Abstract
What kind of competencies do teachers require to support EDC? What are the minimal and maximal competencies of EDC? What are the criteria and how can these competencies be established? How stable are citizenship competencies, taking into account the usual obsolescence of any type of know-how? (cf. Bîrzéa, 2000) ... are only some of questions which arise in every discussion about teacher competencies. And when it comes to teacher competencies for EDC then our criteria rise even higher, our expectations go in all directions searching for (almost) the perfect person.
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Mrnjaus, K. (2012). Teacher Competences for Education for Democratic Citizenship. In: Print, M., Lange, D. (eds) Schools, Curriculum and Civic Education for Building Democratic Citizens. Civic and Political Education, vol 2. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-167-2_7
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DOI: https://doi.org/10.1007/978-94-6209-167-2_7
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