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ASSIGNMENT
Topic: Teacher Competencies – Subject Competencies,
Pedagogical Competencies, Technological Competencies

Submitted By: Vipin Vincent Submitted To: Ms Chinmayi

Class: I B.Ed Physical Science Date of Submission: 27/01/2022

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INDEX

Introduction.............................................................................................................2

Teacher Competencies……………………………………………………………………………………..…4

Subject Competencies………………………………………………………………………………………...6

Pedagogical Competencies …………………………………………………………………………………7

Technological Competencies…………………………………………………………………….………..11

Conclusion…………………………………………………………………………………………….……………13

Reference…………………………………………………………………………………………………………. 14
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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.

It is possible to assess a competency from a teacher’s performance. Teaching

competencies may require equal amounts of knowledge, skill and attitude, but
some will not. Some competencies may involve more knowledge than skill or
attitude, whereas, some competencies may be more skill or performance based.
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Some scholars see ‘competence’ as a combination of knowledge, skills and

behavior used to improve performance, or as the state or quality of being
adequately qualified and capable of performing a given role. The Occupational
Competency movement initiated by David McClelland in the 1960s sought to
move away from traditional attempts to describe competency in terms of
knowledge, skills and attitudes and to focus instead on those specific values,
traits, and motivations (i.e. relatively enduring characteristics of people) that are
found to consistently distinguish outstanding from typical performance in a given
job or role. The term ‘competence’ first appeared in an article authored by Craig
C. Lundberg in 1970 titled "Planning the Executive Development Program", and
then in David McClelland’s seminal 1973 treatise entitled, "Testing for
Competence Rather than for Intelligence". The term has since been popularized
by Richard Boyatzis and many others.
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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
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Schools of education have acknowledged the urgency to develop culturally

competent teachers. Pedagogical culture is, therefore, an integral part of a
competent teacher. Pedagogical culture consists of three components:
An axiological component, meaning teacher acceptance of the values of
pedagogical work;
A technological component, which facilitates solving different pedagogical tasks;
A heuristic component, which entails setting goals, planning, analyzing and self-
critiquing; this is the creative part of pedagogical activity.
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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:

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 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.
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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.
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Basic Areas for Developing Pedagogical Competence:

To develop the pedagogical competence or skills one should follow the following
basic areas-
 Developing learning design
 Developing learning materials
 Developing presentation skill
 Developing the skill of introduction
 Mastery of using teaching aids as well as ICT
 Use of proper teaching methods, maxims and techniques
 Developing management skill
 Developing of probing question skill
 Use of blackboard
 Developing reinforcement and encouragement skill
 Mastery of evaluating skill
 Techno-savvy competence
Stages of Developing Pedagogical Competence:
For quality education, teacher’s pedagogical competence is very important. So to
develop this skill one has to practice rigorously. One can develop the skill by
completing the following stages. If fail they again prepare, implement and
evaluate according to their needs. The following stages are to be followed-

Preparatio Implement
n ation

Evalution
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Influencing Factors of Pedagogical Competence:

There are many factors that influence on the teacher’s pedagogical competence
positively as well as negatively. Broadly influencing factors are external and
internal factors. External factors are those factors that influence the teacher by
external force and internal factors are those factors that influence the teacher
internally means some internal factors of a teacher influence him/her to be skilful
on pedagogy.
Influencing Factors
Internal External
 Attention  Teacher Educators
 Motivation  Practice
 Intelligence  Job Satisfaction
 Interest  Training
 Creativity  Various Programs
 Drive  Salary
 Need
 Mentality

Importance of Pedagogical Competence for Future:

Pedagogical competencies of teachers play pivotal roles in many ways in the
teaching-learning process because it is based on child psychology. This skill or
ability is important for-

 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
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Key Issues and Challenges for Development of Pedagogical Competence:

For the development of pedagogical competencies of the pupil teachers there are
some issue and challenges. All these are barriers of the development of
pedagogical competence. They are as follows-

 Privatization of Training college

 Lack of skilled teacher educators
 Lack of proper supervision
 No arrangement of programmes for upgradation
 Teacher’s mentality
 Lack of infrastructure in school setting for application
 High students-teacher ratio
 Unscientific curriculum
 Trainee teacher’s mentality (come to get degree not learning)
 Short duration of internship programme
 Lack of infrastructure in training college
 Communication gap between training institute and school.

All these are challenges that may block teacher’s pedagogical competence
development due to adverse factors.
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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.
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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 teachers this expertise to
select and use the technological resources that not only meet student’s learning
needs but also equip them with appropriate skills for the future.
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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.
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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)