Correlates of postering pedagogical competence for teachers in the colleges of economic at thai nguyen province

33 2 Frequency and Percentage Distribution of Respondents in 3 Frequency and Percentage Distribution of Respondents 4 Frequency and Percentage Distribution of Respondents 5 Frequency and

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AT THAI NGUYEN PROVINCE

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A DISSERTATION Presented to the Faculty of the Graduate School Southern Luzon State University, Lucban, Quezon, Philippines

in Collaboration with Thai Nguyen University, Socialist Republic of Vietnam

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The researcher wishes to convey her gratitude to the following persons who wholeheartedly devoted and helped make this piece of work a reality:

DR TERESITA V DE LA CRUZ, her adviser for the guidance,supervision,

suggestions and precious time in enthusiastically reading and checking the manuscript, providing the researcher useful materials;

DR CECILIA N GASCON, president of the Southern Luzon State University in the

Philippines, for her incomparable contribution and support to the development

of the Doctor of Philosophy in Educational Managementprogram in Thai Nguyen University;

DR NGUYEN VAN BINH, director of the International Training Center, Thai Nguyen

University of Socialist Republic of Vietnam, for his enormous pursuit to provide Vietnamese people an opportunity to grow through education;

DR WALBERTO A MACARAAN, DR APOLONIA A ESPINOSA, and DR BELLA

R MUELLO, panelists, for constructive criticism and valuable comments and

suggestions to improve the study;

The DIRECTORSand TEACHERS of College ofEconomicsandEngineering, Thai

Nguyen Industrial College, Vietnam-Germany Industrial College, Thai Nguyen College of Economics and Finance, and College ofTradeandTourism for allowing the conduct of study and active involvement and participation; and

His FAMILY and FRIENDS, for the love and support in one way or another; and to all

who have contributed to make this study a success

NTMT

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This research is whole-heartedly dedicated to my family and to all my relatives, my colleagues and friends, and to all classmates, all directors and teachers of the respondent credit-based schools for giving the researcher the non-stop guidance and sources of everything

NTMT

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PAGE

TITLE PAGE ……… i

APPROVAL SHEET ……… ii

CERTIFICATE OF ORIGINALITY ……… iii

ACKNOWLEDGMENT ……… iv

DEDICATION ……… v

TABLE OF CONTENTS ……… vi

LIST OF TABLES ……… viii

LIST OF FIGURES……… x

LIST OF APPENDICES ……… xi

ABSTRACT ……… xii

CHAPTER I INTRODUCTION ……….…… 1

Background of the Study ……….… 2

Objectives of the Study ……….… 4

Significance of the Study ……… 5

Scope and Limitation of the Study ……….… 5

Definition of Terms ……….… 6

II REVIEW OF LITERATURE ……….……… 9

Conceptual/Theoretical Framework ……… … 29

Research Paradigm ……… ….……… 31

III METHODOLOGY ……… 32

Research Design ……….……… 32

Population and Sampling ……….… ………… 33

Research Instrumentation……… ……… 34

Data Gathering Procedure ……… 34

Statistical Treatment …….……… 35

IV RESULTS AND DISCUSSIONS ……….… 37

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Correlation between Teachers’ Demographic Profile and

Faculty Development Program to Foster Pedagogical

Acceptability of the Proposed Faculty Development

Pedagogy and Performance: A Proposed Faculty

V SUMMARY OFFINDINGS, CONCLUSIONS AND

RECOMMENDATIONS

Summary……….……….… 76

Findings ……… 77

Conclusions ……….… 79

Recommendations ……… …… 80

REFERENCES ……… 81

APPENDICES ……… 83

CURRICULUM VITAE ……… 93

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1 Frequency Distribution of the Respondents by College …… 33

2 Frequency and Percentage Distribution of Respondents in

3 Frequency and Percentage Distribution of Respondents

4 Frequency and Percentage Distribution of Respondents

5 Frequency and Percentage Distribution of Respondents

6 Frequency and Percentage Distribution of Respondents

7 Frequency and Percentage Distribution of Respondents

8 Frequency and Percentage Distribution of Respondents

9 Frequency and Mean Distribution of the Teachers’

Pedagogical Competence in terms of Preparation for

10 Frequency and Mean Distribution of the Teachers’

Pedagogical Competence in terms of Classroom

11 Frequency and Mean Distribution of the Teachers’

Pedagogical Competence in terms of Lesson Presentation 47

12 Frequency and Mean Distribution of the Teachers’

13 Correlation between Teachers’ Age and their Pedagogical

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16 Correlation between Teachers’ Educational Attainment

