Search results for: Teacher competencies
Page 7/9 83 items
The current paper presents findings from an evaluation of an instructional-technology professional development (PD) program. In this multiphase evaluation, the authors examined program's fidelity and its relationship to the program's impact on teachers and students. The authors collected three levels of data: PD level, teacher level, and student level. The authors found connections between student outcomes and the program and teacher outcomes. This finding suggests that high-quality PD leads to improved teacher knowledge, which can then lead to higher student achievement.
Updated: Mar. 15, 2011
The purpose of this study is to determine the mathematical background, beliefs, and perceptions of future intervention specialists. The participants were 26 students enrolled in a graduate program leading to an initial license in special education in an institution of higher education in southwestern Ohio. The results indicate a disconnect between the participants' perceptions of their ability to provide math instruction and their limited mathematical background as measured by mathematical courses completed at the undergraduate level and by the Ohio Achievement Test-Practice Eighth Grade Mathematics.
Updated: Oct. 26, 2010
The current article takes up the issue of quality teacher preparation by exploring several pivotal questions: What might quality teaching mean in a global context? What should globally competent teachers know and be able to do? What are some of the issues, dilemmas, barriers, or structures that seem to interfere with teacher education reform and hinder movement towards internationalization in teacher preparation? The discussion is framed by five knowledge domains for teaching and articulates how these domains could support quality teaching in a global context.
Updated: Oct. 12, 2010
Untangling Teacher-Child Play Interactions: Do Teacher Education and Experience Influence “Good-Fit” Responses to Children's Play?
The goal of this study was to determine if levels of teacher education and experience would influence how teachers respond to children's play needs in a preschool classroom. Eight teachers participated in the study. The interactions of the teachers were videotaped and analyzed. Findings show that teachers with high levels of education and experience were more likely to perform good-fit play interactions. In contrast, low/high teachers were more likely to provide poor-fit responses to play, often giving direct support when none was needed.
Updated: Sep. 05, 2010
The Challenge of Involvement in Reflective Teaching: Three Case Studies from a Teacher Education Project on Conducting Classroom Discussions on Socio-Scientific Issues
The goal of this qualitative study was to learn more about how teachers deal with a reflective teaching approach aimed at developing their competencies in analyzing and facilitating classroom discussions on socio-scientific issues. Three cases of teachers' journeys through the project are reconstructed and characterized. The authors posit that each teacher benefited from the project according to his or her individual situation, needs and learning style.
Updated: Aug. 17, 2010
This study investigates the attitudes of a sample of English, Maltese and German teachers toward the training they received to teach media education. The study also explores the teachers’ attitudes about whether and how media education should be taught in schools. The sample was consisted of 132 teachers from England, Malta and Germany. The results show that the participants felt least confident teaching television production, radio production, and website design.
Updated: Jul. 27, 2010
The purpose of the study was to examine relationships between 10th-grade science proficiency and school context factors related to school environment, courses, and teachers. The moderating or interaction effects were examined for the school demographic composition variables of free/reduced lunch and minority percentages on variable relationships with science proficiency scores. This study suggests that teacher quality in high poverty, majority-minority school settings remains an important policy target for reform and improvement.
Updated: May. 30, 2010
University Teacher Competencies in A Virtual Teaching/Learning Environment: Analysis of A Teacher Training Experience
This paper attempts to shed light on the competencies a university teacher must have in order to teach in virtual learning environments. A teacher training experience was designed by taking into account the methodological criteria established in line with previous theoretical principles.
Updated: May. 09, 2010
Teachers’ Analyses of Classroom Video Predict Student Learning of Mathematics: Further Explorations of a Novel Measure of Teacher Knowledge
This study examines the relationship between teacher knowledge and student learning in the area of mathematics. The authors used an innovative approach to assessing teacher knowledge. This approach is based on teachers’ analyses of classroom video clips. Teachers watched 13 video clips of classroom instruction and then provided written comments on the interactions of the teacher, students, and content. The quality of teachers’ analyses, coded using an objective rubric, are shown to be reliable and valid, relating both to another widely used measure of teacher knowledge and to teachers’ own students’ learning (from pre- to posttest).
Updated: Apr. 27, 2010
Comparative Study of the Evaluation of Professional Competencies by Experienced and Trainee Spanish Primary Teachers
The aim of this study is to identify the competencies which a wide sample of teachers in Spanish primary schools consider to be important for their professional performance and which they use in their everyday teaching. Furthermore, the study examines to what extent the teachers' university training prepared them for their practicing professional development. The proposals are made for training based on the articulation between theory and practice, to allow the professional competencies mentioned to be developed and used in practice, as well as encouraging close collaboration between teacher trainers and experienced practicing teachers.
Updated: Jan. 31, 2010