Teacher’s ability to perceive oneself as a free, responsible person Teacher’s ability to adequately assess personal qualities and confidently improve them Teacher’s ability to recognize, manage and adequately express one’s emotions and feelings Teacher’s ability to follow moral attitudes and foresee the possible consequences of one’s actions as well as to act responsibly Teacher’s ability to think positively, accept the challenges and changes of life, foresee the possible choices, and to overcome difficulties Teacher’s ability to flexibly adapt to the new educational challenges Teacher’s ability to raise new ideas and implement them Teacher’s ability to clearly and accurately express one’s ideas and feelings by maintaining eye contact, selecting appropriate words, tone, mimicry, and thus managing the group atmosphere Teacher’s ability to speak persuasively (one’s belief in the subject) Teacher’s ability to use humour in order to create appropriate atmosphere in the group Teacher’s ability to listen to and hear other opinions Teacher’s ability to socialize and cooperate at a professional level Teacher’s ability to cooperate in projecting and improving educational activity Teacher’s ability to work in a team Teacher’s ability to responsibly and actively participate in the activity of the community Teacher’s ability to orient oneself in the contemporary changes of education Teacher’s ability to continuously improve one’s educational competences Teacher’s ability to take part in the international realm of education (Erasmus exchange programmes, conferences) Teacher’s ability to participate in international projects Teacher’s ability to participate in international research Teacher’s ability to be one to new ideas, experience and to encourage the openness of others Teacher’s ability to encourage students to learn lifelong Teacher’s ability to assess the current situation (its advantages, drawbacks, possibilities and threats) Teacher’s ability to develop a long-term strategy (a cycle of lectures / semester) Teacher’s ability to develop a short-term strategy (lecture/seminar) Teacher’s ability to raise specific, measurable and attainable goals of education Teacher’s ability to plan educational processes in order to attain the set goals Teacher’s ability to inform students (in the first lecture) about the goals of the subject, its intended results, the outline of the term Teacher’s ability to create a safe, favourable learning environment providing equal learning conditions and opportunities Teacher’s ability to adequately distribute the workload and tempo of learning the subject Teacher’s ability to rationally and effectively use the contact time in lectures Teacher’s ability to set up and alternate group work and individual tasks Teacher’s ability to develop students’ organizational competencies of self-dependent learning Teacher’s ability to develop joint responsibility for implementing individual and group goals as well as for intergroup support Teacher’s ability to maintain the smooth progress of educational processes Teacher’s ability to direct the students’ efforts in the target direction Teacher’s ability to constructively solve the emerging conflicts by making quality decisions as well as to teach others to solve them Teacher’s ability to give students individual consultations (during the contact hours, by email or at the individually arranged time) Teacher’s ability to introduce students to the assessment order, assessment methods and criteria in advance (in the first lectures) Teacher’s ability to assess students objectively, on the basis of pre-discussed criteria Teacher’s ability to assess the external factors which changed the educational process, even though were not included in the initial plan Teacher’s ability to apply different forms of assessment Teacher’s ability to employ different modern educational resources Teacher’s ability to create new teaching resources Teacher’s ability to employ traditional teaching/learning methods Teacher’s ability to employ active methods of education Teacher’s ability to develop students’ creativity and promote their initiative Teacher’s ability to set up problem-based learning Teacher’s ability to develop critical thinking skills Teacher’s ability to educate students with special needs Teacher’s ability to relate theoretical material with its practical application in a reasoned way Teacher’s ability to encourage students to discuss, analyze, raise problem-based questions, generate ideas