Cooperation and Interaction

Teaching work has always been social in nature and based on interaction between people. The social nature of the work has been defined in different ways in different times, but teaching/learning situations have always been based on human interaction. The capacity for positive, ethically sustainable interaction with learners is the corner stone of high-quality learning.

Cooperation and interaction are closely linked to facilitating learning and developing the educational environment. Cooperation is often related to aspects such as national or regional planning and implementation of teaching or different development projects carried out in cooperation with working life. Interactive competence is closely associated with the guidance of the learning process, for example.

Cooperation on the level of educational institutions covers the ability to form functional guidance and peer relationships, work groups, etc. From a broader perspective, it also contains the ability to act in networks made up of the representatives of different educational institutions and working life. For teachers of vocational institutions and polytechnics, such requirements are present in their daily activities through aspects such as on-the-job training and constantly expanding project activities. Cooperation reaches into international and global arenas, which has, for many teachers and institutes, become an everyday reality through international projects.

The competence of a teacher thus includes:

  • cooperation and networking skills, which is understood to mean the ability and motivation of the teacher to act in regional, national and international cooperation networks and
  • interaction skills, which means the ability of the teacher to act in different interactive relationships in a way that is meaningful and conducive to the goal of the activity in question.