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Soffianningrum, Imbarsari, Yufiarti, and Elindra Yetti. "ECE Educator Performance: Teaching Experience and Peer Teaching Ability through Basic Tiered Training." JPUD - Jurnal Pendidikan Usia Dini 16, no. 1 (April 30, 2022): 52–68. http://dx.doi.org/10.21009/jpud.161.04.
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ABSTRACT: Teacher performance has been the focus of educational policy reforms in recent decades for the professional development of teachers. The purpose of this study was to determine the effect of teaching experience and peer teaching skills on basic training on ECE teacher performance. This research uses ex-post facto quantitative method of comparative analysis and design by level. The population is all ECE teachers who attend basic-level education and training in Tangerang Regency, totaling 3358 people consisting of 116 male teachers and 3,242 female teachers. Data collection techniques using a questionnaire with data analysis include descriptive analysis. Requirements test analysis and inferential analysis. The results show that there are differences in the performance of ECE teachers between teachers with more than five years of teaching experience and less than five years, in the group of ECE teachers with high peer teaching skills and low peer teaching skills. The implication of this research is that it is hoped that various parties will become more active in aligning ECE teacher training so that it can improve the performance of ECE teachers.
Keywords: teaching experience, peer teaching ability, tiered basic training, ECE teacher performance
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Wallace, Jonathan D. "Teacher Evaluation: A Conversation among Educators." Phi Delta Kappan 94, no. 3 (November 2012): 44–46. http://dx.doi.org/10.1177/003172171209400310.
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McTaggart, R. "Pedagogical Principles for Aboriginal Teacher Education." Aboriginal Child at School 15, no. 4 (September 1987): 21–33. http://dx.doi.org/10.1017/s0310582200015029.
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Aboriginal teacher education is a distinctive educational activity. How distinctive Aboriginal teacher education needs to be and the forms it might take are a matter for action research (McTaggart and Garbutcheon-Singh, 1986) by Aboriginal teachers, their communities, and teacher educators working in Aboriginal schools, and from teacher education instititions. But there is experience available from which it is reasonable to propose some general principles which should guide immediate efforts in Aboriginal teacher education.The pedagogical principles outlined below come from an action research project in Aboriginal teacher education conducted in the Northern Territory over the last two years. The project is known as D-Bate, the Deakin-Batchelor Aboriginal Teacher Education Program, a joint project of Batchelor College in the Northern Territory and the School of Education of Deakin University in Geelong, Victoria.
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Mims, Aquilla, and Harold W. Heller. "Faculty Evaluation as Viewed by Special Education Teacher Educators." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 10, no. 1 (January 1987): 31–36. http://dx.doi.org/10.1177/088840648701000106.
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Braun, Alisha M. B., and Peter Youngs. "How middle school special and general educators make sense of and respond to changes in teacher evaluation policy." education policy analysis archives 28 (April 13, 2020): 59. http://dx.doi.org/10.14507/epaa.28.5013.
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In this multiple case study, we apply sensemaking theory to examine and compare how middle school special and general educators perceive and respond to teacher evaluation reform, including formal classroom observations, informal walkthroughs, and student growth measures. Our findings reveal that special educators experience conflict between the policy’s main elements and their understandings of how to effectively teach students with disabilities. Furthermore, special and general educators held contrasting beliefs regarding the appropriateness of evaluation. Our findings illustrate the importance of acknowledging differences in special and general educators’ roles and responsibilities and encourage policymakers to reconsider uniform teacher evaluation policies.
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Cutter-Mackenzie, Amy, Barbara Clarke, and Phil Smith. "A Discussion Paper: The Development of Professional Teacher Standards in Environmental Education." Australian Journal of Environmental Education 24 (2008): 3–10. http://dx.doi.org/10.1017/s0814062600000537.
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AbstractProfessional teaching associations in Australia and abroad have been developing teacher and/or teaching standards and associated professional learning and assessment models in the key discipline areas since the 1990s. In Australia, a specific intent of this approach is to capture and recognise the depth and range of accomplished educators' teaching. Despite the increasing work in this area, there has been a dearth of discussion about teacher standards in environmental education and no previous attempt to research and/or develop professional teacher standards for environmental education in Australia. This paper discusses the history of teacher standards in Australia, and considers the implications for the development of teacher standards in environmental education. In doing so, we present a research-practice model that is currently being piloted in Victoria for developing accomplished professional teacher standards and learning in environmental education with and for accomplished Australian primary and secondary teachers.
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Agustina, Fuji, Ahmad Suriansyah, and Asniwati. "Teacher Professionalism Development." Journal of K6 Education and Management 4, no. 2 (October 1, 2021): 207–16. http://dx.doi.org/10.11594/jk6em.04.02.09.
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The professionalism of educators is closely related to the quality of education, because the learning process as the core of education will depend on professional educators. The purpose of this study, researchers can determine the development of teacher professionalism from the aspects; 1) preparation; 2) implementation; 3) evaluation of the model for developing the professionalism of kindergarten teachers. This study uses a descriptive qualitative approach with the design of several sites with data collection through interviews, observation, and documentation. The stages include reduction, presentation, and conclusion drawing with research conducted at TK Aisyiyah 39 Al Ummah Banjarmasin and TK Aisyiyah 42 Banjarmasin. The results showed; 1) preparation consists of agenda from the Education Office, input from supervisors and cluster development planning; 2) the implementation of development consists of the implementation of development from the education office, at the school and cluster levels; 3) the development evaluation by the education office needs to be increased again on the development frequency agenda, the development material is directed at practical abilities, and the intensity of the PTK development material needs to be increased.
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Yadav, Rajesh Kumar. "A study on continuous and comprehensive evaluation of teacher educators." GYANODAYA - The Journal of Progressive Education 8, no. 1 (2015): 1. http://dx.doi.org/10.5958/2229-4422.2015.00001.8.
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Poorman, Susan G., and Melissa L. Mastorovich. "Teacher Stories of Blame When Assigning a Failing Grade." International Journal of Nursing Education Scholarship 11, no. 1 (January 1, 2014): 91–100. http://dx.doi.org/10.1515/ijnes-2013-0081.
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AbstractNurse educators are required to routinely evaluate students. While there is a plethora of information in the educational literature about how to write exams, develop rubrics, or evaluate clinical performance, there is a paucity of research related to teachers’ experiences of evaluation. Using a Heideggerian hermeneutical approach, this study sought to answer: (1) what are the experiences of nurse educators evaluating nursing students? and (2) what do these evaluative experiences mean to the nurse educator? Thirty nurse educators from 19 undergraduate programs were interviewed for this study. Implications for nurse educators are discussed.
