INTRODUCTION
As technology changes rapidly recently and during the coming years, the need for educational training in basic skills will increase dramatically because the entire society is more dependent on science and technology than ever before. In order to meet the challenge of providing adequate training to the younger generation and to meet the minimum requirements of basic skills needed to satisfy today’s complex society.
Educational change requires the introduction of new ideas, artifacts, procedures
or processes. Innovation demands both initiative and originality. Its aim is
to develop and promote change aimed at improving curricula, teaching and learning
and the institutional framework in which the change occurs (Smith,
2003). The task of improving the teaching and learning of the priorities
of many states whether developing or not developing states, we belief that these
process will contribute to the achievement of real targets of these states and
their hopes for the future.
The teacher preparation is the most important factors that will help to achieve the desired education renaissance of the commuting in all aspects and efficient teacher is the teacher who is capable of achieving the objectives of the education effectiveness and proficiency.
States that are trying to achieve a comprehensive in all aspects of life require
teachers to posses many skills, including planning and evaluation and teaching
methods effectives modern and successful management of classes (Mutahar,
2008).
Teaching is more than picking up a bag of instructional tricks at the Schoolroom
door or learning to mimic the actions of another educator even a very good one.
Good teachers are thinkers and problem solvers, they know when children are
not learning and can adjust instruction appropriately, they know how to design
and use a variety of assessment technique not just paper and pencil tests, they
know how to work with parents to bring out the best in a child, they know that
teams of professional educators can transform school and expect to go about
doing it (Roth and Swail, 2000).
Teachers of mathematics at any level should know and understand mathematics substantially beyond and below that which they are expected to teach, they should be able to relate mathematics to the world of their students and to the natural science/social science. Often the student faced a problem and difficulties in the study of mathematics this requires looking for the best ways and means to solve these problems and we can reach only by the appropriate evaluation means. Therefore, it is necessary to identify the teaching competency which applied by teachers during teaching.
Many definitions of competence are available; many researcher follow Chomsky's
approach by distinguishing between competences and performances (Cohen,
1983; Evans et al., 1993; Langford
and Hunting, 1994). According to Chomsky, the concept of linguistic competence
represents the cognitive structure and rules that are necessary to produce speech;
in contrast, linguistic performance represents the way speech actually functions
in practical when it is contaminated by external factors.
For instance, a limited capacity of the working memory may cause a long sentence to end ungrammatically because the speaker has forgotten the sentence's initial set-up. Here, linguistic competence may be perfect while linguistic performance is much less than perfect Chomsky, adopting a functionalist perspective, assumes linguistic competence to be general and invariant while in contrast-linguistic performance is strictly individual and variable.
Evans et al. (1993) extended Chomsky's approach
to the domain of human reasoning; they define competence as the ability of subjects
to reason logically under ideal conditions, i.e., the reasoning competence is
not disguised by performance factors, they go on to describe the difficulties
of eliminating such performance factors in order to uncover competences.
MATERIALS AND METHODS
Study design and sampling: The study community is mathematics teachers in the primary schools in Yemen Sana’a city. Table 1 shows the study sample. To identify the necessary competences which must mathematics teacher be available the researcher made the following:
| • |
Informing the researches and studies which relate to mathematics
competences teaching |
| • |
Making interview with experience teachers and education scientists
and offer questionnaire to them to know the important competency of teaching
mathematics at primary Schools the questionnaire consisted from the following
questions |
| • |
How do you usually prepare your lesson before the beginning
of the class |
| • |
At what level do you think that, the students are in need
to study mathematics |
| • |
The mathematics teaching goals can be divided into many kinds
according to your own point of view, what are these kinds |
| • |
How do you deal with the relationship between math and life
experience of students |
| • |
How do you plan to form the math thought pattern of the students |
| • |
What functions does the interaction between teachers and students
play in the math teaching |
| • |
How do you lead the students to learn actively |
| • |
What are the basic skills do you think that a competent math
teacher should have |
| • |
What should you do to help weak student to achieve math |
| • |
What are some ways would you try to motivate students to learn
mathematics |
| Table 1: |
Study sample |
 |
| • |
Analysis responds of questionnaire |
| • |
Construct questionnaire including important competency of
primary schools teacher |
Questionnaire validity: According to the standards for educational psychological
testing, validity may be broadly defined as the appropriateness, meaningfulness
and usefulness of the specific inferences made from these scores. To meet reasonable
validity requirements, practitioners should follow several logical principles
when developing and implementing a competency-based program (Kerlinger,
1986).
