Tímarit um menntarannsóknir - 01.01.2008, Qupperneq 104

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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.
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Ragnhildur Bjarnadóttir