Teacher

===Competences===
The competences required by a teacher are affected by the different ways in which the role is understood around the world. Broadly, there seem to be four models: 
:the teacher as manager of instruction; 
:the teacher as caring person; 
:the teacher as expert learner; and 
:the teacher as cultural and civic person.<ref name="Caena2">F Caena (2011) 'Literature review: Teachers' core competences: requirements and development' accessed January 2017 at {{cite web |url=http://ec.europa.eu/dgs/education_culture/repository/education/policy/strategic-framework/doc/teacher-competences_en.pdf |title=Homepage &#124; European Education Area |access-date=2017-01-08 |url-status=live |archive-url=https://web.archive.org/web/20170109184019/http://ec.europa.eu/dgs/education_culture/repository/education/policy/strategic-framework/doc/teacher-competences_en.pdf |archive-date=9 January 2017 }} citing Altet et al., 1996; Conway et al., 2010; Hansen, 2008; Seifert, 1999; Sockett, 2008</ref>

The [[Organisation for Economic Co-operation and Development]] has argued that it is necessary to develop a shared definition of the skills and knowledge required by teachers, in order to guide teachers' career-long education and professional development.<ref name="OECD">'Teachers Matter:  Attracting, Developing and Retaining Effective Teachers', 2005, Paris: OECD publications [http://www.oecd.org/edu/teacherpolicy] {{Webarchive|url=https://web.archive.org/web/20220830172223/https://www.oecd.org/education/school/attractingdevelopingandretainingeffectiveteachers-homepage.htm|date=30 August 2022}}</ref> Some evidence-based international discussions have tried to reach such a common understanding. For example, the [[European Union]] has identified three broad areas of competences that teachers require:
:Working with others
:Working with knowledge, technology and information, and
:Working in and with society.<ref name="Caena3">F Caena (2011) 'Literature review: Teachers' core competences: requirements and development' accessed January 2017 at {{cite web |url=http://ec.europa.eu/dgs/education_culture/repository/education/policy/strategic-framework/doc/teacher-competences_en.pdf |title=Homepage &#124; European Education Area |access-date=2017-01-08 |url-status=live |archive-url=https://web.archive.org/web/20170109184019/http://ec.europa.eu/dgs/education_culture/repository/education/policy/strategic-framework/doc/teacher-competences_en.pdf |archive-date=9 January 2017 }}</ref>

Scholarly consensus is emerging that what is required of teachers can be grouped under three headings:
:knowledge (such as: the subject matter itself and knowledge about how to teach it, curricular knowledge, knowledge about the educational sciences, psychology, assessment etc.) 
:craft skills (such as lesson planning, using teaching technologies, managing students and groups, monitoring and assessing learning etc.) and 
:dispositions (such as essential values and attitudes, beliefs and commitment).<ref name="Will">Williamson McDiarmid, G.  &  Clevenger-Bright M.  (2008) 'Rethinking Teacher Capacity', in Cochran-Smith, M., Feiman-Nemser, S.  &  Mc Intyre, D.  (Eds.).  'Handbook of Research on  
Teacher Education. Enduring questions in changing contexts'. New York/Abingdon: Routledge/Taylor & Francis cited in F Caena (2011)</ref>