teacher competences and attributes which underpin professional excellence. The .. 6 GTCNI Review of Teacher Competences Structured Questionnaire Use of a Range of Strategies and Resources. Differentiation Strategies. 14, Motivation Strategies. ICT Strategies and Resources. 11, Field Trips. Hagan, Martin () Developing teacher competence and professionalism in. Northern Ireland: an analysis of ‘Teaching: the reflective profession’ (GTCNI.
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Teachers will have developed a knowledge and understanding of strategies for communicating effectively with pupils, parents, colleagues and personnel from relevant child and school support agencies.
Fairtrade at St Mary’s. The tutors in the Education Department form a highly enthusiastic team and are always seeking ways to enhance the experience and learning of our teacher education students. Report of a Survey on English as an Additional Language. Introduction to Global Dimension. Teachers cmopetences, when appropriate, deploy, organise and guide the work of other adults to support pupils’ learning.
Information Technology in Special Education book chapter. Computer Literacy in UK Education – an evolving strategy.
General Teaching Council Northern Ireland
Irish Medium Education Team. Teachers will have developed a knowledge and understanding of curriculum development processes, including planning, implementation and evaluation. Teachers will create and maintain a safe, interactive and challenging learning environment, with appropriate clarity of purpose for activities. Partnership for School Experience. Teachers will contribute to the life and development of the school, collaborating with teaching and support staff, parents and external agencies.
Gctni creatively with pupils in Assessment for Learning AfL classrooms on experiences of participation and consultation. Privacy Notice Update Protecting your personal information Please click the button below to view. Teachers will assess the levels of pupils’ attainment against relevant benchmarking data and understand the relationship between pupil assessment and target setting.
We endeavour to further this aspiration in our teaching and in the planning and provision of our programmes. Teachers will employ strategies that motivate and meet the needs of all pupils, including those with special and additional educational needs and for those not learning in their first language.
Teachers will have developed a knowledge and understanding of their responsibilities under the Special Educational Needs Code of Practice and know the competenfes of the most common special needs and gfcni strategies to address these.
Teachers will focus on assessment for learning by monitoring pupils’ progress, giving constructive feedback to help pupils reflect on and improve their learning. The Education Department is centrally concerned with courses in the professional development of teachers. This page is under development and more research will be added on an ongoing basis. Teachers will have developed a knowledge and understanding of contemporary debates about the nature and purposes of education and the social and policy contexts in which the aims of education are defined and implemented.
Our courses are constantly under review to ensure that they give students the very best opportunity to develop the abilities, skills and qualities they need in order to become successful educators within the context of the competence framework of the GTCNI.
In the Education Department we are committed to the view of education as a powerful and positive compeyences on personal development and community well-being. Teachers should demonstrate that they understand and uphold the core values and commitments enshrined in the Council’s Code of Values. Teachers will have developed a knowledge and understanding of how to use technology effectively, both to aid pupil learning and to support their professional role, and how this competence embeds across all of the competences.
Among Schoolchildren – Seamus Heaney.
Competence Research – General Teaching Council For Northern Ireland
Teachers will plan for out-of-school learning, including school visits and field work, where appropriate. Primary – Irish Medium.
Teachers will have developed coompetences knowledge and understanding of the statutory framework pertaining to education and schooling and their specific responsibilities emanating from it. Teachers will liaise orally and in written reports in an effective manner with parents or carers on their child’s progress and achievements. Initial Teacher Education Policies. Teachers will have developed a knowledge and understanding of a range of strategies to promote and maintain positive behaviour, including an acknowledgement of pupil voice, to establish an effective learning environment.
Teachers will use a range of teaching strategies and resources including eLearning where appropriate, that enable learning to take place and which maintain pace within lessons and over time.
Global Dimension in Education. Teachers will have developed a knowledge and understanding of the interrelationship between schools and the communities they serve, and the potential cmopetences mutual development and well-being. We believe that education is most effective when students participate actively in their own learning and engage in critical reflection on their competence.
Post Primary – Irish Medium. Questionnaire — Tell us what do you think?
Teachers will secure and promote a standard of behaviour that enables all pupils to learn, pre-empting and dealing competehces inappropriate behaviour in the context of the school policies and what is known about best practice. Service Complaints Procedure