Correlation between Teacher Competence and Subject Knowledge and Learning Quality - Essay Example

?PROFESSIONAL SPECIALISM 2.0 Review of related literature 2.1Correlation between teacher competence and knowledge of In the development of a needs analysis, the ultimate aim of the teacher is to come to terms with students’ needs, wants and learning aspirations (Taylor, 2007). This is not an end process on its own because after the teacher comes to know of these needs, wants and aspirations, he makes a conscious effort to impact these needs and wants to students in the form of knowledge of subject. The question of how a teacher would do this impartation process when he is not abreast with the knowledge of subject therefore comes up. At every point in time, studies have showed that it is important for teachers to possess competence in their professional area of function (Sternberg and Grigorenko, 2003). However, further studies have showed that there ought to be a positive and correlative relationship between the teacher competence and knowledge of subject (Somers and Whitmore, 2007). This is so because in the teaching situation, what the teacher actually does is not to exhibit his competence and professionalism but a core understanding of the subject being taught. A teacher may therefore fail if he has the competence and lack knowledge of subject. Some reviewers have actually said that the competence possessed by the teacher is like petrol tanker carrying petrol. The fact that the petrol tanker is carrying petrol does not guarantee that the tanker would move. The tanker would actually move only after it has had its own petrol tanker filled with petrol. In the same way, the teacher would need his competence filled with knowledge of subject to succeed. 2.2Effect of teacher-subject competence on quality of learning experience As looked at earlier, there should be a relation between the teacher competence and knowledge of subject. Once this happens, there is a very high probability that the quality of learning experience of students will be imparted in a lot of positive ways. For instance teachers with a combination of competence and knowledge of subject will be more relaxed in handling the subjects that they teach. Once the student is assured that the teacher is handling the teaching experience with confidence, chances are that the student’s quest to learn will be aggravated (Palmer, 2002). What is more, teachers who combine competence with learning experience always know the basis and rubrics of the subject, including the best teaching methods and strategies to apply in teaching them out to students. Once teachers with the right teaching approach and method, teachers are able to grasp concepts being taught easily and their learning experience becomes enhanced. What is more, teachers with a combination of competence and knowledge of subject are able to set up the right learning environment including the selection of appropriate teaching learning materials and subsequently apply these in a right format to affect the learning experience positively by making learning more convenient and interactive. 2.23Motivating students with learning For most students, learning has been a very difficult part of their lives. This is because such students see learning as a responsibility rather than a privilege or even right (Spencer and Spencer, 1993). It is in this spirit that when teachers fail to make learning appear to students as a motivation, most students are likely to fail on their efforts to succeed in their learning process. As teachers, the attempt to motivate students with learning should not be difficult and should come in a number of diverse ways. Some major reviewers have identified that when teachers are able to explain to students the need and importance of each learning process, it will be a major motivation for the students to learn (Taylor, 2007). Even though needs analysis should be largely based on the student, the teacher should always be a facilitator for defining the benefits of each learning period. What is more, strategies must be put in place, particularly for beginners so that they will see learning as a social activity rather than an academic task (Rothwell, et al, 2003). This may be arguable but the fact is that all learners belong to a larger social sect, which at every point in time they would want to be part of. If a learning period would deny them of such social atmosphere, chances are that they will be de-motivated in the learning process. 2.4Overview of Effective Learner-Based Teaching and Learning Approaches In the spirit of need analysis, which aims at identifying the needs and wants of learners in the learning process and rightly addressing them, it is important to mention that when the right teaching-learning approaches are not applied, chances are that not much can be identified of what the learner needs and wants (Somers and Whitmore, 2007). Researchers who have compared teacher-based teaching-learning approaches to learner-based teaching-learning approaches have concluded that the best forms of teaching-learning approaches to use in needs analysis are the learner-centered approaches (Smith, 2005), which include but are not limited to exploration, investigation, discovery and field trip. 2.41Exploration The adaptation of exploration as a teaching-learning technique or approach started when the need for learners to gain open mindedness in their learning experience was discovered (Palmer, 2002). Before then, learning was highly restrictive to what the teacher had to present and so was the teaching technique used in delivering the lessons. Because learning was made to be restricted to the ideals of the teacher, the needs of learners were hardly identified and so the whole concept and idea of needs analysis was defeated. But with the inception of exploration, teachers have given learners the room to explore their horizons in learning given concepts. With an exploration teaching approach, the teacher refuses to limit