Content, validity of the survey instrument was established through validity checks by both panel of experts and pre-testing the instrument. These methods provided a venue for determining the competency statements and the framework for the survey instrument.
A logic truthfulness of the questionnaire: The researcher will realize
the methodology or the logic truthfulness (validity) through analyzing the competency
or the skill which he tackles or the scholastic course which is intended for
measuring (Van Dalen, 1972).
That could be accomplished by making the questionnaire represent the field
and the topic requested for measuring and to ensure doing that the researcher
referred to the sources of deriving such competencies:
The reliability of questionnaire: Reliability in qualitative research
centers on the extent to which other researchers would arrive at similar results
if they studied the same case using exactly the same procedures as (Gall
et al., 1996) states, reliability addresses how accurate your research
methods and techniques produce data. Reliability is defined as the extent to
which an items or scale will yield the same score when administered in different
times, location or population when relevant variables.
Reliability of a measurement refers to the extent to which the measurement
yields consistent results with repeated measures or to the precision of measurement.
Four basic methods for assessing the reliability of a measurement have been
developed: the test-retest method, the alternative form method, the split-half
method and the internal consistency method (Crocker and Algina,
1986). Each method has strengths and weaknesses so a researcher must choose
the most appropriate methods for the purposes and characteristics of the measurement
in a specific study.
The test-retest method is used when the major goal is to see how stable the measurement is over time. It investigates the relationship between the scores from the first test and a second test with the same format. That relationship is described using the Pearson Product-Moment (PPM) correlation coefficient between the scores from the first and second test.
To know the reliability of questionnaire the researcher offer the questionnaire to sample consist of 25 teachers and he offer again to same teachers after 2 weeks then computing the consistency coefficient was calculated using Pearson correlation coefficient between the first and the second application which was 92.32%. The questionnaire is consisted of four categories where competencies items were distributed on them. Table 2 shows questionnaire categories.
Data collection methods: After verifying the validity and reliability of the questionnaire and defining the study sample, the researcher carried out applying the questionnaire aiming at collecting the data of the study, questionnaire papers were distributed directly to sample members after explaining the goal of the study and the way to answer the questionnaire items, the period of questionnaire distributed was in February 2010.
After construction the questionnaire including mathematics teachers competences that had answered the first study question and to answer the second question the researcher offer the questionnaire to the mathematics teachers to know teachers point of view on the competencies significance.
The researcher offered a letter with questionnaire to some teachers as samples
to explain how to mange the questionnaire and were requested to make mark on
front of the phrase to shows the importance level of competency.
| Table 2: |
Questionnaire categoris |
 |
After the process of gathering the survey data, the researcher carried out
interpreting the significance degree levels into arithmetic degree where he
allotted 5 degrees for the principal significance, 4 degrees for the great significance,
3 degree for medium significance, 2 degree for non-significance, one degree
for non-existence of significance.
Also, the following criterion was adopted for interpreting the significance degree according to the assessment of the research samples:
RESULTS AND DISCUSSION
The study aimed to identify the necessary competences for mathematics teachers in the middle schools and try to know teachers point of view on the competencies significance. In the following, the results of study according to the study questions:
| • |
What are the necessary teaching competencies of primary school
teacher? |
| • |
What is the significance extent of TC for the Yemenis and
Chinese teacher in the primary school? |
After construction, the questionnaire including mathematics teachers competences which had answered the first study question, the competencies was as a following.