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Myint Lay, Aye Aye. "Crucial issues in developing teacher educators' performance appraisal." Journal of Adult Learning, Knowledge and Innovation 5, no. 2 (July 6, 2022): 125–34. http://dx.doi.org/10.1556/2059.2022.00055.
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Abstract Educational research studies show some significant contributions towards improving the quality and productivity of the education sector. With this paper, I would like to do the same by presenting the results of my pilot study on key elements of developing teacher educators' performance appraisal. This study explores a number of issues that can influence appraisal: purposes, setting standards, evaluation instruments, and implementation. The purpose of the study is to reveal what the influencing circumstances in developing teacher educators' performance appraisal are, and how teacher educators perceive the role of staff involvement in developing teacher educators' performance appraisal. In order to fulfil the above goals, semi-structured interviews were conducted with ten teacher educators, currently working at two Universities of Education in Myanmar. The interview results revealed that the acceptability of performance criteria is important and academic staff involvement in developing performance appraisal design should be encouraged. Effective leadership, trust, clear and equitable systems can lead to successful appraisal. Finally, the implications are discussed with a focus on designing teacher performance appraisal.
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Ajit Mondal. "Attitude of Teacher-Educators and Pupil-Teachers Towards the Two-Year B.Ed. Programme: A Review-Based Evaluation." Issues and Ideas in Education 8, no. 2 (October 21, 2020): 39–48. http://dx.doi.org/10.15415/iie.2020.82004.
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Background: The nitty-gritty of the teacher education chiefly rests on its curriculum implementation at institutional level, transaction in classrooms, assessment, evaluation, as well as the degree of its suitability. Thanks to the NCTE Regulations (Norms and Standards), 2014, the duration of the B. Ed. Programme has been extended from one year to two years across India from academic session 2015-16 to prepare the teachers professional and well-equipped with sound theoretical knowledge and pedagogical skills. However, the attitude of the teacher-educators and pupil teachers towards Two-Year B. Ed. Programme matters to a great extent for its assessing suitability of the new regulations. Purpose: The present study has been undertaken to review only ten selective research studies only on the attitude of the teacher-educators and pupil-teachers towards the Two-Year B. Ed. Programme, aiming at grasping their attitudinal status or trend in a single frame with a broader spectrum of views value towards the Programme.Methods: The review-based content analysis method was adopted and its approach was qualitative for analysing the attitude of the Teacher-Educators and Student-Teachers towards two-year B. Ed. Programme.Results: the entire gamut of the Two-Year B. Ed. Programme under the NCTE Regulations, 2014 is effective and more promising for preparing professional and accountable teachers from the lens of the teacher-educators. Only the student-teachers need to be oriented with prescribed theoretical knowledge base through viable pedagogical strategies as most of the student-teachers have not hold favourable attitude towards the Two-Year B. Ed. Programme. Conclusion: As a whole, the attitudinal trend among the teacher educators and pupil-students towards the two year B. Ed. Programme irrespective gender, locality, experience and types of institution hints at the pressing need to ensure that all the B. Ed. Institutions must comply with the norms and standards stipulated in the NCTE Regulations, 2014 for preparing professional and accountable teachers in the future ahead.
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Hewitt, Kimberly Kappler. "Educator Evaluation Policy that Incorporates EVAAS Value-Added Measures: Undermined Intentions and Exacerbated Inequities." education policy analysis archives 23 (August 10, 2015): 76. http://dx.doi.org/10.14507/epaa.v23.1968.
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In the United States, policies in forty states and D.C. incorporate student growth measures – estimates of student progress attributed to educators – into educator evaluation. The federal government positions such policies as levers for ensuring that more students are taught by effective teachers and that effective educators are more equitably distributed amongst schools. Because these policies are new, little is known about how educators respond to them. Mixed methods survey data from a large, diverse district in North Carolina, a state that incorporates value-added data into teacher evaluations, indicate that substantive, unintended effects may undermine the purposes for which these policies were developed. Results indicate that educators evaluated by value-added are generally opposed to its use. Those who have previously been evaluated by value-added have significantly more negative perceptions about the fairness and accuracy of value-added, are more opposed to its use in educator evaluation, and are more likely to perceive that it will not result in more equitable distribution of good educators across schools and that educators will avoid working with certain students because of value-added. Respondents perceived effects of the use of value-added for teacher accountability that fall within five themes: 1) Educators increasingly game the system and teach to the test, 2) Teachers increasingly leave the field, 3) Some educators seek to avoid working with certain students and at certain schools, 4) Educators feel an increase in stress, pressure, and anxiety, 5) Educator collaboration is decreasing, and competition is increasing. Based on findings, the author recommends five mid-course policy corrections.
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Henning, Nick, Alison G. Dover, Erica K. Dotson, and Ruchi Agarwal-Rangnath. "Storying teacher education policy: Critical counternarratives of curricular, pedagogical, and activist responses to state-mandated teacher performance assessments." education policy analysis archives 26 (March 5, 2018): 26. http://dx.doi.org/10.14507/epaa.26.2790.
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The rise of high-stakes, standardized, teacher performance assessments (TPAs) is central to the industry being created out of the regulation, policing, and evaluation of university-based teacher education In addition to reinforcing a narrow and counter-critical framework, TPAs can shift responsibility for the evaluation of teacher candidates from university-based teacher educators with a comprehensive and nuanced fluency in candidates' preparedness to external scorers trained to standardize and depersonalize effective practice. In this article, four social justice-oriented teacher educators from three different states examine the practical and political effects of TPAs in their local contexts. By analyzing the curricular, pedagogical, and political implications of this high-stakes standardization of their field, they speak back to a policy landscape that too often marginalizes the voices of the teachers and students it purports to serve. Throughout, they examine the dilemmas of practice created by TPAs, as teachers and teacher educators seek to redefine what it means to enact justice-oriented professional agency in an increasingly regulated context. A critical counternarrative methodological approach was used to collect and process the authors’ lived stories and then to collaboratively reflect upon each other’s personal/professional experiences with TPAs. Several strategies are identified for enacting agency in response to TPAs, including curricular acts of resistance, resistance through participation in state legislative processes, policymaking within teacher education programs, the production of activist scholarship, and refusal to participate at all. Ways are suggested for teacher educators to minimize, mitigate, and resist unjust policy through curricular, political, and scholarly activism.
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Isaacs, Albert, Lawrence Kazembe, and Collins Kazondovi. "An Evaluation of the National Information Communication and Technology (ICT) Policy at the University of Namibia in the Faculty of Education." Higher Education for the Future 5, no. 1 (January 2018): 104–18. http://dx.doi.org/10.1177/2347631117740455.
