Follow the link below to download the PDF file :
https://drive.google.com/file/d/1drv6wyszSPqdpxxmmCy_eUXDspAMaPJ6/view?usp=sharing
INTRODUCTION
Teaching
is a process in which one individual teaches or instruct another
individual. Teaching is a profession which provides opportunities to
help others to achieve their goals. Teachers have the ability to
change lives and develop well-educated and respectable students; they
can help with not only knowledge growth but personal improvement,
too. It’s an incredibly rewarding career path. Teacher learning is
a continuous process that promote teachers’ teaching skills, master
new knowledge, develop new proficiency, which in turn, help improve
students’ learning. Being a teacher at any level requires a
significant amount of knowledge and skill. Paying attention to the
core competencies and skills for educators helps to ensure that all
teachers and others who work in education are prepared to make school
a positive experience for students and their families.
TEACHING
COMPETENCIES
Competencies
are defined as the set of knowledge, skills, and experience necessary
for future, which manifests in activities. Competencies are
knowledge, skills, attitudes, values, motivations and beliefs people
need in order to be successful in a job. Teachers’ competencies can
be classified under the following heads:
-
Field Competencies
-
Research Competencies
-
Curriculum Competencies
-
Lifelong Learning Competencies
-
Social-Cultural Competencies
-
Emotional Competencies
-
Communication Competencies
-
Information and Communication
Technologies (ICT) Competencies
-
Environmental Competencies
-
FIELD COMPETENCIES
Field
competencies are related to the question of “what should school
teach?” They refer to the content that the teacher and students
will study. Field competencies are the main areas of teacher
competencies that include academic studies about content. Field
competencies are the ones necessary for teachers to conduct their
profession. They are the teacher competencies regarding the subjects
that teachers will teach or students will learn.
-
RESEARCH COMPETENCIES
Research
Competencies include the competencies of research methods and
techniques, designing and carrying out research in teachers’
fields. They support collaboration with colleagues and other
specialists or people who are interested in curriculum studies and
education. Research competencies are influential for teachers in
following the developments in their fields and developing themselves
based on these developments. Besides, the research competencies of
teachers are of great importance for students in gaining the
scientific thinking and scientific process skills. The research
competencies help to improve all of the teachers’ competencies and
also support research-based teacher education that is a new approach
in teacher education.
-
CURRICULUM COMPETENCIES
The
curriculum competencies can be divided into two sub-competencies as
curriculum development competencies and curriculum implementation
competencies. Curriculum competencies contain the knowledge about
curriculum philosophies and skills in curriculum development,
curriculum design, elements of the curriculum development, models of
curriculum development, approaches of designing curriculum
development, curriculum development process, selecting and organizing
the content, planning the teaching and testing conditions and
preparing research for curriculum development. Curriculum
competencies are related to the understanding of the curriculum plans
for the teaching and learning. Curriculum competencies are the
competencies of teachers oriented towards carrying out their teaching
role more effectively. These competencies are related to both
theoretical and practical competencies. These competencies defined as
learning-teaching related competencies determine the framework of the
knowledge and skills that teachers will gain. Without curriculum
competencies, it is quiet difficult to produce an effective education
service in schools.
-
LIFELONG LEARNING
COMPETENCIES
Lifelong
learning process requires that learners take responsibility of
their
learning. As individuals, teachers are acting for their own learning
in the lifelong learning process. Lifelong learning activity goes
through the whole life continuing between individual and the world.
Lifelong learning competencies include the abilities of learning to
learn, and teachers’ responsibilities of their own professional
development. Lifelong learning competencies are related to the
ability of learning and skills of using the means or tools of
learning to improve the learning throughout the human life. Lifelong
learning competencies refer to the teachers’ responsibilities for
their own learning and development of lifelong learning skills for
students. It means that lifelong learning includes two main
abilities. The first one is related to teachers’ own lifelong
learning ability and the second one is related to teachers’
responsibility to develop students’ lifelong abilities.
-
EMOTIONAL COMPETENCIES
Emotional
Competencies are composed of teachers’ and students’ values,
morals, beliefs, attitudes, anxieties, motivation, empathy and so on.
They are related to the implementation of psychological consultation
and curriculum of guidance in school. Teachers’ emotional
competencies can help students to learn and students’ willingness
to learn can be increased if teachers know how to improve the
emotional dimension of students’ learning. Emotional competencies
also help teachers become effective teachers while monitoring the
students’ learning. Learning requires emotional supports that
create positive feeling for learning-teaching process. Teachers
become a learning consultant and mentor about learning for their
students.
-
SOCIAL-CULTURAL
COMPETENCIES
Social-cultural
competencies include the knowledge about social-cultural background
of students and teachers, local, national and international values,
democracy and human rights issues, team and collaborative work with
others, and social studies. All of them provide freedom to students
and teachers in learning-teaching process and also promote the
learning. The individuals become social and cultural being in social
life. Thus, there is a strong relationship between learning and
students’ social-cultural background. Some of the learning theories
discussed learning as social-cultural context and teachers’
social-cultural competencies can promote students learning.
Humanistic approach and social theories can be put into practice in
the classroom by means of teachers’ social-cultural competencies.
