ANALYSIS OF THE PROFESSIONAL QUALIFICATIONS AND COMPETENCIES OF TEACHER EDUCATORS AND SUBJECT TEACHERS OF EDUCATION
DOI:
https://doi.org/10.61841/1tyyze71Keywords:
Professional Qualification,, Competencies,, Subject Teachers of Education, Teachers Educators.Abstract
Many researches had stated that world class educational system from pre-school to postgraduate levels could convert the raw talents of its people into productive asset. A world class education system is not possible without world class teachers, most importantly at the foundational level, who instruct, inform and inspire their students to quality learning and scholarship. The present study analyzed the professional qualifications and competencies of teacher educators and subject teachers of education. The respondents were categorized into three groups in order to measure their competencies and professional qualification. These were Heads / Principals, Teacher Educators and Subject Teachers of Education and their students. Questionnaires were used as instruments for data collection. T-test and Percentage were applied for the purpose of analysis. The data analysis states that subject teachers of education were more efficient as compared to teacher educators. At the end, the researcher concluded that majority of the teacher educators and subject teachers of education did not have professional qualification and they had MA education as an academic degree. The results of the study concluded that subject teachers of education were efficient and competent as compared to teacher educators. It is suggested to the policy makers and planers that they may develop separate criteria for the selection of teacher educators and subject teachers of education i.e. level of qualification, experience, professional qualification etc.
Downloads
References
1. Abe & Ade. (2013). Influence of Qualification on development and assessment of computer programmed instructional package on energy concept in upper basic technology in Ekiti state. I Sci. Technology, (3), 611- 618
2. Ahiazu, L., Pricewell C. (2011). Standardizing the motivational competencies of Academically qualified teachers and professional teachers in Nigeria.Learning change Int. Association for teaching and learning (IATEL).
3. Akhtar, T. (2011). Analysis of Discrepancies between Skills Acquired During Teacher Training Programs (B.Ed&M.Ed) and Skill Required in Actual Classroom.
4. Buchberger, F., & Byrne, K. (1995). Quality in teacher education a suppressed theme.European Journal of Teacher Education, 18(1), 9-23.
5. Caena, F. (2013). Perspectives on Teacher Educator policies in European countries: an overview. European Commission.
6. Cukjati, F. (2007). National Professional Qualifications Act.Ljubljana publishing house. The
7. Ducharme, E. (1993). The Lives of Teacher Educators. New York, Teachers College Press.
8. Ethell, R., &McMeriman, M. (2007). Unlocking the knowledge in action of an expertpractitioner.Journal of Teacher Education, 51(2), 87-101.
9. Fakhra, A. (2012). Impact of Faculty Professional Development Program of Higher Education Commission on Teachers Competencies and Motivation at Higher Education Level in Pakistan (Doctoral dissertation, University of the Punjab, Lahore).
10. George, H. (2004). Issues in teacher education in England and Wales. London: Greenwood Press.
11. Goldhaber, D. D., & Brewer, D. J. (1996). Evaluating the effect of teacher degree level on educational performance.
12. Govt. of Pakistan, (1959). Report of the commission of national education Pakistan.
13. Govt. of Pakistan, Ministry of Education. (1998 -2010). The National Education Policy. Islamabad, Pakistan.
14. Govt. of Pakistan. (2009). The National Education Policy. Islamabad, Pakistan.
15. Hammond,D.L.(2009).Professional Learning in the Learning Profession: A Status Report on Teacher Development in the United States and Abroad. Published by the National Staff Development Council and The School Redesign Network at Stanford University, USA.
16. Hartanto. (1998). Human resources competences. Bandung: University of Education.
17. Hussain, S. (2004). Effectiveness of teacher training in developing professional attitude of prospective secondary school teachers (Doctoral dissertation, PMAS-Arid Agriculture University, Rawalpindi).
18. Iqbal, M. Z. (1996). Teachers training: The Islamic perspective (Vol. 7). Institute of Policy Studies and
International Institute of Islamic Thought.
