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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In relation to the consideration of the students’ previous knowledge and abilities as a starting point to plan the teaching practice, and the use of strategies that favour deep and meaningful learning, I perceive that my current level is:
I explore and use students’ previous knowledge to design learning activities that promote deep learning and complex cognitive skills.
I plan previous knowledge activities so as to adjust the initial planning based on the students’ previous knowledge.
I plan previous knowledge activities so as to know students’ starting point.
I am aware that students’ previous knowledge could be used to adjust teaching proposals.
In relation to the integrative use of knowledge from the own specialty and cross-curricular knowledge adequate to the teaching level and stage, I perceive that my current level is:
I design open, complex and productive learning activities that encourage the integration of different types of content and competences according to the students’ level and stage.
I can implement complex and open activities that encourage the integration of knowledge from different disciplines.
I can design complex and open activities that encourage the integration of knowledge from different disciplines.
I am aware of the fact that learning activities should enable the integration of contents from different disciplines.
In relation to the recognition of learners’ needs in order to design, develop, deliver and assess curricular projects, educational settings and teaching strategies that favour the learning process, I perceive that my current level is:
I design learning activities that address some of the students’ needs.
I am aware of the possibility to plan learning activities that address students’ needs.
I design inclusive learning activities by selecting strategies according to my students’ needs and assess their impact.
I address students’ individual needs through learning activities and I assess their impact in a general way.
In relation to coming up with creative solution to problems, I perceive that my current level is:
I create and apply teaching solutions that are thought and specific to the characteristics of the students and their context.
I know and apply some creative and innovative solutions in curricular planning.
I am aware of the positive impact that creative and innovative solutions have in curricular planning.
I create, apply, assess and discuss with my colleagues teaching solutions that are specific for the students’ needs.
In relation to making use of resources and didactic materials that help deep learning, I perceive that my current level is:
I know that learning materials and resources have an impact on students’ learning.
I incorporate new learning resources and materials to the teaching and learning process.
I use learning resources that are proved to be effective and I assess their effectiveness for the students and context’s characteristics.
I search and use those materials that are more adequate to achieve meaningful learning and I assess their adequation.
In relation to the promotion of student’s active participation, I perceive that my current level is:
I plan learning activities and I organise students to encourage their active role and, in addition, I use student-centred methodologies and meaning-making strategies.
I design learning activities during the teaching and learning process that are student-centred as a part of the curricular planning.
I apply some activities that promote the students’ participation as a part of the curricular planning.
I am aware of the benefits that student-centred proposals can have on my students’ learning process.
In relation to the use of curricular knowledge so as to provide experiences to students that help them understand specific concepts of a subject, research, collaborate and communicate, I perceive that my current level is:
I design diverse contextualised learning activities that encourage students’ active participation, building up knowledge collaboratively, application and communication.
I propose activities and experiences that require the comprehension of contents and the use of cross-curricular competences.
I create learning activities that allow students to realise how a given content is used.
I am aware of the fact that the object of learning are the curricular contents and, therefore, it is what students have to learn.
In relation to the promotion of innovation in the own teaching practice, I perceive that my current level is:
I start to rethink my teaching practice and to introduce pedagogical and organizational changes.
I introduce pedagogical and organisational innovations in my teaching practice and share results with my colleagues.
I am aware that educational innovation intends to provide an answer to the current social needs and challenges.
I start to think about innovation as a solution to improve my teaching practice and adjust it to students’ needs.
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