Pedagogical competences, Teachers of English, Initial education, Primary school


The traditional concept of the teaching staff continually is expanding and changing not only in the content but in the methodology and in the forms of learning as well because of the permanent change of the social conditions and the advancement of the science and technology. The teacher is a mediator of the knowledge and a key person who realizes the reforms and the teaching processes into practice and that is why the present and the future requires from the teacher qualified, expert and fundamental pedagogical knowledge .
The competences and the skills as a changeable category mainly recognized and focused on the enrichment and the personal development of someone who learns, besides the initial education implies flexibility as well. Even more it implies improvement of the skills and the knowledge according to the given time frame periods and life conditions by the science and the technology development. During the teachers’ initial education there is a need of expanding their pedagogical skills and competences in order the pedagogical function to be fulfilled in a modern world using the foreign language in the teaching process as a tool for an entry to new resources and innovative techniques of studying.
In the paper there is a presentation of a short comparison of the teachers’ competences in the English linguistic speaking areas and in Macedonia through comparing the educational programs of the higher faculty institutions and colleges.We will present their attitudes and opinions in terms of the level of the acquired competences in the initial education. The results are to be used in the professional improvement of the teaching competences of the English language and other subject teachers during their initial education. The research implemented with the teachers in the schools led to the conclusion that there is an immense need of expanding the teachers’ competences during their initial education.


Download data is not yet available.


Баракоска, А. (2008). Вредностите и образованието во услови на општествени промени. Годишен зборник. Скопје: Институт за педагогија- Филозофаски Факултет, Скопје. Retrieved from

Bologna Declaration. Retrieved from

Department for education of the UK. Retrived from

European Commission. European Reference Framework Education and culture Lifelong Learning Programme: Key Competences for Lifelong Learning. Luxembourg: Office for Official Publications of the European Communities. Retrieved from

European higher Education Area. The Bologna Declaration of 19 june 1999. Retrieved from

Камберски, К. (2000). Предучилишното и основното воспитание и образование во Република Македонија, Скопје: Филозофски Факултет.

Министерство за образование и наука на Република Македонија (2005). Национална програма за развој на образованието во Република Македонија: 2005-2015, Скопје: Retrieved from

PGCE (Post Graduate Certificate of Education). Retrieved from

Gassner, O. Kerger, L. Schratz, M. (2010). First ten years after Bologna. Bucureşti: Editura Universităţii din Bucureşti. Retrieved from

Comission of the European Communities. Commission staff working paper: Schools for the 21st century. Brussels 2007.

European Commission Education and Training, School education, Key Competences. Retrieved from

Никодиновска, Банчотовска, С. (2004). Професионалните компетенции на наставниците во основното образование во Република Македонија, Докторска дисертација, Скопје: Филозофски факултет, Институт за педагогија.

Potkonjak, N.. i dr. (1968). Pedagogija. Zagreb: Matica Hrvatska.




How to Cite

Panev, V., & Barakoska, A. (2015). THE NEED OF STRENGTHENING THE PEDAGOGICAL COMPETENCES IN TEACHING FROM THE ENGLISH TEACHERS’ PERSPECTIVE. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 3(1), 43–50.



Similar Articles

1 2 > >> 

You may also start an advanced similarity search for this article.

Most read articles by the same author(s)