Students’ Perception toward Good Lecturer Pedagogical Competence

Abstract

As the application of the four competencies for the lecturers in teaching and learning becomes a new business for them to fulfil those competencies (pedagogical, professional, personality, social). This impacts the provision of a new method for students in learning activities so that a teacher could develop a curriculum per the respective educational unit and the local needs of each student. The first pedagogical competence deals with a lecturer's ability to manage the classroom and facilitates the students’ diversity. Sometimes lecturers apply different pedagogic actions to students' perceptions so that what is supposed to be good by lecturers sometimes inversely with students’ intake. This study aimed to facilitate the students' perception regarding the pedagogical perception of a good lecturer. The result is supposed to be some consideration from the lecturer in applied pedagogical action in the classroom.

Evaluation Research on Lecturers’ Pedagogical Competence of UIA

“…Teachers and students may have different perspectives on lecturers' pedagogical competence. A case study by Rahman (2022) found that lecturers' perspective of their pedagogical competence includes mastering material, preparing learning objectives, accommodating the students' needs and controlling the classroom situation. While students have different perspectives that a competent teacher should be ready to deliver the material, able to enliven class conditions, able to give feedback and evaluation on students' tasks, and last but not least, able to use media and technology in the classroom.…”

Teachers’ Pedagogical Competence in Finnish Early Childhood Education—A Narrative Literature Review

“…However, understanding competencies tends to be unspecified and general [6]. Teachers' pedagogical competence is culture-specific, and strongly influenced by societal changes, goals, standards, and objectives [21][22][23]. Further, pedagogical competence is influenced by teacher education, which, in turn, affects the context in which the teachers operate [23,24].…”

“…From a wider perspective, pedagogical competence is combined with an examination of learning experiences from a child's perspective. The teacher understands the learners, considers their personalities and feelings, and identifies what kind of skills or opportunities the students have to learn [21]. Teachers evaluate their relationships with students, and students' relationships with each other, and help students reach their potential.…”

“…The concept of learning, values, curriculum, knowledge of the theoretical basis of educational science, and children's development and learning guide the teachers' pedagogical decisions [5,28]. In practice, a teacher's skills are the management of different learning strategies, behavior, assessment, and activities [21][22][23]. The teacher's pedagogical competence and knowledge, as well as a teacher's ethical decisions and responsibility, promote children's well-being and help children to grow as people [29].…”

“…An essential ability of teachers competence is their professional vision, which means their use of knowledge in changing classroom situations and reasoning their actions as knowledge-based [31,33]. The teacher must be able to utilize his or her theoretical knowledge, considering the goals set for the education, as well as the characteristics of the learners and competence [21]. Additionally, teachers' key skills (know-how) in Finland are planning, implementing, developing, evaluating, and reflecting on pedagogical activities and organizing learning environments, among others [5].…”