17 Correlation between Teachers’ Length of Service and their

18 Correlation between Teachers’ Seminars/Trainings Attended

19 Correlation between Teachers’ Teachers’ Performance

20 Frequency and Weighted Mean Distribution on the

Acceptability of the Proposed Faculty Development Program

21 Frequency and Weighted Mean Distribution on the

Acceptability of Proposed Faculty Development Program as

22 Frequency and Weighted Mean Distribution on the

Acceptability of the Proposed Faculty Development Program

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Variables on the Correlates of Teachers’ Pedagogical

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COMPETENCE FOR TEACHERS IN COLLEGES

OF ECONOMICS AT THAI NGUYEN PROVINCE

MANAGEMENT Name and Address

of Institution

: Southern Luzon State University Lucban, Quezon, Philippines and Thai Nguyen University, Socialist Republic of Vietnam

The goal of this study was to find out the correlates of pedagogical competency of the teachers-respondents in Colleges of Economics at Thai Nguyen Province.It utilized survey questionnaires as the main data gathering instrument This study used the descriptive correlational method of the study to determine the significant relationship between respondents’ profile and their pedagogical competency The survey on teachers’ demographic profile waspresented throughfrequency and percentage; pedagogical competency of the respondents using weighted mean; and the relationships of the two variables through Pearson r The results of the data analyzed were used as basis for proposing the faculty development program It was then found out that most of the teachers are females, married, relatively young, novice in the service, has baccalaureate degree and a considerable number of trainings and seminars, and are average in terms of

performance rating Teachers are pedagogically competent in terms of preparation

for teaching (2.88), classroom management (2.70), lesson presentation (2.83), and assessment of students (2.81) Age, civil status, length of service and the performance rating mostly influence the teacher’s pedagogical competence while

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(3.36), and economy (3.26), and therefore is ready for adoption However, it was recommended that the faculty development program might be enhanced to further suit the needs of the teachers with the same pedagogical needs

Chapter I INTRODUCTION

Pedagogical competence has been regarded either as an ensemble of potential behavior/ capacity allowing for efficient manifestation of an activity,

or as the minimum professional standard, often specified by law, in whichthe professionals should reach Thus, the first statement takes into consideration the resources used in the educational process starting from and based on developing the competence Thisapproach regards pedagogical competence

as “the ability of an individual to use coordinated, synergistic combination of the tangible resources (e.g instruction materials such as books, articles, and cases and technology like software and hardware) and intangible resources (e.g knowledge, skills, experience, attitudes) to achieve the efficiency and effectiveness in pedagogy” (Madhavaram, 2010)

The pedagogical competence in general consists of the preparation for teaching, lesson presentation, classroom management, and an assessment of students’ performance Shrestha (2008) asserted that the competent teacher needs not only content mastery but alsopedagogical competency Content mastery provides knowledge about what to present in the classroom whereas the pedagogical competency provides the knowledge as well as skills in how

to present the content Nguyen Thị My Loc (2003) cited that pedagogy is the art of teaching bringing effectiveness in teaching-learning Effective pedagogy promotes achievement of students and builds up the confidence of teachers in teaching It contributes in bringing quality of learning and teaching in class)

The teachers need to be good at professional knowledge which means thatteachersmust have adeep knowledgeoftheir subjects, alwaysupdate andaddnew knowledgeto refineandimprovetheir knowledge.According to Srutirupa(2012), teachersmust develop as well as enhance their pedagogicalcompetenceto determinethe quality of their teaching and professional skills.Pedagogical competence is important in determining the efficiency of creative labor process of teaching Enhancing the teachers’ pedagogical competence is consideredan innovativesolutiontoimprove the quality ofhumanresourcetraining (Ryegard,Orisson,Apelgren,&Eriksson, 2010).

Pedagogical competence is described by Giertz (2003) as the ability and the will to regularly apply the attitude, knowledge and skills that promote the learning of the students It shall take place in accordance with the goals that are being aimed at and the existing framework and presupposes continuous development of the teacher’s own competence and course design

Background of the Study

MostoftheteachersintheCollegesofEconomicsgraduatedfromtheUniversityofEconomics In Vietnam, the universities and colleges do not train pedagogical competence for students (except for pedagogical universities and colleges) Before they become teachers, they participate in the standardizedpedagogical competence course, but time is not enough for them

to enhance their pedagogical competence

Thus, teachershaveanumber of limitationsin terms ofdeveloping theirpedagogical competence.Someteachers are not that interested in

innovating their teaching methods and presentation method so they still follow

‘teachers present-students-write-notes scheme Teachers sometimes only take charge of the teaching knowledge to students without instructing students’ methods of self-learning and self-study Their ability to prepare their daily lesson plans still needs polishing for it to promotestudents’ creativity and activeness Added to these are the difficulties in the art of questioning, inability to communicatewell withthe students, handlingdisciplinary problemsand the likes The teachers’ applicationofcomputer and information technology still needs enhancement As observed by the researcher, teachers seldom incorporate the educational technology in classroom instruction making the class interaction boring

