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Extract From Appointment Regulations

Pedagogical competence refers to educational qualifications and teaching skills. It requires sound knowledge of teaching and learning theories as well as one's subject area. It also requires a reflective approach to teaching and a willingness to continuously develop and engage in discussions to improve pedagogical skills. Pedagogical competence is demonstrated through successful teaching, evaluations, student learning, and developing one's teaching methods. It involves practical teaching experience as well as theoretical knowledge of student learning and maintaining high academic standards.

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Jean Aireen Bonalos Espra
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53 views3 pages

Extract From Appointment Regulations

Pedagogical competence refers to educational qualifications and teaching skills. It requires sound knowledge of teaching and learning theories as well as one's subject area. It also requires a reflective approach to teaching and a willingness to continuously develop and engage in discussions to improve pedagogical skills. Pedagogical competence is demonstrated through successful teaching, evaluations, student learning, and developing one's teaching methods. It involves practical teaching experience as well as theoretical knowledge of student learning and maintaining high academic standards.

Uploaded by

Jean Aireen Bonalos Espra
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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4.2.

2 Pedagogical competence
“Pedagogical competence refers to educational and teaching qualifications. When assessing
pedagogical competence, the quality of teaching should be the primary consideration.
Scope, breadth and depth are also important, as should the ability to plan, initiate, lead and
develop education and teaching, as well as the ability to provide research-based teaching on
the basis of research in the relevant subject, subject didactics and teaching and learning in
higher education. The ability to interact on issues related to teaching and learning in higher
education with individuals active both within and outside the university is also included in
the concept of pedagogical competence.1”

Pedagogical competence is based on sound, broad and current knowledge within the subject
area, as well as knowledge of student learning and subject-based teaching and learning
issues. It also presupposes a reflective and critical approach to teaching, learning and
pedagogical development over time, as it is tied to one’s own professional role. Research-
based teaching and the individual’s own research are important components in terms of
satisfying the scientific grounds demanded in Chalmers’ programmes.
Figure 1 below illustrates the complexity of the concept of pedagogical competence and the
activities of a pedagogically skilled teacher.2 Pedagogical competence is demonstrated by
successful teaching and development of teaching as well as by evaluations and student
learning. Both general and subject-specific knowledge of how students learn is a
prerequisite as well as for continued development of pedagogical competence to be
possible.

Figure 1. Model of pedagogical competence

Pedagogical competence also comprises the ability and willingness to take part in discussions
on pedagogy to achieve personal development and contribute to the development of others.
1
The definition of pedagogical competence and the assessment criteria are based on theories on Scholarship of
Teaching and Learning (SoTL), and are found in the Uppsala University’s Rules of Procedure.
2
The model is based on theories on Scholarship of Teaching and Learning (SoTL), and is inspired by the report
A Swedish perspective on Pedagogical competence (Å Ryegård, K Apelgren & T Olsson 2010:124).
Participation can take many forms; within one’s own subject area or on a general level, and on
a national or international level.

For a position as senior lecturer, associate professor or professor, a candidate must have
completed courses comprising 15 higher education credits (10 old higher education credits) in
teaching and learning in higher education, or in some other manner be able to demonstrate the
corresponding expertise.

Pedagogical qualifications must be presented in a pedagogical portfolio. Instructions for


presenting pedagogical qualifications are available on Chalmers’ website.

Assessment areas for pedagogical competence


The following assessment areas are used to assess pedagogical competence:

• Teaching skills
• Theoretical knowledge
• Approach characterised by willingness and the ability to develop

The figure below illustrates the assessment areas for pedagogical competence.
Teaching skills
• Practical experience from and the ability to contribute to student
learning by leading, organising, planning, implementing,
examining, developing and evaluating different types of teaching
and education levels and producing teaching materials

Theoretical knowledge
Pedagogical • Pedagogical knowledge with a focus on teaching and learning in
competence higher education theory and student learning, while maintaining a
connection to one’s own subject area
• Broad and current subject knowledge and scientific base within
the subject, which is applied to teaching

Attitude characterised by willingness and the ability to develop


• Works under the set rules and regulations with the aim of
achieving targets and improving results
• Has an overall view that integrates theory and practice, as well as
an approach that continuously promotes teaching and student
learning
• Has a reflective and critical approach (observes, gives feedback,
evaluates and develops) to teaching, learning and pedagogical
development work
• Contributes to and takes part in the pedagogical discourse

Figure 2. Assessment areas for pedagogical competence.

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