Klíčové kompetence v profesním jazyce učitelů
| Title in English | Key Competences in the Professional Discourse of Teachers |
|---|---|
| Authors | |
| Year of publication | 2011 |
| Type | Appeared in Conference without Proceedings |
| MU Faculty or unit | |
| Citation | |
| Description | Key competences are currently perceived as the main category of aims of school education. The authors of the contribution attempt to respond to the question whether the term key competences has been incorporated into professional discourse of teachers, and if so, whether its meaning is perceived by the teachers in accord with its theoretical definition. The first part of the presentation summarizes (political and economic) causes of contemporary interest in competences including their possible impact on the conception of education. Furthermore, signs and partial signs of key competences are defined. The second part of the presentation offers results of research aimed at the correspondence of the theoretical definition of key competences and their perception by teachers. Content analysis of transcripts of interviews conducted with selected teachers of various school subjects revealed that there are considerable differences between the theoretical definition of key competences and their perceptions by teachers. The most frequently represented theoretical signs in the teacher discourse were knowledge and skills, other signs such as transfer, value orientation or situational context, on the other hand, were identified only rarely. |
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