It is also a challenge among teachers whentheyevaluatethe classroom activities and individual performance of the students They are likely to focus more in the traditional assessment and not so much on exploring individual capabilities of their students in engaging in other activities that do not entail a paper-and-pencil test The diversity of the teaching methods employed are not consistently evident in every classroom because what prevails is more of the question-and-answer method

Aware of the aforementioned dilemmas, the researcher was prompted

to determine the correlates of the teachers’ pedagogical competence in the Colleges of Economics at Thai Nguyen Province with an endview of proposing faculty development programtoimprovepedagogical competence of teachers andmeettherequirementsofthe nationaleducation ingeneraland higher education inparticular

Objectives of the Study

This study aimed to find out the correlates of pedagogical competence

in Colleges of Economics as basis forproposingfaculty development program

at Thai Nguyen Province for the school year 2013-2014

Specifically, it sought answer to the following objectives:

1 Determine the profile of the teachers in terms of;

1.6 Seminars/ trainings attended, and

1.7 Teachers’ performance rating

2 Find out the pedagogical competence of teachers in terms of:

2.1 Preparation for teaching,

5.1 Contents,

5.2 Strategies, and

5.3 Economy

Significance of the Study

This study would be beneficial to the teachers, students, administrators and future researchers in the following respect:

Teachers The outcome of the study is of great help to the teachers in

the Colleges of Economics where most teachers have insufficient trainings in advancing their pedagogical skills.Faculty development program would serveto enhance their pedagogical competencies in the teaching-learning process

Students They would be benefited in this research since they are the

main concerns of educators The teachers with high pedagogical competence could give more direct impactonthe quality of teaching they deliver among students thereby making the classroom environment inviting and interesting for them to focus more in the classroom activities

Administrators It is hoped that the study may contribute in giving a

new dimension in administration and supervision of Colleges of Economics The study would provide administrators insights on how they can manage thepedagogical competence of teachers effectively and successfully

Future Researchers This research could provide references for future

proponents who wish to venture a study similar to the nature of this ongoing research Moreover, they could use the information and results of the study to substantiate their parallel and future researches

Scope and Limitation of the Study

This study focused on thepedagogical competence of teachers in the Colleges of Economics at the Thai Nguyen Provincefor the school year 2013-

2014 It was limited to 136teachers who were held respondents in this study

Survey of the teachers’ demographic profile and measurement of their

questionnaires.Theteachers’ personal profiles such as gender, civil status, age, length of service, educational attainment and teaching performance rating were used to correlate with pedagogical competence on areas of preparation of teaching, classroom management, lesson presentation, and assessment of students

The time frame of this study was from August 2013 to February 2014

Definition of Terms

For clarity and better understanding of the study, the following terms are defined both conceptually and operationally

Age is a period of human life, measured by years from birth (http://dictionary

reference.com/browse/age) In the context of this study, it refersto one

of the demographic profile correlates to pedagogical competence

Assessment of Studentsis operationally defined as teacher’spedagogical

competency in evaluating students’ classroom performances and ability

to utilize different forms of assessment techniques

Civil status is the term used mostly by government organizations to show a

person’s status as a citizen (Retrieved from http://dictionary.reference com/browse/) In this research, it is one of the correlates to teachers’ pedagogical competence

Classroom management is defined as the actions teachers take to create an

environment that supports and facilitates both the academic and emotional learning (Evertson &Weinstein, 2006) It refers to one of the measures of pedagogical competence

social-Educational attainmentrefers tothe level of education completed in terms of

highest degree or the highest level of schooling completed (US Census Bureau Glossary, 2006).In this research, it is one of the correlatesto pedagogical competence

Faculty Development Programis a broad term describing any of the various

activities carried out by faculty members for personal and professional

enrichment (Marywood University Faculty Development, 2012).In this

study, itrefers to a program of activities for teachers to improve their

pedagogical competence especially in their weak areas

Gender refers to the respondent’s identity as to male or female In this study,

it is one of the correlatesto pedagogical competence

Length of Service is operationally defined as the actual number of years the

teacher has served in Colleges of Economics in Thai Nguyen Province

Lesson Presentation is defined in this study as the pedagogical competency

of the teachers which includes their ability to employ different teaching styles and methods to carry out the lessons

Pedagogicalcompetencerefers to the ability of an individual teacher to use

coordinated, synergistic combination of tangible resources (instruction materials such as books, articles, and cases and technology such as

knowledge,skills, experience to attain the pedagogical efficiency and effectiveness (Madhavaram, 2010) In this study, it encompasses the

preparation for teaching, classroom management, presentation of lesson, and student performance assessment

