The Competency Framework of Teachers at Masaryk University

A circular educational diagram divided into five numbered segments, each labeled with a different aspect of the teaching process: 1. Planning teaching, 2. Conditions for learning, 3. Teaching and supporting learning, 4. Assessment and feedback, 5. Reflection of teaching, all in shades of blue.

The Competency Framework: Pedagogical Competencies of University Teachers helps us at Masaryk University define quality teaching. It outlines and introduces the pedagogical competencies of teachers, thereby contributing to the formulation of a shared vision of teaching quality at Masaryk University. The competency framework also serves as a basis for the creation of tools used in monitoring, evaluating, and supporting the quality of pedagogical activities of university teachers.

The competency framework introduces five pedagogical competencies that focus on the teaching process and cover areas such as lesson planning, the teaching itself, and supporting student learning, assessment, feedback, and reflection. These competencies are broken down into sub-competencies. They are based on the professional and value foundations of the teachers and are derived from the thesis that teachers at Masaryk University are experts in their fields and continuously deepen their expertise along with the development of their disciplines.

The competency framework will continue to evolve based on the needs of the teachers and trends in higher education pedagogy, as well as the social situation and educational policy at both national and international levels. Its form will be continuously innovated and supplemented with various levels of competencies’ development.

Pedagogical competencies

1. The teacher systematically plans their teaching

Koláčový graf rozdělený na pět segmentů s čísly od 1 do 5, kde jeden segment je vybarvený modře.

The teacher formulates the objectives of their teaching in accordance with the graduate profile of the degree programme.
Based on the teaching objectives, the teacher determines verifiable learning outcomes for the respective teaching unit.
The teacher structures the teaching so that its individual parts follow each other, and it has a clear beginning, a comprehensible progress, and a meaningful conclusion.
The teacher selects teaching methods that are suitable for achieving the set objective and best convey the content of the teaching to the students under the given conditions.
When creating teaching content, the teacher takes into account the teaching objectives and the initial level of knowledge, skills, and competencies of the students.
The teacher prepares or provides accessible and functional study materials that effectively support self-study.

2. The teacher creates appropriate and safe conditions for learning

Kolový diagram rozdělený na pět segmentů s čísly od 1 do 5, přičemž segment s číslem 2 je zvýrazněn modrou barvou.

The teacher sets clear and meaningful rules and transparently informs all students about them.
The teacher consciously creates and maintains a safe environment in their teaching to ensure mutual respect.
The teacher strives to engage students in learning activities during the lessons.

3. The teacher conducts teaching with attention to the students’ needs

Kruhový diagram rozdělený na pět segmentů s čísly od 1 do 5, přičemž segment s číslem 3 je zvýrazněn modrou barvou.

To stimulate students’ learning activity, the teacher uses learning tasks or questions of appropriate difficulty that fulfil the teaching objectives and correspond to the nature of the subject matter.
During the lessons, the teacher responds to the needs of the students, adjusts their teaching strategies, and provides constructive feedback.

4. The teacher uses various methods to assess students’ results

Kolový diagram rozdělený na šest segmentů s čísly, modrý segment je označen číslem 4.

The teacher uses various assessment methods appropriately to the teaching objective, the purpose of the assessment, and the educational needs of the students.
The teacher works with transparent criteria for assessing students.
The teacher plans how and when to provide students with constructive feedback, considering the conditions available.
The teacher creates opportunities for self-assessment and self-reflection for students during the lessons.