Submitted by Submitted to

SANOOP S NAIR Smt.Chinmayi S K

Ist B.Ed Physical Science Assistant Professor
FMNTC, Pallimukku FMNTC, Pallimukku
Sl Contents Page No
No
1 Introduction 2

2 Subject-Teacher
Competencies
3 Definition 3

4 Categories and characteristics 4

5 Subject Competencies 4

6 Pedagogical competencies 5

7 Technological competencies 7

8 Other Teacher Competencies 9-13

9 Conclusion 14-15

10 Reference 16

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 “The quality of a nation depends upon the quality of its citizens. The
quality of its citizens depends not exclusively, but in critical measure upon
the quality of their education, the quality of their education depends more
than upon any single factor, upon the quality of their teacher.”

Education is the process of facilitating learning, or the acquisition of

knowledge, skills, values, morals, beliefs, habits, and personal development.
Educational methods include teaching, training, storytelling, discussion, and
directed research. A teacher is a teaching professional who is meant to help
the students to gain knowledge, competence, and virtue. The role of teachers
is to shape the students, hence it involves both, the requisite qualification
and passion for teaching, Teachers are dealing with the future generation, the
more skills they have the more effective is the result.

Competencies are the skills and knowledge that enable a teacher to be

successful. Quality teaching has become an issue of importance as the
landscape of higher education has been facing continuous changes. According
to (Boyatzis, Stubbs, & Taylor, 2002) competence is an underlying
characteristic of a person, motives, traits, abilities, aspects of image or social
role, knowledge that a person is able to use.

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 a. Definition
Competence is skill based; standard attained and describes what people
can do and what can be measured. Competences refer to the range of skills
which are satisfactorily performed. Irena Bakanauskiene and Jurgita
Martinkiene (2011) defined competencies for Western Lithuania region and
identified three major blocks of competencies: professional competencies,
social competencies and personal competencies.
Competencies can be developed through a process of observation and
interviewing outstanding performers in a wide variety of jobs and roles to
determine what sets theses outstanding employees apart from everyone else.
These characteristics can be defined in terms of behaviours – those thoughts
and actions that characterize outstanding performers. Competencies are
classified as basic competencies and professional competencies. Further,
professional competencies are classified into broad categories such as generic
competencies, managerial competencies, and functional or technical
competencies.
The competencies profile has been a studied during the last decades,
using diverse approaches, for distinct purposes. In human resource
management research, competencies are studied from the point of view of job
competencies in which they are considered as technical skills to perform job
activities. The term ‘Soft Competencies’ was defined as personal behaviour or
attitude. Diverse authors defined those soft competencies are complementary
to technical competencies, and that they are of great importance to human
resource management

The definitions given by various studies can be understood

by following points:
➢ Competencies are underlying characteristic which means it is a deep and
in-built part of an individual’s personality which is demonstrated through
behaviour.
➢ It facilitates in predicting behaviour of an individual in a wide variety of
situation or tasks.
➢ It is a combination of skills, motives, knowledge, abilities and attitude
which helps in achieving superior performance.
➢ Competencies are measured for a specific job.

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 b. Teacher Competencies Characteristics and
Categories

In General competencies can be classified as Skill, Knowledge, Personal

attributes and behaviour.

➢ Skill: capabilities acquired through practice. It can be a financial skill

such as budgeting, or a verbal skill such as making a presentation.
➢ Knowledge: understanding acquired through learning. This refers to a
body of information relevant to job performance. It is what people have to
know to be able to perform a job, such as knowledge of policies and
procedures for a recruitment process.
➢ Personal attributes: inherent characteristics which are brought to the
job, representing the essential foundation upon which knowledge and
skill can be developed.
➢ Behavior: The observable demonstration of some competency, skill,
knowledge and personal attributes. It is an essentially definitive
expression of a competency in that it is a set of action that, presumably,
can be observed, taught, learned, and measured.

Major teacher competencies are detailed below.

