The roles and the competences of science teachers in the effective school which is rapidly changing

Abstract

In the new concept of teaching and other forms of educational work, teachers performe faster and get new roles. For innovated old and new roles, teachers have to acquire the appropriate competences. Therefore we have clearly determined at the beginning of the article what teachers’ roles and what their competencies are and also what is meant by effective school. For the need of this work we have classified learning theories into several groups taking into account that there are some interweaving among these concepts but in modern didactic literature most pervasive and most recommendable to practicioners are behavioral, critical-communicative, constructivist, thoughtful learning models and humanistic learning theories. The subject of this topic is to explore the attitudes and the opinions of the respondents on the concept of effective school, the emancipatory role of students and teachers’ competencies to work in an effective school, with reference to the specific competencies of teachers in the realization of science teaching goals and tasks. In the subject of the research we have implied the cognitive, motivational, innovative and systematic evaluative component. The aim of the research is to determine the attitudes and the opinions of teachers and students on the concept of efficient school in the society that is rapidly changing; to explore the emancipatory role of students and teachers’ competences necessary for the efficient work and effective teaching in modern school. In the research we have found the key indicators and characteristics of effective school in regards to traditional teaching. These indicators can be a significant support for modeling efficient school which will be more pedagogically developed institution and which could optimize the meets of constantly growing social needs of students.