A teacher skill is a combination of professional abilities which allow for the resolution of practical problems in an appropriate manner.

TeachersPro is designed so the teacher learns with their needs and concerns in mind. This unique system works through Challenges, where the user chooses the challenge that is the most appropriate for their needs. Afterwards, the Platform personalises the learning itinerary in order to provide a programme adapted to the teacher’s knowledge.

Each Challenge activates a combination of 16 skills, which encompass educational practice and some of the over 100 teaching abilities identified by TeachersPro.

Professional teaching ability: mastery of specific courses of action in the classroom

Ability represents the specific professional knowhow peculiar to the teaching profession. Therefore, it is implied that the teacher with ability is able to plan, give instructions, motivate, evaluate, tutor, coordinate, reflect, investigate etc. It assumes a specific procedural knowledge (steps to achieve objectives) that equates to action. In other words, to know how to do something and to have a practical knowledge that allows for its implementation in an appropriate manner within the classroom. Abilities can be understood as sub-skills, resultant from specific teacher training and experimentation.

Skill: Final teaching course of action result

Skill essentially consists of the knowhow to resolve professional teaching situations in an appropriate and successful manner and to develop students’ abilities (knowhow), but it also encompasses other factors such as knowledge (areas of expertise) and behaviour (how to conduct oneself). In addition to other subjective elements including purpose, values, professional ethics, etc. Therefore, skill provides an integrated response, although it is made up of many distinct parts. Different to ability, skill is what provides the knowhow to carry out tasks in unique and diverse situations. Accordingly, skill is evident through the appropriate handling of specific, complex scenarios in the context of the teaching profession.

Professional teaching skill traits:

  1. Integration of a range of knowledge points (facts and concepts), as well as abilities and behaviour.
  2. Addressing of diverse, unique situations and problems.
  3. It involves an efficient or appropriate response.
  4. In a specific context.
  5. An integrated response even in complex situations that may involve many variables, and which calls for strategic intervention.

The 16 TeachersPro Teaching Skills

PLANNING OF OBJECTIVES

The formulation of skill goals, keeping the desired learning objectives and the conditions for their attainment in mind.

TREATMENT OF LEARNING

The identification, prioritising and reformulation of the training components that each student has to work on, bearing in mind final goals and desired learning objectives. These components include knowledge, abilities, behaviour and skills.

TIMING

Time-management of the teaching-learning process using criteria based on progression and the capabilities of each student, drawn from the desired objectives and learning components that must be worked on.

CLASSROOM ACTIVITIES

The application of educational psychology criteria for the design and selection of learning activities.

PROCESSING OF LEARNING

The promotion of appropriate interpersonal classroom relationships for the development of the various desired educational practices.

INTERPERSONAL RELATIONSHIPS

The promotion of appropriate interpersonal classroom relationships for the development of the various desired educational practices.

CLASSROOM SOCIAL ORGANISATION

The implementation of diverse methods regarding classroom social organisation in large group activities; in fixed and flexible, mixed groups; in groups of different levels and in individual work. This engenders a suitable governance of the classroom and foments the development of different learning skills.

LEARNING ENVIRONMENTS

The use of diverse types of educational spaces, organising their structure and the way in which students make use of them, in order to support the attainment of the desired learning goals.

TIME MANAGEMENT

The management of time required for teaching and learning activities based on student needs and the desired educational goals.

EDUCATIONAL RESOURCES

The use of different educational and technology resources as a means of support in advancing each student’s learning progress.

LEARNING CONTEXTUALISATION

Concentration on different learning approaches from a comprehensive point of view, in tandem with a context that facilitates their successful application.

INSTITUTIONAL ACTIVITIES 

To be fully involved in the centre’s general activities as a means to building effective learning experiences, as much inside the classroom as outside, helping to contribute to the attainment of desired learning goals.

PERSONAL ASSESSING AND TUTORING

The personalised planning of each student’s educational process through systematic strategies. The purpose of this practice is to maintain a suitable level of awareness regarding each student’s progress and regarding challenges that each student may handle.

EVALUATION

The defining of evaluation criteria and characteristics as a way of supporting learning and progress awareness of desired skill objectives.

PROFESSIONAL DEVELOPMENT

Continual improvement of teaching methods through practices of self-reflection, investigative action, collaborative work, and self-assessment.

TEACHING ORGANISATION

The adjustment of teaching practices to the qualities of the institution and environment, using available resources in the most efficient way possible.