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The purpose of this evaluation study was to determine the extent to which the teacher educators in the Faculty of Education at the University of Namibia implemented the national Information and Communication Technology (ICT) Policy for Education. This study employed both the quantitative method in the form of questionnaires and the qualitative method in the form of interviews and classroom observations. From the 100 participants surveyed, there were 73 respondents indicating a 73 per cent response rate to the questionnaire. The data were analysed by using the Likert Scale, Pearson-Product Moment Correlation Coefficient, Eigenvalue: Factor Analysis and Eigenvalue: Cluster. A purposive sampling was then conducted on the teacher educators at University of Namibia campus who were tasked to teach with ICTs. These teacher educators were interviewed and classroom observations were conducted. The findings of the study indicated that the participants had a good understanding of the national ICT Policy for Education. A majority of the teacher educators indicated that they were at the beginning level of using ICTs for teaching. They mainly used word processors and presentation tools for the purpose. However, the findings further indicated that the respondents lacked training in ICT pedagogy, lacked the time to learn and incorporate ICT skills and tools into lessons, and exposed insufficient budget allocation in place for procurement of ICT tools such as hardware and software.
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Shaw, Ryan. "High Stakes without the Stakes: Positioning Music Educators amid Teacher Evaluation Reforms." Music Educators Journal 108, no. 3 (March 2022): 38–46. http://dx.doi.org/10.1177/00274321221090928.
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Teacher-focused accountability started to ramp up in the United States in 2007–2010 as the focus of accountability shifted from schools to individual teachers. Since that time, there has been a remarkable amount of change to the way that teachers are evaluated, and music teachers have been placed squarely under the microscope of accountability. In this article, I focus on high-stakes teacher evaluation (HSTE), a collection of reforms that are among the most hot-button issues of the past ten years. I argue that despite the intentions of these reforms, they were mostly “high stakes” only on paper. However, HSTE reforms have been far from inconsequential, with numerous negative effects on teachers. I first review the origins and logic of the HSTE reforms and discuss how music teachers were considered in such policy conversations. I then demonstrate how the reforms were mostly characterized by bluster and incomplete/subverted implementation, and I attempt to explain the reasons for the sputtering of HSTE. Finally, I discuss the negative consequences of HSTE and offer recommendations for music teachers as they navigate teacher evaluation in the future.
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Orzolek, Douglas C. "Research-to-Resource: Self-Assessment and Reflection and Music Educators." Update: Applications of Research in Music Education 36, no. 3 (February 20, 2018): 47–50. http://dx.doi.org/10.1177/8755123318760598.
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Many researchers, authors, and thinkers submit that a teacher’s self-assessment and personal reflections are the best means to evaluate and improve teacher effectiveness. In addition, several researchers, authors, and organizations have taken the time to develop and consider tools to assist in the process of self-evaluation as well as considering the effectiveness of these measures. This research-to-resource article will summarize these ideas and tools as a means to help teachers determine the role that self-assessment and reflection might play in their professional development and teacher evaluation process.
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McLaren, Mary-Rose, Caroline Scott, Marlene McCormack, and Aishling Silke. "It Started with a Blog: How International Connections were Made and Sustained in a Global Pandemic." World Studies in Education 23, no. 1 (August 1, 2022): 115–34. http://dx.doi.org/10.7459/wse/23.1.08.
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In a desperate 2020 Covid-inspired pivot, the early childhood team at Victoria University, Melbourne, introduced remote placements for their early childhood teacher students. This was represented through RPEC @ VU (Remote Placements in Early Childhood at Victoria University), and when an online blog post about RPEC@VU reached Ireland, the VU team were contacted by the early childhood team at Dublin City University, who were similarly introducing remote placement for their students. On opposite sides of the world, each team working in isolation in their own country, these educators connected to share ideas, insights and inspiration. From the redesign of thinking and practice in response to the pandemic, unforeseen opportunities were generated. This paper presents a case study exploring the shared values that brought the early childhood teams from these two institutions together and that continue to sustain the partnership. A vibrant international collaboration continues to be built across the two institutions.
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Bar Gosen, Noah. "Everybody wants ‘good teachers’ – but they are hard to define A common narrative of model educators: from fictional teachers through exceptional educators to current educators’ professional perceptions." Interdyscyplinarne Konteksty Pedagogiki Specjalnej, no. 18 (September 9, 2018): 181–97. http://dx.doi.org/10.14746/ikps.2017.18.11.
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Throughout the years. researchers searched for the definition of a good teacher. This article offers to learn from model educators, fictional and historical, how to define values, perception and practices which characterize good teachers. Four fictional teachers were chosen based on two characteristics: First, author’s descriptions that underline their good qualities as a person and as a teacher. Second, remarks from their students’ and/or students’ parents or guardians, stating their acknowledgment of the teachers’ special qualities. and their gratitude for the learning experience they shared. A qualitative narrative analysis of these teachers – ‘Jane Eyre’, ‘Ann of Green Gables’ and his sequel ‘Anne from Avonlea”, ‘Up the down Staircase’ and ‘Goodbye Mr. Chips’ – defined five major characteristics which represent the exceptional teacher: holistic perception of the student, identifying and addressing students’ unique needs, emphasis on student-teacher relationship, creative teaching, a sense of mission and an inspiring personality. Examining the work of exceptional educators such as Ann Sullivan (Helen Keler’s tutor). Janusz Korczak, and Haime Escelante, reveals common themes which corresponds with fictional model teachers characteristics. Qualitative interviews with 14 Israeli rural high school teachers (7 homeroom educators and 7 subject teachers) emphasized similar characteristics of their role perceptions and practices. The key to higher achievements, educational and academic alike, lies in the hands of the teachers. If these traits characterize the ‘good teacher’ we should consider merging then into teachers’ preparatory and in-work professional training, as well as teachers’ evaluation processes. Let us learn from good examples how to become ‘good teachers’.
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G. Varela, Daniella, Lori Kupczynski, and Marie-Anne Mundy. "A Multidimensional Analysis of Teacher Preparation in Texas." Research Journal of Education, no. 56 (June 15, 2019): 106–13. http://dx.doi.org/10.32861/rje.56.106.113.
