1. 1
1.1. Conceptual competences
1.1.1. Read/Learn about disciplinary knowledge
1.1.1.1. H33. How do you keep your expertise in your own field up to date?
1.1.2. Read/learn about teaching and learning
1.1.2.1. ... general pedagogical knowledge (cf Groccia's 5 categories)
1.1.2.1.1. H37. How do you go about developing your skills and expertise as a teacher?
1.1.2.1.2. H39. Do you participate in seminars, courses, or conferences which focus on learning and teaching?
1.1.2.1.3. H40. What reading related to teaching and learning do you do?
1.1.2.2. ... specific knowledge of your field of speciality (= disciplinary didactics)
1.1.2.2.1. H34. How do you stay in touch with developments in teaching in your own discipline or profession?
1.1.3. Formalize knowledge from experience
1.2. Technical competences
1.2.1. Innovate
1.2.1.1. Define the competences to be developed within the framework of the course
1.2.1.1.1. H2. When you can, do you find out about student's expectations of your subject and use this information to adapt your curriculum?
1.2.1.1.2. H4. Do you ensure that there is consistency between your subject objectives, the ways you teach and the ways you assess?
1.2.1.2. Design activities, making use of existing material, enabling learners to mobilize and combine resources related to competence and allowing for interindividual differences (differenciated instruction)
1.2.1.2.1. H3. How do you build upon students' life experience in your subjects and in your teaching?
1.2.1.2.2. H5. What opportunities do you give students to choose aspects of course work or assessment which are relevant to their interests and experience?
1.2.1.2.3. H6. How do you encourage students to make effective use of libraries and other learning resources?
1.2.1.2.4. H7. Do you take note of the gender, ethnicity and other characteristics of students in your classes and respond to their learning needs?
1.2.1.2.5. H14. What approaches do you use to induct students into research and other forms of active scholarly involvement?
1.2.1.2.6. H15. What steps do you take to extend the range of learning activities that you draw upon in your teaching?
1.2.1.2.7. H16. How do you allow for students preferring to learn and participate in different ways?
1.2.1.2.8. H19. What work do you include to make explicit the forms of thinking and writing in your discipline, and to help students develop competence in these?
1.2.1.3. Design assessment to measure level of mastering of targeted competences or of mobilized and combined related resources
1.2.1.3.1. H26. What strategies do you use to provide immediate feedback to students to help them improve their performance?
1.2.1.3.2. H27. Do you identify for students the specific strengths and weaknesses of their performance and offer precise feedback about how to improve?
1.2.1.3.3. H28. In what ways do you ensure that your assessment methods accurately assess the learning outcomes that you intended?
1.2.1.4. Bring students to judge, analyse and regulate their learning products and processes at a pre-, per-, and postperformance stage
1.2.1.4.1. H17. What approaches do you use to help students to reflect upon their own learning intentions, behaviour, and practice, and to develop effective skills for lifelong learning?
1.2.1.4.2. H25. How do you help students develop habits of routinely assessing their own work?
1.2.1.5. Implement communication channels (formal and informal interactions, peer interactions and between teacher and students, activities calendar) which are consistent with learning objectives
1.2.1.5.1. H10. What do you do to encourage students to become aware of the potential for learning from each other and the benefits of working in groups?
1.2.1.6. Communicate course syllabus
1.2.1.6.1. H1. What do you do to inform students of course/subject requirements and help them to understand the reasons for them?
1.2.1.6.2. H11. In what ways do you provide personal assistance to students, and/or refer them to the range of resources and agencies which are available to assist them?
1.2.1.7. Design site in order to faciliate learning (usabilitiy)
1.2.2. Teach to faciliate learning
1.2.2.1. H21. How do you encourage questions from students and respond in a way that facilitates their learning?
1.2.2.2. H22. How do you check that your explanations are clear to students?
1.2.2.3. H23. How do you respond when students indicate difficulties with content, pace, emphasis or style?
1.2.2.4. H24. If necessary, how do you find out about the causes of disruptive behaviour and remedy them?
1.2.3. Regulate via situated research
1.2.3.1. Frame research topic and focus question(s) on learning
1.2.3.1.1. H31. How do you find out about the approaches students take to their learning and the ways your teaching and/or your subject design affects that approach?
1.2.3.2. Focus on your research instrumentation (protocol, questionnaires, interview guide, data tracking, ...)
1.2.3.2.1. H29. What forms of information about your teaching and your subjects do you collect on a regular basis?
1.2.3.3. Process your data (subjective and objective)
1.2.3.3.1. H32. How do you use the information obtained from student assignment and examination work in evaluating your teaching and/or your subjects?
1.2.3.4. Suggest results and perspectives
1.2.3.4.1. H30. How do you change your approaches to teaching and/or your design of your subjects in the light of the information obtained?
1.2.3.4.2. 13. Do you make a conscious effort to be an effective role model for thinking and practice in your profession or discipline?
1.3. Reflexive and relational competences
1.3.1. Exchange with students
1.3.1.1. H12. How do you show students your enthusiasm in the subject?
1.3.1.2. H8. How do you indicate to students that you respect their values and beliefs without necessarily accepting those values and beliefs?
1.3.1.3. H9. In what ways do you assist students to reflect on the values they hold and to develop ethically?
1.3.1.4. H42. What opportunities do you create to discuss with students the wider conditions that affect their learning?
1.3.2. Exchange with colleagues
1.3.2.1. H35. What opportunities do you make to discuss aspects of learning and teaching with colleagues?
1.3.2.2. H36. What opportunities do you make to receive feedback on your teaching from colleagues?
1.3.2.3. H41. In what ways do you ensure that your more junior colleagues receive your help and support?
1.3.2.4. H44. In what ways do you maintain and develop communication with your colleagues who teach related subjects in your department/division?
1.3.3. Criticize constructively and help students develop critical thinking
1.3.3.1. H38. What strategies do you employ to reflect upon your teaching practices and identify areas for development? (ici, il faudrait ajouter un item sur l’action réelle, au-delà de la prise de conscience et de la remise en question)
1.3.3.2. H18. What strategies do you adopt to help students look critically at accepted knowledge and practice in your discipline or profession?
1.3.4. Be scientifically honest
1.3.5. Get involved in professional development activities
1.3.5.1. H46. Do you make use of your professional association to raise issues of curriculum concern for the discipline?
1.3.6. Stand up for the interests,values and the status of the profession within the society (Uwamariya & Mukamurera,2005, p. 141)
1.3.6.1. H43. In what ways do you contribute to decision-making processes in your institution in order to enhance teaching and learning?
1.3.6.2. H45. How do you ensure that your institution is using a comprehensive approach to teaching achievement for the purposes of tenure, promotion and developmental review?
1.3.6.3. H47. In what ways do you maintain your familiarity with national or local policy directions, monitor effects on teaching and learning, and voice your concerns in appropriate forums?