Search results for: Teacher competencies
Page 6/9 82 items
This study compared three teacher preparation programs at a Midwestern university. The purpose of the study was to examine how the teachers from the three programs perceived the impact of the programs and how employers perceived their teaching competencies. The teachers from the three teacher education programs at the Midwestern university held positive attitudes about the impact of their programs on their competencies. Their positive views were confirmed by the perceptions of their employers, who provided high ratings of their teachers' competencies in all three programs.
Updated: Jan. 12, 2012
From Intuition to Data: Using Logic Models to Measure Professional Development Outcomes for Educators Working With Students on the Autism Spectrum
The purpose of this article is to provide an overview of logic models and their role in the creation of PD programs and in the evaluation of outcomes. The authors provide an example of how a logic model can be used with PD programs by providing a description of its use with the Indiana Resource Center for Autism's (IRCA) School Team Training program. The authors focus on how the use of a logic model allowed the IRCA to restructure the team training program to more systematically evaluate and document the outcomes of the school team training program.
Updated: Sep. 04, 2011
Does Student Teaching Abroad Affect Teacher Competencies? Perspectives From Iowa School Administrators
The purpose of this study was to examine how school administrators in the state of Iowa perceive undergraduate teaching majors who obtain their student teaching experience abroad. 138 K-12 principals in the state of Iowa were electronically surveyed to determine their general demographics and personal traits, as well as district and career information. This research helped to validate previous studies addressing the fact that students returned to the United States with an expanded world view, an increased respect for diverse cultures, and more tolerance of educational differences.
Updated: Jul. 17, 2011
Classroom Interaction Studies as a Source for Teacher Competencies: The Use of Case Studies with Multiple Instruments for Studying Teacher Competencies in Multicultural Classes
The current study reports on the multiple instruments used to study the practical knowledge and behaviour of experienced teachers in multicultural schools. The findings demonstrate how small-scale studies with multiple data collection techniques can help in providing an empirical foundation for the formulation and specification of teacher competencies in multicultural settings.
Updated: Jul. 05, 2011
This study examined the relationship between preservice teachers' teaching knowledge and self-rating of competencies and their practicum experience. The participants of this study are fourth year students in the Department of English Language Education of the Faculty of Education, Mula University, Turkey. The results of the TKT and Teacher Competency Scale showed that student teachers acquired means above the average.
Updated: Jun. 13, 2011
Essential Characteristics for a Professional Development Program for Promoting the Implementation of a Multidisciplinary Science Module
The purpose of this study was to theoretically and empirically identify essential characteristics for a professional development program that promotes the acquisition of teachers’ competences involved in the implementation of an ASMaT module. A 3-step approach was used to identify the essential characteristics: (1) evidence produced in the classroom settings of the schools; (2) specific curriculum features of the ASMaT subject were taken into account; and (3) evidence generated by curriculum implementation literature pertaining to effective characteristics of implementing an innovation. Five characteristics were identified as essential characteristics that should be incorporated into a professional development program.
Updated: May. 10, 2011
The purpose of this study was to determine, through qualitative teacher research, how the teacher preparation program can better prepare preservice teachers to develop, make, and implement instructional decisions appropriately and intentionally. The study focuses on an initial cohort of early childhood preservice teachers who participated in a case study of teachers' constructions of becoming a teacher.
Updated: May. 10, 2011
Competence-Based Teacher Education: Illusion or Reality? An Assessment of the Implementation Status in Flanders from Teachers’ and Students’ Points of View
This study examines whether teacher education institutions in Flanders have succeeded to implement competences in teacher education programs. An online survey inquiry was set up in eight elementary teacher education institutions. Findings reveal that whereas some competences are clearly present in the institutions’ policies and practices, others, such as teacher as partner of parents, external parties and as a member of the educational community, are poorly represented, .
Updated: Apr. 12, 2011
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