Kompetencje moralne nauczycieli – prolegomena
Teachers’ moral competences – prolegomena

Summary/Abstract: The presented analysis focuses on the moral dimension of the teaching profession, whichencompasses the moral competence of its representatives. This dimension determines, atleast to some extent, the quality of services rendered by teachers to other people as part oftheir professional activity. Thus, the research and analyses undertaken with regard to this areaof scientific exploration are of importance for the discipline of educational research. Theaim of the paper is an attempt at making an introduction to the manners of understandingthe term: teacher’s moral competences. Such competences can be placed among a numberof competencies a teacher should display. The article was prepared based on an analysis ofthe literature dealing with the subject of the research. The analysis was used to explicatethe category, which, similarly to the category of competencies as such, has turned out to bedefined in an ambiguous way. The researchers of the issue of teachers’ moral competenceshave ascribed various meanings and scope to this term, and have differed in indicating itssignificance and importance for the professional activity undertaken. This is conducive neitherto an attempt at developing a clear definition of this term nor to defining its constituentelements more precisely. The analysis of this category implies the need for paying closerattention to teachers’ moral competences, both in the theoretical and practical contexts,and to conduct intensified research on these competences, enriching thereby the scientificachievements made so far in the field referring to the moral dimension of the work performedby the representatives of this social and professional category, i.e., teachers.

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