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Scholarly Research Journal for Interdisciplinary Studies, Online ISSN 2278-8808, SJIF 2016 = 6.17, www.srjis.com UGC Approved Sr. No.45269, JULY-AUG 2017, VOL- 4/35

21ST CENTURY TEACHING COMPETENCY OF STUDENT TEACHERS D. Ponmozhi, Ph. D. Principal, O.P.R. Memorial College of Education, Vadalur, Tamilnadu, India

Abstract A survey has been undertaken to probe the Teaching Competency of student teacher in Tamil Nadu state. 622 student teachers were selected from various Education Colleges in Tamil Nadu state through random sampling technique. Normative survey method was used. This study is proposed to find out the levels of Teaching Competency of student teachers and significant difference between the selected pairs of sub-samples. Teaching Competency scale constructed and validated by the researcher (2014) was used to collect the data. This study reveals that the majority of student teachers Teaching Competency were average. There exists significant difference between sub samples related to Locality, Email holders, Computer literacy and Parental income. Keywords: Computer Literacy, E-Mail Holder, locality of living, and Teaching Competency.

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Introduction: Twenty first century learning environment is accommodated with technology and communication equipment’s. So the information’s needed by students in the 21st century classroom is entirely different from the twentieth century students. The teachers act as facilitator of learning and learning environment facilitates knowledge construction (Constructivism) rather than behavior modification. Schools are acting as resource centers where students can hone their knowledge and skill based on their preference. Teaching Competency: Teaching Competency is the conscious use of one’s own knowledge, abilities, skills, talents, values, attitudes and behavior patterns, in order to resolve issues and problems, overcome challenges, fulfilling one’s duties and achieving the aims proposed. Qualities required for 21st century teacher 21st century teachers cannot exhibit teacher centered approach. They are expected to change their professional qualities according to the needs of student population. Their role is needed to be modified according to the 21st century learning environment. The following qualities are expected from the 21st century teachers as mentioned below. 1. Facilitator of learning and learning environment. 2. Establishment of safe, supportive, collaborative and positive learning environment 3. Provides multiple learning experiences. Copyright © 2017, Scholarly Research Journal for Interdisciplinary Studies

Dr. D.Ponmozhi (Pg. 5945-5952) 5946

4. Implements effective classroom management techniques. 5. Plans for short term and long term learning goals. 6. Fosters co-operation in the learning environment. 7. Promotes democratic values. 8. Develops intrinsic motivation in learning. 9. Provides experiences to develop individuality, creativity, critical thinking and problem solving ability among students. 10. Emphasizes self-worthy team spirit. 11. Develop effective communication skills. 12. Listens thoughtfully and responsively. 13. Educates to respect individual, racial and cultural differences. TEACHING COMPETENCIES OF 21st CENTURY EDUCATOR’S Adaptor Communicator 21st century educator

The learners of 21st century are more exposed

technology

and

expect

Learner

immediate and instant gratifications in their

Visionary

learning process. They are collaborative

Leader

learners and adapted to information and

Model

communication

Collaborator

Risk taker Figure1. 21st Century Educator's Competencies

technology.

They

are

creative and innovative in nature. So the 21st century educators should be more competent than their students. They should be an adapter, communicator, Learner, Leader,

Model, Visionary, Collaborator, and Risk taker. Adaptor The 21st century educator should adapt to the learning pace of their students. Their teaching method should adopt with the available technologies with their relevant subject. They should be ready to handle any type of software’s and hardware’s. They should be willing to teach various age groups. Communicator They should possess good communication skills and efficient in handling communication tools. Copyright © 2017, Scholarly Research Journal for Interdisciplinary Studies

