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Scholarly Research Journal for Interdisciplinary Studies, Online ISSN 2278-8808, SJIF 2018 = 6.371, www.srjis.com PEER REVIEWED JOURNAL, SEPT-OCT, 2018, VOL- 6/47 IMPORTANCE OF TEACHING COMPETENCIES, PERSONALITY TRAITS, AND VALUES AMONG B.ED. TEACHERS TRAINEES Mrs. Vandana Chaturvedi1 & N .K. Koushik2, Ph. D. 1

Assistant Professor Department of Education RKDF University Bhopal, India

Principal, Maharana Pratap College Ratibad ,Bhopal

Abstract This paper is devoted for analyzing three important factors responsible for development of teachers’ trainees graduation level effective teaching. The conceptual and psychological factors how far influence teaching of the teachers trainees at graduation level are critically analyzed with different research finding in India and abroad. Operational definition and conceptual interrogations of the factors how far contribute perfection and understanding of teaching learning process with different psychologist views. In the modem developing society, man rarely performs dual role but modem development has created such situation for the women that she has to perform dual role. This situation has both negative and positive aspects. The view on above concepts how far helps to teachers for better teaching is a remarkable question trying to answer by this paper. This is known as teaching competence. In other words, teacher competence refers to “the right way of conveying units of knowledge, application and skills to students”. The right way here includes knowledge of content, processes, methods and means of conveying content. Any definition of teaching competence depends on teaching in a particular setting, the culture and values held in the community. Overall these above three factors are considered for teaching and teacher’s interests with productive values are exercised.

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1.0.0 INTRODUCTION There are a large number of instructional and related activities to be performed by the teacher inside and outside the classroom. These activities are of varied types. The effective organization of these activities would require that a teacher possesses a certain amount of knowledge and also certain attitudes and skills. This is known as teaching competence. In other words, teacher competence refers to “the right way of conveying units of knowledge, application and skills to students”. The right way here includes knowledge of content, processes, methods and means of conveying content. Any definition of teaching competence depends on teaching in a particular setting, the culture and values held in the community. It also depends on the innumerable teacher and student characteristics and the classroom context. The effectiveness or ineffectiveness of teaching is closely linked to teaching competence. Competent teacher would also create classroom conditions and climate, which Copyright © 2017, Scholarly Research Journal for Interdisciplinary Studies

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are conducive for student learning. Teaching competency has various dimensions such as content

knowledge,

instructional

planning,

student

motivation,

presentation

and

communication skills, evaluation competencies and classroom management skills. While the teacher would require all these dimensions to a reasonable extent, it is in the manifestation of these in an integrated manner that makes him effective in the classroom context. 1.2.0 Common Teaching Competencies 1) Competency I: Subject Matter Knowledge- The effective early childhood, elementary, middle/secondary school teacher demonstrates knowledge of: a)

The subject matter of Early Childhood, Elementary, Reading, Middle, or Secondary

School education, including literature and the language arts, mathematics, science, social studies, the arts, health and physical education b)

The physical, social emotional, intellectual and moral development of adolescents, both

with and without special needs; c)

Multidisciplinary structures, teaming and interdisciplinary planning;

The relationships among the disciplines taught in the middle/secondary school.

2) Competency II: Communication Skills. The effective teachera)

Communicates sensitively with language appropriate to studentsâ€™ ages, levels of

development, gender, race, and ethnic, linguistic and socioeconomic backgrounds, as well as individual learning styles and needs; b)

Interacts with students, families, and colleagues.

3) Competency III: Instructional Practice. The effective teachera) Understands typical and atypical human development and is familiar with principles of curriculum and instruction, including strategies for integrating special education students into regular classroom settings and developing and implementing individualized Educational Plans (IEPs); b) Teaches through diverse modes, including new technologies, reading and language arts as appropriate to age, learning style and developmental stage of the learner; c) makes curricular content relevant to the experiences of students from diverse racial, socioeconomic, linguistic and cultural backgrounds; d) Organizes and manages a classroom to support the growth and learning of diverse students; e) Uses methods that develop studentsâ€™ academic and social skills; f) Works effectively with families and community sources. Copyright ÂŠ 2017, Scholarly Research Journal for Interdisciplinary Studies

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4) Competency IV: Evaluation. The effective teachera) Designs and uses various evaluative procedures to assess student learning; b) Evaluates his or her own teaching behavior, and uses the results to improve student learning. 5) Competency V: Problem Solving. The effective teachera) Thinks critically about teaching and learning; b) Fosters studentsâ€™ creative and analytical thinking skills. 6) Competency VI: Equity. The effective teachera) Deals equitably and responsibly with all learners; b) Understands the impact of western and non-western civilizations on contemporary American culture and uses this knowledge to develop appropriate strategies. 7) Competency VII: Professionalism. The effective teachera) Understands his or her legal and moral responsibilities; b) Learns from experience and supervision; c) Understands the impact of societal problems that can affect student learning. 1.3.0 PERSONALITY Personality refers to "that which permits a prediction of what a person will do in a given situation. The goal of psychological research in personality is to establish laws about, what different will do in all kinds of social and general environmental situations. Personality is concerned with all the behaviour of the individual both over and under I-lic skin." (R.B. Cattle) 1.3.1 PERSONALITY TRAITS Personality traits defined in terms of sixteen personality factors as measured by personality questionnaire by Dr. R.B. Cattle (16 PFQ) which was adopted in Hindi (Indian Conditions) by Dr. S.D. Kapoor.

