"pedagogical competence" is a correct and usable phrase in written English.
You can use it when referring to the skills and abilities of a teacher or instructor in the field of education. For example, "The teacher had a high level of pedagogical competence, which helped her students to learn effectively."
The student teaching experiences are structured to enable each student teacher to gradually develop pedagogical competence and skill, and typically begin with observation of an experienced cooperating teacher with incremental assumption of responsibility as the term progresses.
By using the worksheets linked below, you will chart the many dimensions of pedagogical competence that you will need and that employers will look for, take stock of available resources, and make a plan to foster your professional development in teaching through the unique opportunities available at Cal.
Thus, the role of RNs in the care of older people requires considerable medical, nursing and pedagogical competence, as well as personal life experience [ 40].
The study results indicated that teachers' ICT competences form a unique set composed of two subsets, technological competences and pedagogical competences.
Future initiatives must focus on changing the pedagogical competences of the doctors participating in daily clinical training and on implementation strategies for changing educational culture.
The aim of this study was to describe the reported experiences of Indonesian nursing teachers who participated in a two-year cross-cultural project designed to build pedagogical and professional competence after the tsunami in Aceh province in 2004.
It is the technical skills, unfortunately, that get almost all attention in the pedagogical literature on competence requirements in emergency medicine [ 16].
This training model requires of the moderator that he/she has the ability to lead a group process and having relevant pedagogical and medical competence for the special communication skills relevant for the three themes.
Our study revealed that even if online teacher education programmes represent good avenues for stimulating teachers and student teachers to develop digital competence for pedagogical purposes, this aspect is poorly integrated within the actual programmes, although some interesting examples were demonstrated.
Thus, the model in this study provides a practical method for evaluating intercultural competence, which has pedagogical implications for internationalized talent training and curriculum design in universities and educational institutions and for college students' understanding and improving their intercultural competence.
Moreover, the technological competences influenced the pedagogical ones.
