AN EVALUATION OF SECONDARY SCHOOL TEACHERS’ COMPETENCY IN

EVALUATING STUDENTS’ COGNITIVE AND PYSCHO-MOTOR ACHIEVEMENT IN

BASIC SCIENCE AND TECHNOLOGY (BST.)

S O Adodo

http://jeteraps.scholarlinkresearch.com/articles/AN%20EVALUATION%20OF%20SECONDARY.pdf

The importance of good evaluation in the teaching /learning process that goes on in

science classroom cannot be over-emphasized. It is well established fact that the status and the

kind of evaluation teacher uses in the classroom has far reaching implications not only for

students achievements specially but also for the nature of instructional procedure and feedback

assessment reports on such students. There is abundance of empirical evidence to support the

concept that students learn the way they are examined. A corollary to this concept is that if a

teacher test always for factual knowledge, the students will soon learn to expect only knowledge

oriented questions where as if he or she always tests for higher cognitive abilities the students

learn to prepare for such questions. In other words, the way teachers test affects the pattern or

style of learning by their students and consequently their achievement (Adodo 2013).
A COMPARATIVE ANALYSIS OF TEACHER

COMPETENCE AND ITS EFFECT ON PUPIL

PERFORMANCE IN UPPER PRIMARY SCHOOLS IN

MOZAMBIQUE AND OTHER SACMEQ COUNTRIES

By Ana Filipe José Passos 2009

http://www.sacmeq.org/sites/default/files/sacmeq/research/Masters%20and%20Doctoral
%20Theses/passos_phd2009.pdf

Pearlman and Tannenbaum (2000) as cited by Passos (2009) discuss the issue of

evaluation of teacher quality, and they suggest that the evaluation system must take into account

teacher education, teacher performance and student achievement. Dimmock (1990) identifies the

three major elements that need to be evaluated in assessing the quality of the provision of

education: the teacher/educator, the student/learner, and the curriculum and he stresses that

curriculum change can enhance quality in education.

Aila Paaso & Kati Korento

THE COMPETENT TEACHER 2010–2020

The competences of teaching staff in upper

secondary vocational education and trainingCommunication in the mother tongue

http://www.oph.fi/download/122136_The_competent_teacher_2010-2020.pdf

According to Paaso & Korento(2010), mother tongue and communication skills are

teachers’ basic skills, forming the foundation for all activities, understanding as well as teaching

and guidance work. The significance of the mother tongue will remain at a high level. Specific

challenges for vocational teachers include making the terminology of their specific vocational

field and occupation understandable to students. Another challenging task is to increase

understanding of the concepts used on the labour market and in curricula. Teachers were deemed

to have the will to develop their own field and sense of responsibility for development of their

own specialization area. The future prospects of different fields were not seen clearly and the

economic recession was perceived to impair the attractiveness of certain fields and to reduce

willingness to study. Perceived future opportunities included Skills competition activities, job

rotation and participation in technological development and implementation projects.

As a general rule, teachers were considered to have solid work experience and

diverse empirical knowledge and practical know-how. However, respondents

pointed out that some teachers lacked work experience and practical skills.
In addition, the short duration of teachers’ professional development placements or lack of up-to-date
vocational skills were also seen as being weaknesses. Teachers’ lack of practical work experience and
outdated knowledge

and skills were perceived as being threats to the quality of vocational education and training.
Respondents wished that teachers would have practical

work experience in the future and that they would work alternately at their

own institution and at workplaces representing their own vocational f i eld.

Teachers are experts in the basics of their own vocational i eld and they have

solid vocational and theoretical competence in their own i eld. However, they

were considered to have dei ciencies in terms of command of IT software

and new working methods used in their i eld as well as in i nancial skills and

entre preneurial competence. Deteriorating substantive competence was seen

as creating a threat for the future. Perceived future opportunities included

entrepreneurial competence, ecological focus, service orientation, wellness

services and utilisation of technological competence.

TEACHER COMPETENCE SUPPORT FOR READING IN MIDDLE SCHOOL

Angela McRae, Doctor of Philosophy, 2012

http://drum.lib.umd.edu/bitstream/handle/1903/12979/McRae_umd_0117E_13214.pdf;jsessionid=83A
DE3B64A9455E8665DF0B8275291B9?sequence=1

According to McRae (2012), teacher behaviors framed in the construct of ‘teacher

support,’ are associated with student achievement and motivation, according to previous studies.

Self-efficacy, intrinsic and extrinsic motivation, goal orientation, autonomy, and social goals

have all correlated significantly with teacher support for samples ranging from preschool through

university aged students.

Professional Competencies of Teachers and the Qualitative

Evaluation

Maryam Ilanlou 2011

http://ac.els-cdn.com/S1877042811028096/1-s2.0-S1877042811028096-main.pdf?_tid=651293e2-
3765-11e7-bb98-00000aab0f6b&acdnat=1494629608_be339473e4160b9c1d51fb60c559cd10

According to Ilanlou (2011), the success of educational plans in each country depends on

the teachers armed with scientific competencies and professional skills. Researchers in education

have done many researches to find out the competencies of a good teacher and an impressive

teaching and have divided those competencies into different categories, but these researches have

not been coherent and practical. Each of these categories considers a specific aspect and we

explore three of them in here.

Fathivajargah (2003) as cited by Ilanlou (2011) believes that when we are hiring teachers,

we must hire those who have cognitive, emotional and practical competencies. Cognitive

competency here means self-cognition, learners-cognition, and cognition of teaching-learning

process. Emotional competency is the competence based on interests, values and attitudes. And

practical competency refers to teacher’s competence in relation with the students, classrooms,

schools and the society.

Shabani (2006) as cited by Ilanlou (2011) also divides teacher’s competencies into

characteristic and scientific. By characteristic competencies he means: student oriented

authoritarian, student oriented and intimacy oriented, subject oriented and intimacy oriented,

subject oriented authoritarian; By scientific competencies he means: awareness of psychology,

teaching methods, new communication methods, social psychology, teaching psychology and

communicating.