Preparation for teaching is used in this study as one of the measures of the

pedagogical competence of the respondents It includes teacher plans for teaching,goals/objectives, instructional materials, strategy/method, and assessment to be used

Seminars/ Trainings Attended refer to the conferences, lecture courses, or

other meetings for discussion/training related to teacher’s professional advancement It is one of the correlates to pedagogical competence

Teachers’ Performance Rating refers totherating given by the immediate

head at the end of school year/semester for the teaching performance based from the college/school sets of indicators

Chapter II REVIEW OF LITERATURE

This chapter presents the relevant readings and related literature which bear significance and similarities in this study This also includes conceptual framework and research paradigm that guide the conduct of the study

Ryegard, Orisson, Apelgren and Eriksson (2010) described pedagogical competenceastheabilityandwilltoregularlyapplythe

attitude,knowledgeandskillsthatpromotethelearningofthestudents.Thisshalltakeplaceinaccordancewiththegoalsthatarebeingaimedatandtheexistingframeworkandpresupposescontinuousdevelopmentofthe teacher’s own competence and course design

The concept of pedagogical competence also tends to be used with the meaning ofthe minimum professional standard, often specified by the law, which should raise a person in fulfilling particular role of teaching profession (Gliga, 2002) According to Diaconu and Jinga (2004), the level at which the pedagogical competence is analyzed special attention isgiven to the results obtained in any educational process developed through the perspective of

competence thus stressing on the performance to which variousmethodical algorithms for achieving teaching tasks are selected, combined and put into effect depending on changes of situational context in which the educational activities are realized with students

pedagogicalcompetencecanbedescribedastheabilityandtwilltoregularlyapplyattitude,knowledgeandskillsthatpromotethelearningofteacher’sstudents.Thisshalltakeplaceaccordingto

goalsthatarebeingaimedatandexistingframeworkandpresupposescontinuousdevelopmentofteacher’sowncompetenceandcoursedesign.”

Pedagogicalcompetenceimpliesthattheteacherfromdefinitegoalsandframeworks,throughcontinuousdevelopmentofteachingandpersonalprofessionaldevelopment,supportsandfacilitatesthelearningofstudentsinthebestway.Thispedagogicalcompetencealsoreflectstheteacher’scompetenceregarding

collaboration,comprehensiveviewandcontributiontothedevelopmentofpedagogyforhighereducation”(Ryegård,2008)

knowledge(narrow) but alsopedagogical knowledgesuch aspsychology, education, sociology, logic, artandthe personalexperience However, having only the knowledgeis not enough, if teachers want to have pedagogical competence, they should have educational methods, goodteachingmethods Goodmethodis a methodin accordance withthe objectandhaving high efficiency

Ryegard et al (2010) found out that three things are required in order

to be able to assess a teacher’s pedagogical competence: A definition of the pedagogical competence, so that what is being assessed is clearly evident; Known assessment criteria that are connected to the definition; a teaching portfolio, where the teacher documents and substantiates pedagogical skill based on the requirements for the job

evaluatingthepedagogical competenceas follows: an attitude that promotes learning based on research and a scholarly attitude; Broad and current knowledge of subject; Knowledge about how students learn; knowledge about teaching; Awareness of goals and frameworks; Holistic view; Teaching skill; Striving for continuous improvement; Leadership and organizational ability; Collaboration with others and external contacts

Education Development Strategy2011-2020set outgeneral objectives:

comprehensivelyreformedinthe directionofthe standardization, modernization, socialization, democratizationandinternational integration; quality of education

is enhanced comprehensively, including: moral education, practicalability,

andinformationtechnology; meet humanneeds, especially high-quality human

andactivelyunder adjustment,directionandguidance ofteacherstoimplementthe purpose – the task ofteaching Clearing teachers’ operating model will provide basis for the process of determining the required training content, to inherit and develop availableknowledge, skills of teachers, and supplement and expand their knowledge The teacher's activitiesareso multiform, butingeneralhave five(5) basiccontents which are a) teaching; b) educating

scienceandtechnology to innovateteaching; and e) social activities

toconducteffectiveteaching, teachersmust beable to organizeclasses, ensure that thelearning activities aresuitable forthe learning objectives, ensure the feedback, monitorstudents wellduringclasses, know to summarize at the time

attitudeandskillsfor using words

NguyenHuuDung (2005)stated thattodetermine thepropermethodof trainingandfosteringteachers, diagnostic competence should be basedon competence in responding, competence in the assessment, competence for the establishedfavorablerelationshipswithothers, especially withstudents, competence in implementingthe curriculumandeducation, competence for combining thesocial forcesinthe implementation ofeducational goals

