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So 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; andthe teacher as cultural and civic person.

The OECD 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.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 othersWorking with knowledge, technology and information, andWorking in and with society.

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.) anddispositions (such as essential values and attitudes, beliefs and commitment).

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