Teachers’ TPACK Competency For The Requirement Of General Education Renovation

TEACHERS’ TPACK COMPETENCY FOR THE REQUIREMENT OF GENERAL EDUCATION RENOVATION Le Ngoc Hung, Nguyen Phuong Huyen, Nguyen Van Hong, Vu Thi Thuy Hang, Nguyen Thanh Ly, Nguyen Thi Na (Faculty of Educaion Management, VNU University of Education ) Abstract Integrating technology in learning content is very important in the digital age This trend requires educators not only to have pedagogical but also technological competence and especially to be able to integrate both fields to become an effective t[.]

OF GENERAL EDUCATION RENOVATION

Le Ngoc Hung, Nguyen Phuong Huyen, Nguyen Van Hong,

Vu Thi Thuy Hang, Nguyen Thanh Ly, Nguyen Thi Na

(Faculty of Educaion Management, VNU University of Education )

Abstract: Integrating technology in learning content is very important in the digital age This trend requires

educators not only to have pedagogical but also technological competence and especially to be able to integrate both fields to become an effective teacher in the digital age The purpose of this study is to analyze technology, pedagogy and content knowledge capacity (TPACK) of 651 teachers at all three levels of high school education

in the northern, central and southern regions of Vietnam The method applied in this study is a mixed method, using data through questionnaires and in-depth interviews From the results obtained, there will be solutions in training, fostering and professional development for teachers to contribute to the implementation of the 2018 general education program.

Keywords: TPACK, teacher competence, teachers.

1 INTRODUCTION

Renovation of general education, in which the introduction and the implementation of the General Education Program in 2018 in fact have posed a requirement to innovate teaching in schools in the direction of developing learners’ quality and competence This represents a critical issue of discovering approaches to retrain teachers to ensure that they meet the requirements of professional competence of the teaching staff at all levels from elementary to secondary school and high school Many works, projects and researches on the quality and capacity of teachers have been carried out in recent times However, the research problem is that it is important to proceed to investigate and apply modern theoretical models

to assess the current status of teachers’ capacity and analyze impacting factors in order to be able to propose solutions to foster teachers to meet requirements of the Vietnam General Education Program (2018) in digital period1 Three research questions can be raised that should be answered:

1 What level is the capacity of teachers under TPACK integration according to the professional standards of teachers?

2 What factors affect the capacity of teachers in integrating the TPACK model?

3 What solutions should be implemented in teacher training and retraining to develop the capacity

of teachers in TPACK integration, to meet the requirements of the 2018 general education program?

1 Duong Hoang Yen, Le Ngoc Hung, Vu Thuy Hang, Tan Nguyen 2021 “Factors Affecting Smart School Leadership

Competencies of High School Principals in Vietnam “International Journal of Learning, Teaching and Educational

Research, April 2021 20 (4): 1-17; https://doi.org/10.26803/ijlter.20.4.1.

2 LITERATURE REVIEW

Studies on teacher competence

In these days, teachers must develop essential 21st-century competencies According to UNESCO’s (2008), teachers’ competences in the 21st century include a solid knowledge of their curriculum and smart use of technology in their teaching The formal education system depends on three components namely the curriculum, students and teachers

Teaching competence can be inspected in various perspectives like subject mastery, student motivation, planning skills, organization of teaching activities, assessment and classroom management skills (Ornstein, 1991) Wilson, Shulman and Richet note that a teacher’s deep knowledge of curriculum content and instructional method enhance student performance (Wilson, Shulman and Richet, 1987; Wilson, B.C and Corcoran, T.B, 1988) The requirements and relationships between content knowledge (CK) and necessary knowledge to teach a particular topic, pedagogical content knowledge (PCK) has been discovered and confirmed to help teachers master the teaching content, meet the requirements of the logic, the development, accurately reflecting the nature of things and phenomena in the learning topics (Stefan Krauss et al., 2008) Teachers not only need to develop up-to-date knowledge and understanding

of the subject, but also a rich knowledge and understanding of the learning process itself (J Parker and D Heywood, 2000) Pedagogical content knowledge (PCK) is considered an important part of the knowledge base for teaching Many studies have shown the the extent to which the teacher’s knowledge

is relevant to the student’s increased learning, motivation, and interest in the lesson And PCK is one of the most important areas of teacher knowledge (Shulman, 1987; Kleickmann, 2013)

