The document discusses the essential requirements and competencies needed for teaching physical science. It states that teachers require expertise in a wide range of competencies, including mastery of subject content knowledge, pedagogical content knowledge, and technological pedagogical knowledge. They must integrate professional judgment and apply evidence-based competencies. The document then examines different types of teacher competencies in more depth, including subject competencies, pedagogical competencies, and technological competencies.

1. Essential
Requirements of
Teaching Physical
Science
Dr Sajeena S.

2. Essential Requirements of Teaching Physical Science
Competencies are the skills and knowledge that enable a teacher to be
successful.
To maximize student learning, teachers must have expertise in a wide-ranging
array of competencies in an especially complex environment where hundreds
of critical decisions are required each day (Jackson, 1990).
Few jobs demand the integration of professional judgment and the proficient
use of evidence-based competencies as does teaching.

3. Competence is also closely related to teachers' mastery of the contents of their subject, alongside
professional knowledge, subject content knowledge, pedagogical content knowledge, pedagogical
technology knowledge and professional values. The mastery and understanding of subject content
among teachers are important to ensure the effectiveness of teaching and learning. The
pedagogical content knowledge is related to understanding a subject as a teacher's understanding
of the subject content is different from that of subject content experts.
That pedagogical technology knowledge is also important in improving the competence of
teachers is in accordance with the opinion of Koehler et al. (2013), who argued that teachers
should employ technology in teaching and learning sessions creatively and ‘think outside the box’
at the same time as mastering their teaching subject.

4. • Competencies are defined as “the set of knowledge, skills and experience
necessary for future, which manifests in activities.”
• Teachers need to improve knowledge and skills to enhance, improve and
explore their teaching practices. Many of the studies on competencies of
teachers focus on the teaching role of teachers in the classroom rather than
teachers competencies.
• Teacher’s competencies have been broadening with respect to reform
studies in education, development of teacher education, scientific results of
educational science and other fields. Teacher competencies must be
reviewed, so that teacher’s competencies should be redefined depending on
the development of the whole life of human and education.

5. Teacher Competencies
• Teacher competencies are an outcome based method for assessing teacher performance.
They define key characteristics for successful teachers without prescribing any specific
curriculum or instructional practices. Some of the teacher competencies are:
• 1. Subject competencies
• 2. Pedagogical competencies
• 3. Technological competencies

6. Subject Competencies
• A teacher competent in his profession has a thorough
knowledge of subject matter or knowledge of contents.
• The teacher who has command over subject matter can provide
more and more information to the students in the classroom.
• Knowledge of key concepts, inquiry tools and structures and its
implication are essential for combined part and lesson planning
for the class.
• For the development of reliable cross curriculum linkages, the
teachers must have adequate knowledge sharing about subject
matter of the subject being taught in the class.
• Further, through integrated lesson planning the class teachers
are capable of an authentic knowledge sharing and teaching
learning strategies which are helpful to strengthen student
learning and development of creative thinking.

7. A teacher requires not only the content knowledge but also the intersectional and re-organizational knowledge
of content and pedagogy. Few fundamental elements of pedagogical content knowledge are:
1. Knowledge of demonstration of subject matter.
2. Knowledge of student’s learning of the subject.
3. Knowledge of teaching strategies or teaching methodologies.
4. Curriculum knowledge.
5. Knowledge of educational contexts
6. Knowledge of purpose of education

8. • Teachers need to have knowledge
about subject matter profoundly and
flexibly, so they can guide the students
for the creation of useful cognitive
maps, he has to correlate one idea to
another and also must aware about the
students’ misconceptions.

9. Pedagogical Competencies
Pedagogical competency includes awareness of alternative instructional methods or technologies. Pedagogical
competency requires that instructors actively think about and interrogate their own practices in the classroom,
being aware of the possible strategies for engagement and actively choosing the methods that best fit their
goals and topics.
A competent teacher needs both content mastery and pedagogical competency. Pedagogy is the art of teaching
and brings effectiveness in teaching learning. The significance of pedagogical competency are- use in the
teaching of practical skills, stimulate educational situations to students, promote achievement of students,
builds up confidence of the teachers in teaching, bring quality of learning and teaching in the classroom.
Pedagogical competency can be demonstrated through teaching skills, theoretical knowledge, development of
teaching, evaluation of student learning, and general and subject-specific knowledge of how students learn.

10. Technological
Competencies
The teacher’s
technology
competencies are a set
of technology
standards that defines
proficiency in using
computer technology
in the classroom. The
competencies consist
of computer related
skills grouped into four
general domains:
1. Basic
technology
operation.
2. Personal and
professional
use of
technology
tools.
3. Social,
ethical and
human issues,
and
4. Application
of technology
in instruction.

11. • Each domain consists of a subset of specific
skills; these are sequenced from simple to
complex so that mastery of the skills is
cumulative.
• The International society for Technology in
Education (ISTE) has actively addressed the
technology isolation problem and has recently
released a set of revised teacher technology
standards.
• Developed through a rigorous process of
expert and lay-person input, the NETS-T
Project (National Educational Technology for
Teachers) explicitly describes what competent
teachers should know and should be able to do
with technology in the context of broader
teacher competencies.

12. • The NETS –T standards are categorized as
follows;
• 1. Technology operations and concepts
• 2. Planning and designing learning
environments and experiences
• 3. Teaching, learning, and the curriculum
• 4. Assessment and evaluation
• 5. Productivity and professional practice
• 6. Social, ethical, legal and human issues.

13. • In a learning environment where technology
is truly integrated and not an adjunct, students
and teachers use technology tools to enhance
all areas of the teaching and learning process.
• Effectively managing a classroom where
students engage these activities in a manner
that improves academic achievement requires
a teacher with expertise in the sophisticated
and increasingly complex field of
instructional technology.
• The teacher’s technology competencies are
designed to give teachers this expertise to
select and use the technological resources that
not only meet student’s learning needs but
also equip them with appropriate skills for the
future.

14. Teaching Skills
Teaching is an activity like imparting knowledge or skill, it is a social act of influence,
and it is doing anything and everything that may lead to learning.
According to Clarke, "teaching constitutes activities that are designed and performed to
produce change in student behaviour." Komisar has pointed out that various specific
activities included in teaching are introducing, demonstrating, citing, reporting,
confirming, elaborating etc., which may be considered as constituent skills of teaching.
In simple words, teaching constitutes a number of verbal and nonverbal teaching acts
like questioning, accepting student responses, rewarding, smiling, movements,
gestures, etc. These acts in particular combinations facilitate the achievement of
objectives in terms of student growth.
A set of related teaching acts or behaviours performed with an intention to facilitate
students' learning can be called a teaching skill.

15. According to Gage, 'teaching skills are
specific instructional techniques and
procedures that a teacher may use in the
classroom’.
The Asian Institute for Teacher Educators
has defined teaching skills as 'specifically
those activities of teaching that are
especially effective in bringing about
desired changes in students’.
Mc Intyre and White have defined the
term teaching skills as 'a set of related
teaching behaviours which in specified
types of classroom interaction situations
tend to facilitate the achievement of
specified types of educational objectives'