Teacher Competencies
Teacher Competencies
ASSIGNMENT
Topic: Teacher Competencies – Subject Competencies,
Pedagogical Competencies, Technological Competencies
INDEX
Introduction.............................................................................................................2
Teacher Competencies……………………………………………………………………………………..…4
Subject Competencies………………………………………………………………………………………...6
Technological Competencies…………………………………………………………………….………..11
Conclusion…………………………………………………………………………………………….……………13
Reference…………………………………………………………………………………………………………. 14
2
INTRODUCTION
There currently is an abundant knowledge-base to inform us that in schools
teachers play the critical role in student learning and achievement. Research
reveals that how teachers instruct and this interaction with students is the
cornerstone around which to build effective schools. A summary of the available
studies accumulated over the past 40 years on a key education driver, teacher
competencies offers practical strategies, practices, and rules to guide teachers in
ways to improve instruction that improves student performance and the quality
of the work experience. Four groupings of these competencies can help organize
and simply for teachers what they need to master to maximize their
performance: classroom management, instructional delivery, formative
assessment, and personal competencies. These four categories also provide the
essential core around which decision makers can construct teacher preparation,
teacher hiring, teacher development, and teacher and school evaluations
Before addressing the meaning of teacher competence, we must first establish
the meaning of competence. Competency is a term used extensively by different
people in different contexts; hence, it is defined in different ways. Teacher
education and job performance are two contexts in which this term is used.
Competencies are the requirements of a ‘competency-based’ teacher education
and include the knowledge, skills and values a teacher-trainee must demonstrate
for successful completion of a teacher education programme. Some
characteristics of a competency are as follows:
1. A competency consists of one or more skills whose mastery would enable the
attainment of the competency.
2. A competency is linked to all three of the domains under which performance
can be assessed: knowledge, skills and attitude.
3. Possessing a performance dimension, competencies are observable and
demonstrable.
4. Since competencies are observable, they are also measurable.
TEACHER COMPETENCIES
A competency is more than just knowledge and skills; it involves the ability to
meet complex demands by drawing on and mobilizing psychosocial resources
(including skills and attitudes) in a particular context. Competency is essential to
an educator’s pursuit of excellence.
Teachers need a wide range of competencies in order to face the complex
challenges of today’s world. Teaching competency is an inherent element of an
effective training process, one that aspires to contribute to the welfare of a
particular country or the world, itself.
The central figures in the educational process are teachers. The success of training
and education depends on their preparation, erudition and performance quality.
The teaching skills and life-long learning competencies of professional teachers
comprise the following:
To perform complex pedagogical duties;
To be well-spoken, in good mental and physical health, stable and tolerant;
To have a propensity to work with the younger generation, good communicative
and observational skills, tact, a vivid imagination, and leadership.
During their professional careers, teachers pass through the following levels of
professional growth to achieve the acme of professional competency.
1st level: pedagogical ability – characterized by detailed knowledge of the
subject;
2nd level: pedagogical skill – perfected teaching skill;
3rd level: pedagogical creativity – marked by implementation of new methods
and techniques into educational activities;
4th level: pedagogical innovation – distinguished by the incorporation of
essentially new, progressive theoretical ideas, principles and methods of training
and education
5
SUBJECT COMPITENCIES
A teacher competent in his profession has a thorough knowledge of subject
matter or knowledge of contents. The teacher who has command over subject
matter can provide more and more information to the students in the classroom.
Knowledge of key concepts, inquiry tools and structures and its implication are
essential for combined part and lesson planning for the class. For the
development of reliable cross curriculum linkages, the teachers must have
adequate knowledge sharing about subject matter of the subject being taught in
the class. Further, through integrated lesson planning the class teachers are
capable of an authentic knowledge sharing and teaching learning strategies which
are helpful to strengthen student learning and development of creative thinking.
A teacher not only knowledge of contents is required but he also required
learning about the intersection and its re-organizational knowledge of content
and pedagogy. Few fundamental elements of pedagogical content knowledge are:
PEDAGOGICAL COMPETENCIES
In the ancient time education was the teacher centric education system. So that
students in that system were passive listeners. But the advent of theories as well
as rigorous researches have given pupils an importance place in modern
education system. So that modern education is learner centric education because
teacher must teach their students according to needs, interest, intelligence etc. of
the students. To do so, teachers have to know the pedagogical knowledge as well
as they must use all theoretical knowledge during their internship to develop their
pedagogical competencies. Because teaching is an art and science. For effective
teaching and learning, teacher’s pedagogical competence is very vital. That will
make quality education in future.
To know the concept of pedagogical competencies, we have to know about the
concept of pedagogy. Pedagogy is nothing but it is a discipline that deals with
theories of teaching and learning. It is also called an art of teaching for effective
learning of students. Literally it means science of child. But it can be elaborated
that here ‘science’ is a science of teaching and child refers to here learner. So it
can be said that pedagogy is a science of teaching for effective learning of
learners.
