphasizing the need for
involving personal and professional aspects
in competence, and the understanding of
how social situations and cultural context are
involved in the learning process.
Heimildaskrá
Bandura, A. (1997). Self-Efficasy. The
Exercise of Control. New York: W. H.
Freeman.
Broddi Jóhannesson. (1978). Lífsstarf og
frjáls þróun skoðana. Í Lífsstarf og
kenning. Þrjú erindi um uppeldis- og
kennslufræði. Smárit Kennaraháskóla
Íslands og Iðunnar 1. Reykjavík: Iðunn.
Chaiklin, S., og Lave, J. (ritstjórar). (1996).
Understanding Practice. Perspectives
on Activity and Context. Cambridge:
University Press.
Csikzentmihalyi, M. (1990). Flow. The
Psychology of Optimal Experience. New
York: Harper Perennial.
Dale, E. L. (1989). Pedagogisk profesjonalitet.
Oslo: Gyldendal Norsk forlag.
Dale, E. L. (2003). Pedagogikuddannelse
og erkendelsesinteresser. Í T.
Kvernbekk (ritstjóri), Pedagogik og
lærerprofessionalitet (bls. 93–116). Oslo:
KLIM.
Darling-Hammond, L. og Bransford, J.
(ritstjórar). (2005). Preparing teachers for
a changing world: What teachers should
learn and be able to do. San Francisco:
Jossey-Bass.
Deci, E. L. (1975). Intrinsic motivation. New
York: Plenum.
Dweck, C. S. og Leggett, E. L. (1988). A
Social-Cognitive Approach to Motivation
and Personality. Psychological Review,
95(2), 256–273.
Edwards, A. (1998). Mentoring student
teachers in primary schools: assisting
student teachers to become learners.
European Journal of Teacher Education,
2(1), 47–62.
Edwards, A. (2005). Relational agency:
Learning to be a resourceful practitioner.
International Jounal of Educational
Research, 43(3), 168–182.
Edwards, A. og D’Arcy, C. (2004). Relational
Agency and Disposition in Sociocultural
Accounts of Learning to Teach.
Educational Review, 56(2), 147–155.
Ragnhildur Bjarnadóttir