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Strategien der Lehrerbildung / Strategies for Teacher Training

Zur Steigerung von Lehrkompetenzen und Unterrichtsqualität / Concepts for Improving Skills and Quality of Teaching

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Edited By Gerd-Bodo von Carlsburg

Der Band dokumentiert eine Reihe von Beiträgen der XX. Internationalen wissenschaftlichen Konferenz Bildungsreform und Lehrerausbildung, die vom Ministerium für Bildung und Wissenschaft der Republik Litauen, der Litauischen Universität für Bildungswissenschaften in Vilnius (LEU) und der Pädagogischen Hochschule Heidelberg – University of Education gemeinsam veranstaltet wurde. Das Hauptthema der Konferenz waren Bildungs- und Qualitätsstandards der Hochschul- und Schulbildung. Dieses Qualitätsmanagement setzt den Erwerb interaktiver Kompetenzen im Bildungs-, Erziehungs- und Sozialisationsbereich voraus, gewissermaßen als innere Kräfte für Basiskompetenzen, die die Befähigung zu Identität ermöglichen im Hinblick auf die Herausforderungen der Gesellschaft des kommenden Jahrzehnts.

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Teacher’s Professional Competences in the Context of Classical Paradigm and Paradigm of New Education (Emilija Urnėžienė)

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Emilija Urnėžienė Teacher’s Professional Competences in the Context of Classical Paradigm and Paradigm of New Education Abstract The article makes an attempt to reveal professional competences of teachers in the context of classical paradigm and paradigm of new education. The teacher is a personality, who educates and trains the young generation for life. S/he has to find the path to the child’s heart passing down experience acquired from generation to generation, developing the individual’s values, personal features and expanding his/her outlook, i.e., building up learner’s personality. Introduction The teacher’s activities refer to “activities of complex psychological content, which require from an individual high moral substance, well-defined professional pedagog- ical orientation, profound subject-specific knowledge and stable interests, practical and theoretical knowledge of child’s psychology, teaching and upbringing” (Gudelis, 1983, p. 35−36). Specific requirements have always been set out for the teacher’s personality because only personalities are capable of raising other personalities (Laužikas, 1981). A teacher – pedagogue has to foresee future effect of own actions on a child, to lead a child to a better future, to consider each step and to harmonise it with the goals to be achieved because this is embodied in the etymology of the word itself, i.e., “pedagogue” means pais – child and ago – to lead, in Greek (Va- balas−Gudaitis, 1983). Professional competences of a teacher have to be grounded on the teacher’s values, needs and responsibility. The principles and methods of teaching that approximate teaching (i.e., acquisition of knowledge, skills and abili- ties)...

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