Speaking ofteachingcompetence, Tran BaHoang(2008) mentioned that

ofmanipulation of a teachingactionby selecting, applyingknowledge,

processhasthegroups of teachingskillsrespectively

Inpreparation for lectures, there are skills to determine theobjectives oflesson, analysisprogramsandtextbooks, andcharacteristicsofstudents, make teaching plan and preparation, preparemedia and teaching equipment Inpractical skillsin classroom, there are skills to stabilizeclasses, checkolder lessons, present new lessons, consolidatelessons, and guide the homework

In the new lessonpresentation skills,there are skills for the introduction,transitions, lecturing, question and answer, ending Among themany practical skillsoforganizational forms of teaching, there are skills such as organizingthe extra-curricular activities and practice.In theassessment skills, there are skills for making exam paper, and organizingwritten andthe oral examination (NguyenHuuDung, 2005)

For Nguyen Thị My Loc (2003), the teachers who have the pedagogical competence are the qualified teachers with systemof competence asfollows:abilityto analyze andunderstand the training programandeducation,

assesslearning outcomesandstudents’ training, organizational capacityand capabilityforself-improvement These are some of the elementslinkedtogether

to form structure ofpedagogicalcompetence

pedagogicalcapacitiesincluding the teaching, educational, and organizational capacities.Teachingcapacityisan

importantfactorcreatingpedagogicalcompetenceofteachersbecausethe

maintaskof the teacheristeaching Teachingcapacityis made up ofpreparation and implementation capacity

Preparation capacityrequiredteachersto choosethetypereferences, identify thepurpose, requirementsandknowledgeof basic skills, thechoiceof teaching methods, instructionsto formskillsforstudents, mediapreparation, and

expectedtopedagogicalsituationsoccurrencesandtreatmentoptions

Allrequestsmust be madein lesson plan (Evertson & Carol, 2006) Meanwhile, implementation capacity: teachersmust organizeall activitiesof theschoolsuch

Toimproveimplementation capacity, teachers have the necessary capacityas the following:

communicationofthe teachers;teachersmay conveyinformationtostudentsin a

reasonablenessofthedemandexpressedforstudentsandthe choiceof theform ofits expression.Courtesyofpedagogicalbehaviorisconsideratetowardsthe students.Itis expressedineverydayrelationships, resolvingissuesthat arise

thesituationquicklyandcoordinateactionsskillfully when they solveproblems

levelandabilitytoimprovethe teaching methods promptly.Testing andevaluation

ensuresthe objectivity, fairness andaccuracy.Teachers need tocomparethe performanceofstudentswith the aim thathas been identified.In addition,the

oflessontofindremedies.The teachers who haveevaluation capacitywill promoteself-conscious learning, and self-disciplineofstudents (Nguyen Duc Tri, 2001)

In relation to the previous statement, NguyenHuuDung(2005) stated that one of theimportant tasksofteacheris theformationofnewworkersamongthe

andprofessionalcapacitythatis reflectedinthe ability to students Teachers mustknowthe psychologyof an individual studentto havethe educational methodsappropriate to each

In the light of the organizational competence, Pham MinhHac(2001) opined that teaching shoulddemonstratecoordinationwith students duringthe theoreticallectures, practice, fact-finding andthe extracurricularactivities

implementeducational activity Teachersshould knowhow to givetasks, requirements, adjustments, assessmentofstudentwork Teachers who have

createenoughcollective powerto settle alldifficulties inlearningandlife

According to Do Ngoc Thong (2010), a person who has a pedagogical competence knowshow toapplythe knowledge, skills, attitudes, feelingsand

lifeexperienceproficiently tohelp learnersachievethe learning outcomesin the best way So thetwo elementsnecessary for pedagogical competence are

knowledge and manners.Knowledgeis not onlyprofessional knowledge(narrow) but alsothe pedagogical knowledgecombiningpsychology, education, sociology, logic, artandpersonalexperiences.Butknowledgeis not enough, if a teacherwants to have pedagogical competence, it is needed to

Tohavegoodteachingmethods, it is neededto strivea lot andneed littletalent becauseteachingis both science andan art Theteachershould have threeroles: researchers, artistsandeducatorstoimplementsuccessfulteaching Teachers who want to have theirpedagogical competenceshould beequipped with the key competence:the communicative competenceis essential forthe teacherswithall thetypicalelements: communicationpurpose; content, context,

mannerandbestforlearningobjects.It is goodtocombinespoken language, visual

andemotionsconsistentwiththecontextandobject when teachersexchange, converse, analyze, or explain The teachers’ speech, facial expressions, smilesandfrowns, wrinkledforeheadaffectefficiency of school hours/ efficiencyof communication

communicationtechnology(ICT literacy), and more important isknow-how to usecomputers, the internetandsomecommon educational softwarein their daywork.This is atool toimprove, expandknowledge, and contribute to

innovativeteaching methodsandhelp teacherswiththe best conditionsforlifelonglearning

