Teachers’ Key Competences: design and validation of the global teachers’ competence-based framework

Abstract

Introduction. Since the European Council meeting in Lisbon in 2000, higher education institutions have made considerable efforts to implement a competence-based approach. For example, teachers’ key competence frameworks have been created, even though they vary greatly not only between countries, but also between institutions within the same country. These differences highlight the need for a more global model of competence framework for teachers, aligning pre-service teacher education with in-service teacher education or permanent training and thus encouraging professional lifelong learning. Method. This contribution presents the process followed to design and validate the global theoretical framework of teachers’ key competences, designed in a European Project co-funded by the European Commission. Results. The steps followed for the construction of this reference framework are detailed. The paper starts with a systematic review of existing competence frameworks in different geographical areas. Discussion. The aim is to ensure the transferability of this framework to other contexts and to promote global harmonization. The different validation processes are specified in order to encourage their use in future studies and research.