Pedagogical Competences – The Key to Efficient Education

Our research is aimed at providing an overall representation of relevant educational skills at the present time

From the viewpoint of educational ability the first dimension is about definition

Normally the minimum professional standards stipulated by law should improve personal performance against specific standards.

Role of vocational education The second dimension is based on representative classification and highlights

The taxonomic classification provided below the current educational ability is simply a reference.

Basic ability includes the basic role of the teacher in leading one of educational activities

Students The third dimension is represented by proposals within a narrowly defined framework.

Educational ability of education profession. Overall view, we painted two broad categories.

Educational ability according to current method: general educational ability and special

Comprehensive and practical expression This expression can better understand the public

The first question is how to extend the educational institution's teacher and CEO's abilities. The framework of the technical educational content (TPACK, Lee Shulman, 1986) shows that effective integration of educational technology in teacher training is essential for teacher understanding and negotiation between the three elements, technology, education, and content I believe that should start with the relationship. As shown in Figure 2 we insist that teachers encourage them to acquire seven different aspects of knowledge. Knowledge (CK), educational knowledge (PK), technical knowledge (TK), educational content knowledge (PCK), technical content knowledge (TCK), technical education knowledge (TPK) and technical education knowledge (TPK)

Teaching Methods (1) The foothold education gradually releases certain responsibilities to students who acquired strong technical skills using a well-known context. (2) Use (unevaluated) diagnostic tools to understand students' technical experience and attitudes. (3) Treating education and technology as a common extension and interconnection requires that the teacher become a thoughtful designer of the technical environment. The curriculum is conceptualized as a fractal that can be applied to the curriculum components of the academic curriculum, a framework between the three of functional culture, critical culture and rhetorical culture. In other words, (1) to apply the framework to the entire course, (2) to specific courses, and (3) to personal issues.

"IDilemmas" and Humanities Education: Redefining Technical Literacy Education and Practice Steven Richard Watts Utah State University