Cooperation competence is achieved as Ryegård (2008) maintained through adaptation which is the change and action as appropriate to context, objects to create high efficiency Thus, the adaptation requires flexibility and flexibility in awareness and action The teachers having adaptability, flexibility, flexible cooperation collaborate with others easily and efficiently.Teaching requires quick reaction to different pedagogical situations Modern teaching requires multi-dimensional cooperation: collaboration with leaders, parents, colleagues and other social organizations and cooperation with students

Ratchakorn and McCarthy (2012) stressed out the capacityfor critical thinking, problem-solvingand creativity Threecompetenciesclosely relatedformthe qualityofaction, thedecisionofeachperson's work Critical thinkingisthediversityof thinking, looking at thingsfromthe multiple dimensions and angles, notjustawayto recognize, evaluate, analyze andrush to conclusion.Havingnewcritical thinkingisthe ability to detectandsolve problems These creativities often occurwhenthingsare seen in a new unique way, realizethe unusualnessinordinarythings and phenomenon.Therefore, creative capacityis associated withcritical thinkingandproblemdetection

In modern societywithveryrapiddevelopmentofscientific knowledge, thesmartestchoiceofeach individual or the schoolislearning how tolearn, learning how toapproach, explore, explain, collect information andprocess it

2005).Theteacherneeds to know howtoteachone Understandingteachers who have pedagogical competence is not onlyan in-depth knowledge ofthe

subjectbut also theknowledgeoftheotherculture.Manyeffective teachingandlearning methods startfromextensive understanding about culture

Of course,these methodsshouldservethe purposeof the lessonto be achieved

Pink(2005) opined that aestheticsis necessary forthe development ofthe pedagogicalcompetence.Soengineershad tolistenand understandthe student; knowto shareandsympathizewiththem.Itmeansthat the emotional and aesthetic capacities are needed fordeveloping pedagogicalcompetence

Marzano (2011) posited that fostering pedagogicalcompetence isanindispensablefeatureactivity in the process oftraining teachersatalllevels especially inthe universitiesspecializinginvocational training Many teachershave not been trainedpedagogicalcapacity Thisactivityisneeded becauseit playsanimportantrolein improvingthequalityofteachers Through these activities, teachers master target, program, principlesandteaching

competenceprogramsforteachersofuniversities andcolleges was decided upon through the Circular61(2007) Its premise is founded on the following: Thelearners are equipped withthebasic knowledgeofhighereducation science, the roleandmissionofhigher education, thedevelopment trendofmodernhigher

characteristicsof students; theory, methods andskillstaughtin the higher education, and thebasic methodsofassessmentofstudents’learning outcomes

Hence, teachers’ roles and responsibilities in education are very hard Moreover, teachers are not only competent in knowledge or material mastery, but also on the moral and spiritual investments The teachers are obliged to

guide and train learners to behave well Therefore, their existence is not only for teaching but also practicing that of being taught (Tholkah & Barizi, 2004)

The basic functions schools are called upon to perform in a framework

of compulsory education differ according to each of the situation However, apart from the specific needs of each period and location, the main mission of the school is to ensure, on one hand, excellent student performance, and on the other, equal enjoyment of opportunities by students Schools, especially today, are asked to carry out these functions, taking into consideration the challenges of our times, such as multicultural co-existence, the dominance of technology, the evolution of the sciences and the rapid renewal of knowledge

At the same time, schools aim at preparing students not only for the present, but also for the ever-changing future (Liakopoulou, 2011)

Competence approachmeans creation of the single system of aims, content and technologies in the process of teachers’ education from the point

of view of formation of the basic professional competences (EFA, 2004) So competence approach in pedagogical education makes it possible to outline the circle of important knowledge, abilities and skills for teaching profession and give the guidance for teacher education program content on mastering, developing and using in practical activities

According to Shulman (2006) in the International Journal of Humanities

and Social Science (2011), pedagogical thought and action go through the

following: a) understanding; b) transformation; c) teaching; d) evaluation; e) feedback; f) reflection For teacher to cope with these, “professional studies” are required, that is: a) pedagogical content knowledge and b) curriculum studies Turner-Bisset (2004) suggested a course that would instill necessary

qualifications and focus on the “substantive and syntactic knowledge”, beliefs about the subject, knowledge of curriculum, contexts, self, didactic training, learners, objectives and learning outcomes, general pedagogical knowledge, pedagogical-didactic amalgam and learning subject

