Pedagogical competence is a comprehensive concept that encompasses the knowledge, skills, and attitudes essential for effective teaching and pedagogical leadership. On this page, explore the components of pedagogical competence in relation to different university roles.

Pedagogical competence is not static but dynamic, evolving through both personal experience and collaborative professional development. It consists of four interrelated components: 

• Teaching Practice
• Observation
• Theory
• Planning

While the components of pedagogical competence remain consistent, the application of these competencies varies according to the specific roles within a university setting. Different academic positions, such as teachers, doctoral supervisors, directors of study as well as course and program leaders, have unique responsibilities and require various applications of pedagogical competence.

Teaching Practice

At its core, pedagogical competence begins with direct teaching practice, which involves the ability to engage with students in a meaningful and productive manner. It involves the “what”, the “why” and the “how” of teaching. Teaching practice includes designing and delivering lectures, seminars, laboratory exercises, and other teaching activities, facilitating class discussions, assessing student progress, and creating an inclusive and supportive learning environment. It also means adapting to the diverse needs of the students, using relevant methods to keep students engaged and motivated. Additionally, teaching practice encompasses interpersonal skills, such as empathy, patience, and clear communication, which help build positive relationships with students and foster a sense of community in the classroom.

Observation

A crucial component of pedagogical competence is the ability to observe what happens during teaching interactions. Observation involves noticing both the explicit and implicit dynamics within the classroom, such as student engagement, comprehension, and participation. Through careful observation, teachers can identify areas where students struggle, gauge the effectiveness of their teaching strategies, and recognize moments of success or challenge in the learning process. The observational skill allows teachers to collect valuable feedback that informs their teaching but also to engage in informed conversation with colleagues. By paying attention to classroom interactions and student behaviors, teachers gain insights into the learning experience and can make informed adjustments to their instructional methods to better support their students.

In addition to its significance in teaching, observational skills are valuable in other educational roles, such as those of director of studies or course and program leaders. These roles require a nuanced understanding of how educational strategies and curricula function across various settings. Observational skills allow these leaders to discern trends in student progress, evaluate the impact of instructional methods on a broader scale, and identify potential gaps or areas for improvement in the curriculum. For instance, a director of studies might observe patterns in student feedback or assessment results, which could lead to adjustments in course content or teaching approaches. Similarly, course and program leaders benefit from observing how different teaching practices contribute to overall program goals, enabling them to support faculty development, enhance curriculum coherence, and ultimately enrich the educational experience for students across the institution.

Theory

Pedagogical competence goes beyond observation to include the ability to connect experiences to broader educational theories and research. Teachers need to understand the principles of learning and cognition, staying informed about current research on relevant topics. This theoretical foundation provides a context for interpreting observations; seeing patterns, understanding why certain approaches work (or don’t work), and predicting how students might respond to various teaching methods. Additionally, knowledge of educational theory supports reflective practice, as teachers can analyze their teaching within a structured framework. This enables them to make evidence-based decisions and to implement research-backed strategies that enhance student learning. Theory serves as a lens through which teachers view their practice, allowing them to engage with their teaching in a purposeful, informed way. In this way, teaching becomes scientifically underpinned, as all academic activities should be.

A solid grounding in educational theory is equally beneficial for roles such as director of studies or course and program leaders. In these positions, leaders are responsible for guiding the strategic direction of curricula, aligning them with educational research and institutional goals. These roles benefit from an evidence-based approach, enabling leaders to connect observations with educational theory, thus promoting practices that are pedagogically sound and research-informed.

Planning and Development

Pedagogical competence also involves the ability to plan and develop teaching based on insights gained from the process of observation and the use of theory. This component requires teachers to not only respond to immediate needs but also to anticipate future challenges and opportunities in their teaching. Planning involves creating lesson plans, designing assessments, and organizing course content in a way that aligns with learning goals and supports a coherent, student-centered curriculum.
Furthermore, effective planning is often a collaborative process, with teachers working together to share ideas, discuss best practices, and refine their teaching approaches. By collaborating with colleagues, teachers can gain new perspectives, draw on collective expertise, and contribute to a shared culture of continuous improvement within the academic community.

Planning and development are critical not only for teachers but also for directors of study and course or program leaders, as these processes ensure that educational programs are cohesive and aligned with institutional goals. For program leaders, thorough planning helps maintain a clear structure across courses, ensuring that each aligns with broader learning objectives and provides students with a consistent, high-quality learning experience. Effective planning enables directors to anticipate challenges, address gaps, and support strategic curriculum development that meets both current educational standards and future professional and societal needs. Moreover, program leaders play an important role in guiding teachers in their planning, fostering collaboration among faculty, and setting a unified vision for teaching and assessments. By prioritizing planning and development at all levels, directors and leaders can create a collaborative, forward-thinking educational environment that benefits students, faculty, and the institution as a whole.