1. Subject Competencies:-

A teacher competent in his profession has a thorough knowledge

of subject matter or knowledge of contents. The teacher who has
command over subject matter can provide more and more information
to the students in the classroom. Knowledge of key concepts, inquiry
tools and structures and its implication are essential for combined part
and lesson planning for the class. For the development of reliable cross
curriculum linkages, the teachers must have adequate knowledge
sharing about subject matter of the subject being taught in the class.
Further, through integrated lesson planning the class teachers are
capable of an authentic knowledge sharing and teaching learning
strategies which are helpful to strengthen student learning and
development of creative thinking. A teacher not only knowledge of

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 contents is required but he also required learning about the intersection
and its re-organizational knowledge of content and pedagogy. Few
fundamental elements of pedagogical content knowledge are:

➢ Knowledge of demonstration of subject matter.

➢ Knowledge of student’s learning of the subject.
➢ Knowledge of teaching strategies or teaching methodologies.
➢ Curriculum knowledge.
➢ Knowledge of educational contexts
➢ Knowledge of purpose of education.

Knowledge of subject matter theory enquires about the value of

knowing everything about a subject if a teacher does not have firsthand
knowledge about the subject matter how students will learn how his
teaching method would be the best instructional strategies, if his
teaching strategies cannot deliver high quality subject matter
knowledge. Ultimately existing professional development principles
guide the process of teaching learning in such direction that supports
knowledge of subject matter. Teaching students according to national
and international standards, teachers need to have knowledge about
subject matter profoundly and flexibly, so they can guide the students
for the creation of useful cognitive maps, he has to correlate one idea to
another aware the students about misconceptions. The slogan
pedagogical content knowledge for professional competent teacher and
glimmered on teacher’s knowledge subject matter and the significance
of such knowledge for flourishing competent teaching.

2. Pedagogical Competencies:-

Pedagogical competence of a teacher is very important in the

teaching-learning process because in modern education pupil is the
centre of the system. So this study aimed to know the concept of
pedagogical competence, to understand the basic areas for the
development of pedagogical competence, to know the influencing
factors of pedagogical competence, to know what are the importance of
pedagogical competence for future and to acquaint with key issues and
challenges for development of pedagogical competence.

Concept of Pedagogical Competence:

To know the concept of pedagogical competencies, we have to

know about the concept of pedagogy. Pedagogy is nothing but it is a
discipline that deals with theories of teaching and learning. It is also
called an art of teaching for effective learning of students. Literally it
means science of child. But it can be elaborated that here „science‟ is

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a science of teaching and child refers to here learner. So it can be said
that pedagogy is a science of teaching for effective learning of learners.
Pedagogical competence refers to performance, knowledge and skill in
teaching and learning (Cooper, 1986), thus it includes teachers‟
capability to manage the teaching and learning process. According to
Indonesian government policy and regulation defined teachers‟
pedagogical competence as the understanding of basic education,
students, curriculum development, lesson plans, dialogical teaching
and learning process, learning evaluation, and students‟ potential
developments.

However, it refers to as ability to do performance in curriculum

planning, assessment, reflective teaching, classroom management,
teaching children and so on. So the basic thing in teacher training
programme, the trainee teachers are trained to provide the pedagogical
knowledge and they are sent to implement all these in teaching-learning
process during their internship programme.

Basic Areas for Developing Pedagogical Competence:

To develop the pedagogical competence or skills one should follow

the following basic areas-

➢ Developing learning design

➢ Developing learning materials
➢ Developing presentation skill
➢ Developing the skill of introduction
➢ Mastery of using teaching aids as well as ICT
➢ Use of proper teaching methods, maxims and techniques
➢ Developing management skill
➢ Developing of probing question skill
➢ Use of blackboard
➢ Developing reinforcement and encouragement skill
➢ Mastery of evaluating skill
➢ Techno-savvy competence.

Stages of Developing Pedagogical Competence:

For quality education, teacher’s pedagogical competence is very

important. So to develop this skill one have to practice rigorously. One
can develop the skill by completing the following stages. If fail they again
prepare, implement and evaluate according to their needs.

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 Components of Pedagogical Analysis:

We certainly aim to carry out the task of the analysing the

prescribed course material or a particular unit/sub-unit/topic/single
concept of the subject being taught systematically.

