Fundamental Pedagogy Jana Doležalová

Teacher’s competences (professional competences) 
The teacher’s readiness to cope with the requirements of school instruction is 
conditioned by the so-called professional competences. They concern the skills 
to plan, implement and assess instruction and to cope with problems in relation 
to learners. They should also combine with the skill to communicate with 
learners and partners outside school. 
The teacher’s competences have various structures. We will use the 
categorisation by J. Průcha (2002). The teacher should have the following 
competences: 

competences related to the subject of teaching qualifications: acquisition 
of the scientific foundations of the field and subject taught; 

psycho-didactic competences: to know and master the conditions for 
teaching learners; 

communication competences: communication skills for the benefit of the 
relation towards children, adults, the world; 

organisational and management competences: abilities to plan and 
manage educational activities; 

diagnostic and intervention competences: skills to find out how a learner 
thinks, feels, acts and why, and consequently to adequately react to the 
situation established;

counselling and consulting competences: skills to provide expert 
counselling to children and young people (and their parents) with respect 
to their personal and social problems; 

competences of reflecting one’s own activities: skills to analyse one’s 
activities, draw consequences and measures for the purpose of self-
development and improvement of quality of educational influence.

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The teacher acquires professional competences during pre-graduate training. 
This training is provided by faculties of education. (For details on the historical 
development of teacher training, see Váňová In Vališová, Kasíková, 2011). But 
teachers continue their education even when teaching in order to expand their 
professional and pedagogical and psychological competences. 
The teaching profession has its peculiarities resulting from many requirements 
posed for the knowledge and experience during planned teaching activities, for 
the psyche when managing educational situations and learning activities of 
students. It is a demanding role due to the diversity and multiplicity of social 
contacts to which the teacher is exposed and due to the permanent ‘control’ of 
the person of the teacher even outside school hours.
Pedeutology is the theory of the teaching profession.