Faculty of Education

Department of Education
Module - Elements of Education

UNIT 03 - COMPETENCIES FOR BEGINNER TEACHERS

Introduction

Competencies for beginner teachers can vary depending on the context and specific requirements of the
educational system. However, let us be aware of some common competencies that are expected of
beginner teachers. Make sure to take measures to be equipped with them. After learning these
competencies teachers can engage in a self analysis in this regard.

After studying this unit, you will be able to:

 List out competencies for beginning Teachers.

 Value the significance of developing competencies to be a teacher.
 Adopt various strategies to apply theoretical knowledge on Competencies in the learning teaching process

1. Understand school (Social/ physical/ human)

2. Use child study techniques
3. Create learning situations
4. Plan learning teaching process
5. Adhere to Basic skills in practicing teaching
6. Face classroom climate and challenges.
7. Interpret curriculum.
8. Apply practices in one's subject area.
9. Use classroom management practice.
10. Present and monitor the lessons.

11. Communication.
12. Conduct inter-personal relationships.

13. Plan and implement co-curricular activities.

14. Develop self concept/ self efficiency/ self discipline.
15. Develop higher mental abilities.
16. F u n c t i o n as an agent of innovation.
17. Reflection as an agent of innovation.
18. Use relevant evaluation strategies.
19. Use techniques of learning to learn.·

20. Use m u l t i m e d i a t e c h n o l o g y .
It is expected to discuss competencies with examples from working settings like
classrooms and schools

Understand school (Social/ physical/ human):

This competency involves developing an understanding of the social dynamics, physical
environment, and human aspects of the school setting. It includes being aware of the school
culture, organizational structure, and the roles and responsibilities of various stakeholders.
Understanding the social, physical, and human dimensions of the school is essential for
effective teacher-student interactions and creating a positive learning environment
(Hallinger, 2005; Nias, 2005).

Use child study techniques:

This competency refers to the ability to use various techniques to study and understand the
characteristics, needs, and abilities of individual students. It involves observing, assessing,
and gathering information about students' cognitive, social, emotional, and physical
development. Child study techniques help teachers tailor their instruction to meet the
diverse needs of students and promote their holistic development (Pollard, 2008;
Smagorinsky, 2011).

Create learning situations:

This competency involves designing and creating engaging learning situations that promote
active student participation, critical thinking, and problem-solving. It includes selecting
appropriate instructional strategies, resources, and materials to facilitate meaningful
learning experiences. Creating effective learning situations helps students develop deep
understanding and apply their knowledge in real-life contexts (Hmelo-Silver et al., 2007;
Johnson & Johnson, 2014).

Plan learning-teaching process:

This competency involves planning and organizing the learning-teaching process. It includes
setting learning objectives, selecting appropriate content and instructional methods, and
sequencing activities to ensure coherent and progressive learning. Effective planning
ensures that instructional goals align with curriculum standards and enables teachers to
optimize students' learning experiences (Woolfolk, 2014; Tomlinson & McTighe, 2006).

Adhere to Basic skills in practicing teaching:

This competency refers to the foundational skills required for effective practice teaching. It
includes lesson planning, delivering instructions, managing student behavior, and providing
feedback and assessment. Developing basic skills in practice teaching enables beginning
teachers to establish a structured and supportive learning environment, promote student
engagement, and monitor student progress (Killen, 2013; Marzano et al., 2003).

Face classroom climate and challenges:

This competency involves the ability to create and maintain a positive classroom climate
conducive to learning. It includes managing student behavior, addressing conflicts, and
promoting respect, inclusivity, and a supportive learning environment. Facing classroom
climate and challenges helps teachers establish a safe and supportive atmosphere that
fosters optimal student engagement and learning (Brophy & Evertson, 2013; Weinstein et al.,
2004).

Interpret curriculum:
This competency involves understanding and interpreting the curriculum guidelines and
standards relevant to the subject(s) being taught. It includes aligning instructional goals and
activities with the curriculum objectives. Interpreting the curriculum allows teachers to plan
and deliver instruction that is aligned with desired learning outcomes, ensuring coherence
and relevance (Wiggins & McTighe, 2005; Glatthorn et al., 2013).

Apply practices in one's subject area:

This competency refers to the ability to apply subject-specific knowledge, pedagogical
strategies, and instructional techniques to effectively teach the content of a particular
subject area. Applying subject-specific practices enables teachers to promote disciplinary
knowledge, skills, and understanding among students (Shulman, 1986; Darling-Hammond,
2017).

Use classroom management practice:

This competency involves applying effective classroom management strategies and
techniques to establish routines, maintain discipline, and create a positive and productive
learning environment. Effective classroom management helps teachers create an
environment where teaching and learning can thrive, fostering student engagement and
achievement (Emmer & Sabornie, 2015)

Present and monitor the lessons:

This competency involves effectively presenting lessons, using instructional strategies,
resources, and technology to engage students. It also includes monitoring student progress,
providing feedback, and adjusting instruction as needed. Skillful presentation and
monitoring of lessons enable teachers to promote active student engagement, assess
learning, and make data-driven instructional decisions (Brophy, 2010; Hattie, 2009).