Medley (1982) assumes teacher competencies as behaviors, skills and knowledge that are related

to school performance Medley emphasizes the requirements for teachers’ pedagogical communication capacity (Medley, D.M., 1982) Anna Reed Johnson stressed that secondary school teachers in the US need to have the ability to communicate with respect for students, and control their voice and tone Middle school age students are better able to read their teacher’s words by observing their facial expressions, so keeping teachers’ body language positive is necessary In communicating with students, using empowering language and a warm smile is encouraging In knowledge of subject, it is advisable to break down a topic into its constituent parts and afterward sort out these parts in an accessible manner1 Each teacher has different skill levels, abilities and competencies due to different qualifications, teaching experience and educational background In view of these distinctions, they will show various gatherings

of inspiration, commitment, and engagement Burgoyue (1993) used a functional perspective to define competencies as the best way to gain organizational goals by improving the performance of members On the global and national level, various organizations require different sorts of competencies (Burgoyue,

J, 1993)

According to the New Mexico Public Education Department (USA) (2012), there are nine indicators of the competence of middle school teachers corresponding to ten competencies to make teachers professionally competent Quinn, Faerman, Thompson and McGrath (1996) indicate that competence is associated with knowledge and skills to perform specific tasks or projects effectively

To be powerful in a specific competency, one must be able to achieve the desired results of work with specific qualifications and personal attributes (OCDE, 2012) So alongside teaching competence,

1 https://www.prospects.ac.uk/jobs-and-work-experience/job-sectors/teacher-training-and-education/essential-skills-for-secondary-school-teachers

personality, leadership, and attitude are important attributes that denote competencies normally referred

to as “emotional intelligence” - similarly as fundamental in teaching-learning process As suggested

by Wright (2008), skills, abilities and competencies along with levels of motivation, commitment and engagement go about as persuasive components for teachers (Cooper and Sawaf, 1998)

Concerns about what teachers should be, the way they should act, and what attributes they should have as experts are questions that remain open and not effortlessly excused As Carbonell (2008) recommends, this is a diverse, heterogeneous, contradictory and changable group of occupations In any case, most experts agree that the role of teachers has changed, as they are no longer the main mediators

of knowledge (Gimeno, 2012) Accordingly, one of the difficult situations that teachers face today is that their traditional role, based on the constant transmission of knowledge, does not appear to be adequate

to meet the current instructive necessities and future

Obviously, classroom education is altogether different today from it was thirty years prior Firstly, the processes of change in the educational and social context in recent decades (student differences, extension of compulsory education, loss of authority, increased conflict, ICT integration, democratizing the access to information) has prompted a genuine revolution in education that has changed the goals, methods of working, and the educational system itself (Esteve, 2003)

A Drummond and T Sweeney emphasize the preparation of teachers to embrace information and communication technology (ICT) and the application of integrated technology in classroom instruction

as an integral component of teacher training programs around the world (A Drummond and T Sweeney, 2017) In the current context of technology and digital transformation, the requirements for teachers’ competence have been adjusted and increased many times: (1) teachers are role models in education; (2) use of technology in education; (3) study Design Technology; (4) collaborate with colleagues; (5) reliable experiences; and (6) continuous feedback If teachers themselves do not have any changes in competence, they seem to be stuck in the experience of traditional teaching and knowledge tends not to adapt to existing conditions in the classroom (Russell and Martin, 2017)

When the studies on TPACK are reviewed, it is found that most of the current researches on teacher competence ask for the integration of ICT in education (Chai, Koh, & Tsai, 2010; Chuang &

Ho, 2010; Kabakçı-Yurdakul, 2011; Schmidt et al., 2009) and teachers’ competencies in integrating technology into teaching (Lin, Tsai, Chai, & Lee, 2013; Usluel, Mumcu, & Demiraslan, 2007) Wang, Ertmer, & Newby emphasize another important thing for teachers in integrating new technology into the teaching-learning process is their perception of their own effectiveness for technology integration (Wang, Ertmer) , & Newby, 2004) Teachers’ high levels of self-perception of their own effectiveness in integrating technology can be an indicator of their confidence in the effective use of technology (Nathan, 2009) In this respect, teachers with a high degree of effectiveness in technology integration tend to be more successful in technology integration (Nathan, 2009; Wang et al 2004)

