Are the Requirements for Teacher’s Competence set by University Administration and Students Similar?

Abstract

As the educational paradigm undergoes changes, new challenges for performance and competence of higher education institution teachers arise. The article deals with theRequirements for teacher’s competence set by university administration and students, and whether these requirements are similar. In the beginning, definitions of teacher’s competence dealt with in scientists’ papers are reviewed, the structure of teacher’s competence is discussed. The article explores the requirements for teacher’s competence set by university administration and students. The research carried out shows that nevertheless there is a divide between requirements for teachers’ competence set by university students and university administration. It should be noted that university administration pose requirements which are regulated on the national level of the Republic of Lithuania, i.e. provisions of the Law on Higher Education and Studies of the Republic of Lithuania; whereas the definitions of competences investigated by scientists remain as a theoretical construct, a scientific outcome. The requirements set by students include these teachers’ competences (pedagogical, meta-learning, technical, etc.) which interact with the efficiency and quality of the teaching process.

The Phenomenon of Lecturer Competences as a Prerequisite for the Advancement of Sustainable Development Ideas in the Context of Student-Centred Studies

“…After analysing documents and legal acts, V. Šlentnerien ė and I. Tandzegokskien ė [20] assert that the principal areas of a lecturer's activities encompass scientific, educational, pedagogical, methodological, administrative activities, and institutional representation. After analysing several works conducted on the activities of a lecturer by other researchers, D. Razmait ė and D. Dagys [21] highlight the structure of a modern lecturer's competence: subject competence (orientation towards scientific innovations, creativity, a good knowledge of the subject matter, management of the audience's attention, and mastery of the methods of scientific activity), research competence (activities in the creation, application, and dissemination of new scientific knowledge), and educational competence (metacurricular learning, learning, teaching others). Higher education is a complex social phenomenon, the highest and most complex level of the education system, which transforms from the creation of formalised knowledge to new products, technologies, and the freedom of the researcher to create and disseminate innovations in a way that is comprehensible to the general public [20,[22][23][24] under any changing conditions, including pandemics [25] and military conflicts.…”

Conception of the Competent Teacher According To the First-Year Physical Education Students of Lithuanian University of Educational Sciences

“…L. G. Bryanto ir M. Curtnerio-Smitho (2009) tyrimai atskleidžia, kad kūno kultūros mokytojo / dėstytojo kompetentingumas siejamas su gebėjimu mokyti, taip pat išvaizda, net rūbais. Aptikta ir daugiau įvairių studijų programų studentų lūkesčių dėl dėstytojų kompetentingumo tyrimų (pvz., Razmaitė, Dagys, 2014).…”

Kompetencijomis grįsto mokymosi taikymo aukštajame moksle iššūkiai

“…Pukevičiūtė (2007) presents a hypothetical model of the competence of learning to learn in the context of learning foreign languages. Rudaitienė (2004) explores manifestations of emotional competence of the university teachers, while Razmaitė and Dagys (2014) describe students' expectations towards university teachers' competencies. Lasauskienė (2013) presents strategies on developing generic competencies of the future teachers of music.…”