Nataša Panti?|Theo Wubbels
Teacher competencies as a basis for teacher education – Views of Serbian teachers and teacher educators
Utrecht University
around world reforms teacher education oriented towards making preparation teachers functional development competencies need practice time much criticism voiced reforms jeopardising fundamental humanist traditions teaching based beliefs noninstrumental values education study examine teachers perceptions importance competencies explore implications teacher education study designed ensure voices teachers teacher educators heard identification areas expertise make competent teacher conducted principal component analysis response 370 teachers teacher educators serbia questionnaire importance number aspects teacher competence identified four components underling teachers perceptions competencies relating 1 values childrearing 2 understanding education system contribution development 3 subject knowledge pedagogy curriculum 4 selfevaluation professional development teachers perceived second area competence important fourth scale perceived highest importance implications area competence teacher education discussed conclusions drawn development teacher education curricula