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Despite a healthy production of teachers, teacher attrition is a significant concern facing school administrators across the state of Texas. This study sought to determine the extent to which questions on the Exit and Principal Surveys reflect three sets of standards which guide educator preparation in Texas: Association of Teacher Educators (ATE) Standards for Teacher Educators, Texas Administrative Code (TAC) Educator Preparation Program Curriculum Standards, and Pedagogy and Professional Responsibilities (PPR) Exam Standards. This analysis provides important information about the validity of survey questions as a measure of standards compliance for educator preparation in Texas and also sought to determine if there is a difference between teacher candidates’ Exit Survey evaluation of preparation and principals’ Principal Survey evaluation of first-year teachers’ preparation. Findings indicated a clear disconnect. Recommendations are provided as contributions for future discussion on much needed educator preparation program standards reform.
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Wong, Shinen, and Heather Tan. "Frames for the Future: Developing Continuing Education & Professional Development Programs for Spiritual Care Practitioners: A Perspective from Victoria, Australia." Journal of Pastoral Care & Counseling: Advancing theory and professional practice through scholarly and reflective publications 71, no. 4 (December 2017): 237–56. http://dx.doi.org/10.1177/1542305017742348.
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This article examines the educational issues in ongoing professional education for spiritual care practitioners. A meta-evaluation of registration and evaluation data over four years (between 2013 and 2016) of one such monthly program conducted by Spiritual Health Victoria (Australia) will be examined. Recommendations are made to support healthcare managers and spiritual care educators in designing and developing continuing education programs for spiritual care practitioners in a variety of other professional health and care contexts.
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Damhuis, Resi, and Akke de Blauw. "Werken aan Taalverwervingsgerichte Gesprekken is Inzetten op Het Hele Ecosysteem." Toegepaste Taalwetenschap in Artikelen 74 (January 1, 2005): 11–20. http://dx.doi.org/10.1075/ttwia.74.02dam.
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Children develop their language proficiency through language acquisition oriented conversations with adult speakers. A conversation is acquisition-oriented when there is an adequate balance between the adult's input and feedback on the one hand and the child's production on the other hand. Educational settings happen to lack opportunities for production. However, as children need to participate in acquisition-oriented conversations, teachers will need to acquire interactional skills for creating those conversations and teacher counselors and teacher educators need to support teachers in acquiring these interactional skills. This is how we have defined the ecosystem. All of the elements discussed above are addressed in this paper. In cooperation with practitioners, we have developed teacher materials and training materials, and we have conducted a process evaluation. Based on this evaluation the teacher training was improved and training for teacher counselors and educators was developed. In a follow up study, conversations of the trainees will be analysed: did they improve their interactional behavior and create more opportunities for language acquisition? We hope to report on these results at a later occasion.
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Gholami, Javad, and Isa Qurbanzada. "Key Stakeholders’ Attitudes towards Teacher Education Programs in TEFL: A Case Study of Farhangian University in Iran." Journal of Teacher Education for Sustainability 18, no. 2 (December 1, 2016): 5–20. http://dx.doi.org/10.1515/jtes-2016-0011.
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Abstract Recently, teacher training courses have attracted the researchers’ special attention, while teacher education programs have not received as much attention. The present study investigated the attitudes key stakeholders in a teacher education program (i.e., student teachers, in-service teachers, and teacher educators) hold toward the appropriateness of TEFL teacher education programs at an Iranian teacher education university and their relevance to and sustainable impact in the real teaching context. To this end, 62 pre-service teachers, 48 in-service teachers, and 28 teacher educators filled out the Foreign Language Teacher Education Program Evaluation questionnaire adapted from Peacock (2009). The results of ANOVA tests indicated that the pre-service teachers and teacher educators found courses with literary strands less relevant to English language teaching and believed that those courses should be modified or replaced by teaching more knowledge-building or knowledge-applying subjects. In addition, the in-service teachers harboured a negative perspective towards the courses which were not practical in the real classroom setting and considered them less empowering. All three groups found teaching-related courses, such as teaching methodology, of more sustainable nature and useful in the real teaching context. Besides, the participants believed that it is essential for the universities to incorporate several practical courses including practicum and classroom observations within the curriculum. This study suggests that accommodating key stakeholders’ preferences in a teacher education programs could lead to crafting more accountable and empowering teacher education programs.
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Ali, Zulfiqar, Asad Khan, and Farooq Hussain. "Evaluation of M. Sc Physical Education Program in Public Sector Institutions; Teachers' Perspective." Global Regional Review V, no. III (September 30, 2020): 204–13. http://dx.doi.org/10.31703/grr.2020(v-iii).21.
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The present study aimed at the evaluation of the M.Sc physical education program in public sector institutions in the context of teacher educators. The objectives of the study were (a) to evaluate the M.Sc Physical Education Program in public sector universities and colleges on the basis of CIPP, (b) to explore the strengths and weaknesses of the M.Sc Physical Education Program in Pakistan and (c) to suggest measures for further improvement of the M.Sc Program in Pakistan. A validated 44 items questionnaire for teacher educators was used for the collection of data. A Chi-square test was applied to the collected data. It was recommended that regular seminars and sports workshops might be organized to improve the research and report writing skills. It was also recommended that proper provision of physical facilities and sports infrastructure might also be provided to improve deficient aspects of the program.
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Markelz, Andrew, Benjamin Riden, and Lawrence Maheady. "Systematic Identification, Implementation, and Evaluation of High-Leverage Practices in Teacher Preparation." Journal of Special Education Preparation 1, no. 1 (May 19, 2021): 4–15. http://dx.doi.org/10.33043/josep.1.1.4-15.
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An emphasis on practice-based teacher education has led the Council for Exceptional Children to develop 22 high-leverage practices (HLPs). Each HLP is research based, used frequently in classrooms, and applicable across age, grade, and content area. In this article, we discuss the importance of a systematic process for teacher preparation programs to consider when identifying, implementing, and evaluating HLPs. The extent and quality that HLPs are integrated within preparation programs will affect graduating teacher’s professional readiness and their ability to immediately affect student outcomes. It is our intent that this article supports teacher educators and scholars to continue the conversation around HLPs in teacher preparation. In addition, we encourage preparation programs to consider data-based decision making when identifying, implementing, and evaluating HLPs within program curricula.
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Eadie, Patricia, Penny Levickis, Lisa Murray, Jane Page, Catriona Elek, and Amelia Church. "Early Childhood Educators’ Wellbeing During the COVID-19 Pandemic." Early Childhood Education Journal 49, no. 5 (May 10, 2021): 903–13. http://dx.doi.org/10.1007/s10643-021-01203-3.
