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The OECD has argued that it is necessary to develop a shared definition of the skills and knowledge required by teachers, in order to guide teachers' career-long education and professional development.[6] Some evidence-based international discussions have tried to reach such a common understanding. For example, the European Union has identified three broad areas of competences that teachers require:
- Working with others
- Working with knowledge, technology and information, and
- Working in and with society.[7]
Scholarly consensus is emerging that what is required of teachers can be grouped under three headings:
- knowledge (such as: the subject matter itself and knowledge about how to teach it, curricular knowledge, knowledge about the educational sciences, psychology, assessment etc.)
- craft skills (such as lesson planning, using teaching technologies, managing students and groups, monitoring and assessing learning etc.) and
- dispositions (such as essential values and attitudes, beliefs and commitment)
