Buxoro davlat universiteti texnologik va professional

Competences and qualities: reference to a previous study 
In the final report of the DeSeCo research programme (OECD 2003, 2), 
competence is defined as ‘the ability to successfully meet complex demands in a 
particular context’: 
Competent performance or effective action implies the mobilization of 
knowledge, cognitive and practical skills, as well as social behaviour components 
such as attitudes, emotions, and values and motivations. A competence – a holistic 
notion – is therefore not reducible to its cognitive dimension, and thus the terms 
competence and skill are not synonymous. (Rychen 
2003
, 3) 
In a policy paper on the quality of teachers by the Association for Teacher 
Education in Europe (ATEE 2006, 7), teaching is seen as ‘a profession that entails 
reflective thinking, continuing professional development, autonomy, responsibility, 
creativity, research and personal judgements. Indicators that identify the quality of 
teachers should reflect these values and attributes’. 
One of the aims of a previous study by the author (Malm 
2005
) was to 
examine how teacher educators and student teachers describe/define teacher 
competences and if and how (through their aims, content and implementation) 
courses in teacher education are directed towards the development of personal and 
professional competences. Teacher educators' descriptions of necessary 
competences will be accounted for here. 

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Nineteen randomly chosen lecturers, senior lecturers and others in leadership 
positions were interviewed. The semi
‐structured interviews lasted between 30–60 
minutes. The participants were asked the following two questions: 
What competences/qualities do you consider essential for student teachers to 
develop during their teacher education?
Are some competences/qualities more important than others?
Content analysis resulted in 12 qualitatively different categories (here in 
alphabetical order): communication skills; democratic views; developing children's 
self
‐confidence and personality; didactic competence; intellectual capacities; 
leadership qualities; organisation of the learning environment; personal 
competence; social competence; subject knowledge; teacher professionalism and 
teaching skills. Results are presented here based on these two questions.