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AbstractThe importance of Early Childhood (EC) educators’ wellbeing has been brought into sharp focus during the COVID-19 pandemic, as educators have navigated numerous additional stressors while providing education and care services for some children and ongoing support for many others learning at home. This study aimed to explore the impact of the pandemic on EC educators’ wellbeing and educator-child relationships, as growing evidence shows the influence of these factors on children’s developmental outcomes.In July 2020, members of a Research Network of EC Professionals—who previously identified educator wellbeing as a priority issue—were invited to participate in an online survey. The survey included two published, validated scales: the Early Childhood Professional Wellbeing scale (ECPW) and the Student–Teacher Relationship Scale (modified). Survey items about educators’ experiences during the pandemic were also included. Two hundred and thirty-two EC educators from across Australia completed the survey, mostly from Victoria where lockdowns were most severe. Linear regression analysis demonstrated stronger professional wellbeing was associated with less conflict in educator-child relationships and lower risk of staff turnover. This was more likely to be experienced by senior or more experienced staff. Although a negative impact of COVID-19 was reported, ECPW scores were relatively high, and organizational structures supporting professional wellbeing were most strongly associated with lower risk of turnover (r = 0.63, p < 0.001). Findings highlight that supporting EC educators’ wellbeing is essential for workforce retention, and for promoting quality educator-child relationships which are central to young children’s learning and development.
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Barry, Damien, Donna Pendergast, and Katherine Main. "Teacher Perspectives on the use of the Australian Professional Standards for Teachers as part of their Evaluation Process." Australian Journal of Teacher Education 45, no. 8 (August 2020): 1–22. http://dx.doi.org/10.14221/ajte.2020v45n8.1.
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Teacher effectiveness has a powerful impact on student performance and a teacher evaluation process that supports professional growth can be a key lever for improving teaching quality. The purpose of this study was to examine teacher perspectives on the use of the Australian Professional Standards for Teachers, when used as part of their evaluation process, and, to determine what other factors may need to be considered in the design and implementation of such a process. A single case study of a school in Victoria, Australia was conducted, using a pre and post interview approach with six teachers. Responses were analysed using a thematic network methodology. Findings reveal that the inclusion of The Standards as part of any evaluation mechanism is secondary to a range of other factors, including the relationship the teacher has with their evaluator; the skills of the evaluator; and the addition of a developmental plan post evaluation.
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Abril, Carlos R., and Brent M. Gault. "Shaping Policy in Music Education: Music Teachers as Collaborative Change Agents." Music Educators Journal 107, no. 1 (September 2020): 43–48. http://dx.doi.org/10.1177/0027432120944216.
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Music educators have experience working in education environments governed by shifting policies and mandates. How can music educators become agents empowered to shape, interpret, and design mechanisms for putting policy into practice? This article describes ways to understand policy and options for responding and contributing to its development and implementation. We examine how music educators have responded to two policy areas that have had a significant impact on music programs and teachers in recent years: (1) learning standards and (2) evaluation of student learning as a component of teacher evaluation. Examples in this article are meant to serve as a case in point for how music educators can become more responsive and actively engaged in policy matters.
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Graham, Kathy C., Karen E. French, and Amelia M. Woods. "Observing and Interpreting Teaching-Learning Processes: Novice PETE Students, Experienced PETE Students, and Expert Teacher Educators." Journal of Teaching in Physical Education 13, no. 1 (October 1993): 46–61. http://dx.doi.org/10.1123/jtpe.13.1.46.
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The ability to observe and interpret events during instruction is thought to be an important dimension of effective teachers. The purpose of this study was to compare the ability to observe and interpret teaching physical education at different stages of expertise. Ten freshman preservice students, 7 experienced junior students, and 2 teacher educators served as subjects. Each subject viewed a 15-minute videotaped lesson on basketball dribbling taught to approximately 20 third-grade students. Subjects were instructed to observe the lesson, take notes, and write a description or evaluation of what they observed during the lesson. Experienced students wrote substantially more evaluative interpretations than novice preservice students. The interpretations of the experienced preservice students were similar to the teacher educators in the focus of observation and the use of a technical language. However, teacher educators’ interpretations were more organized and were focused more on lesson occurrences that influenced students’ motor-skill performance.
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Tas, Ilkay Dogan, Tuba Kunduroglu Akar, and Ezgi Kiroglu. "An evaluation of primary school teacher education program according to the views of teacher educators and prospective teachers." Journal of Higher Education and Science 7, no. 3 (2017): 578. http://dx.doi.org/10.5961/jhes.2017.234.
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Brady, Michael P., Katie Miller, Jazarae McCormick, and Lawrence A. Heiser. "A Rational and Manageable Value-Added Model for Teacher Preparation Programs." Educational Policy 32, no. 5 (October 21, 2016): 728–50. http://dx.doi.org/10.1177/0895904816673741.
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Educators struggle with “value-added” teacher evaluation models based on high-stakes student assessments. Despite validity and reliability threats, these models evaluate university-based teacher preparation programs (TPPs), and play a role in state and professional accreditation. This study reports a more rational value-added evaluation model linking student performance to teacher candidates’ lessons during Practicum and Student Teaching. Results indicate that K-12 students showed learning gains on these lessons, with mixed findings on comparisons of part-time to full-time internships, academic and functional lessons, and candidates’ grade point averages (GPAs). Results indicated that teacher candidates’ lessons are a viable value-added model (VAM) alternative for TPPs.
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Muthanna, Abdulghani. "Higher Teacher Education: Raising Awareness toward Constructing Teaching Philosophy Statements." ATHENS JOURNAL OF EDUCATION 9, no. 2 (January 4, 2022): 225–36. http://dx.doi.org/10.30958/aje.9-2-3.
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This article focuses on exploring whether teacher educators and teacher students at higher teacher education programs have constructed their teaching philosophy statements, how they implement such philosophy statements, and how they develop and evaluate the contents of the teaching materials related to the courses they are instructing. By following the qualitative case study methodology, the author employed semi-structured interviews with twenty teacher educators and fifteen teacher students from one state higher education institution in Yemen. With the employment of thematic network analysis techniques, the findings report on the lack of awareness concerning the teaching philosophy statements construction, the random process of designing and evaluating teaching materials, and the lack of teaching aids for realizing the teaching philosophies of those with developed teaching statements. For practical implementation, university leaders and administrators are recommended to establish a program that focuses on the professional development of the teaching faculty with a focus on highlighting and providing useful knowledge on the ‘teaching philosophy statements’ construction and ‘materials design and evaluation’ processes. Keywords: teaching philosophy, teacher education, higher education, curriculum design, Yemen
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Anderson, Michael James, and Kelly Freebody. "Developing Communities of Praxis: Bridging the theory practice divide in teacher education." Articles 47, no. 3 (March 18, 2013): 359–77. http://dx.doi.org/10.7202/1014864ar.