Key competencies of teachers include:1) information-communicative competence: the ability of teacher to look for, analyze and select necessary information; knowledge of information technologies, computer programming including communication through internet; 2) social-labor competence: the ability to take responsibility; the ability to combine personal interests with the social needs; willingness for independent professional decisions; 3) language competence: ability for oral and written communication in different languages; teacher’s talent to inform his pupils clearly and obviously from the point of view of both the depth of subject context and the way of teaching; moreover modern teachers must carry out the information in such a way as to make the pupils to continue their work independently; 4) values of individual: realization

of teachers role and destination in the modern society, in European and world environment; necessity and ability to self-perception; an active life viewpoint; promoting of values of a democratic society and their use in everyday life and professional activities; 5) cultural competence: knowledge of the national, and world culture; tolerant attitude to different ethnic cultures (Hutmacher, 2006 in Golyak 2008)

Basic competences show the specific character of teaching profession The basic competencies for pedagogical activities are based on the abilities, knowledge and skills of European teacher of the 21stcentury They include: Organizational competence which refers to the ability of teacher to organize

pupils effectively, to manage and control their educational activities and plan and correct teacher’s own activity Didactical competenceis the ability of a teacher to transmit knowledge to pupils in a way that makes them interested

in learning subject so that they are ready to continue their cognitive activity independently by themselves A European didactically competent teacher can easily adapt or reconstruct teaching material taking into account the mental, social, cultural and ethnic differences of his pupils using various methods and forms of personally-oriented teaching Pedagogical thinking isthe specific reflexive capability of a teacher to realize his own personality in pedagogical reality, to foresee the results of his activity and to plan the pupil’s future educational trajectory This ability is connected with the positive and optimistic attitude to life and belief in people Cognitive-creative competence is the ability of a teacher to learn through understanding of what is necessary for a pupil This competence is important when the teachers formulate the aims of teaching process, plan and analyze cognitive activities of both his students and his own using creative skills

Psychological competenceis determination of a child individual as the dominant of education Modern teacher must be psychologically ready to accept the inner life of a child, to understand his unique personality, to feel pupil’s psychological difficulties and when it is necessary to give psychological help for a child Evaluative competenceisthe ability of a teacher to examine objectively the results of pupils’ achievements, the effectiveness of his own work and the professional work of colleagues, positive and negative features

in the system of education as a whole Consultative competenceis the ability

of teacher to provide consultations and various forms of pedagogical assistance in process of construction of pupil’s educational path

psychological-Competence of lifelong developmentis the teacher’s talent to evolve his professional skills, knowledge and competences during all his life (Weber,

2001; European Commission, 2005) Special competences demonstrate the

level of subject component in teaching profession They are considered by European scientists as abilities to realize the basic and key competences in process of teaching major subjects at school Special competences include two components: 1) subject and 2) research competence In the process of

formation of special competences academic capabilities (subject competence)

of teachers play a very important role Another word a teacher must have the ability to master and renew his knowledge of subject he teaches at school An effective teacher has to know his subject much deeper than program volume Teachers are given possibilities to form their versions of curricula, analyze world prominent concepts and technologies in education, substantiate new approaches in teaching, upbringing and takingpart in reconstructing spheres

of pedagogical activities based on scientific research (Ogienko, 2008)

Preparation for Teaching

According to Idrus (2013), teaching plan competency includes efforts made to empower the teacher competency in this area were done by directing and enabling the teachers to have the ability of 1) describing the objectives, 2) selecting materials, 3) organizing materials, 4) determining learning methods and strategies, 5) determining learning sources, media and tools, 6) designing assessment and evaluation tools, and 7) choosing assessment and evaluation technique, and 8) allocating time

Nguyen Thi My Loc (2003) emphasized that withthe leadingrole,the

musthavequalificationsandexcellentpedagogicalcompetence With interacting role, teachersact as collaborator and cooperator, guiding and supportingto createa collaborative environment Teachers accompany students in their learning methods and show themthe way they must follow throughoutthe entire process

For Suciu and Mâţă (2011), preparation for teaching includes stages of transmission/ insertion/ teaching; including information in network of meaning; applying knowledge in context; combining ability with an attitude; and attaining competence It involves the components of information/ contents of learning; knowledge; ability/ skill; performance; and appropriateness and effectiveness The purpose and standard it serves is development of individual competence; increase of motivation; developing an individual, collective and administrative responsibility; development of interpersonal communication; development of models of curriculum;development of professional competence

Classroom Management

A plethora of related studies shows specific actions by teachers which can be considered factors for their effectiveness With regard to the teaching approach, it seems that the more effective teachers set realistic objectives, try and give incentives to students for learning, apply various teaching methods, select the participative forms of teaching, test and create the didactic material, present information in clear manner, combine words with pictures, use various

teaching aids, maximize the teaching time through systematic measures (e.g planning, reduced disturbances in the classroom), assign work that will stir the interests of the students, monitor and evaluate the progress of students, set evaluation criteria for students and inform students about them, and provide feedback to students Another decisive factor in effectiveness is a teacher’s ability to recognize diversity of students, to choose the best method possible for each student, and to create incentives for students (Harslett et al., 2000)