the lesson to the core elements of the subject or topic being discussed. Rather, the learner is allowed to explore the world around him to whatever scope he can explore (Jarvis, 2000). This way, it is possible to build grasp the elements of a given concept by relating them to other concepts. An exploration teaching-learning approach is thus that type of teaching-learning approach where the student is allowed to explore the world around him in grasping topics that are presented to him. 2.42 Investigation Using investigative teaching-learning approach is another powerful learner-centered approach to learning where the learners are allowed to identify concepts by themselves. But this is a complex process involving the gathering of data, processing the data and refining them into information (Jarvis, 2000). The process could even be expanded to include the assimilation of the information and application of it thereof. Generally, an investigative teaching-learning approach may be technical and cumbersome but it can be applied at all levels of learning depending on the skills and expertise of the teacher. For example it is a common principle in using investigation for teaching to ensure that concepts are presented according to the maturity levels of learners. In effect, the learner should not be made to undertake an investigation that is above his maturity level. Again, the fact that the use of investigative teaching-learning approach is learner centered does not mean that the entire process should be left for the learner. The teacher must be a facilitator and understand that using investigation is a teaching-learning approach and not just a learning approach (Rothwell, et al, 2003). 2.43 Discovery Commonly, discovery will take place after a series of activities or events have been performed. A typical example is discoveries that are made after investigations. To this end, there are two major schools of thought on the use of discovery as a teaching-learning approach. According to the first school of thought, discovery method should always be combined with another approach or method that leads itself up to some kind of data collection exercise being undertaken. Researchers who argue this way say that this is important to do because without data collection, there cannot be a discovery (Jackson and Slocum, 2008). The second school of thought however disagrees and contends that discovery should be used as an independent method that is embedded with activities leading up to the eventual discovery (Mahapatro, 2010). Drawing the line therefore, it would be noted that for whatever purpose, a discovery method will have an activity section but the only bow of contention is whether to treat the activity differently or as part of the discovery. For beginners, differentiating activities from the discovery would generally constitute a cumbersome process for them to comprehend. It is therefore suggested that teachers incorporate the activities of discovery method as part of the overall approach when teaching a specific topic. 2.44 Field Trip Generally, a field trip is a journey embarked upon with the learner with an idea that the learner will achieve a learning objective at the end of the journey. Excursions are some of the commonest forms of field trips that teachers normally take with their students. The use of field trips comes with several advantages and benefits to both the teacher and the learner. It has therefore been described as a perfect teacher-learner approach (Rothwell, 2004). For example through field trips, the whole learning experience becomes primary learning experience rather than secondary. This is a benefit for the learner, whereby he acquires knowledge at first hand and by himself rather than through a secondary source like books. For the teacher also, the task of manually imparting knowledge to the student becomes minimized. Even more, field trips are one of the most effective ways to motivate learners with learning by incorporating the existing social system in which they belong to their learning experience (Pearn, 2002). This is so because there become a change in environment, where learners get the opportunity of interacting with other people who can impart knowledge other than the teacher. 3.0 Models of effective teaching As part of an effort to identify the needs and wants of learners and rightly address them in the needs analysis, it is important to develop professional specialism that would enable the teacher play this role perfectly. It is in line with this that the section has been designed to cater for models that teachers can adapt to become effective teachers and boost their professional specialism. 3.1 Acquisition of knowledge of how pupils learn At every point in time, a teacher has a very higher tendency and probability of having to handle as many different learners as possible. These learners are not different just in their physical appearances but also different in their learning experiences and structure. To better serve the learning needs and wants of students therefore, it is important to for teachers to acquire knowledge on how pupils learn. Even though some researchers have tried to generalized the learning experiences of most learners to give teachers fairer ideas on how pupils learn, it is important to note that the best time for the teacher to acquire knowledge on how the pupils learns is when the teacher comes into direct contact with the pupil. After a number of brief encounters, the teacher should be in a position to identifying the unique learning experiences and learning styles of pupils. Further, the teacher must acquire knowledge on these learning experiences and how to meet learning demands from learners with such experiences. Even more, the teacher must not hesitate to collect feedback from the learner to know if the teacher is right about what he knows about the learner’s learning experience. Finally, the teacher must apply methods and approaches that suit the learner. 