Search results for: Teacher competencies
Page 4/9 82 items
Examining the Practice of Critical Reflection for Developing Pre-Service Teachers’ Multicultural Competencies: Findings from a Study Abroad Program in Honduras
In this article, the authors examine how critical reflection during a study abroad program to Honduras facilitates pre-service teachers’ multicultural competencies for personal and professional growth. The authors conclude that critical reflection for developing multicultural competencies in teacher education students is necessary if teachers in U.S. American schools are to succeed with teaching diverse students. In addition, participating in well–organized and structured programs such as study abroad infused with opportunities for critical reflection is one way of preparing multicultural teachers. Finally, exposure to diverse cultural knowledge and pedagogical practices enacted in diverse educational settings offers teacher education students opportunities for developing multicultural competencies.
Updated: Sep. 23, 2014
Exploring the Mathematical Knowledge for Teaching Geometry and Measurement through the Design and Use of Rich Assessment Tasks
In this article, the author describes the development of a series of tasks designed to investigate and measure teachers’ mathematical knowledge for teaching geometry and measurement. The author presents three design features for rich, open-response items that assess mathematical knowledge for teaching. The set of six two-dimensional geometry and measurement tasks embody these design features and illustrate the ways in which the tasks are grounded in the context of teaching, capture nuanced teacher performance, and measure common and specialized content knowledge. The examples of teacher performance on these tasks illustrate the ways in which the tasks can differentiate teacher performance.
Updated: Aug. 20, 2014
This article presents a study, which examined the effectiveness of a specially designed intervention on chemical changes. The participants were one hundred and thirty Greek primary school teachers. The results show that pre-intervention, teachers were found to have a relatively limited ability in explaining chemical changes. The teachers also held a number of misconceptions similar to those of pupils. Post-intervention, teachers’ descriptions and explanations were found to be significantly improved. However, post-intervention, teachers seemed better able to manage the combustion of hydrogen and the heating of sugar, than the burning candle which had been studied in the course.
Updated: Aug. 17, 2014
This study focuses on understanding the types of instances that beginning teachers need to notice during instruction, how they currently respond to these instances, and how their responses potentially impact student learning. The authors use the concept pivotal teaching moment (PTM) as an opportune mathematical instances during instruction. In conclusion, the authors argue that the initial PTM framework that has resulted from this work has the potential to be used as a tool to help teachers focus on mathematically rich moments that occur during instruction and to inform teacher educators as they develop activities to support both teacher noticing and teacher decision-making.
Updated: May. 21, 2014
The purpose of this article is to offer the validity and reliability evidence for teacher science content assessments developed as part of the Diagnostic Teacher Assessments of Mathematics and Science (DTAMS) project. It was found that validity was strengthened by systematic synthesis of relevant documents, extensive use of external reviewers, and field tests with 900 teachers during assessment development process. The subsequent results from 4,400 teachers, analyzed with Rasch IRT modeling techniques, offer construct and concurrent validity evidence.
Updated: May. 18, 2014
This article argues for its central construct – that of transformation – to be understood by teachers and teacher educators in psychological terms. Transformation requires teachers to fashion disciplinary knowledge such that it is accessible to the learner. It is argued that for transformation to happen, teacher thinking must include a sophisticated grasp of cognition and metacognition if teachers are to be characterised as competent, let alone expert. This paper is written within a context of considerable social and academic scrutiny in the UK of the form and content of professional teacher preparation and development.
Updated: Dec. 16, 2013
The purpose of this collaborative self-study was to gain a deeper understanding of the authors' personal experience and practice. This study also aimed to construct new knowledge that allows for individual transformations and spreads throughout the entire department. This collaborative self-study illustrates the co-construction of knowledge of practice in two ways: (a) the development of the authors' personal perceptions by means of reciprocal relationships, conversations, and active attempts to improve their teacher education practices; and (b) the impact of working collaboratively in the interpretive zone as a source of expanding learning, changing the curriculum, and implementing new activities.
Updated: Dec. 04, 2013
The goal of this study is to investigate teachers' core competencies in relation to their innovative teaching performance. The findings indicate that teachers' educational competency, social competency and technological competency were positively related to their innovative teaching performance. The study also shows that a supportive relationship with colleagues is important for teachers' innovative teaching performance.
Updated: Oct. 17, 2013
The study raises questions about the pedagogy of initial teacher education, particularly in relation to the assumptions teachers educators make about the candidates they teach. The findings suggest that the prior knowledge that students bring to initial teacher education is both a resource and a challenge for teacher educators.
Updated: Aug. 26, 2013
Critical Examination of Candidates’ Diversity Competence: Rigorous and Systematic Assessment of Candidates' Efficacy to Teach Diverse Student Populations
The authors discuss the inadequacy of current assessment practices to measure teacher candidates’ competence to teach diverse students. The authors present two new scales to measure teachers’ competence to teach diverse populations. The Teachers’ Sense of Inclusion Efficacy Scale (I– TSES), and the Teachers’ Sense of Diversity Efficacy Scale (D–TSES). These two efficacy instruments based on the highly reliable and valid Teachers’ Sense of Efficacy Scale (TSES). The authors argue that teacher education programs that integrate all three scales—TSES, I–TSES, and D–TSES—into their systematic program assessment would be able to more comprehensively address candidates’ diversity competence.
Updated: Jun. 18, 2013