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Teacher education in universities is under pressure. In many new education policies there is a renewed focus on teacher quality, and therefore quality initial teacher education. In some countries this renewed focus has led to a resurgence of “alternative approaches” to teacher education such as Teach for America / Australia. One of the most persistent complaints about pre-service teacher education is that educational theory presented in these programs does not relate sufficiently to the real work of teachers. In an attempt to overcome these real or perceived divides, tertiary drama educators at the University of Sydney constructed a professional experience program based on both the community of practice model (Lave and Wenger, 1991) and Frierean notions of praxis (1972). The community of praxis approach emphasises the importance of integrating theory and practice to support the development of beginning teachers. This article outlines the development, implementation, and evaluation of this approach, including the reasoning behind its foundation and the theoretical and practical significance of such an approach for teacher-educators.
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Bamber, Phil, Andrea Bullivant, and Di Stead. "Measuring Attitudes Towards Global Learning Among Future Educators in England." International Journal of Development Education and Global Learning 5, no. 3 (September 11, 2013): 5–27. http://dx.doi.org/10.18546/ijdegl.05.3.02.
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This paper reports upon a multi-agency approach to measuring attitudes towards global learning among future educators at a university in the north-west of England. This study provides a response to concerns that global learning research and evaluation of global education interventions tend to focus upon short-term, observable outcomes rather than longer-term changes in behaviour, attitude, and practice. It is based upon the assumption that global learning in teacher education must focus upon the development of who the educator is as a person, including his or her values, attitudes, and associated dispositions. This paper will outline the process of constructing an attitude inventory, based upon Thurstone scaling, by a range of professionals working in local government, teacher education, and non-government organizations that promote global education. It reports upon the use of this survey at the beginning, middle, and end of a compulsory course completed by a cohort of 154 undergraduate students of primary teacher education. The findings show positive changes in attitudes towards global learning among females and eradication of the most negative attitudes towards global learning during the course of study. Causal factors relating to cultural practice are suggested. The limitations of this particular tool for researching global learning are discussed alongside the insight gained from this collaborative process of evaluation.
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Sumiati, Ati, Umi Widiastuti, and Usep Suhud. "Workshop Teknik Menganalisis Butir Soal dalam Meningkatkan Kompetensi Guru di SMK Cileungsi Bogor." Jurnal Pemberdayaan Masyarakat Madani (JPMM) 2, no. 1 (July 10, 2018): 136–53. http://dx.doi.org/10.21009/jpmm.002.1.10.
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Activities of devotion to the public were all intended to help the level of a unit of education and in the teacher raising the standard of living incompetence is the need of evaluation hands-on learning uses the technique that analysis an easy one and pleasing. Universitas Negeri Jakarta, as educators who took on the task of Tri Dharma Perguruan Tinggi. One of which is the third Darma, devotion to the public. The Implemented of it, educators and Faculty of Economics’ family member UNJ have done education for the public through the development of competence to Vocational High School’s teacher. Workshop technique analyzes details of the problem within increase competence of vocational teacher in evaluation learning accordance 2013 curriculum in VHS Cileungsi, Bogor, be held on Saturday, May 13th, 2197 in multi-function room VHS Amal Mulia Kab. Bogor that attend by all of the teachers. The workshop helps teachers in the evaluation of a test that used. The training is expected that could add more teacher’s knowledge about technique analyze details of the problem either qualitative or quantitative and could design question accordance with the achievement of competence effectively. In future, be expected will be model of technique analyze details of the problem for teacher either manual or electronic.
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Göksoy, Süleyman. "Professional Development Levels of Teachers in Respect of Developmental Supervision Areas." Pedagogika 129, no. 1 (April 25, 2018): 15–32. http://dx.doi.org/10.15823/p.2018.02.
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The present research aimed to determine the professional development levels of teachers according to developmental supervision approach. Case study method from qualitative research methods was used in the data collection. Educators participated in the research state that the professional development areas of the teachers should be comprised of eight main areas. These areas defined by the educators are lesson preparation and planning, teaching-learning process (lesson), assessment and evaluation, professional development, communication, counselling, classroom management, projects and time management. Therefore, it can be indicated that the determined professional development areas of teacher should be prioritized in order to increase both educational quality and teacher performances.
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Dewi, Dita. "Teacher Management in Early Childhood Education." Early Childhood Research Journal (ECRJ) 3, no. 1 (July 29, 2020): 12–17. http://dx.doi.org/10.23917/ecrj.v3i1.11709.
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This study aims to describe the planning, recruitment, coaching, and development at Surya Ceria Aisyiyah kindergarten, Cangakan, Karanganyar. This research is a qualitative descriptive study. Data collection uses observation techniques, interviews, and documentation. Test the validity of the data using technical triangulation and source triangulation. Data analysis using the model of Miles and Huberman namely the reduction stage, the stage of data presentation, and drawing conclusions. The results of his research are (1) Planning in Surya Ceria Aisyiyah PAUD using job analysis and job analysis. (2) Recruitment of teachers in kindergarten Surya Ceria Aisyiyah, namely forming a committee for the recruitment of prospective new educators, announcements, administrative selection. The selection process for applicants in kindergarten Surya Ceria Aisyiyah includes administrative selection, written test, interview test, microteaching test. after the test ends, the overall test results will be discussed and determined which ones are accepted and rejected. Applicants who pass the selection face the school principal to be given directions related to the work contract and salary; (3) Guidance and development of educators through the identification of educator needs with evaluation methods. Forms of coaching and development in kindergarten Surya Ceria Aisyiyah Cangakan Karanganyar, namely supervision of school principals, seminars, workshops, training, In House Training, organization, training, visits, and comparative studies, further education.
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Chen, Chih-Chia (JJ), Pamela Hodges Kulinna, Katherine E. Spring, Yonjoong Ryuh, and Megan E. Holmes. "The Evaluation of Physical Literacy of Preservice Physical Educators." Physical Educator 79, no. 5 (September 12, 2022): 548–68. http://dx.doi.org/10.18666/tpe-2022-v79-i5-10908.
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The term “physical literacy” has been integrated into national physical education standards. This study was designed to better understand how preservice physical educators put physical literacy into practice and prepare to be role models within the school context. Sixty preservice physical educators (46 males, 14 females, aged 19 to 25) participated and performed multiple tests in accordance with the second edition of the Canadian Assessment of Physical Literacy testing battery, as well a questionnaire about their perceived physical competence. Participants had significantly poorer performance than the standard for a 12-year-old child in cardiorespiratory endurance, motor performance, and overall physical activity level. In addition, waist circumference was significantly negatively related to physical competence and physical activity level. A significant positive relationship was found between perceived physical competence and physical activity level among participants. Waist circumference size and low cardiorespiratory endurance were the areas of greatest difficulty and concern for preservice teachers. Also, there was not a significant relationship between actual competence and perceived competence. Our findings suggest a need for a review of the current teacher education curriculum to draw attention to the benefits of physical fitness and motor skills competence for physical education teachers as possible role models.
