What is the Meaning of Teacher Competence ?Challenges of Teaching Profession in the 21st Century?

    Enhancing Competency in Teaching Profession

         Teaching profession is the noblest profession.this Nobel profession is held as the steering force for the progress and development of the society and the driver of the force, i.e., the teachers is the most vital single factor in the system of education . teacher is called the maker of man.He/she can mould the habits, tastes and character of students by imparting knowledge and information .in order to discharge the duties effectively , they have to possess certain qualities like good academic background , professional efficiency, strong personality and so on. Besides these , a teacher should have the competence to perform the various functions like teaching ,planning ,organising,supervising,guiding,evaluating and recording.but teachers themselves require some kind of moulding as well to become professionally competent to perform their tasks.For this ,training becomes necessary because it is believed that teachers are made not born.Again  the deterioration of quality in education is basically due to the teacher's lack on competence. if the knowledge and competence of the teacher is poor , then there occurs motivational crisis among the students to gain access to quality education . Teachers should have required skills in the method of teaching and innovative ideas so that students receive proper guidance and can shape their own future.

Teaching as a profession is based on specific intellectual study and training teaching at present has become one of the largest professions of the world. The responsibilities of the teachers at higher education level is more ,as the society has entrusted its most precious resource- the youth to the practitioner of this profession for imparting a high level of intellectual training in specialised areas of knowledge and developing their personality as future citizens.

What is the Meaning of Teacher Competence ?

Teacher competence is conceived of as a matter of degree and defined in terms of the "Repertoire" of competencies that a teacher possesses. Teacher competency refers to any single knowledge , skill or professional value which a teacher is said to possess. Some of the general competence desired of a good teacher includes -

    1. Education in the liberal spirit of learning so that he may make his contributions as an individual and a citizen.

    2. Have the basic attitudes required in a democratic society.

    3. competent to represent the education profession and his subject-metter fields in the college and in the community.

    a competent teacher should be a person who is responsible for moulding the behaviour and character of the future generation. The common wealth report (
1974) explains teacher competencies as , "in order to be competent the teacher must have a knowledge of child development, of the material to be taught and suitable methods; his skill must enable him to teach , advise and guide his pupils,community and culture with which he is involved; his attitudes should be positive without being aggressive ,so that his example is likely to be followed as he transits explicitly, and implicitly the national aims and moral and social values"

Professional alertness ,psychological maturity ,good inter-personal relationship and dedication to their chosen profession leading to job satisfaction and a feeling of positive self-worth are all associated with teacher competency .

The competent teacher is aware of the fact that the human climate for learning is perhaps greater in importance than the particular teaching procedures. Thus the significance of teacher competencies have been highlighted by the Education Commission (1964-66) who observed "of all the different factors which influence its quality of education and its contribution to national development the quality, competence and character of teachers are undoubtedly the most significant." 

Challenges of Teaching Profession in the 21st Century ?

        Teachers have multiple roles to play including teaching, research, consultancy, extension work, development of instructional resources and management of institution. Therefore, it is necessary to update their efficiency and competence as a precondition to improve the quality of education. The 21st century has witnessed a phenomenal change in every aspect of life due to knowledge information and population explosion. Information and communication technology makes it possible for the students to access knowledge and information through internet, T.V, satellite and cable network which results in lesser dependence of the learners on classroom teaching and on their teacher as 3 whole. To face such situation teachers have to be prepared to keep abreast with latest developments and have to equip themselves with innovative teaching techniques. Due to internalisation of education particularly higher education, teachers in the 21 st century needs to be trained to use modern technology in teaching to produce dynamic students who have to work and compete with highly qualified people from other countries. To prepare the teachers to face the challenges of 21st century qualitative improvements and enhancement of teaching competence of teachers is of great importance. 

How to Enhance Teacher Competency ?

Upgrading the professional competence of teachers is the need of hour. In-service training has been recognised as a significant step for developing professional competency of teachers. In service training programme include short term Course and include an orientation to teaching profession, development of instructional skill, development of classroom or institutional management skills and also updating subject-matter knowledge. To develop the competency among the teacher some of the such programmes are -

(1) Orientation programme and Refresher course

    The plan of Action of Education 1986 emphasizes that “it ts propose to organize especially designed orientation programme in teaching methodologies, pedagogy. educational psychology etc. for all new entrants at the level of lectures and to organize Refresher courses for serving teachers to cover every teacher atleast once in five years". As a consequence the UGC introduced a centraily funded scheme of Academic Staff College 1987. Academic Staff Colleges are doing their best in developing professional competency of the teachers organizing the Onentation and Refresher course. 

