IBX5980432E7F390 7 Aspects of Master's Pedagogic Competencies - The Art of Information

7 Aspects of Master's Pedagogic Competencies

7 Aspects of Master's Pedagogic Competencies
 The word 'Pedagogic' will not be foreign to the teacher's ears, but do all teachers understand what is meant by Pedagogic Competence even though it has been done. Pedagogic competence is basically the ability of teachers in managing learners learners. Pedagogic competence becomes one of the types of competencies that teachers have to master.
7 Aspects of Master's Pedagogic CompetenciesPedagogic competence is a distinctive competency, which will differentiate teachers from other professions. Mastery of Pedagogic Competencies accompanied by professionals will determine the success rate of the learning process and the learning outcomes of the learners.
Pedagogic competence is gained through continuous and systematic learning, both during pre-service (teacher education) and during the post, supported by the talents, interests and other teacher potentials of each individual concerned.
Pedagogic competence which becomes one of the materials tested in teacher performance, consists of 7 aspects. Here are 7 aspects of Pedagogic Competence cited from the Teacher Performance Evaluation Guide :

1. Knowing the Characteristics of Learners

    In this aspect the teacher is able to record and use information about the characteristics of learners  in general and specifically to aid the learning process. The characteristics of these learners are related to the physical, intellectual, social, emotional, moral, and socio-cultural background. Some indicators that arise from the mastery of the characters of learners include:


  • Teachers can identify learning characteristics of each learner in his class,
  • Teachers ensure that all learners have equal opportunities to actively participate in learning activities,
  • Teachers can organize classes to provide equal learning opportunities to all learners with different physical abilities and learning abilities,
  • Teachers try to find out the cause of behavioral deviation learners to prevent the behavior is not detrimental to other learners,
  • Teachers help develop the potential and overcome the learner's shortcomings,
  • Teachers pay attention to learners with certain physical weaknesses in order to follow learning activities, so that learners are not marginalized (excluded, mocked, insecure, etc.).
2. Mastering Learning Theory and Principles of Learning

    Teachers are able to define various approaches, strategies, methods, and instructional techniques that educate creatively and effectively according to teacher competency standards. Teachers are able to adapt learning methods that are appropriate to the characteristics of learners and are able to motivate them to learn. Indicators that must be seen from this aspect are:
  • Teachers provide opportunities for learners to master learning materials according to age and learning ability through the arrangement of learning processes and activities that vary,
  • Teachers always ensure the level of learners' understanding of a particular learning material and adjust the next learning activity based on that level of understanding,
  • Teachers can explain the reasons for the implementation of activities / activities that they do, whether appropriate or different from the plan, related to the success of learning,
  • Teachers use various techniques to motivate learners' willingness to learn,
  • Teachers plan interrelated learning activities with each other, taking into account the learning objectives and learning process of learners,
  • Teachers pay attention to learners' responses that have not / have less understanding of the learning materials being taught and use them to improve the next lesson plan.
3. Able to Develop the Curriculum

    In developing the curriculum the teacher should be able to arrange the syllabus in accordance with the most important objectives of the curriculum and make and use the lesson plan in accordance with the objectives and learning environment. Teachers are able to select, organize, and organize learning materials that meet the needs of learners. The teacher will be able to develop the curriculum if:
  • Teachers can arrange syllabuses that fit the curriculum,
  • Teachers devise appropriate syllabus learning plans to discuss specific teaching materials so that learners can achieve defined basic competencies,
  • Teacher follows the sequence of instructional material by taking into account the learning objectives,
  • Teachers choose instructional materials that: (1) match learning objectives, (2) appropriate and current, (3) according to the age and level of learners' learning ability, (4) can be implemented in the classroom and (5) according to the context of life everyday learners.
4. Creating Educational Learning Activities

