This tool is a European project titled "Building up Chinese Teachers' Key Competences through a Global Competence-Based Framework". This project is co-funded by the European Commission. This questionnaire is anonymous and you will need 5 minutes to answer it. You will be re-addressed to a rubric after answering the questionnaire so as to know your current competence level. The results could be used for research purposes, but the anonymity will be always guaranteed since the data will be analysed globally. You accept that your results can be used to this end by answering this questionnaire.
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With regard to identifying and giving support to students with learning, behavioural, emotional or social difficulties and gifted students, as well as to asking for advice to services and specialists to pay attention to the diversity of educational needs, I believe that my current competence level is:
I pay attention to students with special educational needs, I collaborate with specialists and I am aware of the existence of services, even though I do not use them systematically.
I pay an adequate and sufficient attention to my students’ diversity as a result of my experience, reflection and knowledge of resources and external services.
I identify students with special educational needs, I adjust my activities and teaching action to those needs and ask for support from external services.
I know which institutional services I can use when I am not able to give sufficient support to my students.
With regard to the establishment and development of goals, teaching and assessment strategies that take into consideration and giving an answer to the needs of students with different origins, abilities, interests, families and communities, I consider that my current competence level is:
I establish the same learning goals for all my students in my sessions and I adapt these to their educational needs.
I establish learning goals according to my student’s needs and I look for strategies to give them the best support, I describe their impact and I integrate them.
I am aware of the existence of specific methods that are adequate to the needs of each student.
I reflect on and include in my sessions, in a systematic way, strategies, methodologies and support to my students’ diversity according to their individual needs.
With regard to regulating the teaching action aiming to overcome those obstacles that hinder learning and to foster autonomous learning, I think that my current competence level is:
I use the adequate strategies and methods to promote everyone’s participation and autonomous learning as a result of usually self-assessing my inclusion competence.
I am able to identify, describe and change inclusive actions in my teaching practice.
I use self-assessment instruments on my inclusion competence so as to improve my inclusive practice in the classroom so that my students learn better.
I reflect on my actions as a teacher to manage those strategies that help my students learn in an autonomous way.
With regard to valuing diversity as a natural fact which has to be positively integrated, developing strategies that prevent exclusion and discrimination from happening, and provide equal opportunities to all students, I perceive that my current competence level is:
I manage and assess resources to design activities that are adequate to the individual learning needs of everyone, so that students can learn and develop competences.
I identify diversity in a group of students, I plan the same activities for everyone, I provide them with the same support and think about, as a teacher, which answer I can give to diversity.
I believe that diversity is a natural fact that is current in our society and, therefore, I am aware of the diversity that exists in Primary Education classrooms.
I am able to identify my students’ educational needs and I plan my sessions according to them, adapting activities so that all my students can learn.
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