Communication:
This competency involves effective communication skills, including verbal, nonverbal, and
written communication, to facilitate understanding and engagement with students,
colleagues, parents, and other stakeholders. Strong communication skills help teachers
establish positive relationships, clarify expectations, and foster a collaborative learning
community (Brooks & Brooks, 2001; Vygotsky, 1978).

Conduct interpersonal relationships:

This competency refers to the ability to establish and maintain positive and professional
relationships with students, colleagues, parents, and the broader community. It includes
effective communication, collaboration, and empathy. Building positive interpersonal
relationships enhances teacher-student interactions, promotes a supportive learning
environment, and encourages parental involvement (Pianta et al., 2012; Tschannen-Moran
et al., 2001).

Plan and implement co-curricular activities:

This competency involves planning and organizing co-curricular activities such as field trips,
extracurricular events, and projects that enhance student learning and engagement beyond
the classroom. Co-curricular activities provide opportunities for holistic development,
including physical, social, and emotional growth, and foster student motivation and interest
(Hendricks-Lee, 2016; Comber & Kamler, 2004).

Develop self-concept/self-efficacy/self-discipline:
This competency involves self-reflection, self-awareness, and the ability to develop a
positive self-concept and self-discipline. It includes continuously seeking professional growth
and improvement as a teacher. Developing a positive self-concept and self-discipline
enhances teacher effectiveness, well-being, and lifelong learning (Bandura, 1997; Darling-
Hammond, 2006).

Develop higher mental abilities:

This competency involves promoting higher-order thinking skills, critical thinking, problem-
solving, and creativity in students. It includes designing activities that challenge students'
intellectual abilities and foster their cognitive development. Developing higher mental
abilities enables students to engage in deep learning, analyze complex problems, and think
critically and creatively (Facione, 1990; Marzano, 2014).

Function as an agent of innovation:

This competency involves being open to new ideas, approaches, and educational
innovations. It includes staying updated with current research and trends in education and
applying innovative practices in the classroom. Functioning as an agent of innovation helps
teachers adapt to changing educational landscapes, engage students, and promote
continuous improvement (Fullan, 2007; Anderson & Krathwohl, 2001).

Reflection as an agent of innovation:

This competency involves engaging in reflective practices to continuously improve teaching
and learning. It includes reflecting on teaching experiences, analyzing student outcomes, and
adjusting instructional strategies accordingly. Reflection as an agent of innovation enables
teachers to make informed decisions, refine their instructional practices, and foster ongoing
professional growth (Schön, 1983; Zeichner & Liston, 1996).

Use relevant evaluation strategies:

This competency involves using various assessment and evaluation strategies to measure
student learning, provide feedback, and make instructional decisions. It includes using
formative and summative assessment methods and analyzing assessment data. Using
relevant evaluation strategies helps teachers assess student progress, identify areas of
improvement, and adjust instruction to meet students' needs (Black & Wiliam, 2009;
Brookhart, 2013).

Use techniques of learning to learn:

This competency refers to the ability to teach students effective learning strategies, study
skills, and metacognitive techniques. It involves helping students become independent and
self-regulated learners. By teaching students how to learn, teachers empower them to take
ownership of their learning process, develop critical thinking skills, and become lifelong
learners (Hattie, 2012; Zimmerman, 2002).

Use multimedia technology

This competency involves effectively integrating multimedia technology, such as computers,
interactive whiteboards, audiovisual aids, and educational software, into instructional
practices to enhance student engagement and learning. Incorporating multimedia
technology allows teachers to present information in diverse and interactive ways, cater to
different learning styles, and create engaging learning experiences (Papanastasiou et al.,
2015; Mayer, 2009).

These competencies are essential for beginner teachers to develop their skills and effectively
navigate the teaching profession. They provide a solid foundation for creating a positive and
effective learning environment, fostering student engagement and achievement, and
promoting continuous professional growth.

References:

Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing:
A revision of Bloom's taxonomy of educational objectives. Longman.

Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman.

Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational
Assessment, Evaluation and Accountability, 21(1), 5-31.

Brooks, J. G., & Brooks, M. G. (2001). In search of understanding: The case for constructivist
classrooms. ASCD.

Brookhart, S. M. (2013). How to create and use rubrics for formative assessment and grading.
ASCD.

Brophy, J. (2010). Motivating students to learn (3rd ed.). Routledge.

Comber, B., & Kamler, B. (2004). Getting out of deficit: Pedagogies of reconnection. Teaching
Education, 15(3), 293-310.

Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of

Teacher Education, 57(3), 300-314.

Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from
international practice? European Journal of Teacher Education, 40(3), 291-309.

Emmer, E. T., & Sabornie, E. J. (2015). Classroom management for elementary teachers (10th
ed.). Pearson.

Facione, P. A. (1990). Critical thinking: A statement of expert consensus for purposes of

educational assessment and instruction. The California Academic Press.
Fullan, M. (2007). The new meaning of educational change (4th ed.). Teachers College Press.
Glatthorn, A. A., Boschee, F., & Whitehead, B. M. (2013). Curriculum leadership: Strategies
for development and implementation (4th ed.). Sage.

Hallinger, P. (2005). Instructional leadership and the school principal: A passing fancy that
refuses to fade away. Leadership and Policy in Schools, 4(3), 221-239.

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to

achievement. Routledge.

Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge.
Hendricks-Lee