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Reddy, Linda A., Christopher M. Dudek, Ryan J. Kettler, Alexander Kurz, and Stephanie Peters. "Measuring Educators' Attitudes and Beliefs About Evaluation: Construct Validity and Reliability of the Teacher Evaluation Experience Scale." Educational Assessment 21, no. 2 (March 22, 2016): 120–34. http://dx.doi.org/10.1080/10627197.2016.1167592.
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Fazio, Barbara Byrd, and Lewis Polsgrove. "An Evaluation of the Effects of Training Special Educators to Integrate Microcomputer Technology into Math Curricula." Journal of Special Education Technology 10, no. 1 (September 1989): 5–13. http://dx.doi.org/10.1177/016264348901000101.
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This investigation is an evaluation of a teacher training project designed to aid teachers of the mildly mentally handicapped in developing and implementing plans for integrating computer use into their existing math curricula The training project was designed to facilitate teachers' implementation of recommended practices for effective use of computer-based instruction Both classroom observation and teacher opinion data indicated that teachers who underwent the training program were more effective at integrating microcomputer technology than were teachers who had volunteered to participate in the training project but were not admitted due to enrollment limitations.
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Yoo, Jisung. "Evaluating the new teacher evaluation system in South Korea: Case studies of successful implementation, adaptation, and transformation of mandated policy." Policy Futures in Education 16, no. 3 (January 21, 2018): 277–90. http://dx.doi.org/10.1177/1478210317751274.
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Central to improving the quality of education is developing a teacher evaluation system that promotes teachers’ professional growth, the improvement of student learning, and educational equality for all students regardless of social factors such as socio-economic status, educational environment, race, and gender. To address these issues in South Korea and to respond to pressure from parents, educators, and policymakers, a new national teacher evaluation system was implemented in 2011. This paper briefly describes the evolution of the teacher evaluation system in South Korea and analyzes the newly developed mechanism by which teachers are evaluated. The new evaluation system resulted in a backlash from teachers and debate among educational stakeholders, including parents, educators, and policymakers. Both the support of and opposition to the new policy are discussed. Although the new evaluation system has not been viewed as effective in all schools, several cases of schools that have had success under the new system are examined to determine the factors that led to their success. This article argues that the teacher evaluation system consisting of fair and reliable components that measure teachers’ performance and support professional development can be an effective means of ensuring high-quality teaching, which, in turn, can positively impact student achievement. However, based on an examination of the case studies presented and grounded in the theoretical perspective on accountability proposed by Thorn and Harris, this study asserts that for the evaluation system to be successful in each school, accountability, necessary modification, and mutual adaptation are required. Implications for policymakers, researchers, and politicians are provided.
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Lavonen, Jari, Seija Mahlamäki-Kultanen, Sanna Vahtivuori-Hänninen, and Armi Mikkola. "Implementation of a National Teacher Education Strategy in Finland through Pilot Projects." Australian Journal of Teacher Education 46, no. 10 (October 2021): 21–42. http://dx.doi.org/10.14221/ajte.2021v46n10.2.
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The implementation of a teacher education strategy in a decentralised Finnish education system is analysed. Altogether, 31 pilot projects, involving teacher educators from all universities, were funded to support the implementation of the strategy and professional learning of autonomous teacher educators in the context of the strategy. In this mixed-methods research, the directors and active partners of the pilot projects were asked how they perceived the characteristics of the pilot projects that have been recognised as supportive for the implementation of the strategy. The directors were also asked to evaluate the impact of the projects. The projects have supported the achievement of the strategy’s aims. Research and goal orientation, active learning, collaboration, contextualisation and reflection were emphasised in the pilot project activities. Common goal setting and evaluation of the pilot projects should be emphasised more in the implementation of the strategy.
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Gunuc, Selim. "Implementation and Evaluation of Technology Mentoring Program Developed for Teacher Educators: A 6M-Framework." Qualitative Research in Education 4, no. 2 (June 28, 2015): 164. http://dx.doi.org/10.17583/qre.2015.1305.
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<p><span style="font-size: 11.0pt; line-height: 115%; font-family: 'Calibri','sans-serif'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: ES; mso-fareast-language: ES; mso-bidi-language: AR-SA;">The purpose of this basic research is to determine the problems experienced in the Technology Mentoring Program (TMP), and the study discusses how these problems affect the process in general. The implementation was carried out with teacher educators in the education faculty. 8 doctorate students (mentors) provided technology mentoring implementation for one academic term to 9 teacher educators (mentees) employed in the Education Faculty. The data were collected via the mentee and the mentor interview form, mentor reflections and organization meeting reflections. As a result, the problems based on the mentor, on the mentee and on the organization/institution were determined. In order to carry out TMP more effectively and successfully, a 6M-framework (Modifying, Meeting, Matching, Managing, Mentoring - Monitoring) was suggested within the scope of this study. It could be stated that fewer problems will be encountered and that the process will be carried out more effectively and successfully when the structure in this framework is taken into consideration.</span></p>
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Kastberg, Signe E., Elizabeth Suazo-Flores, and Sue Ellen Richardson. "Mathematics educator teacher stories." Revista Brasileira de Pesquisa (Auto)biográfica 4, no. 10 (April 19, 2019): 48. http://dx.doi.org/10.31892/rbpab2525-426x.2019.v4.n10.p48-67.
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Teacher stories/autobiographies have been used by mathematics teacher educators (MTEs) to gain insight into prospective teachers’ (PTs) experience with mathematics, yet stories of MTEs’ motivation for and learning by engaging PTs in creating teacher stories is less understood. We fill this gap by narrating our experiences gaining insight into motivations for engaging PTs in creating teacher stories. Artifacts from our teaching practice, discussions of the work of Dewey and Rogers, and reflections were used to create themes that informed the plot line of each narrative. Findings focus on ways that teacher stories sustain PTs and MTEs by creating a living counter-narrative to the narrative of teacher evaluation MTEs and PTs live in the United States. We argue that MTEs’ motivations for collecting PTs’ teacher stories are informed by MTEs’ life experiences and the development of MTEs’ views of teaching and learning to teach.
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Yusuf, Hamdallat Taiwo. "Teachers Evaluation of Concurrent and Consecutive Teacher Education Models in South-west, Nigeria." Indonesian Journal on Learning and Advanced Education (IJOLAE) 4, no. 2 (May 1, 2022): 107–17. http://dx.doi.org/10.23917/ijolae.v4i2.17599.