The components of pedagogical competence are mainly four-

➢ Content analysis (breaking unit into sub-units with no. of periods,

previous knowledge etc.)
➢ Instructional objectives (setting objectives according to pupils‟
needs, interest etc. and subject matter)
➢ Choosing appropriate teaching methods, techniques, teaching
learning materials etc.
➢ Choosing appropriate tools for evaluation (blueprint with test paper).

3. Technological Competencies

Rapid advances in technology have integrated technology and

human life. Today, which is called the information society and the
digital age, it is seen that the role of technology in various areas of life
has increased. Change is one of the most important features of the age
we live in. The knowledge, skills and competencies needed in social life
are constantly changing from an individual point of view. Technological
advances and innovations, which have become an important element of
life in the world where globalization is experienced, enter different areas
of life and integrate with life. In particular, this situation has changed
the education sector by affecting social life with the development of
technology in the 21st century. For example, as a result of this change,
technology can be actively used in schools and school environments. As
a result of these technological changes and their reflection on
education, the education system and its components are also updated.

With the developing technology, the skills expected from the

teacher have changed. The place of the profile of the teacher, who
transfers his knowledge directly to the student and focuses on rote
learning; has taken the profile of a teacher who provides information to
students with guidance, teaches learning, supports and facilitates them
with technology. In general, within the context of this innovation and
development, teachers need to innovate and improve their
qualifications and skills.

In this direction, the role of technological advances is felt

significantly in the training of qualified students who will meet the
requirements of the age. Today, it is educators who make information

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technologies effective and efficient in educational activities. It is seen in
many studies that the functionality of technology depends on human
power. For this reason, teacher’s qualifications are important in the
management of information technologies and in establishing a
relationship between this technology and students.

The teacher technology competencies are a set of technology

standards that defines proficiency in using computer technology in the
classroom. The competencies consist of computer related skills grouped
into four general domains:

➢ Basic technology operation.

➢ Personal and professional use of technology tools.
➢ Social, ethical and human issues, and
➢ Application of technology in instruction.

Each domain consists of a subset of specific skills; these are

sequenced from simple to complex so that mastery of the skills is
cumulative. The International society for Technology in Education
(ISTE) has actively addressed the technology isolation problem and has
recently released a set of revised teacher technology standards.
Developed through a rigorous process of expert and lay-person input,
the NETS-T Project (National Educational Technology for Teachers)
explicitly describes what competent teachers should know and should
be able to do with technology in the context of broader teacher
competencies. The NETS –T standards are categorized as follows;

➢ Technology operations and concepts

➢ Planning and designing learning environments and experiences
➢ Teaching, learning, and the curriculum
➢ Assessment and evaluation
➢ Productivity and professional practice
➢ Social, ethical, legal and human issues

In a learning environment where technology is truly integrated

and not an adjunct, students and teachers use technology tools to
enhance all areas of the teaching and learning process. Effectively
managing a classroom where students engage these activities in a
manner that improves academic achievement requires a teacher with
expertise in the sophisticated and increasingly complex field of
instructional technology. The teacher technology competencies are
designed to give teachers this expertise to select and use the
technological resources that not only meet student’s learning needs but
also equip them with appropriate skills for the future.

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Other teacher competencies are detailed below.
a. Communication and Interpersonal Skills
Consider and respond appropriately to the needs, feelings and capabilities of
others. Being tactful, compassionate and respectful.

HIRING COMPETENCY
o Act as a role model for students, demonstrating professionalism
in communication and manner
o Demonstrate clear, concise verbal and written communication
skills
o Seek to understand other peoples’ ideas and concerns
o Communicate with others in a non-threatening manner
o Ask questions to clarify and understand others
o Assume responsibility and creatively work with families who may
be reluctant to engage in educational situations
DISTINGUISHED PERFORMANCE
o Effectively communicate complex or sensitive matters
o Read and interpret individual and group dynamics
o Demonstrate ‘with-it-ness’ by monitoring non-verbal cues and
body language in others
o Ask essential questions that promote critical thinking and
creativity

b. Organization and Planning

Plan and organize for effective instruction, differentiation and assessment.

