enseignement professionnel et formation modulaires ... - emcet 2

competencies (ensuring attitudes, motivations and behaviours that foster
teaching that is responsible and committed to achieving the desirable training
objectives).
Focussing on the establishment of competencies in a strictly didactic area,
this author believes that in addition to being experts in their specifi c academic
discipline, university teachers and professors should possess a wide range of
basic vocational competencies, as is refl ected in the specialized literature on this
subject which also off ers numerous ideas and suggestions: understanding
students’ learning processes in academic and natural contexts; using principles
of learning to foster environments and actions that stimulate learning;
organising and directing teaching, with attention given to the diversity of
contexts, interests and needs; planning teaching and didactic interaction;
designing curriculums (studies, courses and programmes) with a view to
specifi c, global and professional training needs – this competency should be
exercised jointly within the responsible academic units-; programming didactic
units. Identifying and selecting objectives, contents, methods, resources, and
evaluation procedures; planning learning activities that are suited to the
objectives, to the diverse needs of the students and to the available resources,
shifting the focus from teaching to learning; using suitable didactic methods
and techniques; thorough knowledge of didactic methods and techniques and
their potentials and limitations in diff erent academic and pedagogical contexts;
fl exible and effi cient use of established pedagogical methods, resources
and techniques; innovation of methods and use of resources; progressive
introduction and evaluation of communication and information technologies
as a teaching resource; management of didactic interaction and rapport with
students; constructive relationships with students.
Likewise, Valcárcel (2003) believes that student advising, orientation
and tutoring is essential, as are: the evaluation, control and regulation of
teaching itself and of learning; an understanding of methods and techniques
and their potentials and limitations in diff erent situations; the creation and
design of evaluation plans and instruments; the fl exible use of procedures in
diff erent circumstances; the improvement of teaching and reinforcement of
student learning on the basis of evaluation procedures; an understanding of
institutional and legal regulations on the rights and obligations of teachers
and students; the adjustment of professional actions to the regulations in
force; the adaptation of the organisational structure of the teaching-learning
process to the principles established by the Convergence of the Higher
Education European Space; the rethinking of credits as a unit of assessment
of the work done by students and teachers; teacher’s management of their
own professional development as teachers; diagnosis and identifi cation of
the innovation and improvement needs and objectives of their teaching and
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