In today’s information society, marked by rapid social change, it is especially important to develop students’ learning skills and attitudes throughout life to adapt to new ones and increasingly uncertain circumstances (Aspin et al., 2001; Knapper and Cropley, 2000; Herrera, Lorenzo and Rodríguez, 2008) Consequently, according to an OECD report (2012) on education in the 21st century, the importance

of preparing students for creativity, critical thinking, problem-solving, using tools to communicate and cooperate, be socially responsible, and so forth, implying that teachers must abandon their conventional role of simply imparting knowledge

Summing up the perspectives on a few authors (Bisquerra, 2002; Le Boterf, 1995; Pereda and Berrocal, 1999; Repetto and Pérez-González, 2007; Zabalza, 2003) can give the following highlights Teacher competencies are personal attributes or characteristics of knowledge, skills, aptitudes, attributes, self-perception Competence relates to interventions that deliver successful outcomes, so they are embodied in action Capacity assists individuals to achieve results in different contexts and therefore Teacher competencies are not always stable attributes Teacher competencies can be flexibly transformed

in different objects that can be applied to any activity, field or function Teacher competencies can be cultivated and developed through training programs

In addition, researches on teachers’ specific competencies has been enhanced in recent years The UNESCO report on education in the twenty-first century led by Jacques Delors, highlights the need for capacity development in the field of education The report states that the mission of general education

in today’s practice should be be based on the four pillars of vocational learning and social competence throughout a person’s life: learn to know, learn to do, learn to live together and learn to grow

Studies on training and retraining to improve the capacity of teachers

A examination on the capacity of teachers involved in teaching 12 subjects in high schools shows that nearly 82% of teachers agree with the statement that basically the capacity of teachers can meet requirements of general education reform1 Nearly 18% of the responses expressed doubts about the statement This demonstrates that there are still numerous issues that should be explored and solved related to the capacity of high school teachers

In order to renovate the teacher training and retraining programs to meet the General Education Program (2018), some authors have analyzed the teacher’s lack of pedagogical capacity and therefore proposed a process of retraining pedagogical knowledge including 5 steps2 They are planning, approving, implementing, evaluating and completing the plan In the direction of research focusing

on pedagogical capacity, some authors propose a model of training and fostering teaching capacity for teachers3 Accordingly, it is necessary to distinguish the kinds of e fundamental competencies, the types

of component capacities with the degrees of manifestation to be included in the teacher training and fostering programs at the university of pedagogy and in the process of working at schools Also toward research on training innovation and teacher retraining, some authors found difficulties in changing the content structure of the general education program (2018) such as knowledge integration, experiential and local knowledge complement4 Therefore, the proposed solution is to apply a management approach from objectives, programs, teaching methods, testing and evaluation and in the form of “rolling” according to each grade level

In response to the requirement to strengthen teaching information technology and IT application, some authors have studied, introduced and proposed to apply the TPACK model (technology, pedagogy,

1 Phan Hung Thu 2018 “Solutions to ensure the quality of high school teacher training in the current context.” Journal of

Education, 421 (Term 1 - 01/ 2019): 15-19.

2 Nguyen Thi Lan Anh 2019 “Innovating the programs and methods of training and retraining teachers to meet the

requirements of the new general education program” Journal of Education, Special Issue of Term 2, 05/2019: 23-26.

3 Le Minh Cuong 2019 “Renovation of retraining the teaching capacity for teachers of general education.” Journal of Education,

Special Issue of Term 2, 05/ 2019: 33-36.

4 Nguyen Trong Khanh - Nguyen Thi Thanh Huyen 2019 “Difficulty and remedies when implementing the new General

Education Curriculum.” Journal of Education, Special Issue, 04/2019: 289-92.

content knowledge) in teaching and training innovation, fostering teachers in an integrated direction, ensuring that teachers have TPACK knowledge and development of corresponding TPACK capacities for the teaching staff1

