Pedagogical Competency in Nepal
Autor: Joshua • May 23, 2018 • 2,430 Words (10 Pages) • 535 Views
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In my study, I have regarded these policies as bases and identified teachers who have been able to follow the policy or not. As my participants consist both teachers who are from education and non-education background.
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Empirical Data
The interview was conducted among two participants, i.e. teachers, one female who possess an education degree and the other male who doesn’t have. While interviewing I used four bases which can be regarded as the pillars of my study and they are: perception towards teaching pedagogy, preferred teaching style, teaching process and attitude of the teacher during teaching. When the following questions were asked, the teacher with an education background mentioned that pedagogy is the backbone of teaching as it teaches us how to manage classroom, how to deal with the contents and delivering style. Where the teacher of non-education background mention that it makes less meaning or no meaning at all because the pattern of teaching is constantly teaching and so are the students. “I move with the flow and update myself with the students regarding my teaching style” is what he replied.
Dealing with the preferred teaching style, the male teacher answered, “My teaching style is goal oriented. I need to see if all of my students have understood the content and prepared for the examination”. This teacher is goal oriented and focuses on the content that needs to be explained and understood by the students. Whereas the female teacher has preferred a different style where she claims, “Effective learning is more important to me, achieving the goal is secondary part for me.” The education background teacher has emphasized on the learning of the students and if this is done correctly it is assumed that the goals will be secure. She also answered that during the teaching learning process the content should be understood properly. “If the students understand the content properly, they can interpret it and relate as well. So getting over exams will not be a problem. In the same regard, the male teacher responded, “society is changing and so is the learning process. Students are satisfied if they enjoy lecture sessions.” This claim indicates that if the students are not able to enjoy the process, teaching learning will not be effective as it should be.
The teachers had difference in their attitude towards their content delivery. The non-education background teacher focuses on speaking skills and the confidence while teaching. “It is really necessary to have a proper accent as students are quite judgmental these days. If we are not able to have a proper accent, we lose our confidence, and if the confidence lowers we cannot teach properly.” When the teacher with education encountered the same question, she replied, “it is important we focus on the teaching learning environment as it plays an important role and if the environment is favorable, students are motivated to learn.”
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Analysis
The interpretation of the data is very important in any study as it gives us a proper insight on where the information leads us to. Both the participants have their own experience and pedagogical competency of the teaching learning process. We should not ignore the importance of pedagogy in teaching practices as it deals with the theory and practice of teaching. However, it is seen that both the teachers have their own strengths and right in their way of delivering. The teacher from non-education background does not have any theoretical knowledge regarding the teaching pedagogy. He has also ignored the importance of pedagogy in teaching practices. The teacher of education background is familiar with the teaching pedagogy and is practicing it in every way possible.
The teacher from educational background has understood the importance of teaching pedagogy where it is regarded as the backbone of teaching learning process. Without understanding the pedagogy teaching learning would not be structured and disciplined and without which the process would not be effective in achieving a desired goal. It is important that the students should learn to internalize the content and understand if properly. If students cannot relate with what has been taught then, it would have no effect. There is a famous proverb which states, “If a student has not learnt, the teacher has not taught.” This proverb focuses on effective use of the teaching pedagogy and in order to learn effectively, the teaching environment should be focused.
Regarding to this topic, the teacher with non-education background does not have a proper understanding of the pedagogy but still focuses on achieving the desired goal. So in order to reach that destination, he has mentioned that the students should be able to enjoy the class, which is also an essential factor. If the learners do not enjoy, they are not engaged and concentrated in the classroom. However, the way of delivery of content is equally important because student now a days pay attention on how the teacher is speaking. At the same time confidence also matters as it is a factor that affects the students. This can help in seeking the attention of the students. A teacher with a low self-esteem might not be able to do so.
Before going to the field, I had raised an issue which states that is it correct to think that only teachers with B.Ed. and M.Ed. qualifications have pedagogical competency? It has been clearly understood that both have the pedagogical competency as they have shared their unique methods of teaching which makes sense. It is important to understand that rather than having the pedagogical knowledge, the focus should be on effective teaching and this can be done with or without an education degree. Content knowledge is important and at the same time the teacher should be able to deliver it with confidence. The students should be engaged in the class and enjoy as well. The desired goal should be achieved and students need to internalize the content that has been taught. It is seen that both the teacher has their own strengths and adaptability in the teaching learning process.
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Critical Reflection
The existing policies i.e. Teacher’s Competency Draft 2072 has mentioned about the need of content knowledge, pedagogical knowledge, knowledge about learners, learning and classroom management, communication and collaboration, continuous learning and professional development, legal bases and professional development and information and communication. There is a contrast in policy and practice as not all the teachers
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