Teachers’ competences: strategic versus personal view
| Authors | |
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| Year of publication | 2021 |
| Type | Appeared in Conference without Proceedings |
| MU Faculty or unit | |
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| Description | Although several national and international policy documents speak of the need to create competence profiles or teachers’ quality standards, in practice, these documents are often only general guidelines (in the Czech context e.g., Ministry of Education 2020, in the European context e.g., Council conclusions 2020/C193/04). The OECD TALIS study (Boudová et al. 2020) showed that the Czech teachers do not feel competent to work with diverse classrooms, suggesting that the official documents are not translated into practice of university curricula and national strategic documents. The study has also shown that, compared to other post-socialist countries, teachers in the Czech Republic evaluate their own preparedness for teaching as rather insufficient (OECD, 2018). In this study, we aim to explore these findings and teachers’ subjective perceptions of their own competences in relation to inclusive education. We question whether national policies reflect the international strategic policy recommendations, and thus are present in the curricula of the Czech education faculties either. This further leads to the question whether teachers feel sufficiently prepared for educating in diverse environments. |
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