Studies on TPACK model

The TPACK model is said2 to originate from the pedagogical content knowledge model (PCK, Pedagogical Content Knowledge)3 introduced by Shulman in 1986 and has been continuously consistently investigated, acquired and developed into the TPCK model4 in 2006 2007 TPACK model5

can be supposed to be completed6 in 2014 In a root -seen-investigation of the TPACK model, some important things about teacher knowledge was discovered by Shulman through his study of how teachers’ careers were assessed in the United States over a period of time from the second half of the nineteenth century to the 1980s In 1875, a person who wanted to become a teacher must have content knowledge such as object knowledge, subject knowledge including theories and concepts to be able to teach such content Obviously, pedagogical knowledge, knowledge of teaching methods is also very important and necessary, but ranked second after the first position of content or professional knowledge Yet by the 1980s, Shulman noticed that the situation seemed to have changed dramatically A person who wants

to become a teacher, the first important thing is to know how to teach, and pedagogical knowledge and content knowledge in the second rank Therefore, the question is how much knowledge teachers need

to have to ensure the consistency of content and pedagogical knowledge, to both know what to teach and how to teach? Shulman proposed a model consisting of three types of content knowledge: (i) object content knowledge, (ii) pedagogical content knowledge and (iii) curriculum knowledge Simultaneously, Shulman proposed three forms of teacher knowledge: propositional knowledge, case knowledge, and strategic knowledge According to Shulman, a person with such kind of knowledge of pedagogical content can teach and become a teacher

Inheriting Shulman’s teacher knowledge model, Mishra and Koehler developed a Technological Pedagogical Content Knowledge model (TPK, Technological Pedagogical Content Knowledge)7 in

2006 (Figure 1) The TPK model emphasizes that teachers need to be tech-savvy and able to effectively incorporate technology into their classrooms

1 Nguyen Ngoc Hieu 2017 “Application of technology and TPACK model in teaching.” Journal of Science, Vinh University,

46(4B): 18-26.

2 Hülya Gür1 and Ayşen Karamete 2015 “A short review of TPACK for teacher education.” Educational Research and

Reviews, 10(7): 777-89.

3 Shulman, L S 1986 “Those who understand: knowledge growth in teaching.” Educational Researcher, 15(2): 4-14.

4 Mishra P, Koehler M 2006 “Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge.”

Teachers College Record, 108(6): 1017-54.

5 Thompson A D, Mishra P 2007 “Breaking News: TPCK Becomes TPACK!” Journal of Computer Teacher Edcuation,

24(2): 38-64.

6 Koehler, M., Mishra, P, Kereluik, K., Shin, T., & Graham, C 2014 The Technological Pedagogical Content Knowledge

Framework New York: Springer Science & Business Media.

7 Mishra P, Koehler M 2006 “Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge.”

Teachers College Record, 108(6): 1017-54.

Figure 1 TPCK model (Technological Pedagogical Content Knowledge) by Mishra and Koehler (2006)

Source: Mishra P, Koehler M 2006 “Technological Pedagogical Content Knowledge: A Framework for Teacher

Knowledge.” Teachers College Record, 108(6): 1017-54

In 2007, Thompson and Mishra inherited and renamed this model to TPACK model (Technological Pedagogical And Content Knowledge)1 This model emphasizes that teachers need to have knowledge

of content, pedagogy and technology, and need to be able to use these knowledge in combination in education and teaching

Koehler et al., (2014) developed TPACK in relation to its contexts2 According to this model (2014), teachers need to master 7 types of knowledge in order to have the ability and skills to harmoniously combine technology, pedagogy and content in education and teaching to meet the requirements of students in certain context (Figure 2)

Figure 2 TPACK model in contexts by Koehler et al., 2014

Souce: Koehler, M., Mishra, P, Kereluik, K., Shin, T., & Graham, C 2014 The Technological Pedagogical Content

Knowledge Framework New York: Springer Science & Business Media P 103.

1 Thompson A D, Mishra P 2007 “Breaking News: TPCK Becomes TPACK!” Journal of Computer Teacher Edcuation,

24(2): 38-64.

2 Koehler, M., Mishra, P, Kereluik, K., Shin, T., & Graham, C 2014 The Technological Pedagogical Content Knowledge

Framework New York: Springer Science & Business Media.

