Lærerkompetencer og elevers læring i dagtilbud og skole: et systematisk review.

The purpose of this study is to examine what dimensions of the pedagogical staff’s manifested
competences at daycare centres and in school can be proven through efficacy studies to contribute to learning in children and adolescents.

The results of the literature review demonstrate that the concept of ‘competence' is composed of three distinct parts that contribute to learning in children and adolescents. These three competences are: 1) relational competence: In relation to each pupil, the teacher must possess the competence to enter into a social relationship; 2) rule management competence: The teacher must possess the competence to manage teaching practices in relation to the entire class (all pupils); 3) didactic competence: As regards the content of the lessons, the teacher must possess didactic competence in general and in relation to the specific subjects.

Research published from 1980 to 2007 forms the basis for this review. The review shows that in the given period, 70 studies were published on the correlation between manifested teacher competences and student learning.

Nordenbo, S. E. et al. (2008). Lærerkompetencer og elevers læring i dagtilbud og skole: et systematisk review. København: Dansk Clearinghouse for Uddannelsesforskning.