Abstract:

There is an ever-stronger implicit consensus today that the centre of attention for educational activities should be key competences necessary for the successful overcoming of contemporary work and life situations. Therefore, the concepts such as learning how to learn, responsibility for action, and life skills come to the forefront. This tendency is strengthened further by numerous test-programs. Key competences are observed through the imperative of the challenges of today and tomorrow, quick and two-fold changes in society, and the economic, social, and personal welfare of all individuals, but also society as a whole. In this context, numerous authors also deal with teacher competences. Many researchers also ponder the notion of teaching in contemporary circumstances because that notion itself is being defined in various opposing ways. Two approaches to teaching are, therefore, observed: teaching focused on competences and a view of teaching as a process in which and through which an individual is also raised (Herbart). If we take into consideration the latest attempts and the circumstances of the time in which we live (the COVID-19 pandemic) where the online teaching is preferred as an adequate approach to learning, teaching, and gaining abilities from primary school up until faculty level, there is a need for a more concrete insight into this global way of teaching. This paper highlights the pedagogical approach and viewpoint of online teaching and teaching in general, with a stress on the pedagogical humanities vision of observing upbringing and what it truly is. It is, therefore, unencumbered by the goals set from above, which produce adequate personality traits, competences of an individual within a globalized word and competitiveness. It is a basic education goal, primarily based on fundamental, essential needs, values, and interests of Man and his dispositions. This paper makes a connection between online teaching and upbringing and pedagogical notions of educational teaching, pedagogical tact as a specific trait of a pedagogist, and competences seen from a pedagogical perspective. The flawed nature of realizing the true educational pedagogical process within the online teaching environment is stressed, as well as the insufficiently applied educational-value action of a pedagogist and the neglecting of the affective dimension of the teaching process and student experience. This paper stresses the irreplaceability of social relations found in the institutional physical class and teaching environment.

Keywords:

teaching, online teaching, upbringing, pedagogy, pedagogical perspective