Page 128 - Glasbenopedagoški zbornik Akademije za glasbo v Ljubljani / The Journal of Music Education of the Academy of Music in Ljubljana: Jakob Jež (1928-) Tokovi sodobne zborovske glasbe, leto 14, zvezek 29 / Year 14, Issue 29, 2018
P. 128
SBENOPEDAGOŠKI ZBORNIK, 29. zvezek
differences in their fields of activity, it makes sense looking at competence models for
teachers in order to discover new competences suitable for the training of children´s and
youth choir directors.
Among the first significant models in the field of teacher training (Hopmann 2013, p. 38)
are those by the German pedagogue Heinrich Roth (1950) and the American educational
psychologist Lee Shulman (1986). Stefan T. Hopmann (2013, p. 39) points out that both
models are almost identical, but adds that a difference in the understanding of at least two
competences is evident. Both competence models consist of seven fields of expertise, the
first of which is the “content knowledge” (Shulman) or “mastery of subject matters”
(Roth). This is followed by the competence of “pedagogical reflection” (Roth) or
“pedagogical content knowledge” and “psychological reflection”. Roth´s “teaching
situation” corresponds to Shulman´s “knowledge of learners and their characteristics”.
For both authors, the teaching goals are formulated as competence or knowledge. Roth´s
“methodological reflection competence” could be seen on a level with Shulman´s
“pedagogical knowledge”. Interestingly, in Roth´s model, the “method competence” (see
“methodological reflection and method”) occurs two times, while Shulman emphasizes
the word pedagogy (see “pedagogical content knowledge”, “pedagogical knowledge”,
“knowledge of pedagogical ends”, “context knowledge and pedagogy”). About 15 years
after Shulman´s competence model Fritz Oser and Jürgen Oelkers (2001 cit. after Abs et
al. 2005) presented their 12 competence fields in a comprehensive study on the
effectiveness of teacher education and the different teacher education systems in
German-speaking Switzerland. These 12 fields contain 88 so-called standards, which are
used to interview newly qualified teachers after completing their training. It is striking that
in those standards the fields knowledge and competence are not included, because these
fields, according to Fritz Oser cannot be professional standards (Schnücke 2013). The first
four competences focus on classroom management and the interaction between teachers
and students (“teacher-student relationship and feedback”, “diagnosis and student
supportive action”, “coping with discipline issues and student risks”, “building and
promoting social behaviour”). The three subsequent competences relate to the learning
process and the assessment (“teaching learning strategies” and “accompanying learning
processes”, “design and methods of teaching”, “assessment”). This is followed by the
competence field “media”, which from today´s perspective can be described as a
cross-sectional competence that is part of almost every area of teaching activity. Two
other competences relate to cooperation within the school and beyond (“collaboration at
school”, “school and public”). The penultimate competence in Oser´s and Oelker´s model
is a personality-related competence (“self-organisational competence”). The general
didactic and professional skills are included only in the last competence field. A shorter
competence model with only four competence fields was presented by German Ministries
of Education in 2004 (cit. after Schratz 2011). In addition to the competence fields of
teaching, educating and assessment, innovation is particularly noteworthy in these
“Standards for Teacher Education”. Five competence fields or domains, including the
so-called “sixth discipline” (this stands for the professional embedding in the content
context), were defined by the Austrian Federal Ministry of Education working group
EPIK (= development of professionalism in an international context) in 2008. This model
128
differences in their fields of activity, it makes sense looking at competence models for
teachers in order to discover new competences suitable for the training of children´s and
youth choir directors.
Among the first significant models in the field of teacher training (Hopmann 2013, p. 38)
are those by the German pedagogue Heinrich Roth (1950) and the American educational
psychologist Lee Shulman (1986). Stefan T. Hopmann (2013, p. 39) points out that both
models are almost identical, but adds that a difference in the understanding of at least two
competences is evident. Both competence models consist of seven fields of expertise, the
first of which is the “content knowledge” (Shulman) or “mastery of subject matters”
(Roth). This is followed by the competence of “pedagogical reflection” (Roth) or
“pedagogical content knowledge” and “psychological reflection”. Roth´s “teaching
situation” corresponds to Shulman´s “knowledge of learners and their characteristics”.
For both authors, the teaching goals are formulated as competence or knowledge. Roth´s
“methodological reflection competence” could be seen on a level with Shulman´s
“pedagogical knowledge”. Interestingly, in Roth´s model, the “method competence” (see
“methodological reflection and method”) occurs two times, while Shulman emphasizes
the word pedagogy (see “pedagogical content knowledge”, “pedagogical knowledge”,
“knowledge of pedagogical ends”, “context knowledge and pedagogy”). About 15 years
after Shulman´s competence model Fritz Oser and Jürgen Oelkers (2001 cit. after Abs et
al. 2005) presented their 12 competence fields in a comprehensive study on the
effectiveness of teacher education and the different teacher education systems in
German-speaking Switzerland. These 12 fields contain 88 so-called standards, which are
used to interview newly qualified teachers after completing their training. It is striking that
in those standards the fields knowledge and competence are not included, because these
fields, according to Fritz Oser cannot be professional standards (Schnücke 2013). The first
four competences focus on classroom management and the interaction between teachers
and students (“teacher-student relationship and feedback”, “diagnosis and student
supportive action”, “coping with discipline issues and student risks”, “building and
promoting social behaviour”). The three subsequent competences relate to the learning
process and the assessment (“teaching learning strategies” and “accompanying learning
processes”, “design and methods of teaching”, “assessment”). This is followed by the
competence field “media”, which from today´s perspective can be described as a
cross-sectional competence that is part of almost every area of teaching activity. Two
other competences relate to cooperation within the school and beyond (“collaboration at
school”, “school and public”). The penultimate competence in Oser´s and Oelker´s model
is a personality-related competence (“self-organisational competence”). The general
didactic and professional skills are included only in the last competence field. A shorter
competence model with only four competence fields was presented by German Ministries
of Education in 2004 (cit. after Schratz 2011). In addition to the competence fields of
teaching, educating and assessment, innovation is particularly noteworthy in these
“Standards for Teacher Education”. Five competence fields or domains, including the
so-called “sixth discipline” (this stands for the professional embedding in the content
context), were defined by the Austrian Federal Ministry of Education working group
EPIK (= development of professionalism in an international context) in 2008. This model
128