Dr. D.Ponmozhi (Pg. 5945-5952) 5947

Learner As technological advancements foster lifelong learning, the educator need to develop certain qualities for lifelong learning. Knowledge is expanding its horizon as the technology changes. So teacher should be updated in their current knowledge. Leader The educator should be efficient in decision making, plan for long term and short term goals and able to face the success or failure. Model Using their reflective practices 21st Century educators act as a model for their followers. They should exhibit tolerance, acceptance, wider outlook, global awareness, good physical and mental health and expert in their subject knowledge. Visionary They are proactive in using new technologies in their classroom, and observe others ideas and approaches related to application of new methods and technologies. They prefer inter disciplinary approach. Collaborator The educators should be able to collaborate with their students through technological tools like blogs, wiki spaces etc Risk taker In this information age it is difficult for the educator to be updated fully. They should show their willingness to learn from their students. TEACHER POTENTIAL For the teachers Teaching competencies (Knowledge, Skill, Attitude and Values) are the Technical skills to perform their profession effectively. So the teacher potential is a product of IQ, TQ and EQ. Figure 2. Teacher potential

Teacher Potential

Whereas IQ= intelligence quotient, EQ= Emotional quotient, TQ= Teaching Quotient Copyright ÂŠ 2017, Scholarly Research Journal for Interdisciplinary Studies

Dr. D.Ponmozhi (Pg. 5945-5952) 5948

Need for the study: The technological advancements make the student teachers to learn various competencies to survive in the LPG market. Most of the countries give training in ICT skills. This will create certain other unwanted psychological problems in return. The teacher education institutions along with technological skills need to cultivate certain knowledge, skill, attitudes and values to bring a holistic education environment. The present education environment makes ample challenges for the student teachers such as Professionalization of teaching profession, compulsory competitive examinations, Privatization of teacher education and Emergence of international schools. The student teachers are in the emotional turmoil to develop new skills to prepare for the competitive examinations, Technology related skills. To survive in the above challenging environment, the student teachers must have to develop certain teaching competencies. Hence, the researcher intends to study some of the factors influencing the development of teaching competencies. Objectives of The Study: This study has been conducted in order to find out the following: 1. To assess the level of Teaching Competency of student teachers. 2. To find the significant difference between the selected pairs of sub-samples in respect of their Teaching Competency. Hypotheses: 1. The level of Teaching Competency of Student teachers is high. 2. There is no significant difference between the selected pairs of sub-samples of student teachers in respect of their Teaching Competency. Materials and Methods: Normative Survey Method has been used. By using Random Sampling Technique 622 student teachers are selected from Tamil Nadu and used as subjects of this study. The Teaching Competency Scale Constructed and Standardized by the researcher (2014) has been utilized to collect the data from the above mentioned sample of the study. In the present study the word Teaching Competency mean the scores gained by sample subject on Teaching Competency Scale. The Teaching Competency scale comprises of ten factors viz. The Adaptor, The Visionary, The Collaborator, The Risk taker, The Learner, The Communicator, The Model and The Leader. The maximum score indicates high Teaching Competency and minimum score indicates low Teaching Competency. Copyright ÂŠ 2017, Scholarly Research Journal for Interdisciplinary Studies

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Analysis and Interpretation The collected data were analyzed with SPSS IBM19 and results were interpreted as below. Table-1 Percentage analysis of Teaching Competency score of the total sample 1 2 3

Teaching Competency Low Average Good

Score Below 154 154-308 Above 309

Percentage 26.37 49.68 23.95

The above table shows that 49.68% of student teachers have average teaching Competency. Lokanadha Reddy,G.(2006) , Abdul Rahim,H., Ghaffar,A., Najib,M. and., Li, L. T. H. (2010) and Sathiyaraj ,K.(2013)

showed moderate level of teaching

competency. Chilambarasan, D.(2011) found high level of teaching competency among B.Ed teacher trainees. Panda, S. (2012) showed low percentages of science teachers (19.5 %) have high level of Pedagogical competency. Anbuthasan, A. and Balakrishnan, V. (2013) revealed that the teachers have high level of teaching competency. Seetharaman,D.& Rajasekar,S. (2014) reported majority of the B.Ed student s are below average in respect of their teaching aptitude. Table 2. Mean and Standard Deviation of Teaching Competency Score for Total Sample Mean N Std. Deviation Variable 62 Teaching Competency 296.12 24.92 2

