Sometimes, teachers need to reflect on their own   and see if they still an effective teacher. Most often stated that teaching is the noblest profession, To deal with the low salary rate, students behaviour problem, tons of paper works, achievement rate and personal and financial problems is not an easy thing to do. This may contribute to the teacher’s behaviour and drive to perform his job. I hope that this article may remind us teachers about our profession and what to improve. Teacher’s professional knowledge is used to refer to whole related knowledge pertinent to occupational realm (Smeby, 2007). This occupational competence has  been made of from different components of knowledge as it is following.

• Subject Knowledge
• Pedagogical Content Knowledge
• Knowledge of Learners
• Knowledge of Teaching Methodology
• Curriculum Knowledge
• General Pedagogical Knowledge
•  Knowledge of Contexts
• Knowledge of “Self”

Subject matter knowledge is only one of the several components of knowledge that Shulman (1986, 1987) identify as being necessary for effective teaching. According to Mohammed (2006), “these components comprise: subject matter knowledge, general pedagogical knowledge, pedagogical content knowledge, curriculum knowledge, knowledge of educational aims, goals and purposes, and knowledge of learners”. Thus, an instructor has to set up a posture to be able to  provide a strategy the topic being shown with particular issues, such as for instance which cultural events are linked to the topic, what’s their relationship to cultural issues and their price in everyday life (Kennedy, 1990). Also, he must be ready so your instructor may detect misconceptions of the data made available from the pupils and entirely realize the techniques needed for the exchange of the data and abilities connected to the topic being shown (Shulman 1987; p.9). Yet another necessity for an instructor will be information on every matter in this program or syllabus of the class or position he shows, and that regards, this permits him to change an interdisciplinary way of the substance, as an example, applying photographs, analogies and information purchased by pupils through different matters (Ernest, 1989).

Pedagogical content knowledge is “the special amalgam of content and pedagogy that is uniquely the province of teachers, their own special form of professional understanding” (Shulman, 1987). Based on Richards (2011), pedagogical content knowledge refers to the data that gives a cause for language teaching and learning. Also, it’s knowledge that arises from the study of language teaching and language learning itself and which can be assisted in different various methods to the objective of practical problems in language teaching and teaching.

Correspondingly, pedagogical content knowledge has the following  advantages .Preparing teachers to comprehend learners’ wants, needs, and demands.Permitting them to spot learners’ problems and issues.Planning appropriate instructional purposes for lessons, and syllabus.Choosing and designing learning tasks or activities.Evaluating students’ learning,Utilizing authentic activities and tasks and evaluating and choosing published materials (Richards, 2011).

Includes  knowledge on the biological, social, psychological and cognitive development of students. In this such knowledge, on main problems relates to group dynamics and interaction between students along with teachers and students, students behavioral problems, learning motivation, adjustment issues, learning difficulties (Liakopoulo, 2011).

Teaching methodology knowledge is a way to define the necessary qualifications of a teacher is to give a complicated description of the teaching methodology (Liakopoulo, 2011). This presentation of the precise structural components of instruction is the following: 1) lesson planning,

2) teaching performance, i.e. enforcing your choices made during planning (teaching path, didactic organization, application of teaching forms, direct behaviors of the teacher, usage of teaching methods and aids; 3) evaluation of teaching, i.e. evaluating the outcome mainly by assess in student performance (basic principles, forms, goals, assessment techniques).

The curriculum is a tool in which determines the didactic wide choices of a  teacher (Liakopoulo, 2011). Hence, Teachers should know the curriculum, textbooks, the rules and laws of the education system and, as a whole, the state’s role in education (Shulman 1986; p.10, Shulman 1987; pp.9-10).  In accordance with Shulman (1987), curriculum understanding has been certain understand of the assets and applications that use as “resources of the trade” for educators and researchers.

This field devotes to the organization of the classroom, to motivating and recalling students’ attention, combining resources, learning theories and pedagogical principles. Shulman (1987) feels that this type of understanding describes concepts and proper class administration and business, which improve the information of particular subjects.Actually, Shulman (1987) stated that general pedagogical knowledge is “with special mention of those broad principles and strategies of classroom management and organization that appear to transcend subject matter” (

A teacher is known as upon to judge the context, by which he teaches and acts respectively, and his actions are defined by surrounding situations; quite simply, you can find no prearranged attitudes that could match and correspond with every occasion (Liakopoulo, 2011). You can find specific attitudes on reality, definite principles and theories, research findings, which a teacher may use to interpret and understand the context, and an array of techniques and approaches which is often used, depending on the specific situation and context. Therefore, familiarity with contexts pertains to familiarity with the surroundings and the environmental surroundings by which a teacher is needed to work like the university, the region, the state.

It’s certainly one of the most crucial aspects of teacher. A fundamental  qualification of  teachers, related for their views on the role, responsibilities, training and qualifications, rights and professional development, working conditions, values, and philosophy (Liakopoulo, 2011). Similarly, it’s chiefly associated using their professional development through reflection, to learning through their teaching experience, regarding their working environment (Kagan, 1992). The way in which

teachers understand and interpret their role shapes not just their options, but additionally the direction they comprehend and interpret, and make use of this knowledge.

By: Mary Charlotte R. Bonus | Teacher II | MNHS-Cabcaben | Mariveles, Bataan