HIRING COMPETENCY
o Plan and prepare effective lesson plans and integrated units
o Plan and prioritize with a realistic sense of pacing and time
demands
o Anticipate, prepare and evaluate lessons, technological tools and
resources
o Differentiate instructional methods and assessment for students
o Select instructional strategies, technology, materials and
assessments that build on prior knowledge or experience,
cultural history and are relevant to students’ interests
o Report achievement and progress to students and their family in
a clear, timely and relevant manner
DISTINGUISHED PERFORMANCE

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 o Develop and implement individualized learning plans using
cross-district and community resources
o Facilitate student ownership in a system of goals, feedback and
results
o Demonstrate active leadership in planning initiatives to impact
student learning at school or district level
o Develop plans that include Aboriginal/Indigenous perspectives
c. Classroom Management
Create and maintain an optimal learning environment for each student.
Appropriately manage student behaviour and classroom dynamics.

HIRING COMPETENCY
o Ensure a safe and supportive place to learn with clear routines
and expectations
o Anticipate potential issues and re-direct or de-escalate behaviour
o Re-direct student behaviour with warmth, empathy, and
sensitivity to students’ status as a learner
o Treat mistakes as a part of learning
o Organize classroom for student learning and ownership
o Ensure that consequences are meaningful and respectful with
the goal of restitution for all
DISTINGUISHED PERFORMANCE
o Facilitate student ownership of class routines, high expectations
and behaviour
o Facilitate student ownership of their own actions and support for
peers; assist in problem-solving complex issues between
students
o Facilitate student’s meta-cognitive awareness of their own
behaviour and/or its impact on learning
o Facilitate student demonstrations of empathy and support for
others

d. Facilitation and Engagement

Capture and maintain students’ interest, effort, participation and enthusiasm
for both the content and the process of learning.
HIRING COMPETENCY
o Select high impact instructional strategies that are active,
relevant and developmentally appropriate
o Create an environment where students are actively participating
and engaged both independently and co-operatively

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 o Purposefully use multiple strategies and technology to engage
students
o Integrate Aboriginal/Indigenous learning principles into units
and lessons
o Differentiate based on student results
DISTINGUISHED PERFORMANCE
o Consider preferred learning styles to facilitate students through
cognitively complex tasks
o Facilitate multiple ways for students to interact with content,
based on their interests and their abilities

e. Assessment and Coaching

Utilize balanced assessment and feedback to improve student learning. Apply
formative and summative assessment strategies.
HIRING COMPETENCY
o Set and communicate learning goals/targets that students can
understand and articulate for each lesson
o Ensure assessment and feedback are provided in a timely
manner
o Provide clear, timely and observable feedback for students and
families
o Provide students with options to demonstrate their learning
o Differentiate assessments for individual student needs
o Employ a variety of assessment methods that are aligned with
instructional goals
o Report progress and achievement in a clear, timely and relevant
manner
o Facilitate a system where students can self-assess and provide
constructive feedback to peers
DISTINGUISHED PERFORMANCE
o Facilitate processes where students contribute in determining
type of assessment and criteria
o Demonstrate clear evidence of the cyclical nature of planning,
assessment and feedback
o Assessments consider traditional cultural, family and
community learning experiences that happen outside of the
classroom

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 f. Collaboration and Teamwork
Collaborate with others to achieve group goals and objectives. This includes
relationships, partnerships and producing team based results.
HIRING COMPETENCY
o Participate in team decision making; initiate, contribute and
demonstrate responsibility for team decisions
o Openly and willingly share appropriate information and
knowledge
o Deal with conflict in a constructive and positive manner
o Respect diversity, and value the opinions of others
o Work co-operatively with colleagues and contribute to a positive
work environment
DISTINGUISHED PERFORMANCE
o Assume leadership roles within pod, department, school and
district
o Initiate collaboration within team, school and partnerships
across the district
o Mentor others in the school and education community
o Engage in positive partnerships with district and community
resources

g. Caring and Inclusiveness

Create and maintain an environment that is caring, inclusive and supportive
of all students.
HIRING COMPETENCY
o Model safe, caring, inclusive and ethical behaviour in words and
actions
o Plan and implement strategies for the whole person: physical,
social, emotional, intellectual
o Demonstrate a commitment to each student and their unique
needs
o Understand and incorporate Aboriginal/Indigenous culture into
lessons and activities
o Demonstrate understanding of students with educational
designations and their ways of learning as outlined in their
personal learning plans
o Understand cultural diversity and embed that knowledge into
practice
DISTINGUISHED PERFORMANCE