Knowledge: Knowledge refers to the content knowledge, professional knowledge, emerging and contemporary knowledge and the practical understanding that a teacher needs in order to perform his or her duties.
| • |
Has a thorough knowledge and understanding of the curriculum
and applies this effectively in teaching, making connections across subject
matters where applicable |
| • |
Believe that all their students have the capacity to learn
and should be treated justly and equitably |
| • |
Understand the responsibilities and obligations of belonging
to the profession of teaching |
| • |
Have an understanding of how students develop and how they
learn |
| • |
Has a sound command of the subject content taught |
| • |
Has knowledge of the sociology, philosophy and management
of education |
| • |
Has basic knowledge of child development/ psychology including
psychosocial issues and applies these in teaching |
| • |
Knows and applies the rules and policies of the Ministry of
Education |
| • |
Has knowledge and appreciation of approaches to teaching and
learning and related methodologies and applies these in the classroom appropriately |
| • |
Has a sound knowledge of the instructional language in spoken
and written forms and is able to transfer that knowledge to learners |
| • |
Has knowledge of the heritage, values, customs and traditions
of society and how these affect individual learners |
| • |
Is aware of the legal requirements (statutory framework) relating
to teachers’ responsibilities and children’s rights and works
within them |
| • |
Has knowledge of a wide range of strategies to enhance access
and retention of learners in school, particularly vulnerable children and
girls |
| • |
Understands the importance of inclusive education and is able
to assist learners with special needs |
Teaching skills: Teaching skills refers to the instructional processes, strategies and classroom management techniques that a teacher uses to enhance learning:
| • |
Interprets syllabus content and prepares both schemes of work
and daily lesson plans with clear achievable objectives |
| • |
Matches content, teaching approaches and student development
and learning in planning |
| • |
Demonstrated high quality classroom teaching skills which
enable all students to achieve their full potential |
| • |
Using gesture and body movement effectively |
| • |
Uses information technology to enhance children's learning |
| • |
Selects from a variety of teaching methods according to the
purpose making maximum use of a variety of learner-centred methodologies
appropriate to the age and developmental level of the child |
| • |
Listen carefully to children’s answers |
| • |
Give everyone a chance to answer at some times |
| • |
Giving alternative explanations/descriptions of difficulty
concepts/ideas/issues |
| • |
Using voice effectively through speaking to (not at) the student |
| • |
Prepares appropriate learning materials for pupils |
| • |
Develops relevant and appropriate teaching/learning materials
using locally available materials as applicable |
| • |
Is able to adapt the curriculum and make learning relevant
to all learners including those who are special or disadvantaged |
| • |
Uses available modern technology to enhance learning |
| • |
Takes account of pupils diversity of talents |
| • |
Is conscious of the differences in learners and teaches each
individual learner in the class, taking into account differences in learning
styles, abilities, gender, ages, needs, skills, activities, prior knowledge,
psychosocial needs and behavior |
| • |
Is able to make a smooth transition between learning activities
or lessons |
| • |
Possesses good communication skills, both verbal and non-verbal
and presents new material clearly, gives clear instructions and checks for
understanding and output |
| • |
Creates a positive atmosphere in the classroom conducive to
learning and motivates learners through appropriate supportive actions |
| • |
Modifies his or her language according to the level of the
learners taking into consideration their stage of development and mental
age and uses both verbal and non-verbal means to aid understanding and enhance
learning |
| • |
Is able to manage large, mixed ability and multi-level classes,
effectively |
| • |
Monitors student progress and provides feedback on progress |
| • |
Makes sure that maximum time is spent on learning by getting
and keeping learners’ attention and by establishing routines to manage
activities |
| • |
Promotes accelerated learning through group work and team
teaching |
| • |
Is able to use a range of behavior management strategies to
minimize disruptions and enhance learning |
Assessment and evaluation: Assessment and evaluation refers to the process of collecting, analyzing, interpreting and communicating information about learners’ performance using a range of tools to indicate levels of achievement and give feedback of effectiveness of instruction. The teacher:
| • |
Designs appropriate, valid and reliable assessment tools |
| • |
Monitoring and assessing student progress and learning outcomes |
| • |
Evaluates teaching and learning programs |
| • |
Uses feedback from assessment tools to plan and organize for
remedial work |
| • |
Provides learners with informative feedback so that they are
