THE ROLE OF THE TEACHER IN THE FORMATION OF PRACTICAL COMPETENCIES

Abstract

The notion of practical competence in biology education refers to a student’s ability to apply theoretical knowledge in a real-world or experimental context. It includes skills such as conducting scientific observations, formulating hypotheses, handling laboratory instruments, recording and analyzing data, and collaborating with peers during fieldwork or research projects. Practical competencies are closely aligned with 21^st century skills and are essential for success in both academic and applied biological careers.

A study by Hattie (2009) [1], synthesizing over 800 meta-analyses on student achievement, found that teacher quality has one of the strongest influences on learning outcomes. This underscores the importance of teacher preparedness and pedagogical agility in the acquisition of competencies. For biology teachers, this involves more than subject expertise it requires the ability to foster curiosity, manage laboratory safety, provide formative feedback, and adapt teaching approaches to diverse learning styles.