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’ Voice Resource Bundle. Thinking Skills across the Curriculum.

Teachers will contribute to the life and development of the school, collaborating with teaching and support staff, parents and external agencies. Events 05 – Initial Teacher Education Policies.

General Teaching Council Northern Ireland

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. Digest of Statistics Teachers will have developed a knowledge and understanding of the factors that promote and hinder effective learning, and be aware of the need to provide for the holistic development of the child.

Teachers will have developed a knowledge and understanding of curriculum development processes, including planning, implementation and evaluation. Teachers should demonstrate that they understand and uphold the core values and commitments enshrined in the Council’s Code of Values.

Professional Competences – General Teaching Council For Northern Ireland

Primary – Irish Medium. Global Dimension Online Course. Introduction to Global Dimension. 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. Teachers will plan for out-of-school learning, including school visits and field work, where appropriate.


Teachers will have developed a knowledge and understanding of the statutory framework pertaining to education and schooling and their specific responsibilities emanating from it. 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. Among Schoolchildren – Seamus Heaney. Fairtrade at Competencws Mary’s.

Education Department

Global Dimension in Education. Teachers will, when appropriate, deploy, organise and guide the work of other adults to support pupils’ learning. Teachers will select from a range of assessment strategies to evaluate pupils’ learning, and use this information in their planning to help make their teaching more effective.

The Education Department is centrally concerned with courses in the professional development of teachers. Teachers will have developed a knowledge and understanding of how to use technology effectively, gtvni to aid pupil learning and to support their professional role, and how this competence embeds across all of the competences.

Teachers will have developed a knowledge and understanding of the interrelationship between schools and the communities they serve, and the potential for 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. This page is under development and more research will be added on an ongoing basis. Post Primary – Irish Medium. Hospitality Register April-Sept Teachers will have developed a knowledge and understanding of their responsibilities under the Special Educational Needs Code of Practice and know the cmpetences of the most common special needs and appropriate strategies to address these.


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Designed and Developed by i3 Digital. Teachers will have developed a knowledge and understanding of the need to take account of the significant features of pupils’ cultures, languages and faiths and to address the implications for learning arising from these.

Irish Medium Education Team.

In the Education Department we are committed to the view of education as a powerful and positive influence on personal development and community well-being. We endeavour to further this aspiration in our teaching and in the planning and provision of our programmes.

Teachers will secure and promote a standard of behaviour that enables all pupils to learn, pre-empting and dealing with inappropriate behaviour in the context of the school policies and what is known about best practice.

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. Teachers will liaise orally and in written reports in an effective manner with parents compdtences carers on their child’s progress and achievements. Service Complaints Procedure

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