Executive Functions in the Context of Professional Competencies of Future Teachers

Abstract

This paper focuses on the scientific analysis of the interrelationships between executive functions and the professional competencies of future teachers. The research aims to reveal this relationship by measuring the interaction styles of future teachers (organiser, helping, understanding, leading to responsibility, insecure, dissatisfied, reprimanding, strict), didactic competencies (planning and preparing lessons, lesson implementation, classroom climate, diagnosis and evaluation, self-reflection), teaching styles (manager, knowledge-oriented, goal-oriented, supportive) and the level of their executive functions (planning, time management, organising, emotional regulation, behaviour regulation). The most significant findings are the moderate relationship between the executive functions and the interaction styles of the teaching adepts and between the executive functions and the didactic competencies of the teaching adepts. We found no statistically significant relationships between executive functions and teaching styles.