[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-597981-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-597981-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","teacher-competencies-through-the-prism-of-educational-research","Teacher Competencies through the Prism of Educational Research","","The article examines teacher competencies as a decisive factor shaping student learning. It argues that improvements in education ultimately depend on teachers and the quality of their work, including teaching methods, communication, and classroom management. The study analyzes research on educational productivity to identify the most important competencies tied to student achievement, then proposes a model linking competencies to cognitive, affective, and social processes and explaining their impact on achievement.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/teacher-competencies-through-the-prism-of-educational-research/597981/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/teacher-competencies-through-the-prism-of-educational-research/597981.png","ImageObject",300,407,{"name":42,"@type":43},"Indoniesian Boy","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"How do teacher competencies influence student achievement?","Question",{"text":63,"@type":64},"Teacher competencies are presented as a major factor affecting student learning. 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Ultimately, all attempts to improve education converge in the teacher and the quality of his/her work with students. With their teaching methods, their communication and their classroom management, teachers can structure the kind of learning environment that will either promote or hinder learning. The purpose of the article is to analyse research on educational productivity in order to select the most important teacher competencies that are related to student achievement. A model of teacher competencies is developed that serves as a framework for understanding the synergetic effects of teacher competencies on achievement thorough promoting students’ cognitive, affective and social processes. The teacher competencies that impact each of the processes are described and their impact on student achievement is explained.  \nKeywords: teacher competencies, teaching strategies,(meta)cognitive processes, affective-motivational processes, social processes, student achievement  \n1 University of Ljubljana, Faculty of Arts, Departmen of Psychology, Slovenia; [cirila.peklaj@ff.uni-lj.si](cirila.peklaj@ff.uni-lj.si)  \nUčiteljeve kompetence skozi prizmo raziskav vizobraževanju  \nCirila Peklaj  \n• Članek se osredinja na učiteljeve kompetence kot najpomembnejši dejavnik, ki pri učencih vpliva na njihovo učenje. Vsi poskusi izboljšanjaizobraževanja se vedno končajo pri učitelju in kakovosti njegovega delaz učenci. S svojimi metodami poučevanja, komunikacijo, z vodenjemoddelka lahko učitelji oblikujejo tako učno okolje, ki bo spodbujalo alipa zaviralo učenje. Namen prispevka je analizirati raziskave na področju produktivnosti v izobraževanju, da bi lahko izluščili najpomembnejšeučiteljeve kompetence, ki so povezane z dosežki učencev. V ta namensmo razvili model učiteljevih kompetenc, ki služi kot okvir za razumevanje sinergičnih učinkov učiteljevih kompetenc na dosežke prek spodbujanja spoznavnih, čustvenih in socialnih procesov. Opisane so učiteljeve kompetence, ki vplivajo na posamezne procese, razložen pa je tudi njihov vpliv na dosežke učencev.  \nKljučne besede: učiteljeve kompetence, strategije poučevanja,(meta) kognitivni procesi, čustveno-motivacijski procesi, socialni procesi, dosežku učencev  \nIntroduction  \nResearch on educational productivity emphasises the quality of teaching as one of the major factors influencing optimal student achievement (Hattie, 2009; Marzano, 2003; Walberg, 2006) . In the knowledge society, expectations of teachers are very high. It is expected that they will have competencies for developing optimal learning environments for students and for promoting key competencies in students that will enable them to be successful in the rapidly changing society in the 21st century. The OECD has suggested that the key competencies are the ability to work in heterogeneous groups in different contextsand situations, the ability to be autonomous in life and work regarding planning and decision making, and the ability to use symbolic systems such as language, mathematics and ICT (Rychen & Salganick, 2001, 2003) . In order to fulfil these expectations and develop optimal learning environments for students, teachers have to develop complex instructional, classroom management, communication and assessment competencies so as to facilitate students’ cognitive, affective and social processes.  \nNye, Konstantopoulos and Hedges (2004) estimated that teacher quality can explain between 7 and 21 percent of variance in student achievement. Research has also shown a difference of 39 percentage points in student achievement gains in one school year between students who spent a year with the most effective teachers and those who were taught by the least effective teachers: students with the least effective teachers registered gains of 14 percent, while those w","cbCailO1EjWn4Fs7","https://ap.wps.com/l/cbCailO1EjWn4Fs7","pdf",188683,22,"English","# Introduction\n## The study purpose and competency concept\n## Teacher competencies model\n### Framework for linking competencies and achievement","[{\"question\":\"How do teacher competencies influence student achievement?\",\"answer\":\"Teacher competencies are presented as a major factor affecting student learning. Teaching methods, communication, and classroom management shape the learning environment that can either promote or hinder achievement.\"},{\"question\":\"What is the article’s main goal?\",\"answer\":\"The article analyzes research on educational productivity to select the most important teacher competencies related to student achievement, and to develop a model for understanding their combined effects.\"},{\"question\":\"How does the proposed model explain the link between competencies and achievement?\",\"answer\":\"The model describes synergetic effects of competencies on student outcomes by promoting cognitive, affective, and social processes, and by detailing which competencies impact each process.\"}]","Teacher Competencies through the Prism of Educational Research | PDF",1792086073,55]