Page 129 - 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. 129
Helmut Schaumberger, HOW TO SING PROFESSIONALLY WITH CHILDREN ...
also contains some interesting new additions in the competence discussion. In particular,
these include the competence fields of “professional awareness”, “personal mastery” and
the “ability to differentiate”. The sixth discipline surely deserves special attention: it has a
great unifying character and emphasizes that teachers must be able to embed the individual
areas of competence in the content context of the work.
Table 3: Teacher Competence Models
Roth (1950): Shulman (1986):
1) Mastery of subject matters 1) Content knowledge
2) Pedagogical reflection 2) Pedagogical content knowledge
3) Psychological reflection 3) Knowledge of learners and their characteristics
4) Teaching situation 4) Pedagogical knowledge (classroom)
5) Methodological reflection 5) Curriculum knowledge (tools of trade)
6) Objective 6) Knowledge of pedagogical ends, purposes etc.
7) Method 7) Context knowledge and “pedagogy”
Oser (2001):
1) Teacher-student relationships and feedback
2) Diagnosis and student supportive action
3) Coping with discipline issues and student risks
4) Building and promoting social behaviour
5) Teaching learning strategies and accompanying learning processes
6) Design and methods of teaching
7) Assessment
8) Media
9) Collaboration at school
10) School and public
11) Self-organisational competence of the teacher
12) General didactic and professional skills
EPIK (2008): Standards for Teacher Education (2004):
1) Reflection and discourse skills 1) Teaching competence: Teachers are experts in
(sharing of knowledge and skills) teaching and learning
2) Professional awareness 2) Educational competence: Teachers carry out
(self-perception as an expert) their educational task
3) Personal pastery (the power of 3) Assessment area: Teachers conduct their
individual competence) assessment task fairly and responsibly
4) Cooperation and collegiality (the 4) Competence area innovation: Teachers are
productivity of cooperation) constantly developing their competences
5) Differentiation ability (dealing with
big and small differences)
6) Sixth discipline’ (meaning the
professional embedding in the content
context of the teacher’s work)
129
also contains some interesting new additions in the competence discussion. In particular,
these include the competence fields of “professional awareness”, “personal mastery” and
the “ability to differentiate”. The sixth discipline surely deserves special attention: it has a
great unifying character and emphasizes that teachers must be able to embed the individual
areas of competence in the content context of the work.
Table 3: Teacher Competence Models
Roth (1950): Shulman (1986):
1) Mastery of subject matters 1) Content knowledge
2) Pedagogical reflection 2) Pedagogical content knowledge
3) Psychological reflection 3) Knowledge of learners and their characteristics
4) Teaching situation 4) Pedagogical knowledge (classroom)
5) Methodological reflection 5) Curriculum knowledge (tools of trade)
6) Objective 6) Knowledge of pedagogical ends, purposes etc.
7) Method 7) Context knowledge and “pedagogy”
Oser (2001):
1) Teacher-student relationships and feedback
2) Diagnosis and student supportive action
3) Coping with discipline issues and student risks
4) Building and promoting social behaviour
5) Teaching learning strategies and accompanying learning processes
6) Design and methods of teaching
7) Assessment
8) Media
9) Collaboration at school
10) School and public
11) Self-organisational competence of the teacher
12) General didactic and professional skills
EPIK (2008): Standards for Teacher Education (2004):
1) Reflection and discourse skills 1) Teaching competence: Teachers are experts in
(sharing of knowledge and skills) teaching and learning
2) Professional awareness 2) Educational competence: Teachers carry out
(self-perception as an expert) their educational task
3) Personal pastery (the power of 3) Assessment area: Teachers conduct their
individual competence) assessment task fairly and responsibly
4) Cooperation and collegiality (the 4) Competence area innovation: Teachers are
productivity of cooperation) constantly developing their competences
5) Differentiation ability (dealing with
big and small differences)
6) Sixth discipline’ (meaning the
professional embedding in the content
context of the teacher’s work)
129
