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Teacher competences: a core challenge for teacher educators

, 2009
This paper recognises that Irish educationalists need to assert and debate the values, knowledge, skills and attitudes that our teachers should acquire, while recognising the limitations of any rubric to describe the essence of a ‘competent’ teacher’. The process of naming our beliefs and values in education has been initiated with the establishment of
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Better teaching in the intensive care unit: navigating a complex, multi-disciplinary learning environment. [PDF]

Crit Care
Guinat M, Vincent JL.
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Fueling AI literacy through school support: unveiling the mediating role of basic psychological need satisfaction in Chinese university English teachers. [PDF]

BMC Psychol
Yang J, Li X.
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Development of clinical teaching competency framework and scale for physician teachers in China: an exploratory sequential mixed methods study. [PDF]

Med Educ Online
Chen Q, Zeng F.
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The relationship between college students' perceived physical education environment and student engagement: a latent profile and structural equation modeling analysis. [PDF]

Front Sports Act Living
Guan A, Zhang L, Wu H.
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The system and characteristics of teacher beliefs of preservice physical education teachers in China: a qualitative approach. [PDF]

Front Psychol
Li L.
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Exploring the intersections between digital competence with job motivation and job efficacy in EFL teachers: insights from achievement goal theory. [PDF]

BMC Psychol
Tian J, Hashemifardnia A, Akhter S.
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