3.2 Skills on how to manage learning process This sub-heading entails two major concepts, which hare management and learning process. As teachers, it is important to assume the role of managers for every learning process. By this, reference is being made to the need for the teacher to rightly harness all resources within the learning setting to achieve a common good. This may be a complex process made up of a series of activities such as identifying the personality of learners, developing a learning task, selecting appropriate teaching methods, using the right instructional materials, and putting all of these together to produce a meaningful learning process (Palmer, 2002). The learning process is thus the collective activities that come together to accomplish the impartation of knowledge. But just as any management role has been difficult, management of learning process would also be develop if teachers are not equipped with the right skills. Generally, because the teaching-learning process will involve the teacher, learner and learning materials, it is important that skills that make interpersonal relationships and communication effective become acquired. It is also important to acquire skills on the giving of feedback, motivating learners, corrective measures, leadership and a whole lot of skills that constitutes a successful management process. 3.3 Personal teacher empowerment Last but not least, teachers who want to acquire professional specialism and subsequently build on it to develop need analysis must be in a position to empower themselves. By this, reference is being made to the need for the teacher to continue seeking knowledge and skill even as a professional. This calls for activities and programs such as seminars, in-service training, refresher courses, distant education and further studies. Even though the teacher may be seen as a larger fuel tanker distributing fuel to smaller cars, sight must not be lost of the fact that if that fuel tanker itself is not filled with fuel, it cannot move. As modernity makes learning and education more practical and accessible, teachers must take advantage of the situation to broaden their horizon and expand their tentacles by seeking knowledge through on-line courses, video conferencing, distance education among others. Through such empowerment activities, the teacher will always be abreast with issues and ahead of time. The teacher would also gain better confidence in his duty of identifying the learning needs and wants of other people and meeting these needs and wants squarely. 4.0 Developing a Needs Analysis Action Plan for Students The One Stop English website notes that a needs analysis “includes all the activities used to collect information about your students' learning needs, wants, wishes, desires, etc.” From this definition, we get the impression that in order that a successful needs analysis to take place, it is important to have an action plan that is made up of a series of activities. In this section, the action plan is generally categorized into two sections namely present situation analysis where an attempt to know the current learning situation of learners and a target situation analysis where based on data collected on the present situation, a targeted learning ambition is set for learners. 4.1 PRESENT SITUATION ANALYSIS 4.11 Research Design An action research design was used to identify the present situation of the learners as well as find a suitable intervention to meet the target situation. Generally, an action research is a research design that seeks to identify a problem in an immediate environment and find solutions to the problem. This research design was considered highly suitable for the given circumstance as there were both identified environments and a learning problem. With action research, it is possible to collect both qualitative and quantitative data by the use of a combined research instrument that suits the prevailing situation. Another beneficial characteristic of an action research that made it suitable for use was that action research is a collaborative research design that involves both the teacher and learner. This means that the action research design meets the learner centered criterion of teaching-learning processes that have been considered earlier in this report. The advantage that the intervention to be used is not going to be diagnostic and passive but action driven is going to be attained. 4.12 Population and Sample Generally, the population of a needs analysis action plan such as this one refers to all people within an identified setting who have some level of possibility of becoming directly involved in the implementation of intervention that is going to take place. In the present situation, a group of children who are beginners in the learning of basic scientific principles and concepts where identified in the neighborhood where the researcher resided. All of these were students at the lower grade. The ages of the students ranged from six (6) years to fifteen (15) years. They were made up of both males and females and could generally be categorized as students with one learning need or the other; especially in the subject of science. In all, about fifty (50) of such students were identified. However, considering the schedules of the researcher and time within which the present research was supposed to be completed, the researcher found the need to use a representation of the total number. This led to the setting up of a sample size, which refers to a sizeable number of respondents with whom the researcher was going to have direct contact in the collection of data. This sample size was supposed to be made up of ten (10) students. 