1Alagappa University College of Education, Karaikudi, Tamil Nadu, South India
2Bharath College of Education, Thanjavur, Tamil Nadu, South India
3Center for Research in Education, Thava Thiru Kundrakudi Adigalar College Campus, Kundrakudi, Tamil Nadu, South India
American Journal of Applied Psychology.
2014,
Vol. 2 No. 1, 27-32
DOI: 10.12691/ajap-2-1-5
Copyright © 2014 Science and Education PublishingCite this paper: M. Parimala Fathima, N. Sasikumar, M. Panimalar Roja. Enhancing Teaching Competency of Graduate Teacher Trainees through Metacognitive Intervention Strategies.
American Journal of Applied Psychology. 2014; 2(1):27-32. doi: 10.12691/ajap-2-1-5.
Correspondence to: N. Sasikumar, Bharath College of Education, Thanjavur, Tamil Nadu, South India. Email:
sasismile25@gmail.comAbstract
Teacher competencies facilitate physical, intellectual, social, and emotional development of the students. The teaching competency of a teacher is determined by various aspects. In this study, the investigator developed teaching competency on five dimensions namely induction, content, pedagogy, organization and Assessment. The findings revealed that there is a continuous improvement in all the dimensions of teaching competency. It further shows that every teacher needs to review/update his/her potential in all possible novel/new/innovative strategies, so as to modify and improve his/her teaching competency in accordance with the changes envisaged in the educational system. The investigator suggests that this experiment will definitely help the future teachers to take their roles confidently by enhancing the teaching competencies in the class room situation. Hence, there is an urgent need to steer our efforts towards the implementation of metacognitive intervention strategies to enhance teaching competencies at all levels of teacher education.
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