"teaching competence" is a correct and usable phrase in written English.
You can use it to describe an individual's ability to effectively teach a particular subject or skill. For example, "He demonstrated exceptional teaching competence in his English classes."
Those critics also claim that professional knowledge tests measure only general and academic knowledge rather than functional pedagogical knowledge and skills, and they question the validity of such tests as predictors of future teaching competence.
But, given the large number of institutions responsible for teacher preparation and the fact that the majority of their staff were necessarily recruited for their teaching competence rather than for their high academic qualifications, much of the teaching of educational principles tended to become out-of-date and secondhand.
Vocational teachers' work is based on two main competences: teaching competence and competence related to a specific work-life vocational practice.
Lloyd and Payne relate the Norwegian vocational teachers' interest in developing their teaching competence to their responsibility for shaping the content of their courses, while the framework in England and Wales is more prescriptive and focuses on competence-based learning.
To investigate the teaching competence of student teachers, a training programme was designed and applied to incorporate mathematical modelling and the graphic calculator in teaching activities with an algebraic content.
Faculty were rated on their level of student interaction, and teaching competence.
Teacher development is defined as teachers' construction of teaching competences (Avalos 2011).
Many ways are suggested about how to measure and help teachers further develop their teaching competences.
Student teachers, in contrast, believe that the e-portfolio is unable to reflect and demonstrate their teaching competences sufficiently.
Teaching competences (n = 37) The focus in this category is on the subject-specific and didactic-methodological competences of instructing physicians.
To evaluate the influence of a simulation-based program on the initial performance of dural puncture by medical interns, and to refine the design of simulator-based teaching and competence assessment.