19. Johnson, L. H. (1995). Total quality management handbook. New York: McGraw-Hill.
20. Jumani, B. N. (2007). Study on the Competencies of Teachers Trained Through Distance Education in Pakistan.
21. Kayani, M. M., Morris, D., Azhar, M., &Kayani, A. (2011). Analysis Of Professional Competency Enhancement Program Of NAHE On The Performance Of College Teachers. International Journal of Business and Social Science, 2(18).
22. Kanter, R. (2014). Overcome the eight barriers to confidence [Harvard Business Review]. Retrieved from https://hbr.org/2014/01/overcome-the-eight-barriers-toconfidence/
23. Khan, S. C. (2004). From practice to policy: Making a difference. Karachi: Teachers’ Resource Centre.
24. Kitchen, & Russell. (2012). Canadian Perspectives on the Self-Study of Teacher Education Practices published by Canadian Association for Teacher Education (CATE).
25. Korthagen, F. A. J. (2000). Teacher educators: From neglected group to spearhead in the development of education. (pp. 35-48). Leuven: Garant.
26. Korthagen, F. A. J., &Kessels, J. (2001). Linking theory and practice: Changing the pedagogy of teacher education. Educational Researcher, 28(4), 4-17.
27. Korthagen, F.A.J., & Russell, T. (1995). Teacher who teach teachers: some final consideration. (187-192).
28. Koster, B., et al. (2005). Roles, competencies and training of teacher educators, a new challenge. In E. Befring(Ed.), Teacher education for equality. (pp. 397-411). Oslo: Oslo College.
29. Koster, B., et al. (2005). Quality requirements for teacher educators. Teaching and Teacher Education, 21(2), 157- 176.
30. Lassa, P. N. (2004). Teaching Mathematics in Nigerian Primary schools,' Ibadan: UPL National Council for Curriculum Assessment (2005). Discussion Paper on International Trends in Mathematics. A paper published by the Government of Ireland.
31. Lanier, J., & Little, J. (1986). Research on teacher education. In M. Wittrock (Ed.), Handbook of research on teaching (3rd ed.) (pp. 527-569). Macmillan: New York.
32. Loughran, J., & Berry, A. (2005). Modeling by teacher educators. Teaching and Teacher Education, 21(2), 193-203.
33. Malik, A. A. (2015). Identification of The Factors of Quality Teacher Training and Development of a Model Program in Pakistan. Vfast Transactions on Education and Social Sciences, 5(2).
34. Mamun, M.A.,&Mohamad, A.B.(2009).Management Education for Contemporary Challenges: The Role of Business School. European Journal of Scientific Research, 30(4), 649- 661.
35. Regenspan, B. (2002). Parallel Practices: Social Justice-Focused Teacher Education and the Elementary School Classroom. Counterpoints. Peter Lang Publishing, Inc., 275 Seventh Avenue, New York, NY 10001.
36. Shahid, M. S. (2007). The professional relevance primary school teachers: A neglected area of teacher education. In National Conference on the Changing Role of Teacher Education in the Era of Globalization, Institute of Education and Research, University of the Punjab, Lahore (April 16-17).
37. Shulman, L.S. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, 15(2), 4-14.
38. Smith, K. (2003). Teacher educators’ professional knowledge; how does it differ from teachers’ professional knowledge. American Educational Research Association conference, Chicago, IL.
39. Smith, K. (2005). Teacher educators’ expertise: what do novice teachers and teacher educators say? Teaching and Teacher Education, 21(2), 177-192.
40. Veer, U.2004. Modern teacher training. Anmol publication pvt.LTD.New Delhi India p97.
41. Wijaya,&Rusyan.(2000). Akuntabilitas&AspekPendukung. Jakarta: STIM LPMI Press.
42. Willson, et al. (2001). Teacher Preparation Research: Current Knowledge, Gaps, and Recommendations. A Research Report prepared by the Center for the Study of Teaching and Policy in collaboration with Michigan State University.USA
43. Wilson, S., et al. (2001). Connecticut’s story: A model for state teaching policy. Teaching Quality Policy Briefs, (4), 1–8.
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
You are free to:
- Share — copy and redistribute the material in any medium or format for any purpose, even commercially.
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
- The licensor cannot revoke these freedoms as long as you follow the license terms.
Under the following terms:
- Attribution — You must give appropriate credit , provide a link to the license, and indicate if changes were made . You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Notices:
You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation .
No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.
