Teacher competences and skills for enhancement of learners' motivation within constructivism-based blended learning

The paper presents the competences a university teacher must have in order to enhance students’ motivation in constructivism-based blended learning. Based on an analysis of the key constructivist claims of cognitive motivation, a model of teacher competences has been developed, taking into account functions, roles, competences, skills and performance statements relating to the activation and facilitation of students’ intrinsic motivation to learn. The model of competences presented herein is different from the comprehensive models of teacher competences known from literature, because although it takes into account almost all of the most important aspects of learning and teaching, it still focuses on the competences that are most closely related (in the constructivist sense) to learning motivation. The authors treat this study as part of conceptual preparation for their empirical research on academic teacher competences in the field of students’ motivation enhancement in educational strategies grounded in different educational paradigms.