Teacher competencies, assignment
- 1. 1 PEDAGOGIC CONTENT KNOWLEDGE ANALYSIS ASSIGNMENT Submitted by Sahla S First Semester B.Ed Physical Science F M T C, Mylapore Submitted to Smitha Teacher
- 3. 3 Introduction Competencies are defined as “the set of knowledge, skills and experience necessary for future, which manifests in activities.” Teachers need to improve knowledge and skills to enhance, improve and explore their teaching practices. Many of the studies on competencies of teachers focus on the teaching role of teachers in the classroom rather than teachers competencies. Teacher’s competencies have been broadening with respect to reform studies in education, development of teacher education, scientific results of educational science and other fields. Teacher competencies must be reviewed, so that teacher’s competencies should be redefined depending on the development of the whole life of human and education. Content Teacher Competencies Teacher competencies are an outcome based method for assessing teacher performance. They define key characteristics for successful teachers without prescribing any specific curriculum or instructional practices. 1. Content area knowledge 2. Pedagogic capabilities 3. Communication skills 4. Professionalism Some of the teacher competencies are: 1. Subject competencies 2. Pedagogical competencies 3. Technological competencies
- 4. 4 1. Subject Competencies 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: 1. Knowledge of demonstration of subject matter. 2. Knowledge of student’s learning of the subject. 3. Knowledge of teaching strategies or teaching methodologies. 4. Curriculum knowledge. 5. Knowledge of educational contexts 6. Knowledge of purpose of education Knowledge of subject matter theory enquires about the value of knowing everything about a subject if a teacher does not have firsthand knowledge about the subject matter how students will learn how his teaching method
- 5. 5 would be the best instructional strategies, if his teaching strategies cannot deliver high quality subject matter knowledge. Ultimately existing professional development principles guide the process of teaching learning in such direction that supports knowledge of subject matter. Teaching students according to national and international standards, teachers need to have knowledge about subject matter profoundly and flexibly, so they can guide the students for the creation of useful cognitive maps, he has to correlate one idea to another aware the students about misconceptions. The slogan pedagogical content knowledge for professional competent teacher and glimmered on teacher’s knowledge subject matter and the significance of such knowledge for flourishing competent teaching. 2. Pedagogical Competencies Pedagogical competence includes awareness of alternative instructional methods or technologies. Pedagogical competence requires that instructors actively think about and interrogate their own practices in the classroom, being aware of the possible strategies for engagement and actively choosing the methods that best fit their goals and topics. Meaning It is competence to: 1. teach 2. identify areas that require change 3. plan, initiate, lead and develop and teaching.
- 6. 6 A competent teacher needs both content mastery and pedagogical competency. Pedagogy is the art of teaching and brings effectiveness in teaching learning. 4. provide research based teaching 5. Interact on issues related to teaching and learning in higher education. Significance 1. Use in the teaching of practical skills. 2. Stimulate educational situations to students. 3. Promote achievement of students. 4. Builds up confidence of the teachers in teaching. 5. Brings quality of learning and teaching in the classroom. Demonstration of pedagogical competence 1. Teaching skills 2. Theoretical knowledge 3. Development of teaching 4. Evaluation of student learning 5. Both general and subject-specific knowledge of how students learn 3. Technological competencies 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.
- 7. 7 3. Social, ethical and human issues, and 4. Application of technology in instruction. 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 In a learning environment where technology is truly integrated and not an adjunct, students and teachers use technology tools to enhance all areas of the teaching and learning process. Effectively managing a classroom where students engage these activities in a manner that improves academic achievement requires a teacher with expertise in the sophisticated and increasingly complex field of instructional technology. The teacher technology competencies are designed to give
- 8. 8 teachers this expertise to select and use the technological resources thatnot only meet student’s learning needs but also equip them with appropriate skills for the future. Conclusion The more competencies a teacher has, the more resourceful he/she is. Well- trained and effective teachers are competent as well as committed professional practitioners. A competent teacher is committed not only to his/her learners but to the society at large. Teacher’s self- efficiency is associated with positive teaching behaviors and is indispensable to successful student outcome. It is a significant factor in determining quality education. If the teacher is competent and has high levels of self-efficiency, his/her student’s academic achievement also is t.significant.
- 9. 9 References 1. Dr. T.K. Mathew and Dr. T.M. Mollykutty (2017), Science Education: Theoretical Bases of Teaching and Pedagogic Analysis. Rainbow Book Publishers, Chengannoor, Kerala. 2. MujibulHasanSiddiqui (2007), Technology in Teaching Education. APH Publishing, New Delhi. 3. www.edb.utexas.edu>TTCompetencies (last accessed on 01/10/2017) 4. www.mcser.org>gesr>article>viewfile (last accessed on 01/10/2017) Corrected by Smitha I G, Assisstant Professor in Physical Science, F M T C, Mylapore.