Pedagogical Competency: Why Lecturers Need to Be Trained.
Pedagogical Competency: Why Lecturers Need To Be Trained.
Abu Hassan Ibrahim
Universiti Technologi MARA, Malaysia
Malaysia
Abstract
The importance of designing instructional objectives, activities and evaluation methods is increasing in higher learning. However this urgent necessity is being tarnished by the lack of awareness on the training needs of such pedagogical competency. At present, training initiative to assess, design and conduct pedagogical competency program is extremely low. This paper highlights the performance deficiencies among teachers in higher education due to the lack of pedagogical competency. The importance of this competency which covers from aligning the teaching philosophy to designing teaching tools in accordance with the teaching continuum will be exposed. The paper hopes to create awareness especially among academic leaderships to support training initiative for academicians so that their intellectual properties can be delivered and shared in a more effective repertoire. While academicians enjoy the intangible reward of teaching, training in pedagogical competency will also ensure quality teaching in higher education.
Introduction
Training in higher education refers to a planned effort by the institution to facilitate lecturer’s learning of teaching related competencies. These competencies include knowledge, skills, or behaviors that are critical for successful teaching performance. The goal of training is for lecturers to master the knowledge, skill, and behaviors emphasized in training programs and to apply them to their day-to-day teaching activities. Today training is necessary for all lecturers and it is a way to create intellectual capital which includes basic skills, advanced skills and understanding of the students and self-motivated creativity (Noe, 2002). The learning outcomes of students such as the intellectual, cognitive, psychomotor and affective aspects must be the pedagogical priority.
Thus the
Abu Hassan Ibrahim
Universiti Technologi MARA, Malaysia
Malaysia
Abstract
The importance of designing instructional objectives, activities and evaluation methods is increasing in higher learning. However this urgent necessity is being tarnished by the lack of awareness on the training needs of such pedagogical competency. At present, training initiative to assess, design and conduct pedagogical competency program is extremely low. This paper highlights the performance deficiencies among teachers in higher education due to the lack of pedagogical competency. The importance of this competency which covers from aligning the teaching philosophy to designing teaching tools in accordance with the teaching continuum will be exposed. The paper hopes to create awareness especially among academic leaderships to support training initiative for academicians so that their intellectual properties can be delivered and shared in a more effective repertoire. While academicians enjoy the intangible reward of teaching, training in pedagogical competency will also ensure quality teaching in higher education.
Introduction
Training in higher education refers to a planned effort by the institution to facilitate lecturer’s learning of teaching related competencies. These competencies include knowledge, skills, or behaviors that are critical for successful teaching performance. The goal of training is for lecturers to master the knowledge, skill, and behaviors emphasized in training programs and to apply them to their day-to-day teaching activities. Today training is necessary for all lecturers and it is a way to create intellectual capital which includes basic skills, advanced skills and understanding of the students and self-motivated creativity (Noe, 2002). The learning outcomes of students such as the intellectual, cognitive, psychomotor and affective aspects must be the pedagogical priority.
Thus the
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