1..4.0 VALUES Values play an important role in an individual's life. They are socially approved -desires or goals, conceptions or standard by which things are approved or disapproved. "According to its verbal meaning value signifies the importance and utility of a thing. According to E.S. Brightman, "In primary, sense value means what the individual likes, accept and enjoys."

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1.5.0 CRITICAL VIEWS The aim of thestudy was to identify desirable teaching competencies of a physics teacherconsidering

the

presage,

process

and

product

variables

competency.

Twoapproaches, factor analysis as well as content analysis involving student’sview were used to identify desirable competencies. He arrived at fourteengeneral teaching competencies. Some of them are competency of teachers’concern for pupils, competency in using audiovisual aids, competency ofprofessional perception, logical exposition, competency in classroommanagement, competency in giving assignment, competency in initiating pupilparticipation etc. The Factorial Structure of TeachingCompetencies among Secondary School Teachersare influence teaching. The aim of the study wasto analyse the teaching competency of secondary school physics teachers ofclass IX. He reported the general teaching competency includedcompetencies like competency in using audiovisual aids, competency inillustrating with numerous examples, competency in using variety ofevaluation techniques, competency in evoking maximum involvement ofstudents, competency in recognizing the attending behaviour, competency inachieving closure etc. Review of Related Study Chowdhary K (1985) conducted a study “A factorial study of teachingcompetencies of teachers teaching English at the secondary school level”.The study revealed (i) there is a positive correlation of all the competencieswith product variables (ii) competencies were influenced by locality of theschool and (iii) Educational qualification and sex were found to be related toteacher competencies. Anuradha Joshi and PreethidharParja (1986) in their study “Personality, a Correlate of Teaching Competency” attempted to study the personality characteristics of teacher trainees. They concluded thatprofessionally competent teachers posses, so far as statistical significance isconcerned,

personality

characteristics

boldness,

confidence,

imagination,

experimentation, relaxed nature, reservedness and possession of high self-respect. Prakasham (1986) studied effectiveness as a function of schoolorganizational climate and teaching competency. In this study he observed i. Teachers working in schools situated in urban areas were better thanteachers of all other areas on both teaching competency as well asteacher effectiveness. ii. No significant difference was found in the teacher competency andteacher effectiveness of the teachers working in the government andnon-government schools in global term. Copyright © 2017, Scholarly Research Journal for Interdisciplinary Studies

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iii. No significant difference was observed between male and femaleteachers on the tests of teaching competency. Goyal J.C, Pandey and Damayanti (1987) conducted a study on“General teaching competency and attitude of economics teachers teaching athigher secondary level”. The major findings of their study are. i. Majority of teachers possess average or below average teachingcompetency where as the number of teachers who possess aboveaverage teaching competency is very low. 1.6.0 CONCLUSION It was found the with the study of with the objectives of Kambhampati Prasad (2007) studied about “The influence of competence of Teachers on their English Teaching Ability”. The major findings of his study are; 1) There is a high significant positive relationship between teaching competence of a teachers and their ability to teach English Language; 2) Teaching Aptitude of teachers and Teaching competence have significant positive correlation; 3) There is a significant positive relationship between motivation and competence; 4) There is a significant difference in teaching competence of male and 78 female teachers and5) There is no significant relationship between teaching competency and academic qualification of teachers. In the aforesaid context, the present researcher, therefore, discussed to study and compare the personality, values and teaching competencies of B.Ed. Teachers trainees. 1.7.0 BIBLIOGRAPHY Agarwal, R.N. Adjustment problem of pupils of Secondary Schools-Adjustment problems of Secondary School Pupils .as perceived and judged by parents, teacher and pupils themselves. Edu., Agra University, 1970. Ahluwalia, I., (1985):A Study of Factors affecting Achievement Motivation,Ph.D, Psy., Agra U., Fourth Survey of Research in Education, 1983-88, Vol.I. Ahrnad, "A study of Relationship between values and modernity with special reference to college girls", Second Survey of Research in Education, Buch, M.B., 1972-77. Aliaimo, Samuel Joseph, "A study of factors influencing value preferences in environmental problems of seventh through twelfth grade students". Dissert. Abst. Int., Vol. 39, 1979, p. 5427. American Academy of Child and Adolescent Psychiatry. (2011). Children with learning disabilities. Retrieved June 26, 2012, from http://www.aacap.org/page.ww?name=Children+With+Learning+Disabilities§ion=Fa cts+for+Families [top] American Speech-Language-Hearing Association. (n.d.). Language-based learning disabilities. Retrieved June 15, 2012, from http://www.asha.org/public/speech/disorders/LBLD.htm [top] Anwana, Elder, U.J. and Cobbah, F.E. (1989) Major Study Habits Among Secondary School students in Cross River/AkwaIbom States of Nigeria, Journal of Indian Education, Vol. 15 (2), 28-37. Copyright © 2017, Scholarly Research Journal for Interdisciplinary Studies

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