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 o Facilitate school activities and programs that create inclusive,
caring and socially responsible school environment and practices
o Engage the family and school to promote and maintain
relationships to impact student learning
o Serves as a case manager for students with complex needs

h. Flexibility and Adaptability

Demonstrate flexibility in our ability to adjust and adapt to changing
circumstances.
HIRING COMPETENCY
o Calm when dealing with the unexpected, and recovering quickly
from setbacks
o Able to manage ambiguity inherent to the learning environment
o Effectively prioritize multiple demands
o Creative in developing solutions to student/classroom challenges
o Differentiate teaching practices to best meet the needs of each
learner
o Able to change practice based on new curriculum, technology
and instructional strategies
DISTINGUISHED PERFORMANCE
o Resilient in overcoming setbacks when they occur
o Creative in finding solutions to school/district challenges
o Expect and accept the emotions, barriers and resistance inherent
in change while supporting those involved
o Plan and persist through unexpected difficulties
o Support others with tools, resources and processes when dealing
with change
o Take a leadership role in new initiatives

Competencies provide a very valuable addition and enhancement to the

typical performance management process, with benefits for both the employee
and the organization. For employees, the assessment provides information on
how their competencies support and contribute to the organization's success
as well as a framework for planning learning and development in their current
role and also for their advancement within the organization. For the
organization, the assessment of competencies can provide valuable insights
on the skills and talent pool resident within the organization, as well as the
competency gaps that need to be addressed to meet both current and future
needs

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 Teacher's competencies must be reviewed and refined depending on the
development of the whole life of human and education. Teachers are directly
responsible for the educational system so they require strong and proficient
educational competencies.
Education is a discipline aiming at revealing systematic and scientific
results towards meeting the needs of individuals and the society. Studies need
to be carried out to develop all related subsystems in educational system
regarding to meet all needs and expectations. One of the sub systems in
educational systems and the first degree responsible for managing this system
is the subsystem of teacher training. The basic purpose in teacher training is
to ensure the effective planning, management, development and
administration of educational systems by equipping teachers with certain
competencies. The concept of teacher’s competencies is mostly discussed in
very narrow dimensions such as teachers planning, implementation,
assessment of the curriculum, standards for the curriculum or the school.
There are related to teachers training duties in this school. In this respect,
teachers’ competencies need to be discussed in many dimensions such as
subject competencies, pedagogical competencies and technological
competencies.
Ideally, then, educators should demonstrate the following competencies:

The Competencies of the Modern Teacher

➢ effective classroom management, maximizing efficiency,

maintaining discipline and morale, promoting teamwork, planning,
communicating, focusing on results, evaluating progress, and making
constant adjustments. A range of strategies should be employed to
promote positive relationships, cooperation, and purposeful learning.
Organizing, assigning, and managing time, space and activities should
ensure the active and equitable engagement of students in productive
tasks.
➢ effective teaching practices, representing differing viewpoints,
theories, “ways of knowing” and methods of inquiry in the teaching of
subject matter concepts. Multiple teaching and learning strategies
should help engage students in active learning opportunities that
promote the development of critical thinking, problem solving, and
performance capabilities while helping them assume responsibility for
identifying and using learning resources.
➢ effective assessment, incorporating formal tests; responses to
quizzes; evaluation of classroom assignments, student performances
and projects, and standardized achievement tests to understand what
students have learned. Assessment strategies should be developed that

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involve learners in self-assessment activities to help them become
aware of their strengths and needs and encourage them to set personal
goals for learning.
➢ technology skills, knowing when and how to use current
educational technology, as well as the most appropriate type and level
of technology to maximize student learning.

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1. International Journal of Philosophy of Culture and Axiology.
2. International Journal of Research in Social Sciences
3. Allimuthu, N. &Annadurai, R. (2018). Study of Teaching Competency
among B.Ed. Trainees. Shanlax International Journal of Education, Vol-
6, Issue-2

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