Buxoro davlat universiteti texnologik va professional

What competences/qualities do you consider essential for student 
teachers to develop during their teacher education? 
The majority of the answers represent different expressions related to 
teaching skills; common answers were associated with commitment, showing an 
interest, and openness. Leadership and organisation of the learning environment 
are evidently things that have been focussed on more recently. Several teacher 
educators were worried that the student teachers develop friendly relationships 
with the students in school, and stress the importance of developing an adult–
student relationship based on clear leadership skills. Courses in conflict 
management were mentioned by the majority of the teacher educators as being an 
element which student teachers found sorely lacking in their teacher training 
programme and which they therefore felt in great need of. 
Different forms of intellectual capacities were mentioned regarding teachers' 
personal qualities. For teacher educators it was important to develop theoretical 
knowledge in addition to subject knowledge, notably that which is associated with 
the reflective practitioner. This can be understood as a particular expression of 
teacher knowledge that is related to the goals for teacher examinations. There are 
three main goals (applicable to both the basic and advanced levels) stipulated by 
the Swedish National Agency for Higher Education. These are divided into the 
sub
‐categories ‘Knowledge and understanding’, ‘Skills and capabilities’ and 
‘Values and norms’. The latter states that in order to pass the teacher examination, 
the student teacher needs to be able to demonstrate: 
self
‐knowledge and a capacity for empathy; 
a capacity to form judgements in daily pedagogical encounters based on 
scientific, societal and ethical aspects with special consideration being paid to 
human rights; 
the application of a professional approach in relation to children, students 
and their custodians; 
a capacity of being able to identify their own needs regarding further 
knowledge and to be able to develop competence in pedagogical work. 

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Specific goals for teacher examinations are related to subject knowledge, 
personal development, knowledge of teaching, democracy and society, IT, degree 
projects and overall planning and evaluation. 
Among the teacher educators, teacher professionalism is often named as a 
concept, possibly also in more general terms, and is given different kinds of 
meaning. Personal competence, related to self
‐knowledge and personal 
characteristics, is mentioned by only a few. In contrast, there are several examples 
that can be related to social competence, although none of the teacher educators 
used this concept directly. These cases are mainly related to relationships with 
children and students in school.