A review1 was conducted of 116 scientific articles on TPACK on the Web of Science database and Scopus database from 2001 to 2014 This study has found that TPACK is an appropriate theoretical model to study and evaluate the current status of knowledge, capacity and skills of teachers so that it can propose solutions to improve training programs and foster teachers to meet the requirements of combining elements of technology, pedagogy and content in education and teaching to promote learners’ progress This review2 also found that the TPACK model may need to be applied to analyze education policy and propose educational policy solutions to improve the quality and capacity of the teaching staff

Basic concepts of TPACK model

TPACK is a model of the combination of three types of knowledge, namely technological knowledge, pedagogical and content knowledge, as the basis for teachers’ professional competence TPACK is an abbreviation of the English word for each corresponding type of knowledge (Technological Pedagogical And Content Knowledge) When applying TPACK model in the study of assessing the capacity of teachers, it could be understood that the teacher’s competence consists of three types of component competencies: technological (Technological stands for T), pedagogical (Pedagogical) and Content Knowledge (Content Knowledge abbreviated as CK) Along with these three types of knowledge are four other types of knowledge, denoted TCK, PCK, TPK and TPACK, respectively (Figure 2)

Technological knowledge (TK) is ability about technologies associated with occupational activities,

including the understanding and skills in using the technologies necessary to perform professional tasks

In the digital age, technological knowledge includes ability of operating systems, hardware and software

of computer, and skills in using computers and associated utility software In this study, technological knowledge is the teachers’ technological competence to carry out educational and teaching tasks and perform teacher’s duties towards students

Pedagogical knowledge (PK) is capacity about educational and teaching methods that teachers

need to master in order to be able to take up positions in schools Pedagogical knowledge includes knowledge about learning activities, teaching activities, classroom management activities, educational and teaching program development activities and implementation Pedagogical knowledge is most evident in the form and method of education and teaching of teachers towards students In this study, pedagogical knowledge is applied to assess pedagogical competence which is expressed in cognitive ability and ability to use educational and teaching forms and methods suitable to educational content and educational technology to achieve certain educational and teaching goals

Content knowledge (CK) is ability of subject content in educational and teaching programs that

teachers need to master to complete their assigned educational and teaching tasks A large part of content knowledge, also known as specialized knowledge, is acquired by teachers in undergraduate

or graduate training programs in certain disciplines or majors A part of content knowledge is professional knowledge which is learned and fostered during the teachers’ professional activities at general education institutions This study concentrates in content knowledge understood in the sense

of capacity to perceive and implement content under the General Program (2018)

1 Hülya Gür1 and Ayşen Karamete 2015 “A short review of TPACK for teacher education.” Educational Research and

Reviews, 10(7): 777-89.

2 Hülya Gür1 and Ayşen Karamete 2015 Ibid.

Technology content knowledge (TCK) is knowledge about the relationship between technology knowledge and subject content knowledge This knowledge is reflected in the teacher’s ability to both master professional content and grasp technology, for example, technology integrates necessary content to educate and teach students With this knowledge, teachers can teach both the content and the technology of that content to meet the requirements of the General Education Program (2018)

Pedagogical content knowledge (PCK) is pedagogical knowledge applied in teaching the content of

a defined educational program This knowledge includes understanding and skills in selecting and using teaching methods appropriate to the content of the educational program Pedagogical content knowledge includes ability of learning activities and learners to build lesson content and choose teaching methods suitable for learners

Technological pedagogical knowledge (TPK) is knowledge about the relationship between

pedagogical and technological knowledge as the basis for the formation and development of skills in using technology-based educational methods and in selecting and using technology in teaching Teachers with technological pedagogical knowledge will not depend on technology but master technology to improve the educational process in order to improve the quality and effectiveness of education Also, teachers with technology pedagogical knowledge always know how to harmoniously use educational technology and technology-based education, especially digital technology in implementing the contents of the general education program

Content pedagogical technology knowledge (TPACK) is knowledge about the tripartite relationship

including “technology x pedagogy x knowledge” Teachers equipped with this kind of knowledge will have the ability to understand, use and teach teaching content with educational technology and choose appropriate educational methods to ensure the achievement of specific determined educational goals TPACK model emphasizes this tripartite relationship, but in the digital age, technological knowledge can have an increasingly prominent position and role This may suggest a new approach to researches and teacher training and retraining to meet the requirements of the General Education Program (2018)

3 METHODOLOGY

This research applies the TPACK model to assess the current state of competences of teachers of general education The research uses the overview research method and the statistical method to process and analyze data from the survey of the topic “Education Annual Report 2020: Existence and challenges

in the quality of teachers of general education”1 which was implemented in 2020

This study is collected by survey method with 654 questionnaires, of which 651 survey questionnaires clearly identified the respondents as school teachers working at primary, secondary and multi-level high schools

In terms of age structure, the majority of teachers are between the ages of 30 and 50, nearly 13%

of the people are “young teachers” at the age of 30, and teachers over 50 make up a small percentage (8.4%) (Table 1) Regarding gender, in 651 people, 167 men account for 25.7% and 484 women account for 74.3% Most of the teachers own university degrees and are trained in pedagogy

1 VNU-level science and technology topic in 2020, code GG.20.48 “Education Annual Report 2020: Existence and challenges

in the quality of teachers of general education”.

