21st century competencies of teachers in teacher education institutions: Basis for designing faculty development program

Julie Ann B. Real
Philippine School Doha, Qatar
Corresponding Email: [email protected]

A B S T R A C T
The role of teachers in the teaching-learning process is crucial. Students flourish when instruction and learning are at their finest. Competent teachers are needed to achieve successful teaching and fruitful learning. The main objective of this study is to assess the teachers’ competencies in selected public and private Teacher Education Institutions (TEIs). It covered 1,770 respondents: 95 from teachers, 1,658 from students and 17 from superiors. Teacher-respondents were asked to evaluate the level of their teaching competencies. To make the study more consistent, their students, and superiors were also asked to evaluate them. The Teacher-respondents were evaluated using the five-point Likert scale. The statistical tools used in this research were Frequency, Percentage, Weighted Mean and ANOVA. Findings revealed that when the three groups of respondents were asked to evaluate the level of teachers’ competency, they evaluated the teachers as ‘Very competent’ in terms of the competency indicators. Furthermore, based on the findings, there is no significant difference in the level of teachers’ teaching competencies as perceived by the three sets of respondents. It is concluded that the three groups of respondents evaluated that teachers manifest high degree of success in performing instructional and other duties in teaching. This is based on the computed figures in the findings, which show that they rated the teachers as very competent in delivering the teaching competency indicators. Although, the respondents evaluated the teachers as very competent in teaching, there are competency-indicators that should be given attention, particularly the indicators which were lowly ranked.

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Mentoring in teacher education: An experience that makes a difference for college of education student teachers

Mercy Ifunanya Ani1, Ifeoma Roseline Iketaku2, Peter Chika Uzosike3
1,3Alex Ekwueme Federal University Ndufu Alike Ikwo, Ebonyi State, Nigeria
2Enugu State College of Education (Technical), Enugu State, Nigeria
Corresponding email: [email protected]

A B S T R A C T
This study sought the perception of College of Education students on the importance of mentoring, in the teacher education program at Enugu State College of Education Technical.  The study also examines the roles that mentors and mentees play in a mentoring relationship and how they interconnect. The study was a descriptive study guided by two research questions and one hypothesis. The population comprised 153 Postgraduate diploma in education students in the College during the 2017/2018 academic year participated in the study. The instrument for data collection was a designed researchers’ structured questionnaire in three parts – A, B, and C. part A contained information on respondents’ bio-data; part B elicited information on the roles played by mentors who have experienced trained teachers as mentors to the mentees while part C sought information on the strategies used in mentoring the college students. Data were analyzed using frequency counts, percentages, mean, and Pearson Product Moment Correlation statistics. Based on the findings, some recommendations were made. 

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Last day of submission for December issue is on October 15, 2022

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