The above table shows the mean score and standard deviation of Teaching Competency of student teachers, which are found to be 296.12 and 24.92 respectively. It is concluded that the student teachers teaching Competency is average. Table 3. t-test Results comparing sub samples means of student teachers in Competency. ‘t’/ F Variable Sub samples N Mean S.D Value 26 291.86 23.44 3.71 Rural 5 Locality 35 299.29 25.54 Urban 7 14 297.83 29.59 0.95 Male 6 Gender 47 295.60 23.31 Female 6 40 295.13 26.45 1.43 Medium Tamil

Teaching Decision S

Dr. D.Ponmozhi (Pg. 5945-5952) 5950

English Holders E-Mail Non Holders Computer Literacy

Parental Occupation Parental Income (in thousand)

With With out Salaried Self Employed Below forty Above forty Government

College type

Government Aided Self-Financing Arts

Main subject

Science Language

2 22 0 27 6 34 6 38 1 24 1 26 5 35 6 54 0 80

297.95

21.80

299.30

24.15

293,59

25.27

298.10

23.73

293.00

26.45

295.39

22.82

296.67

26.40

297.38

24.6 3 24.9 2 29.3 9 25.9 8 22.8 0 30.7 2 21.9 2 25.2 1

288.58

10 2 96

305.13

42 4 14 3 34 5 13 4

292.95

300.56

294.50 297.68 293.86

2.86

2.50

0.65

2.98

12.7

1.53

An independent sample t test showed that the difference in score between urban and rural student teacher is statistically significant. t (620) = -3.714, p= 0.00. Urban and rural student teachers are differing in their teaching Competency. Urban student teachers have more teaching Competency. Aziz, M.A.(2010) Chauhan,R.,& Gupta,P.(2014) reported difference in teaching competency of rural and urban teachers. Kaur, R.,Kaur Ranu,S. & Kaur,S.(2012) revealed a significant difference in the professional commitment. Yadav, M.(2013), Shah,B.C.& Shah,G.(2014), reported gender doesnâ€™t make any difference in teaching competency. The difference in score between male and female student teacher is statistically significant. t(620)= .945, p=0.345. Male and female student teachers are differing in their teaching Competency. Male student teachers have more teaching Competency. The difference in score between Tamil and English medium student teachers is not statistically significant. t (620) = -1.350, p=0.178. Student teachers studying in Tamil and English medium are equally Competency in teaching. Copyright ÂŠ 2017, Scholarly Research Journal for Interdisciplinary Studies

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The difference in score between E-Mail holder and non-E-Mail holder student teacher is statistically significant. t (620) = 2.856, p=0.004. E-Mail holders are more Competency in teaching than non-email holder student teachers. The difference in score between computer literate and computer illiterate is not statistically significant. t (620) = 2.5, p=0.013. Computer literate and computer illiterate are equally Competency in teaching. Parr, K.M. (2006) observed that preservice teachers who spent more time viewing academic web pages showed higher levels of competence. Antony Gracious,F.L.( 2014) revealed that there was a significant influence of ICT awareness on teaching competency. Vincent,W. (2003) listed the preferred teaching competencies of teachers as strong global outlook, visionary, leadership and networking skills in order to reach out and participate in business education curriculum development and reform in the 21 ' century. The difference in score between salaried and self-employed parent’s children are not statistically significant. t (606.9) = -.650, p=0.516. Salaried and Self Employed parent’s children are equally Competency in teaching. The difference in Teaching Competency scores between the student teachers parent income of below forty thousand and above forty thousand were statistically not significant. t (620) = 2.92, p=0. Student teacher’s parental income does not show any influence on teaching Competency. A one-way ANOVA showed that the difference in Teaching Competency scores among the Government college, Government Aided college, Self-financing college students were statistically significant. F (621) = 12.024, p=0.000. Government college students are more Competency in teaching than the others. The difference in Teaching Competency scores among the Arts, Science and Language student teachers were statistically significant. F (621) = 1.527, p =.218. Science student teachers are more Competency in teaching than the others. Conclusion: The student teachers Teaching Competency is average. The Urban, Email Holders, Computer Literate, Parents earning below forty thousand and studying in government college student teachers are more in 21st century teaching competency than their counter parts. Teacher education institutions should inculcate 21st century teaching skill like adapter, communicator, Learner, Leader, Model, Visionary, Collaborator, and Risk taker in their Copyright © 2017, Scholarly Research Journal for Interdisciplinary Studies