    Orientation programmes are conducted to upgrade the teachers in their specialization in term of knowledge of latest developments, current issues and trends, their application and their relevance to college teaching. On the other hand Refresher courses are discipline based and conducted in collaboration with the respective departments of the Universities. These courses are generally organised to give an opportunity to teachers to refresh and improve their knowledge of the subjects they teach and widen their experience in the methodology of teaching. 

2) Role of CPDHE 

    Another very important agency to help in maintainingand enhancing professional competence and increasing qualitative improvement of teachers 1s “Centre for Professional Development in Higher Education (CPDHE) which started functioning in 1988. The philosophy of CPDHE firstly is that a programme of faculty development, in which teachers’ involvement at every stage of programme development is essential. The Centre conducts orientation course for newly inducted Jecturers of colleges and University Departments. It also organize Refresher courses with the expertise of the concerned Departments of University and of a number of resources of number of institutions IT, NIEPA,  NCERT,  AIU,  AICTE,  UGC, Planning Commission etc. It also collaborates international agencies and Universities in USA and UK in programmes relating to professional development of teachers. 

(3) Workshops and Seminars 

    Workshops are the most effective media for qualitative improvement. Workshops provide opportunities to participants to enhance their knowledge and experience. The essential feature of workshops is the intensive consideration of practical problems of classroom teaching. Informal working conditions, sharing experiences with the peer group. Stmilarly to promote personal as well as professional growth of teachers, while in-service opportunities for continuing educations can be provided through forums like seminars and conferences at regional and also in national and international level. It helps the teachers to exchange their ideas with experts in the same field. 

(4) Faculty Improvement Programme

     Faculty improvement programme available for university and college teachers offer opportunity for their professional development. The main purpose of these programme are developing awareness, building knowledge, practising teaching skills, conducting research, publishing material based on discussion, experimental works or research enhancing institutional standards and professional reflection leading to new noms, standards and code of ethics. 

Again IGNOU has organized PGDHE, which aims at building the professional competency and skills of practising as prospective college teachers. As per UGC decisions, teachers in the discipline on education can offer PGDHE in place of two refresher courses offered by ASC's while for those from disciplines other than education PGDHE can be offered in place of the orientation course. 

(5) Other measures for enhancement 

    Teacher evaluation by students is a valuable tool for improving instructional effectiveness. The feedback provided by the students about teacher performance through student's appraisal will help teachers to improve their performance. National Eligibility Test (NET) which is being conducted on a nationwide basis try to establish high standard of teaching by testing minimum capabilities of new comers to teaching profession. 

Web resource can be used to enhance expertise with technology for professional development. For this purpose teachers should explore the world wide web. A key element of this enculturation in professional development and by exploring and visiting web resource enhances knowledge. A teacher can also develop this competency and further his professional growth through membership in professional organization and participation in their deliberations, professional reading, attending summer school, professional writing, using coOperative student ratings, supervision and Suggestions etc. The UGC has several schemes for upgrading the professional competence of teachers. There are National fellowships, Visitingassociateships, Research Scientists, Emeritus Fellowship, Career Awards and major .and minor research Projects for teachers. 

Conclusion 

            A teacher will be able to do justice to the profession of teaching only if he or she is well read, in touch with latest technologies of teaching and training. Thus a training course is essential for improving a teacher's skill in teaching methods, motivating the students and communicating with them in a proper and effective manner. Different action research strategy has a tremendous power and potential for empowering the teachers in the 21 st century scenario. Its flexibility, dynamism and situation specific character has a direct address and appear to those teachers who are keen to improve their competencies and ‘cognitive capitals’ for becoming professionally able, capable and committed being. So, in conclusion it can be said that active participation of teachers in orientation and refresher coursesand also in seminars and conferences help a Jot in developing professional competency. Most important is the change of mind-set and attitude of the teaching community towards the profession. A good teacher needs to be a student all throughout his life. Therefore, we can finally conclude by quoting George Temlinson (Post War Education Minister, UK): 

            "You can do without the ministry, you can do without the civil service. But if there were no skilled teachers the world would be back in barbarism in two generations.” 

References: 

1. Bhargava, M and Saikia L.R: Teacher in 21st Century, RakhiPrakashan, Agra, 2005 - 06. 

2. Mukherji, S.N: Education of Teachers in India, Vol II, S. Chand & Co, Delhi, 1968, 

3. Bhargava, M and Bhargava, P: Appraisaf of Modern Education, RakhiPrakashan, Agra, 2005 - 06. 

4. Aggarwal, J.C: Teachers Education, DOABA HOUSE, Delhi, 2008 

5. Venkataiah, N: Teacher Education, A.P.by, Publishing Corporation, New Delh,, 2009.