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The provision of quality teachers is central to a nation’s education system. This study evaluated two universities, based on teacher education curriculum models (concurrent and consecutive) using Stake’s Antece-dents-Transactions-Outcomes (ATO) evaluation model, on the subject content and education components. The study was a descriptive type using a survey method. The sample comprised 514 teachers from selected secondary schools (188 consecutive and 326 concurrent), Research instrument was the Teachers Questionnai-re on Evaluation of Models of Teacher Education Curricula (TQEMTEC). The results indicated that teachers rated the consecutive teacher education curriculum model to be better. On the improvements needed, teacher educators suggested the inclusion of special education and more subject contents area for students enrolled in the concurrent, and an increase in the number of years for the pedagogical and practical aspects of the consecutive models. Results of the hypotheses indicated a significant difference between the views of tea-chers exposed to the concurrent and those exposed to consecutive teacher education models on subject con-tent, (t =2.47; df=512; Sig= 0.014 p 0.05). Based on the findings, a recommendation was made that the two models of teacher education should be further strengthened through improved subject content, particu-larly for the concurrent teacher education program.
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Gilmour, Allison F., and Nathan D. Jones. "Policies That Define Instruction: A Systematic Review of States’ and Districts’ Recommendations for Evaluating Special Educators." Educational Researcher 49, no. 9 (June 16, 2020): 645–55. http://dx.doi.org/10.3102/0013189x20935039.
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Educational policies addressing instruction may fail to acknowledge that effective instruction is not the same for all learners. We reviewed teacher evaluation systems across all states and the 25 largest districts to determine how states and districts approach the evaluation of special education teachers, a policy aimed at improving teaching effectiveness. We found that most states and districts did not provide guidance to schools for adapting evaluation systems for these teachers. Some states provided guidance on technical aspects of special education teacher evaluation, such as incorporating student achievement into special education teachers’ scores. Districts were more likely to focus on instructional considerations. We discuss the implications of these findings for policies that aim to promote the use of effective instructional practices.
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Woolf, Sara B. "Critical Skills for Special Educator Effectiveness: Which Ones Matter Most, and to Whom?" Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 42, no. 2 (May 28, 2018): 132–46. http://dx.doi.org/10.1177/0888406418776714.
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Special education teachers are expected to fulfill diverse teaching and nonteaching tasks in comparison to their general education peers. However, their performance is evaluated with measures that were normed for use with general education teachers. These specialty teachers are also routinely evaluated by professionals who may lack formal special education training or experience. These conditions render special educators vulnerable for inaccurate performance evaluation. Explicit research is needed to clarify the professional skills that are most critical to special educators’ professional effectiveness and ensure continuity of focus on these skills in preservice teacher education and employment contexts. This qualitative study builds on an earlier empirical investigation that demonstrated consensus among three sets of professionals that the standards developed by Council for Exceptional Children’s (CEC) represented skills that are critical for special education teacher effectiveness. The current study describes which skill domains were identified as critical for special education teacher effectiveness across participant groups and those that reflected distinct groups’ perspectives. Implications for future research are presented relative to strategies to more clearly articulate special education teacher expertise and ways to strengthen continuity across preservice special education teacher education and in-service professional development contexts.
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Justitia, Army, Badrus Zaman, Rimuljo Hendradi, Fitri Retrialisca, and Roslinda Salim. "TRAINING OF KAHOOT! AS AN INTERACTIVE GAME-BASED LEARNING EVALUATION PLATFORM FOR STUDENTS." Darmabakti Cendekia: Journal of Community Service and Engagements 3, no. 1 (June 28, 2021): 19. http://dx.doi.org/10.20473/dc.v3.i1.2021.19-23.
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Background: Maintaining student motivation, involvement and consistency in a learning process is a challenge that must be faced by teachers / educators. Especially during the COVID-19 pandemic, this limits learning activities in online form. Teachers / educators need additional skills to be able to manage classes, deliver material and maintain student motivation. Objective: This community service aims to improve the skills of teachers / educators to provide interactive learning and evaluation media based on game learning. Methods: The methods used in this community service activity were training and focus group discussions. Furthermore, the participants prepared the Kahoot quiz material independently according to the subjects they were teaching them. Result: The result of this training activity is an increase in the skills of teachers / educators in mastering Kahoot, and an increase in teacher / educator understanding of the Kahoot material. This can be seen from the occasional increase of 15.97% after the training was completed. The training participants were satisfied with the implementation of the training as evidenced by filling out the feedback questionnaire, with a satisfaction score above 3.5 out of 4. Conclusion: This community service has a positive impact on skills and understanding related to the use of Kahoot for interactive learning and evaluation media.
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Zhang, Xiaoyue. "The Evaluation of the Cultural Diversity Effect by Using Picture Books with a Preschool Teacher." Mobile Information Systems 2022 (September 5, 2022): 1–18. http://dx.doi.org/10.1155/2022/6338221.
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Cultural diversity is endorsed by many educators as a major teaching concept due to its significance for the achievement of social equity in education. Recently, the use of picture books to promote principles related to cultural diversity has become a rising trend in early childhood settings. This study examined Chinese preschool teachers’ attitudes toward using picture books to teach cultural-diversity-related topics and their reported practices. Seven preschool teachers from four institutions located in Shanghai, China were surveyed and semiinterviewed. The study identified three key findings: (1) teachers interpreted cultural diversity in a restricted way and were usually unaware of themselves teaching the concept of cultural diversity; (2) teachers adopted a multifaceted approach of selecting picture books used for teaching cultural diversity and conceived illustrations as the most important book selection criteria; and (3) teachers often supplemented picture book sharing with first-hand experiences. The study results have important implications for preschool teachers, curriculum designers, and organizations that provide training for preservice and in-service early childhood educators. The analysis results show that the proposed system has a great and positive impact on the early childhood education of students and is helpful for the teachers to teach cultural diversity-related topics to their students in an easy and effective way.
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Woolever, Roberta M. "State-Mandated Performance THEME Evaluation of Beginning Teachers: Implications for Teacher Educators Roberta M. Woolever." Journal of Teacher Education 36, no. 2 (March 1985): 22–25. http://dx.doi.org/10.1177/002248718503600206.
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van der Mars, Hans, Jeff McNamee, and Gay Timken. "Physical Education Meets Teacher Evaluation: Supporting Physical Educators in Formal Assessment of Student Learning Outcomes." Physical Educator 75, no. 4 (2018): 582–616. http://dx.doi.org/10.18666/tpe-2018-v75-i4-8471.
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