Search results for: Teacher competencies
Page 2/9 83 items
Examining Professional Learning and the Preparation of Professionally Competent Teachers in Initial Teacher Education
The current paper reports a mixed-methods study showing the relationship between student teachers’ engagement with the practical and conceptual aspects of a Postgraduate Diploma in Education (PGDE) Programme in Hong Kong and different facets of their perceived professional competence. The results show that experiences associated with learning the pragmatic facets of professional practice were more valued by student teachers compared to learning the conceptual aspects of ITE.
Updated: Sep. 10, 2017
This article describes one postgraduate teacher education programme, where video narratives were evaluated as a valid way to assess student teachers’ teaching competencies, promoting connections amongst different competencies, situating these in practice and showing their development over time. The findings revealed that most student teachers succeeded in meeting the set criteria for the video narrative assignment with connected video clips and text frames. However, student teachers also came up with only a few video episodes and loosely connected clips, reflections and other sources. Although most of the students during the programme did explicitly reflect upon their personal development towards becoming a teacher, almost none of them explicitly connected these ideas to their long-term development.
Updated: Sep. 10, 2017
Just Add Hours? An Assessment of Pre-service Teachers’ Perception of the Value of Professional Experience in Attaining Teacher Competencies
In this study, the researchers compared pre-service teachers’ perceptions of their professional competencies at two campuses of a large regional teacher education university. Students who had experienced more hours in schools and such settings were more positive about their, ability to apply their knowledge of students and how they learn, classroom management, professional knowledge and practice, and community engagement; however, when students felt well supported during professional experience, such differences diminished. Additional hours were not associated with pre-service teachers’ perceptions of their ability to apply subject content and teaching; plan, assess and report; and effective student communication.
Updated: Jul. 09, 2017
The aim of this study is to investigate how the students’ intercultural competence develops during a three-month practicum placement in Namibia. The authors present findings from a study of Norwegian student teachers before, during and after their international practicum.
Updated: May. 14, 2017
The ABC of Motivation in Teacher Education: Supporting Psychological Needs and Developing Autonomous Motivation for Teaching among Pre-service Teachers
This article points the need to address the issue of pre-service teachers’ motivation from their first year of study. It is important to preserve the positive autonomous motivation to engage in the teaching profession, but also to create the conditions to facilitate internalization processes of the teaching profession, so that the extrinsic motivations typifying some pre-service teachers become autonomous. Self-Determination Theory (SDT) and its educational implications can serve as a platform to lead such processes in teacher education institutions. According to SDT, people have three innate and universal psychological needs, i.e., Autonomy, Belongingness and Competence, which are the ABC of quality motivation. Fulfillment of these needs contributes to students’ optimal development, functioning, and wellbeing.
Updated: Apr. 26, 2017
In this article, the authors explore the level, variation, and change in teacher knowledge and instruction in the first two years of teaching, the relationship between Mathematical Knowledge for Teaching (MKT) and more distal measures such as certification. The findings reveal that many beginning math teachers had neither a degree in math nor substantial coursework in math. The authors also found that beginning teachers in this study generally had low levels of knowledge (as measured by the MKT), a balanced approach to cognitive demands, low levels of discussion quality, and substantial across-teacher variation in topic coverage. Furthermore, this study provides empirical evidence documenting that in their first two years of teaching, middle school math teachers improved in their math knowledge and improved on some but not all measures of instructional quality.
Updated: Apr. 05, 2017
In this study, the author sought to contribute to the scholarly discourse of understanding how North American elementary pre-service teachers experienced evaluation via teacher performance assessments. Through extensive interviews and thematic data analysis, this study generally supported the contention that the process of completing edTPA deepened student teachers’ understanding of their educational experience in a number of domains, which in turn suggested a broader awareness and appreciation of the complexities of learning to teach.
Updated: Feb. 28, 2017
Special Education Teachers’ Experiences Supporting and Supervising Paraeducators: Implications for Special and General Education Settings
The purpose of this study was to gain a better understanding of current practices in paraeducator supervision. From the interviews, three themes emerged: creating effective teams, ensuring appropriate training and evaluation, and recommendations for the field. Practices for paraeducators working with students with low incidence disabilities in general education settings are noted in the first two themes.
Updated: Jan. 30, 2017
This article explores some of the key issues that emerged in the revision of the professional standards in Scottish education which resulted in a suite of professional standards covering different stages of a teacher’s career. The revision of the professional standards was part of a wider project to build teacher professional learning in ways that had an impact on practice and on pupil learning. The focus then turns to an alternative way of constructing a professional standard in order to foster authentic forms of professional learning. The article concludes by exploring the issues that need to be addressed to facilitate the productive use of professional standards in the career-long professional learning of teachers.
Updated: Dec. 19, 2016
This article presents an evaluation study of an innovative and theory-based initial teacher education course entitled Learning Study, the aim of which is to develop the instructional design and teaching competency of pre-service teachers in Hong Kong. The Learning Study course is offered to all second year students as part of the Bachelor of Education programme of the biggest teacher education institute in Hong Kong. The course comprises a series of theory-based tutorials, supportive consultation meetings, and a research lesson practicum. To assess the effectiveness of the course, a framework of representation, decomposition, and approximation of practices was adopted to describe and analyse the teaching of practice.
Updated: Dec. 05, 2016