Abstract:

The current educational context, with a significant share of activities performed online, requires teacher adaptability more than ever. The teachers’ capabilities are challenged: new resources must be accessed, innovative teaching content must be developed, and new assessment solutions have to be implemented - all these, while trying to maintain the quality of the educational process and (at least) the same wellbeing state for both teachers and students, as in face-to-face or blended teaching.

Observing this complex environment in a small university, the present study starts from the set of competencies that a teacher must master and suggests an upgrade of the model, proposing new facets of the competencies. How much should we reconsider the traditional model? Are (all) teachers aware of the technological skills they need, to cope with the online teaching and to motivate their students? What are the risks involved by these new aspects?

One of the most important issues that we should be concerned about is the ability of teachers to present the concepts in their area of expertise, both traditionally and online. The paper presents several examples of best practices in this direction.

Keywords:

Technology, education, online learning, competencies, adaptability, transfer of concepts.