The Comparative Study and Development of Teaching Competency Standards in Higher Education Level Between Faculty Members and Senior Students Among 6 ASEAN Universities Under MOU.

Abstract

This investigation of this research has 3 main purposes; 1) to study and survey the needs of participants from 6 Universities of 5 countries in developing the teaching competency standards in Higher Education. 2) to analyze and compare the survey data in 4 attributes relate to such as a) pedagogical skills of teachers, b) teacher performance assessment skills, c) classroom management skills and d) professional development skills. And 3) to develop the Teaching Competency Standards in Higher Education level among 5 ASEAN Countries. There are two methods for data collected; firstly by the workshops and Focus Group of the administrators of 6 Universities. Secondly by the quantitative research method, the instrument for this research is a questionnaire; collected for 240 teachers and 2,235 college students from 6 Universities under MOU. The data was analyzed by Mean, Standard-Deviation, t-test and one-way ANOVA for hypothesis testing. The result(s) was reviewed that; Step 1 a) The Quantitative Data - The result of 240 teachers in 6 universities can be found that the overall opinions and competence standard development of teachers in higher education was in the highest level with an average of 4.43 and standard deviation of 0.42. When we considered in each aspect, teaching skill and academic competence of teachers was the first answer. The second, third, and fourth answers were teachers’ classroom management skill, assessment and evaluation competence, professional development skill, respectively. Overview of the respondents who are students.The result of 2,235 college students from all countries of interest. Overall opinions and competence standard development of teachers in higher education is ranked the highest with an average of 4.42 and standard deviation of 0.46. When we considered each aspect, teaching skill and academic competence subject competence was the first answer. The second, third, and fourth answers were teachers’ classroom management skills, professional development skill, and assessment and evaluation competence, respectively. Step 1 b) The workshops and Focus Group of the administrators of 6 Universities. The result(s) can be seen by the following conclusion: 1. Pedagogical Skills of lectures - Based on the discussion of experts and validation, the higher lectures of 6 Universities are generally expected to demonstrate all these professional competencies in highest aspect, especially the competent within his/ her subject area, appreciating as a teacher, having good curriculum knowledge with understanding, skillful listening reasonably and patiently to his or her students, continuously updating his or her knowledge. The comparison and discussion make clear that “the higher teaching competency standards” are adopted in several ways both from the survey research and focus group discussion, and common strands will exist in finally.2. Students performance assessment skills - From this topic, the participants are also discussed in elaborately agreements and then can be conducted that the lectures in 6 universities should be opening mind to different ideas and perspectives in assessment. (many ways and methods of assessment such as the performance assessment and the authentic assessment for young learners in university or in student’s various learning style or for the handicap students too), and then following by being able to express what is important in his or her professional conduct, and to express the values, norms and pedagogical approaches on which this is based, providing clear information in good time, responsibility acceptance for the task assigned, informing himself or herself about student’s previous knowledge and qualification. This topic was made clear from the discussion and focus group that “the performance assessment could not get rid of from the competency” that it must be emerging in all of university’s lectures. 3. Classroom management - It can be concluded from the discussion that; the classroom management skills must participate with all the lectures of 6 universities, because this aspect is looked like the heart of their career, it cannot be separated in any reasons. Finally, the lecturers in 6 universities must offer a safe environment where students and teachers, treat each other with respect, stimulating students to be actives learners, encouraging students to develop good study habits, continually developing knowledge about the subject area in which he or she teaches, working well together with teachers and personnel.Professional Development Skills - The professional development skills of 6 universities’ lecturers must be included by continuously developing his or her knowledge by attending courses on teaching or pedagogical conferences, continuously updating his or her knowledge in modernization issue, having a clear concept of the role and responsibilities of the students and the teacher, pedagogical development and discussions about teaching are stimulated in various aspects and finally, to be an expertise in any research(s); both of classroom action research (CAR) and their field of teaching, participate with the academic or research paper writing and presentation in International academic conference. Step 2 The Teaching Competency for 6 Universities - The Regional Domains/Strands of Teaching Competency Standards must be identify in common domains of teaching standards for lecturers of the 6 universities, namely;Professional Knowledge(s) is also refer to two things; firstly, the mastery of their content(s) in expertise (mathematic, language, political science, hospitality or etc.), and secondly, the method(s), processes and methodologies of teaching in modernization or in various types. (professional skills of lectures and professional development skills in their area of subjects teaching).Professional Skill(s) is also refer to two things; firstly, the pedagogies, classroom management and learner management both inside and outside classroom context. Moreover, the professional skills of teacher should be intended in student’s career path such as hospitality, engineering, medicine etc. Secondly, the technological skills and information enhances skills. Professional characteristics is also refer to personal traits or qualities such as being responsibility in their job and teaching, punctual or prompt or ready in any situations, good manner, outstanding, good in communication or etc.Professional or personal ethical standards and values are also refer to the moral, ethics, good role model of their career, folk way of life and understanding the various cultures of international’s students, or etc.Professional development and lifelong learning are also refer to participate in professional university’s teacher organization and activities or communities both inside and outside university, demonstrate a desire to enhance the teaching profession in any ways of presentation both seminar or in article. Professional in Cooperative Learning is also refer to learning together with their students and another teachers (research, teaching, contents of subjects or tec.).