Developing an Educational and Cognitive Competence Model for Future Teacher’s for Independent Work – The Case of Indonesia

Abstract

Teacher’s training has become a multifaceted process comprising key competencies of which cognitive and educational competence holds paramount importance. The primary aim of teacher’s training is linked to determining the essence along with differentiating the key elements of the formation of the future teacher’s cognitive and educational competence. This study focuses on the development of a model of future teachers’ educational and cognitive competence in independent work. In pursuit of this objective, the researcher has incorporated a review-based design guided by the interpretivism paradigm involving the metasynthesis of extant academic literature. The researcher conducted a comprehensive review of the extant literature and seminal work to delineate the essential educational and cognitive competencies that must be demonstrated by the teachers to effectively perform their job roles. The article presents five educational and three cognitive competencies that must be mastered by the teachers for their educational and cognitive competence and to enhance their ability to work independently. The model is proposed to be used by the teaching and educational professionals as a competence-based criterion for the training and assessment of the teacher’s performance in Indonesia. The key limitations and strengths of the study were added together with important recommendations for relevant academics and practitioners.