Table 1 Demographic characteristics of school teachers

Independent

1 Age

3 Highest level of training achieved

5 Work place:

school level

Survey sampling method The survey sample is selected according to the following steps: Step 1:

select three localities representing three regions of the country, specifically, Hai Phong City represents the Northern region, Nghe An Province represents the Central region and Can Tho City represents the Southern region Step 2: In each locality, select 1 primary school, 1 secondary school and 1 high school Step 3: At each school, select all teachers to participate in the survey by a survey form

Survey instrument The survey instrument as “Survey Form” includes questions to collect data on

3 issues (i) Questions about demographic characteristics of respondents, (ii) questions about teachers’ competences and (iii) questions about general self-assessment of the teachers’ quality before requirements

to carry out the General Education Curriculum (2018)

The content of the questions is developed in accordance with the standards and criteria of the Professional standards for teachers in general education institutions promulgated according to Circular

No 20 in 2018 of the Ministry of Education and Training The questions for assessing the teachers’ competences which are built in rubric form combined with a 5- level Likert-scale ranging from “strongly disagree” to “strongly agree” Compared with the Professional Standards for Teachers (according to Circular 20/2018), the “qualified” level is equivalent to “1” and “2” levels on the Likert scale, the “fairly good” level is equivalent to the “3” level and the “good” level is equivalent to “4” and “5” levels The construction of an assessment instrument in the rubrics form combined with the Likert scale clearly shows in detail what the achievement level means, in order to be able to propose training and retraining solutions to improve the competences and meet the requirements of innovation

Based on the TPACK model, this research selects the necessary data from the dataset of the 2020 Education Annual Report topic Specifically, the research identifies elements of TPACK including information technology competence, pedagogical competence includes 4 components of pedagogical

competence with 1, 2, 3 and 4; professional competence To clarify the reality of these competences, the research uses some other related elements

4 RESEARCH RESULTS AND DISCUSSION

4.1 Teachers’ competences under the TPACK model

Technological competence

This research assesses technological competence through standards of information technology application, exploitation and use of technological equipment in teaching and education Over three-quarters (77.1%) of teachers of general education self-assess that they are capable of using technology

in teaching, of which, a quarter (25.5%) of persons are capable of fully implementing the requirements about the technological application, including the digital technology in education Nearly 14% of teachers prove to be capable of using technology to the extent that they could manage and lead the introduction of technological knowledge into the school education Based on the professional standards for teachers of general education, 77.1% of teachers achieve the “qualified” level, equivalent to level 1 and level 2 on the Likert scale; 9.1% of teachers achieve “fairly good”, equivalent to level 3; 13.8% of teachers achieve the “good” level, equivalent to 4 and 5 level, reflecting in the competence to guide and support colleagues improving their competences of applying information technology

Table 2 Technological competence: Technological application and information equipment

1 Be able to use basic information technology software and information technology

2 Fully comply with the school’s requirements on the application of information technology,

digital learning materials and technological equipment in teaching and education 166 25.5

3 Actively exploit information technology software, digital learning materials and

information technology equipment in teaching and education 59 9.1

4 Share and cooperate with colleagues to improve the competence in the application of

information technology and information technology equipment in teaching and education 62 9.5

5 Support and guide colleagues in the application of information technology and

information technology equipment in teaching and education 28 4.3

Pedagogical competence

Research and evaluate pedagogical competence through 4 criteria: (i) Build the teaching and educational plans in the direction of developing quality and capacity for students; (ii) Use the teaching and educational methods in the direction of developing quality and capacity for students; (iii) Examine and evaluate in the direction of developing quality and capacity for students; (iv) Consult and support students

Pedagogical competence 1: Build the teaching and educational plans This is the leading component

of pedagogical competence The survey shows that 72.5% of teachers self-assesses their competences to build teaching and educational plans at the “qualified” level, of which nearly 48% achieves the lowest