Pedagogical competence refers to performance, knowledge and skill in teaching
and learning, thus it includes teacher’s capability to manage the teaching and
learning process from the planning to the evaluation stages. According to
Indonesian government policy and regulation defined teacher’s pedagogical
competence as the understanding of basic education, students, curriculum
development, lesson plans, dialogical teaching and learning process, learning
evaluation, and student’s potential developments.
However, it refers to as ability to do performance in curriculum planning,
assessment, reflective teaching, classroom management, teaching children and so
on. So the basic thing in teacher training programme, the trainee teachers are
trained to provide the pedagogical knowledge and they are sent to implement all
these in teaching-learning process during their internship programme.
8
Preparatio Implement
n ation
Evalution
9
Effective teaching
Effective learning
Sustainable development of education
Quality education
Fulfill the demands of the pupils
Human resource development
Fulfill the needs of the society
10
All these are challenges that may block teacher’s pedagogical competence
development due to adverse factors.
11
TECHNOLOGICAL COMPITANCIES
Rapid advances in technology have integrated technology and human life. Today,
which is called the information society and the digital age, it is seen that the role
of technology in various areas of life has increased. Change is one of the most
important features of the age we live in. The knowledge, skills and competencies
needed in social life are constantly changing from an individual point of view.
Technological advances and innovations, which have become an important
element of life in the world where globalization is experienced, enter different
areas of life and integrate with life. In particular, this situation has changed the
education sector by affecting social life with the development of technology in the
21st century. For example, as a result of this change, technology can be actively
used in schools and school environments. As a result of these technological
changes and their reflection on education, the education system and its
components are also updated.
With the developing technology, the skills expected from the teacher have
changed. The place of the profile of the teacher, who transfers his knowledge
directly to the student and focuses on rote learning; has taken the profile of a
teacher who provides information to students with guidance, teaches learning,
supports and facilitates them with technology. In general, within the context of
this innovation and development, teachers need to innovate and improve their
qualifications and skills.
In this direction, the role of technological advances is felt significantly in the
training of qualified students who will meet the requirements of the age. Today, it
is educators who make information technologies effective and efficient in
educational activities. It is seen in many studies that the functionality of
technology depends on human power. For this reason, teacher’s qualifications are
important in the management of information technologies and in establishing a
relationship between this technology and students.
The teacher technology competencies are a set of technology standards that
defines proficiency in using computer technology in the classroom. The
competencies consist of computer related skills grouped into four general
domains:
1. Basic technology operation.
2. Personal and professional use of technology tools.
3. Social, ethical and human issues, and
4. Application of technology in instruction.
12
Each domain consists of a subset of specific skills; these are sequenced from
simple to complex so that mastery of the skills is cumulative.
The International society for Technology in Education (ISTE) has actively
addressed the technology isolation problem and has recently released a set of
revised teacher technology standards. Developed through a rigorous process of
expert and lay-person input, the NETS-T Project (National Educational Technology
for Teachers) explicitly describes what competent teachers should know and
should be able to do with technology in the context of broader teacher
competencies. The NETS –T standards are categorized as follows;
1. Technology operations and concepts
2. Planning and designing learning environments and experiences
3. Teaching, learning, and the curriculum
4. Assessment and evaluation
5. Productivity and professional practice
6. Social, ethical, legal and human issues
CONCLUSION
Subject competencies, pedagogical competencies and technological
competencies are important attributes of a good teacher. The primary aim of a
teacher is to provide knowledge, without that there is no meaning in teaching. A
competent teacher gets their knowledge through acquiring degrees, reading
books, conducting researches, watching news etc. Even the knowledge that is not
directly related to the subject that teacher have expertise, helps to satisfy the
curious minds of students. Even if the teacher has all the knowledge in the world
if he or she does not know how to effectively teach students that knowledge is of
no use. This can’t be achieved through books alone, it needs rigorous training.
Teacher training courses are there to provide these skills to persons who wish to
become a teacher. With the arrival of internet, computers and related
technologies teachers are compelled to use them to make teaching more
effective, interactive etc. Teaching is no longer limited by the physical constraints
of the classroom. Real world conditions can be simulated within classroom and so
learning becomes a pleasurable experience for students and they learn fast and
understand better. This also reduces work pressure on teachers. Thus teaching
competencies not only helps students to get more out of teachers but also helps
teachers to do their work more effectively get satisfaction.
14
REFERENCES
1. Competencies of the modern teacher by Olga Nessipbayeva
2. Pedagogical competence quality education for future by Chandan Kumar
Sahana (International Journal of Research in Social Sciences)
3. The examining of the importance of technological knowledge competencies
of teachers in terms of virtual classroom management by Çağrı Yasar and
Hasan Yasar.( The Online Journal of New Horizons in Education - October
2021)