Developed have the knowledge to answered technical questions

Developed
by Tippelt & Amoros, the Professional Action Competency Model adopts the
German concept of “Handlungskompetenz”, which is defined as a self-dependent
skilled worker who is quick and flexible in adapting to new situations at work.
According to this model, competency is defined through action.

This
model comprised 4 competency areas:

 

Professional
Action Competency training model can be applied in my workplace at Temasek Polytechnic.
Temasek Polytechnic lecturers are expected to be experts of their disciplines,
process a wide and deep knowledge regarding the courses they teach. They should
also possess practical experience to make their lesson more attractive. 

Technical
Competency – Refers to the knowledge and skills required for the job.

The lecturers
need to teach ‘technically accurate’ content on the courses they teach. They
must have the knowledge to answered technical questions from the students and gauge
the students level of technical knowledge and adjusted the presentation
accordingly, especially for those teaching the CET subject as most of them are
adult learners who have years of experience working in that field. Besides,
they must be able to accurately break down technical/complex concepts in way students
could understand.

 

Methodological
Competency: Refers to the ability to process information and respond with appropriate
procedures on the job.

This
refer to the ability of lecturers to apply theoretical and experiential
knowledge in their practical work with the aim of effective teaching. Lecturers
should be able to integrate the learning techniques, use case study, simulation
method, authentic learning and ICT into learning design and teaching.

 

Social
Competency: Refers to the ability to communicate and collaborate with others on
the job.

Lecturers
must be able to collaborate with other lecturers so that they can learn from
one another and grow into better educators (For example, through Communities of
Practice). They can also help to make the school a secure, effective learning
environment through collaboration for all students. They should have the
ability to cooperate, communicate and manage conflict situations. For those at-risk
students, our lecturers need to update the students’ progress to their parents.
They need to know how to calmly discuss issues with difficult parents and how
to come to decisions that have the best interests of the student in mind.

 

Individual
Competency: Refers to the attitudes of the worker towards the job.

The lecturers
need to practise self-reflection for improvement in their teaching, Lecturers
need to commit themselves to education and professional development. Subject
matter knowledge fades, teaching strategies change and new research is always
modifying the way students learn and teachers teach. By furthering their
education and participating in professional development areas, lecturers can improve
the quality of the education they provide.

It is Adaptable, as lecturers are
equipped to respond to changes in the workplace (For example, different
learners’ profile requires different teaching technique, different teaching and
learning technique to teach different subjects effectively, e.g. simulation and
problem solving);

It is Learner-Centric, as lecturers
need not only be experts in their domains/subjects, they must also know how to
use different teaching strategies to engage the students.

Reflection for improvement of
professional practice as lecturers need to reflect-in-action (during the class)
and reflect-on-action (through peers’ or students’ feedback or self
-reflection) to improve the teaching and learning experience.

There is inclusion of context
as it allows considerations on how large the students and the teaching
environment may affect learning (for e.g. different setup in the workshop and
classroom)

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