A university teacher must possess at least these qualities that confer competences to develop its role as a mentor and guide :

1 - It has a theoretical and conceptual framework on philosophical , psychological, and social foundations of education.

2 - Integrate the course and function, a curriculum and a particular social context.

3 - Performs research and innovation.

4 - Plan the activities for teaching and learning .

5 - Make teaching strategies and learning .

6 - Organize group work in cooperative situations .

7 - Make motivational strategies .

8 - Evaluate learning.

9 - provides advice and mentoring.

Now , facing the XXI century should develop at least the following elements:

- Identify and understand the different ways ( routes ) that exist for students to learn .

- Possess knowledge, skills and attitudes related to the diagnosis and evaluation of students in order to help in their learning

- . Having a scientific discipline commitment to maintaining professional standards and being aware of the progress of knowledge.

- Know the applications of ICT disciplinary field , from the perspective of both the documentary sources, and the methodology of teaching.

- Be sensitive to external signals on the labor and professional needs of graduates .

- Master the new developments in the teaching-learning process to deal with the twin track and distance , using similar materials.

- Take into account the views and aspirations of users in higher education , especially for students.

- Understand the impact that factors such as globalization and multiculturalism have in the training curriculum.

- Possess the ability to teach a broad and diverse group of students with different socioeconomic and cultural backgrounds , and along broad and split shifts .

- Be able to provide teaching both large groups and small groups (seminars ) without compromising the quality of teaching.

- Develop a set of strategies for dealing with different personal and professional situations.

#1 Passion and enthusiasm that will rub off on the university students and provide the drive to provide quality feedback.

#2 The technical or subject knowledge to be able to identify deep insights appearing in university students' assessments.

#3 Ability to ask questions that cannot be answered by rote learning.

I agree with Ian's three points. I would also add (in support of points 2 and 3) that there needs to be training on how to grade papers so that they are not simply a summative report but a way of encouraging further thought. Assessment of learning should be limited to CVs, certificates and administration - our job is to encourage thought and our assessments should, therefore, always aim towards the formative.

#4 Know how to set a good term paper or exam paper, that is in alignment with the taught professional requirements, the syllabus and current knowledge.

Reynaldo,

At our university the teachers have to obtain a university teaching qualification. The following skills are assessed:

Within the context of a degree program and field of study a lecturer is able to:

Design and redesign his teaching for a course unit: selecting and developing suitable learning objectives, working methods and assessment methods that dovetail with the degree programme’s learning outcomes.

Teach and supervise students: being widely deployable in the main working methods of academic teaching.

Test and assess: compiling and using test types that are consistent with the learning objectives and working method used in content, form and assessment.

Evaluate: Evaluating the teaching using a variety of data sources in order to arrive at a well-reasoned improvement proposal.

(from the intranet website of the University of Groningen)

Pretty basic stuff which also hold for teachers in secondary education.

It is very important to add personal experience. I mean, there could be many excellent course books, e-learning materials etc. developed by professors, but it is also important to tell personal experiences connected to research topic or field of interest of the professors. For eg. experiences from the practice of his/her reserach topic. It is a plus that cannot be learned from coursebooks and increases the quality of teaching and the profession, too.

As well as Ian's first point, I would add an ability to communicate with others - difficult to define. In some respects, it's just in the blood! Working in your "spare" time (not that university lecturers have much of that) on the stage or in the media helps develop effective communication skills - to be able to transfer knowledge that you possess to others in such a way that they can create new knowledge.

There's an NGO I belong to in Belgrade (Education Forum) that has an excellent publication on the subject of active teaching and learning, available to download in English at http://www.eduforum.rs/images/pdf/ACTIVE_LEARNING_2.pdf.

Steve

A university teacher must possess at least these qualities that confer competences to develop its role as a mentor and guide :

1 - It has a theoretical and conceptual framework on philosophical , psychological, and social foundations of education.

2 - Integrate the course and function, a curriculum and a particular social context.

3 - Performs research and innovation.

4 - Plan the activities for teaching and learning .

5 - Make teaching strategies and learning .

6 - Organize group work in cooperative situations .

7 - Make motivational strategies .

8 - Evaluate learning.

9 - provides advice and mentoring.

Now , facing the XXI century should develop at least the following elements:

- Identify and understand the different ways ( routes ) that exist for students to learn .

- Possess knowledge, skills and attitudes related to the diagnosis and evaluation of students in order to help in their learning

- . Having a scientific discipline commitment to maintaining professional standards and being aware of the progress of knowledge.

- Know the applications of ICT disciplinary field , from the perspective of both the documentary sources, and the methodology of teaching.

- Be sensitive to external signals on the labor and professional needs of graduates .

- Master the new developments in the teaching-learning process to deal with the twin track and distance , using similar materials.

- Take into account the views and aspirations of users in higher education , especially for students.

- Understand the impact that factors such as globalization and multiculturalism have in the training curriculum.

- Possess the ability to teach a broad and diverse group of students with different socioeconomic and cultural backgrounds , and along broad and split shifts .

- Be able to provide teaching both large groups and small groups (seminars ) without compromising the quality of teaching.

- Develop a set of strategies for dealing with different personal and professional situations.

My suggestion is to keep assessment of learning in perspective. What I mean is that sometimes we are so busy assessing students - and students are so obsessed with only engaging with assessment tasks - that they miss the big picture. I am very aware with the students I teach that I assess them fairly (criteria sheets, exhaustive feedback etc) but that I don't make this the focus of the course. The main game is preparing them to be quality mathematics teachers - in many ways the assessment is a requirement of the university which may or may not relate to quality learning.

Dear Kevin,

I share your concern, but I think it takes on different facets depending on the meaning given to "quality learning".

For example, in an academic program for undergraduate engineering, quality learning math can have several interpretations:

1. Solve math problems as would a professional mathematician.

2. Apply with sufficient rigor their mathematical knowledge to solve engineering problems.

Maybe identify that students learn with a certain type of evalaution, it's a different quality that you consider, because such evalaution, not intended to your idea of ​​quality.

Sincerely,

Reynaldo

What do you think about the following skill of teacher?

Ability to select, adapt, or design and develop different types of learning assessment tools for the classroom, to provide students and the teacher, tracking the activities performed, and own group, and the construction of a deep, comprehensive vision, documented and reasoned of the difficulties confronted and progressive results achieved by the first, and the effectiveness and relevance of teaching. That accommodate the different learning styles of students, their views and aspirations that seek their welfare, human development and intellectual and professional growth, that are consistent and integrated into the working methods used to address course content, with its nature , with the characteristics of the learning environment experienced, with group size and with the social context of the school . All this, applying a theoretical and conceptual framework on philosophical, psychological, and social foundations of learning assessment .

Combining theory and practical. Old and new methods of teaching. Most importantly be passionate about teaching.

Implementing theoretical perspectives in practical sessions, counselling and research project should be the end product.