期刊名称：Nordic Journal of Comparative and International Education
电子版ISSN：2535-4051
出版年度：2020
卷号：4
期号：3
页码：117-138
DOI：10.7577/njcie.3757
出版社：Oslo and Akershus University College of Applied Sciences
摘要：This study contributes to the conceptualisation of teachers’ competence through a systematic review (a concept synthesis) of three key transdisciplinary competencies—teachers’ diversity competence, teachers’ research and development competence, and teachers’ digital competence. Based on our analysis, we propose a set of dimensions to consider—within which there were important tensions in the research literature reviewed—when discussing teachers’ professional competence. These dimensions are: the 1) beneficiary, 2) teachers’ role, 3) attitudes, knowledge and skills, 4) sources of competence, 5) relationship to disciplinary content and 6) assessment. We discuss the three areas in light of these dimensions. We suggest that the complexity of being and becoming a teacher is a blind spot in research on teachers’ transdisciplinary competence and that many articles show deficit thinking about teachers.
其他摘要：This study contributes to the conceptualisation of teachers’ competence through a systematic review (a concept synthesis) of three
关键词：teacher competence; transdisciplinarity; diversity competence; research competence; digital competence
