Suggested Educational Competencies for School Teachers in Light of the Global Tendencies towards a Knowledge Economy

By Andrawes, Tayseer | International Forum of Teaching and Studies, January 1, 2011 | Go to article overview
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Suggested Educational Competencies for School Teachers in Light of the Global Tendencies towards a Knowledge Economy

Andrawes, Tayseer, International Forum of Teaching and Studies

[Abstract] This study aims at preparing a vision for educational competencies of school teachers in light of the global tendencies toward a knowledge-based economy in order to refine qualifying teacher programs. To achieve these goals, the study addressed the following concerns: the educational competencies, the challenges that face the teaching systems in the current century as well as the knowledge-based economy, and the suggested educational competencies for school teachers. This study used an analytical descriptive method in the summation of information, opinions, facts, and concepts that were related to the core of the study to construct a knowledge system that highlights the studied problem's importance and its targets. This study suggested 45 educational competencies for teachers that were divided into seven categories.

[Keywords] teacher competency; knowledge economy; global knowledge system; instructional competencies.

Background and Importance

The current communication and information revolution embodies a core of concern for human thinking and a controversial issue of modern life as a result of the technical aspect of life and a clear interest in reviving and improving different human lifestyles. It is similar to fishing net without strings or ropes; however, they have been inevitably able to hunt the word. People start out on journeys for them and move through their windows and electronics and creativity because they occupy an important position, especially in educational systems, as they are considered a matter of life or death to any modern society, as stated by the well-known scientist of civilization Arnold Twin. They are the means of nations to solve their problems as stated by Torans, the psychologist interested in the study of creativity and distinction (2005). Societies are in need of reviewing their systems and teaching methods in order to bring out new ideas imposed by the continuous process of change, development, and innovation and creativity. This is the only way for development associated with practice and activity linked to work plans (Morgerison, 1998).

The partnership report of 21st century skills for learning and competition (2008) referred to the necessity of reform and reshaping of educational systems for the following reasons: a) The change toward a knowledge economy and information, b) The need for trained qualified people who are able to adapt with time requirements, c) The ability to compete with developed countries in the fields of science, industry and economy, d) The need for obtaining the skills of critical and creative thinking and problemsolving methods and to apply them in real life situations (Bakhsh & Yasseen, 2009).

Jordan is the one of the countries that started an objective investigation of the educational system, aiming at all its inputs, processes, and outputs through a scientific and practical framework. Jordan is characterized as being realistic, flexible and dynamic. A clear vision in pursuing and comprehensively assessing the educational system is necessary to promote the output level of general education and align competences with the job market to concur with the needs and ambitions of the Jordanian society, their development plans, and keeping up with modern development and international (global) civilization and cultures. Educational reform for the knowledge economy, which has been adopted by the Jordanian government, is a sign of the concern of educational leaders about linking education to current innovations.

Education, regardless of its level, is like other sectors that have adopted change and modernization as a response to time requirements, globalization challenges, the information revolution, and the knowledge economy. Modern educational trends emphasize the necessity of keeping up with the educational policies of the 21st century, which are featured by the technological revolution, knowledge burst, and economic blocs, and driven by education professionals who take the leading role of steering development and progress.

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Suggested Educational Competencies for School Teachers in Light of the Global Tendencies towards a Knowledge Economy


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