clear on what has been achieved and what they can do to improve or develop |
| • |
Keeps accurate progress records that help in guidance and
counseling and decision-making in terms of planning, promotion |
| • |
Maintains records of student progress |
| • |
Keeps accurate records on learners’ health |
| • |
Uses appropriate assessment criteria to make formative and
summative judgments about attainment |
| • |
Reflects on his/her own teaching in order to continue improving
the quality of the learning experience of students |
| • |
Monitors learners’ progress during and after the lesson
through quizzes, assignments, class participation and tests (written or
oral) |
| • |
Uses assessment tools to identify learners’ challenges,
potentials or talents |
| • |
Ability to assess and monitor student achievement and to provide
reports to parents which keep them regularly and fully informed of their
children's progress |
| • |
Applies ethical assessment practices and ensures confidentiality
of information |
Professional value and behaviour: Professional values refers to the teachers’ mode of conduct, ethics, high standards of commitment towards their professional role and promotion of good citizenship. The teacher:
| • |
Is a role model within the school and in society, both through
behavior and appearance |
| • |
Develops positive relationships with students |
| • |
Is a good citizen and develops a positive attitude of citizenship,
patriotism, nationalism and international awareness in the learner and self |
| • |
Is a good citizen and develops a positive attitude of citizenship,
patriotism, nationalism and international awareness in the learner and self |
| • |
Establishes and maintains effective collaboration between
and among fellow teachers, learners, parents and all other stakeholders
in education |
| • |
Provides helpful reports to parents on their children's progress |
| • |
Articulates and generates enthusiasm for learning, modeling
the skills of a life-long learner and works towards personal educational
development |
| • |
Works in partnership with stakeholders showing awareness of
their rights and interests |
| • |
Values respect, discipline and esteem for self, learners and
others and values and responds positively to diversity and promotes equity |
| • |
Values time management in terms of punctuality, instruction
and attendance to duty |
| • |
Creates a safe, healthy, supportive and stimulating learning
environment |
| • |
Uses the outcomes of assessment as appropriate in order to
evaluate teaching and plan for the future |
| • |
Communicates effectively where appropriate with representatives
of the community of which the school is part |
| • |
Relates effectively with parents |
To answer the second question, the researcher offer the questionnaire to the mathematics teachers to know teachers point of view on the competencies significance.
Table 2 shows teachers point of view on the competencies significance, descending order and the standard mean and the standard deviation of each competency.
Table 3 shows Yemenis male teachers point of view on the competencies significance by the mean, standard deviation and percentage of each competency; from Table 3, it is evident that the majority of the competencies have got medium significant assessment where the highest competency no. 57 has scored -3.93 degree, 78.2% and the least assessment of the competency no. 31 has scored 3.09 degree, 61.8%.
The no. of competencies that have got non-significance is 7 competencies. Table 3 shows the Yemenis female teachers point of view on the competencies significance and the standard mean and the standard deviation and the percentage of each competency.
Table 4 shows the Yemenis female teachers point of view on the competencies significance by the mean, standard deviation and percentage of each competency. Table 4 shows the female Yemenis teachers point of view on the competencies significance.
From Table 4, it is evident that one competency which have got a principal significance has scored 4.57 degree and the competencies which have got great significance are 9 competencies. The competencies which have got medium significance are 46 competencies. While 4 competencies have got low significance from the point of view of the sample members.
Table 5 shows the difference in the axis competencies significance
among Yemenis teachers according to the sex variable (male-female). The sample
is consisted of 22 males and 23 females.
| Table 3: |
Yemmin male teacher point of view on the competency significance |
 |
| Table 4: |
Yemmin female teacher point of view on the competency significance |
 |
| Table 5: |
The difference in the axis competencies significance among
Yemenis teachers according to the sex |
 |
Table 5 shows that non-existence of statistic indicator on
the 0.05 level in the degree of the competencies significance in all axis competencies
except for the competencies of educational means and tools and the difference
is showed that it is in favor of females which reflects the belief of female
teachers of this competencies significance.
CONCLUSION
In this study, the non-difference shows the coincidences of opinion among the sample members on the competencies significance in others axis competencies.
