General Teaching Competence Scale Urdu

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General Teaching Competence Scale Urdu

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About General Teaching Competence Scale Urdu

There currently is an abundant knowledge-base to inform us that in schools teachers play a critical role in student learning and achievement. Research reveals that how teachers instruct and these interactions with students is the cornerstone around which to build effective schools. A summary of the available studies accumulated over the past 40 years on a key education driver, teacher competencies offers practical strategies, practices, and rules to guide teachers in ways to improve instruction that improves student performance and the quality of the work experience.

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Four groupings of these competencies can help organize and simply for teachers what they need to master to maximize their performance: classroom management, instructional delivery, formative assessment, and personal competencies. These four categories also provide the essential core around which decision-makers can construct teacher preparation, teacher hiring, teacher development, and teacher and school evaluations.

Knowledge of Students and Their Development

Understands and appreciates diversity
Forms constructive relationships with students
Connects students’ prior learning, life experiences, and interests with learning goals
Uses a variety of instructional strategies and resources to respond to students’ diverse needs
Facilitates learning experiences that promote autonomy, interaction, and choice
Engages students in problem-solving, critical thinking, and other activities that make subject matter meaningful

Creates an Effective Learning Environment

Establishes a climate that promotes fairness and students
Establishes a collaborative learning environment
Creates a physical environment that engages all students
Plans and implements classroom procedures and routines that support student learning
Uses instructional time effectively

Understands Subject Matter

Demonstrates knowledge of subject matter content and skills
Interrelates ideas and information within and across subject matter areas
Uses instructional strategies that are appropriate to the subject matter
Uses materials, resources, and technologies to provide meaningful learning

Plans and Designs Appropriate Learning Experiences

Establishes goals for student learning
Develops and sequences instructional activities for student learning
Modifies instructional plans to meet the needs of all students
Uses resources to meet the needs of the student

Uses On-going Assessment to Monitor Student Learning

Communicates learning goals to students
Collects and uses multiple sources of information to assess learning
Assists students in assessing their own learning
Maintains up-to-date records a analyzes data
Communicates with students and families about student progress

Develops Professional Practice

Reflects on teaching practice to extend knowledge and skills
Establishes goals for professional development
Meets the responsibilities of a professional educator
Works with families in supporting student learning
Maintains positive relationships with other professionals
Works with colleagues to improve professional practice
Adapted from UMN-SFPS Teacher Standards and Competencies

Above text Reference: Teacher Competencies and Teacher Competencies

General Teaching Compétence Scale (Passi & Lalita, 1977) is a 21-item scale to measure the teacher’s competence. Responses are obtained on 7-point Likert Scale ranging from “Not at all” to “Very much”. The sum of the rating against the 21 items constitutes the score on general teaching competence. The maximum possible score is 147, whereas the minimum score is 21. The interobserver reliability coefficients range from 0.85 to 0.91.
The Urdu version has shown inter-item reliability of 0.78.

General Teaching Competence Scale (Urdu)

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