    Teachers are able to develop and implement a complete educational design. Teachers are able to carry out learning activities in accordance with the needs and character of learners. Teachers are able to arrange and use various learning materials and learning resources in accordance with the characteristics of learners. If relevant, teachers use information communication technology (ICT) for learning purposes. Indicators of this aspect are:
  • Teachers carry out learning activities in accordance with the design that has been compiled completely and the implementation of the activity indicates that the teacher understands the purpose,
  • Teachers carry out learning activities aimed at helping the learning process of learners, not to test so as to make learners feel depressed,
  • Teachers communicate new information (eg additional materials) according to the age and level of learners' learning abilities,
  • Teachers respond to mistakes made by learners as a learning process stage, not merely mistakes that must be corrected. For example: by knowing in advance the other learners who agree / disagree with the answer, before giving an explanation of the correct answer,
  • Teachers carry out learning activities according to the contents of the curriculum and relate it to the context of everyday life of learners,
  • Teachers perform various learning activities with sufficient time for learning activities appropriate to the age and level of learning ability and maintain the attention of learners,
  • Teachers manage the class effectively without dominating or busy with their own activities so that all time participants can be used productively,
  • Teachers are capable of audio-visual (including ticks) to improve learners' motivation in achieving learning objectives. Adjust learning activities designed with classroom conditions,
  • Teachers provide many opportunities for learners to ask questions, practice and interact with other learners,
  • Teachers organize the implementation of learning activities in a systematic way to help learners learn. For example: teachers add new information after evaluating learners' understanding of previous material, and
  • Teachers use teaching aids, and / or audio-visual (including ticks) to improve the learning motivation of the participants in achieving the learning objectives.
5. Develop Potential Learners

   Teachers can analyze the learning potential of each learner and identify potential development of learners through a learning program that supports students actualizing their academic potential, personality, and creativity until there is clear evidence that learners actualize their potential. The ability to develop the learner's posture will appear if:
  • Teachers analyze learning outcomes based on all forms of assessment of each learner to know the level of progress of each.
  • Teachers design and implement learning activities that encourage learners to learn according to their own learning abilities and patterns.
  • Teachers design and carry out learning activities to create creative power and critical thinking skills of learners.
  • Teachers actively help learners in the learning process by giving attention to each individual.
  • Teachers can identify correctly about the talents, interests, potential, and learning difficulties of each learner.
  • Teachers provide learning opportunities to learners according to their own learning.
  • The teacher focuses on the interaction with the learners and encourages them to understand and use the information conveyed.
6. Communicate with Learners

What is meant is that teachers are able to communicate effectively, empathically and courteously with learners and be enthusiastic and positive. Teachers are able to provide a complete and relevant response to the comments or questions of learners. The following indicators are the indicators:
  • Teachers use questions to understand understanding and maintain the participation of learners, including providing open-ended questions that require learners to respond with their ideas and knowledge.
  • Teachers pay attention and listen to all the questions and responses of learners, without interrupting, unless necessary to help or clarify the question / response.
  • Teachers respond to learners' questions precisely, correctly, and up-to-date, as per the learning objectives and content of the curriculum, without embarrassing them.
  • Teachers present learning activities that can foster good cooperation among students.
  • Teachers listen and pay attention to all the learners' answers either right or wrong to measure the level of understanding of learners.
  • The teacher gives attention to the learner's questions and responds in a complete and relevant way to eliminate confusion in the learner.
7. Assessing and Evaluating Learning

   Teachers are able to conduct process assessments and learning outcomes on an ongoing basis. The teacher evaluates the effectiveness of the process and learning outcomes and uses the assessment and evaluation information to design remedial and enrichment programs. Teachers are able to use the results of assessment analysis in the learning process. Ability in this aspect will be visible when:
  • Teachers develop assessment tools appropriate to the learning objectives to achieve certain competencies as written in the Lesson Plan.
  • Teachers carry out assessments with different techniques and types of assessments, in addition to formal assessments conducted by schools, and announce the results and their implications to learners about the level of understanding of learning materials that have been and will be studied.
  • Teachers analyze assessment results to identify difficult basic topics / competencies so as to know the strengths and weaknesses of each learner for remedial and enrichment purposes.
  • Teachers take advantage of learners' feedback and reflect on them to improve their learning, and can prove it through notes, learning journals, instructional designs, additional materials, and so on.
  • Teachers use the results of the assessment as the preparation of the next lesson plan.

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