-
COMMUNICATION COMPETENCIES
Communication
competencies include communication models, interaction among
teachers, students, social environment and learning topics. Teachers
also have competencies in using oral, body and professional language
in their fields. Communication competencies include voice, body
language and words such as speaking, singing and sometimes tone of
voice, sign language, paralanguage, touch, eye contact, or the use of
writing. They include communication skills in intrapersonal and
interpersonal processing, listening, observing, speaking,
questioning, analyzing, and evaluating.
-
ICT COMPETENCIES
Information
and Communication Technologies - ICT competencies are based on using
tools and technical equipments for the reaching, disturbing and
transferring the knowledge. They include any technology that helps to
produce, manipulate, store, communicate, and/or disseminate
information. ICT competencies are concerned with the use of
technology in managing and processing the information include all
technologies for the manipulation and communication of information.
It means that the ICT competency is very important to improve the
communication in the learning and teaching process.
-
ENVIRONMENTAL COMPETENCIES
Environmental
Competencies can be defined as competencies for
ecological
and environmental safety. Ecological/environmental aspect is a
dimension of the sustainable development of teachers. Knowledge,
attitudes and skills about ecological system and environment such as
keeping clean and available environment, management of ecological
resources, being aware of ecosystem, feasible uses of natural
resources, availability of natural resources can be defined as
Environmental competencies.
TEACHING
SKILLS
Teaching
skills are a set of overt, verbal and non-verbal behaviour which are
observable, measurable, and modifiable through practice. They are
used in pre-instructional, instructional, and post-instructional
stages for achieving predetermined specific objectives. Some of these
skills are extensively used in routine teaching by all teachers and
known as ‘core teaching skills’. Following are the major teaching
skills:
-
Skill
of introducing a lesson
-
Skill
of stimulus variation
-
Skill
of explaining
-
Skill
of illustrating with examples
-
Skill
of using black board
-
Skill
of posing probing questions
-
Skill
of fluency in questioning
-
Skill
of reinforcement
-
SKILL
OF INTRODUCING A LESSON
When
a teacher introduces a lesson, he gives a brief introduction about
the lesson in order to pre-dispose the pupil’s mind to it. This has
to serve two main functions, namely refreshing and ensuring the
pre-requisites and motivating the pupils to learn the new lesson.
Components of the skills include use of previous knowledge /
pre-requisites, use of appropriate devices, motivation and
continuity.
-
SKILL
OF STIMULUS VARIATION
It
involves deliberate change in the stimuli presented by the teacher
for the purpose of drawing, stimulating, and maintaining the
attention pf the learners throughout the class. Components of the
skill include teacher movements and gestures, change in speech
pattern and interaction style, focussing, pausing, and oral-visual
switching. The variation in the stimuli helps in avoiding monotony
and generating interest among students which in turn makes learning
effective.
-
SKILL
OF EXPLAINING
Explaining
is bringing out the exact meaning of a concept or idea. It describes
‘how’, ‘why’, and ‘what’ of a concept, phenomenon or
event. Components include use of beginning statements for drawing
attention, use of explaining links to bring continuity, use of
mediators in the form of examples, anecdotes, etc., and questions to
test pupil’s understanding. Explanation is a set of interrelated
statements elaborating a learning material being taught.
-
SKILL
OF ILLUSTRATING WITH EXAMPLES
It
is the skill for timely use of examples for making an idea or concept
lucid. Components of the skill include formulating simple,
interesting, and relevant examples, use of appropriate verbal and non
verbal media for examples, and use of inductive-deductive approach
for examples. A good illustrative example will also engage the
pupil’s attention.
-
SKILL
OF USING BLACK BOARD
Black
board is the most widely used of all visual aids. It is one of the
quickest and easiest means of illustrating an important point. Matter
once written in the black board can be erased easily and new
materials added as the lesson progresses. Components of the skill
include legibility of hand writing, neatness, organization, and
appropriateness of black board work.
-
SKILL
OF POSING PROBING QUESTIONS
This
is the skill required in applying the technique of effectively
dealing with student responses for going deep into their knowledge.
Questions calling for such original and deep level responses are
qualified as probing. Components include prompting, seeking further
information, refocussing, increasing critical awareness and
redirection.
-
SKILL
OF FLUENCY IN QUESTIONING
Successful
teaching is highly de[ended on questioning. Questioning promotes
involvement, initiates thinking, creates motivation and enhances
learning. Fluency in questioning is the rate of meaningful questions
put per unit time by the teacher. Components include simplicity,
conciseness, relevancy, specificity, grammatical correctness, and
clarity and audibility.
-
SKILL
OF REINFORCEMENT
It
is a major condition for effective learning. It provides immediate
rewarding feedbacks for correct responses. The encouraging reactions
of teacher would strengthen and discouraging reactions would weaken
pupil responses. Components include positive verbal and non verbal
reinforcers and negative verbal and non verbal reinforcers.
CONCLUSION
A
teacher competency is defined in terms of what the teacher knows,
believes, or can do, in the capacity of a teacher. Teaching skills
are the reflections of the competency of the teacher with respect to
the task of teaching. A competent teacher can perform the skills
systematically and effectively. Teachers
who are skilled create a positive learning environment. Although
being well versed in your subject area is important, being able to
communicate necessary skills and concepts in a way students can
understand is crucial. Teachers develop skills over time through best
practices shared by other teachers, continuing education and
classroom experience.
REFERENCES