Dr. D.Ponmozhi (Pg. 5945-5952) 5952

curricular aspects. It will help student survival in the future Society. The Teacher Quotient can be assessed for the appointment of teachers. The professionalism should not stop with increasing duration of the course. References Abdul Rahim,H., Ghaffar,A., Najib,M. and., Li, L. T. H. (2010). Teaching competency testing among Malaysian school teachers, European Journal of Social Sciences, 12(4), 610 -617. Abdul Rahim,H., Ghaffar,A., Najib,M. and., Li, L. T. H. (2010). Teaching competency testing among Malaysian school teachers, European Journal of Social Sciences, 12 (4), 610 -617. Anbuthasan, A. and Balakrishnan, V. (2013).Teaching competency of teachers in relation to gender, age and locality, International Journal of Teacher Educational Research (IJTER),2(1). Aziz , M.A.(2010). Effect of demographic factors and teachersâ€™ competencies on the achievement of secondary school students in the Punjab, Unpublished doctoral dissertation, Allama Iqbal Open University, Islamabad. Ballantyne,R., Borthwick,J. & Packer,J.(2000).Beyond Student Evaluation of Teaching: Identifying and addressing academic staff development needs,Assessment & Evaluation in Higher Education,25(3),221-236. Brogdon,R.(1985).Teacher efficacy and teacher competency ratings, Psychology in the Schools, 22(3),343-352. Chilambarasan , D.(2011).A study on Teaching Aptitude, Interest in Teaching and Teaching Competency of teacher trainees, Unpublished Doctoral dissertation, Annamalai University, Annamalai nagar. Eleanor,A.T.,(1989). The application of teacher cognition in the classroom: A new teaching competency, Journal of Research & Development in Education, 22(3). Gatchalian,M.B.(2010). An In-depth Analysis of the Entrepreneurship Education in the Philippines: An Initiative Towards the Development of a Framework for a Professional Teaching Competency Program for Entrepreneurship Educators, The International Journal of Research and Review,5. Gibbs,G.& Coffey.M.(2004). The impact of training of university teachers on their teaching skills, their approach to teaching and the approach to learning of their students, Active Learning in Higher Education,5(10),87-100. Kaur,R.,Kaur Ranu,S. & Kaur,S.(2012). Professional commitment of teachers in relation to their life satisfaction, Journal of Educational Research & Extension, 49(1). Lokanadha Reddy,G.(2006). Awareness, attitude and competencies of teachers in schools for mentally retarded children, International educator, 18(2). Panda, S. (2012). Mapping pedagogical competency of secondary school science teachers: an attempt and analysis ,International Educational E-Journal, I(4). Sathiyaraj,K.(2013). A study on techno-Pedagogical competencies of teachers as related to certain variables, Unpublished Doctoral dissertation, Annamalai University, Annamalai nagar. Seetharaman,D.& Rajasekar,S.(2014). Hemisphericity and teaching aptitude of B.Ed students, Journal of Humanities and Social Sciences, 6(1).