Exploratory Approach on Identification the Dimensions of Pedagogical Competence

Abstract

In their activity in schools - regardless of the years of teaching experience and the opportunities to practice teaching skills - teachers need to constantly improve their pedagogical competence. Working directly with the students leads to an observation of their evolution, from one generation to another, but at the same time to an identification of imprint that socio-cultural field's evolution puts on them and on their training needs in school. Teachers identify these wishes because, after all, the school must be connected to the demands of the social environment in which it operates. As a result, we believe that trainers need to recognize components of pedagogical competence and this fact will lead to a deeper awareness of skills they have to master, those they should develop or improve continuously in order to obtain visible formative achievements within the school, but also their professional identity. Our approach presents results of a focus group based on mapping main components of pedagogical competence. Therefore, present article emphasizes on importance of these skills; based on the results obtained through focus group conducted on teachers and pupils, we identify the main dimensions that compose pedagogical competence. In the end, we established ways to develop these competences integrating actions from teachers training programs.