Search results for: Teacher competencies
Page 8/9 82 items
Lost in Translation: Using Video Annotation Software to Examine How A Clinical Supervisor Interprets and Applies A State-Mandated Teacher Assessment Instrument
This case study examines the reasoning of a clinical supervisor as she assesses preservice teacher candidates with a state-mandated performance assessment instrument. The supervisor’s evaluations were recorded using video annotation software . The clinical supervisor was asked to annotate the teaching videotapes of three preservice teachers. Findings indicate that the clinical supervisor found it difficult to interpret rubric criteria, often made tenuous claims about candidates’ performance, and tended to require students to design lessons that were artificial demonstrations of mandated competencies.
Updated: Oct. 21, 2009
University Teacher Roles and Competencies in Online Learning Environments: A Theoretical Analysis of Teaching and Learning Practices
The aim of this article is to clarify the university teacher roles and competencies in online learning environments, with a view to assisting in the design of professional development activities. This referential framework results from an extensive review of the literature and from analyzing professional development designed in different European universities.
Updated: Oct. 13, 2009
The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes
The authors describe a model of the prosocial classroom. This model highlights the importance of teachers' social and emotional competence (SEC) and well-being in the development and maintenance of supportive teacher-student relationships, effective classroom management, and successful social and emotional learning program implementation. The model proposes that these factors contribute to creating a classroom climate that is more conducive to learning and that promotes positive developmental outcomes among students. Finally, the authors propose a research agenda to address the potential efficacy of intervention strategies designed to promote teacher SEC and improved learning outcomes for students.
Updated: May. 21, 2009
This article argues that pedagogical literacy is an important cognitive tool for a developed conceptualisation of pedagogical content knowledge and that, by extension, being pedagogically literate is an integral feature of being a professional teacher.
Updated: Jan. 19, 2009
This article presents research that was conducted at the Autism Institute in the People's Republic of China. The article examines and highlights aspects of the teacher training model at the Autism Institute that have led to the preparation of highly qualified, enthusiastic, and knowledgeable teachers of children with autism. Results of the research indicated that teacher education was highly valued at this organization. One of the most important features of this organization regarding teacher training was found to be the positive relationships between upper level staff, including instructional leaders, and newer classroom teachers.
Updated: Dec. 23, 2008
This study investigated accommodations provided to teacher candidates with learning disabilities in teacher education programs. Accommodations at the knowledge level were considered acceptable, while accommodations in field experiences were less common and more likely to raise ethical concerns.
Updated: Jul. 28, 2008
The article explores imaginative creative teaching, based on Goethe's scientific method. For examples, the writers utilize data on early professional development of new teachers. The writers emphasized that an imagination is a requirement to becoming an authentic teacher.
Updated: May. 27, 2008
Differences in Teachers’ Comments on Classroom Events as Indicators of Their Professional Development
This article explores indicators of teachers' professional development, by studying their thinking and capabilities of classroom events. Comments of novice and expert teachers on videotaped lesson activities were analyzed, based primarily on grounded theory. Finding revealed that expert teachers are most sensitive to certain instructional events and to general teaching strategy used by model teachers than novice teachers.
Updated: May. 27, 2008
The authors examine a conceptual framework for school reforms. Teacher education in Pakistan will also need to change in order to promote teacher professionalism. According to the authors, teachers must be provided with opportunities to expand capabilities through involvement, initiation, and engagement and developing collaborative school cultures.
Updated: Mar. 04, 2008
The article reports that teacher educators recommend performance related assessments for teachers over standard tests. The study examined the relation between preservice teachers' scores on authentic measures and their scores on certification exams required by the state of Texas. The authentic measures of evaluation included scores on the Professional Attributes Questionnaire, which measures teachers' dispositions, and on Teaching Performance Portfolios which measure knowledge and skills. Scores on the Professional Roles and Responsibilities (PPR) and the Generalist Elementary Comprehensive (GEC) exams served as the measures for the high-stakes, minimum-competency tests. Findings indicate a significant relationship between the PAQ and both the PPR and the GEC exams. No significant relationship was found between the Teaching Performance Portfolios and either one of the state-mandated tests.
Updated: Jan. 22, 2008