Search results for: Teacher competencies
Page 1/9 85 items
In this research, teacher education and competencies are examined in the transition to the digital transformation process in Northern Cyprus. In addition, tools for measuring digital competencies and teacher-oriented changes will be introduced. It is thought that determining the competencies of teachers and the tools measuring these competencies within the scope of the digitalization process will be effective in ensuring quality in education on behalf of Northern Cyprus in the future and will shed light on future research. In the literature review, although the number of studies of Northern Cyprus in measuring the digital competence of teachers/teacher candidates’ is remarkable, it has been determined that there are not enough with respect to the importance of the subject. Considering the rapid transition and adaptation to the digital transformation process, especially during the pandemic period, since teachers are the most important part of digital education, it is foreseen that more qualitative or quantitative research is needed to interpret and measure digital competencies.
Updated: Jun. 27, 2022
In order to provide an international perspective, the Academic Information Center at The Mofet Institutethe made an analytic literature review that identifies, analyzes and presents information concerning technological-vocational education (TVE) teacher preparation in Estonia, California (United States), Netherlands, China, Finland, Ontario (Canada) and Israel. Their report found that different countries direct, evaluate and supervise TVE in various ways - despite global trends, each country maneuvers in its' own climate, faces unique challenges and operates according to certain domestic relations. Most countries acknowledge the importance of developing the field of TVE and tend to invest financially, build advanced infrastructures, enrich the existing resources, conduct quality control, send lecturers to professional development and maintain the ties between TVE institutions and industrial corporates.
Updated: Jun. 13, 2022
Multiple case-study analysis of service-learning as a means to foster sustainability competencies amongst pre-service educators
The aim of this multiple case-study analysis was to find out the influence that service-learning methodology has on the development of sustainability competences amongst university students (Preschool, Primary and Social Education) of three Spanish Universities (UIC, UAM and USAL). A sample of 129 university students of the academic year 2017–18 was used. A pre-experimental study was carried out, using a pre-test-post-test study with natural groups, without a control group. The findings of this study show that service-learning contributed to improve knowledge in sustainability in the 5 case studies analysed. The findings also demonstrate how the use of service-learning promotes the development of practical skills associated with sustainability action.
Updated: Mar. 28, 2022
Continuity of learning and development for children transitioning from pre-compulsory to compulsory education remains challenging in many educational contexts. There is little evidence about the potential of coaching to build teacher capability as a strategy to enhance continuity for children. This article reports details of how a collective case study and the theory of practice architectures framed an investigation of coaching practices aimed at building teacher capability to address student continuity issues. The research endorses a situated (site ontological) approach to building teacher capability to enhance continuity in the early years. Findings identify how site-based conditions influenced (enabled and constrained) coaching practices and transitional continuity.
Updated: Mar. 09, 2022
Pre-service teachers’ perception of technology competencies based on the new ISTE technology standards
With a plethora of technology available to support teaching and learning, preservice teachers are expected to become well-versed in technology literacy and competencies through their teacher education programs. This study examined preservice teachers’ perceptions of technology competencies, based on newly issued International Society for Technology in Education (ISTE) Standards for Educators. A mixed-methods design was used to collect data at one of the national universities of education in South Korea. The preservice teachers viewed their current technology education courses as deficient: neither tailored to their technology competency levels, nor strategically aligned with each other. This study suggested that teacher education curricula should be redesigned to offer more and better opportunities for teachers to improve teaching technology skills that can be readily applied to classrooms.
Updated: Jun. 07, 2021
This article offers a first look at teacher educators’ (N = 336) perceptions of their technology competencies based on the Teacher Educator Technology Competencies (TETCs; Foulger, Graziano, Schmidt-Crawford, & Slykhuis, 2017). The participants generally rated their competence levels highly in relation to the TETCs. Although many participants reported that the TETCs adequately reflected the competencies required of them, they suggested various additions and changes to the TETCs. This mixed-method study advances understanding of teacher educators’ perceptions of the importance of various competences to their work and offers feedback from the field regarding which competencies might be missing from the TETCs.
Updated: Sep. 23, 2020
Which Variables Predict Teachers’ Diagnostic Competence When Diagnosing Students’ Learning Behavior at Different Stages of a Teacher’s Career?
The purpose of this study was to examine whether teachers’ motivation to diagnosing, attitude toward diagnosing, the self-efficacy, their knowledge, and reflection on experience in diagnosing would predict their diagnostic competence. The authors also examined whether teachers with professional experience were more competent diagnosticians than students in the second phase of German teacher education who in turn were expected to be more competent than students in the first phase. The findings demonstrate that teachers’ motivation to diagnose and teachers’ knowledge of diagnosing are substantial predictors of teachers’ diagnostic competence.
Updated: Oct. 10, 2018
Should Teachers Be Colorblind? How Multicultural and Egalitarian Beliefs Differentially Relate to Aspects of Teachers' Professional Competence for Teaching in Diverse Classrooms
In this article, the authors examine how cultural beliefs relate to aspects of professional competence. Specifically, the authors focused on multiculturalism and colorblindness. The findings reveal that colorblindness showed a significant negative relationship with willingness to adapt teaching to a culturally diverse student body. The authors also found that multicultural beliefs were related to higher self-efficacy and higher enthusiasm for teaching immigrant students, to less agreement with negative stereotypes about immigrant students' motivation and backgrounds, and to having chosen the teaching profession specifically as a means to foster integration of immigrants in Germany.
Updated: Aug. 14, 2018
Improving Pre-Service Middle School Teachers’ Confidence, Competence, and Commitment to Co-Teaching in Inclusive Classrooms
This study aimed to determine the attitudes of pre-service teachers toward co-teaching and inclusion. It also explored the impact of the systematic approach on participating teacher candidates’ knowledge, skills, and attitudes toward co-teaching. The authors argue that their approach combines faculty co-teaching of pre-service classes with seminar and field experiences to develop a specific knowledge base and skill set around collaboration and co-teaching. These results indicate that curriculum development must consider and respect the developmental trajectory of pre-service teachers such that their learning is meaningful and deep.
Updated: Jun. 13, 2018
This study aimed to investigate whether the levels of cognitive load and ambiguity are higher in the control group, who received an ad hoc feedback, than in the experimental group, who received a structured feedback. The findings suggest that the use of structured keywords for delivering immediate performance feedback is more beneficial than the ad hoc mode of delivering performance feedback on the three defined problems of pre-service teachers.
Updated: May. 22, 2018