4.13 Sampling Technique The process that led to the selection of ten students out of the twenty students is referred to as the sampling technique. A sampling technique was necessary to ensure that a well defined exclusion and inclusion mechanism was put in place in getting the number of respondents needed for the study (Marshall and Rossman, 1999). Generally, a purposive sampling technique was used in the selection process. The reason behind the use of a purposive sampling technique was in the variety that existed among the population. The researcher saw that the grades, ages and learning needs of the students varied so much that putting them all together in a common random sampling technique would result in a situation where the intervention would not be suitable for all students to be selected. For this reason, a purposive sampling technique was used to group the students according to their ages and grades. The age group was 8 to 10 and this was in a grade interval of one. The purposive sampling technique resulted in getting ten (10) students to be used in the eventual intervention. 4.14 Instrumentation A research instrument is a mechanism used in collecting data from respondents of an action research of this nature (McLean, 2006). In this situation, the researcher prepared and used three major research instruments namely observation, interview and test. The observation was used to generally collect first hand visual data on the learning attitude of students for further interpretation and diagnosis. An observation guide was therefore prepared to make this task easier. Next, the interview was used to collect oral data on the learning experiences and attitudes of learners. Through the interview, students were asked questions on their learning needs and wants, especially in the area of science. Again, an interview guide was used to make the use of interview easier. The interview afforded the students the opportunity to freely interact with the researcher on what new aspects of the sciences they wanted to learn about. Based on the data collected with the observation and interview, a diagnostic test was used to collected vivid data on the present learning situation of student. 4.16 Pre-Intervention Data Collection As mentioned earlier, there were three major instruments used. These instruments were used at the pre-intervention data collection stage but more importantly among them was the use of test. The test conducted at the pre-intervention stage was termed pre-test. Generally, the pre-test was aimed at knowing what the needs of students. This is because by giving students simple test items in science and assessing the test, it was possible to identify the weaknesses and strengths of students. The pre-test was conducted after having a revision with students on a selected science topic. The most important aspect of this revision or teaching experience is that it was teacher-centered and did not involve much activity from the students. After this revision, a ten item test was given to the students. The test was scored over 10. The table below represents the scores that were collected from students. Table 1 Score Number of Students Percentage 0 1 2 3 4 5 6 7 8 9 10 0 2 1 1 5 0 0 1 0 0 0 0 20 10 10 50 0 0 10 0 0 0 10 100 From the table above, it was realized that so many of the students had need in the concept that was taught through the use of a teacher-based teaching method. This is because only one (1) of the students scored marks beyond the pass mark of five (5). 4.2 TARGET SITUATION ANALYSIS 4.21 Interventional Stage The intervention was designed with one major idea in mind and that was to ensure that the teaching process was child centered. In light of this, a series of teaching-learning strategies made up of discovery method of teaching and experimentation method of teaching were designed to re-teach the topic the students had performed badly in earlier. This was done because it was discovered that the target situation of learning that students aspired was one that would make learning motivational, interactive and hands on for them. The interventional stage was the longest of the need analysis action plan because that was the stage that really served the purpose of providing the needs and wants of students to them. The interventional stage lasted for two weeks with a one hour interactive teaching period for each day from Monday to Friday. During each day of the intervention, the teacher introduced the topic and facilitated the teaching-learning process by ensuring that the students had so much role to play in discovering concepts for themselves and where necessary, experimenting the concepts for themselves. 4.22 Post-Interventional Data Collection A post-interventional data collection stage was necessitated to ascertain the impact of the intervention on the learning experience of students. At this stage also, all three instruments that had been used at the pre-intervention stage were repeated. For instance through the use of the observation, it was discovered the attitude of students towards the learning of science had totally. The students had developed so much interest in learning and wanted to interact with science related learning materials as often as possible. An interview was also conducted for students to share their new learning experience. Most of the students actually pointed out the intervention that was put in place had fulfilled their learning needs and wants. A final confirmation of what was seen through the observation and what was heard through the interview was undertaken through the use of test. A test that was dubbed post-test was therefore instituted for students. This time also there were ten (10) items for students to answer. At the end of the day, it was realized that students had indeed achieved a tremendous learning feat because their scores had improved. Below is table for the post-test that was conducted. Table 2 Score Number of Students Percentage 0 1 2 3 4 5 6 7 8 9 10 0 0 0 1 3 2 1 0 0 1 2 0 0 0 10 30 20 10 0 0 10 20 10 100 REFERENCE LIST Jackson, S. Emmanuel. & Slocum, J. William (2008). Management: a competency-based approach, Eleventh Edition, Thomson/South-Western Jarvis, Prince (2000) The human resource development handbook, Kogan Page Mahapatro, B. Bradez (2010). 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