The Social Sciences

Year: 2016
Volume: 11
Issue: 13
Page No. 3196 - 3200

The Development and Validation of a Framework for Teaching Competencies in Pedagogy Content Knowledge and Instructional Quality

Authors : Muliati Sedek, Syed Najmuddin Syed Hassan, Anidah Robani and Mohd Fauzi Kamaruddin

Abstract: One of the vital aspects of a university is its quality teaching. Quality teaching in higher education matters for student learning outcomes. As generally understood, the academia factor plays the most important role in making the mission of improving teaching and learning quality a success. In this regard, the intellectual community in universities must equip themselves with the necessary knowledge and skills to enhance teaching success, in turn, positive student outcomes. Having adequate pedagogy content knowledge and good instructional quality are essential for effective learning thus inevitable and critical competencies required for teachers. In general, this study it aims to develop and validate a framework of teaching and learning competencies among lecturers of UTeM specifically in classroom management and climate. The constructed framework for teaching and learning comprises of the following components: Pedagogical content knowledge, instructional quality, classroom management, climate, mindset and values, IT competencies and technical Competencies. This study however, reports only two components, i.e., classroom management and climate. A confirmatory factor analysis was utilised to assess the adequacy of the two components in the proposed framework. This study may be instrumental to guide the university’s top management particularly the academic managers of the university to plan and conduct the intervention programmes to further enhance the quality of teaching and learning of the university.

How to cite this article:

Muliati Sedek, Syed Najmuddin Syed Hassan, Anidah Robani and Mohd Fauzi Kamaruddin, 2016. The Development and Validation of a Framework for Teaching Competencies in Pedagogy Content Knowledge and Instructional Quality. The Social Sciences, 11: 3196-3200.

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