Developing and assessing the Life Challenges Teacher Inventory for teachers’ professional growth

Based on the prerequisite role of teachers’ professional development for students’ progress, our study aimed to shift the DeSeCo (Definition and Selection of Competencies; OECD, 2002) theoretical model from students’ competencies for life challenges to teachers’ professional context by creating a reliable, valid questionnaire based on the three DeSeCo's theoretical factors: using tools interactively; functioning in socially heterogeneous groups; and acting autonomously. Results demonstrated validity for the 35-item Life Challenges Teacher Inventory, which was tested on 412 teachers from different school types and disciplines. Theoretical and practical implications are discussed for professional education and growth.

► The study aimed to shift the DeSeCo theoretical model (Definition and Selection of Competencies; OECD, 2002) from students’ competencies for life challenges to teachers’ professional growth. ► The study suggests a reliable, valid questionnaire based on the three DeSeCo's factors: using tools interactively; functioning in socially heterogeneous groups; and acting autonomously. ► Theoretical and practical implications are discussed for professional education and growth.