On the other hand, Idrus (2013) maintained that the teaching process competency that improved learning and teaching process competency are 1) opening lesson, 2) delivering materials, 3) using media and method, 4) using teaching media, 5) using communicative language, 6) motivating the students, 7) organizing activities, 8) interacting with the students communicatively, 9) concluding lessons, 10) providing feedback, 11) conducting assessment and evaluation, and 12) using time effectively

Meanwhile, Irish (2013) cited that perspective-taking behavior requires understanding of norms, values, and traditions that have informed the other's worldview and learning behaviors Ranking values of ideas such as tradition, religion, independence, education, work, health, respect, honesty, food, etc and a review of the personal rankings with other class members may lead to meaningful conversations Such activities may encourage students to engage

in critical reflection on deeply held assumptions related to values and beliefs Intentional groupings of students with others from different racial groups have been shown to have positive impact on students A study by Chang (2006) demonstrated that college students are more likely to discuss racial issues

when they are part of diverse student body and when they participate in the racially diverse groups in class

Eggen and Kauchak (2010) reported that classroom management is animportant aspect of the teaching career, classroom management is the cause of great concern for all the teachers, in particular novice teachers To

be an effective teacher s/he should be able to keep a classroom orderly and focused on learning, where students feel physically and emotionally safe and the daily routines, learning activities, and standards for an appropriate behavior are all designed to promote learning.Classroom management can be described as actions teachers take to create an environment that supports and facilitates both academic and social-emotional learning For effective teacher, reaching these goals is a vital concern These primary goals are creating community of caring and trust, developing the learner responsibility, and maximizing time and opportunity to learn

Marzano (2011)confirmed that the teacherplaysmanydifferent rolesinclass, but surely one ofthe most importantrolesis classroom management Theteacheris one importantfactoraffecting theacademic achievementofthe students The impact of teachers to the academic achievement of students is clear But to achieve effective teaching, the teacher must perform many tasks and the tasks can be divided into three main roles: select and apply teaching methods most effectively, design curriculum to facilitate student learning, and use effectively classroom management methods

Lesson Presentation

A way to define the necessary qualifications of a teacher is to give a detailed description of the teaching methodology A schematic presentation of the specific structural elements of instruction follows: i) lesson planning, i.e a teacher’s pre-lesson activities and actions (e.g organization of content into thematic units, transformation of teaching material into teachable knowledge, definition of teaching goals, methodological organization of teaching, time planning, selection of evaluation process) Planning can vary, depending on whether it is short-term (weekly lesson planning or unit planning) or long-term (for the entire semester or academic year); ii) teaching performance, i.e Enforcing the choices made during planning (didactic organisation, teaching path, application of teaching forms, direct actions of the teacher, use of teaching methods and aids; iii) evaluation of the teaching, i.e Evaluating the

results mainly by assessing the student performance (International Journal of

Humanities and Social Science, 2011)

According to Tanabe (2013), along with the history, student evaluations

of lesson presentation have always gained much attention among researchers

in terms of reliability, validity and usability Some researchers have proposed that the student evaluations are biased by factors that may be irrelevant to an effective teaching

Harold’s (2000) report study explored how improving teachers' lesson presentation could improve the teacher quality Data were examined on 7,146 8th graders who took National Assessment of Educational Progress (NAEP) assessment The three types of teacher quality were measured: the teacher inputs (e.g education levels and years of experience); classroom practices (e.g use of small-group instruction, hands-on learning); and their professional

development Results supported notion that conveying higher-order thinking skills leads to improved student performance and supported the effectiveness

of individualizing instruction to accommodate the differing knowledge and skills which different students bring to classroom Professional development in cultural diversity and awareness was linked to higher test scores There were

no benefits from working in small groups, and students suffered academically from lack of point-in-time testing

Meanwhile, Beran and Violato (2006) examined many student and the course characteristics in relation to student ratings ofinstruction Analyses of between group differences indicate that students who attend class often and expect high grades provide high ratings of instructors (p < 001) In addition, lab-type courses receive higher ratings than lectures or tutorials, and courses

in social sciences receive higher ratings than courses in the natural sciences (p < 001) It is concluded that the student ratings are more related to teaching instruction and behavior of the instructor than to these variables

Assessment of the Students

A teacher is called upon to evaluate the contexts in which he teaches and act accordingly, as his actions are defined by surrounding circumstances;

in other words, there are no predetermined attitudes that would suit every occasion Still, there are certain outlooks on the reality, certain principles, research findings, that a teacher can use to interpret the context, as well as a host of techniques and strategies which can be used, depending on the situation Hence, knowledge of contexts refers to knowledge of environment and the circumstances where a teacher is required to work: the school, the region, the state Specifically, it comprises knowledge of students and their