Student Teacher Performance Research Articles

Does teacher certification program lead to better quality teachers? Evidence from Indonesia

ABSTRACTThis paper examines the impact of the teacher certification program in Indonesia in 2007 and 2008 on student and teacher outcomes. I create a rule-based instrumental variable from discontinuities arising from the assignment mechanism of teachers into certification program. The thresholds are determined empirically. The study applies a two-sample instrumental variable (TSIV) method to combine information from two different datasets. I find that there is no strong evidence of the effectiveness of certified teachers on student learning outcomes and teacher performance, as measured by student test scores, teacher test scores, teacher attendance, and teacher involvement in non-teaching side jobs.

Evaluating the Temporal Location of Feedback: Providing Feedback Following Performance vs. Prior to Performance

ABSTRACTIn order to make feedback as effective as possible, it is important to understand its function in the three-term contingency (TTC) and the impact of various factors involved in delivering feedback. Timing of feedback is one factor that can affect the impact of feedback on learner’s behavior. An analysis of timing of feeback may help us getting closer to better understanding how feedback functions in the TTC. The purpose of this study was to evaluate the effects of feedback at different temporal locations. Specifically, feedback was provided either immediately (a) after a teaching session or (b) before the following teaching session, on teaching performance of undergraduate psychology students. The results indicated that feedback provided before the teaching session was more effective in improving teaching skills than feedback that was provided after the session. These findings suggest that feedback may function primarily as an antecedent to future performance and not necessarily as a consequence for past performance. However, the behavioral mechanism that explains these results is not yet clear. Future studies should investigate this further by manipulating the content of feedback prior to the teaching performance.

DAMPAK KONFLIK DAN RESOLUSI KONFLIK TERHADAP SISTEM PENDIDIKAN AGAMA ISLAM DI SEKOLAH SONGSERM ISLAM SEKSA PATANI, THAILAND SELATAN

This study describes the conflict and its resolution as well as the impact on the system of Islamic Education in Schools Songserm Seksa Islam Patani (SSIS) South Thailand. The discussion focused on three issues. First, how the conflict and its resolution is. Second, how the impacts of the conflict on the education system of the Islamic religion. And third, how the impacts of conflict resolution on the Islamic education system. The results showed that the conflict in Pattani is due to several factors: injustice, discrimination, mistrust each other, the differences of culture, media propaganda, political conflicts and interests. The impact of conflict on the education system in SSIS is the reduction of school hours, the decline of student achievement and teacher performance, the uncertainty caused by the changes of government’s policy on conflict resolution, and the school should be off abruptly during the conflict. While the impact of the conflict resolution toward Islamic Education System in SSIS is the increased quality of teacher performance, the growth of the spirit of educators in the learning process, and a culture of effective and conducive learning in SSIS.

Teacher Electronic Portfolio and its Relation to EFL Student Teacher Performance and Attitude

E-portfolio is a promising approach to develop teachers into reflective practitioners who show that they can adapt to new technologies, new criteria, and new environments. The current research explored the quality of EFL student teachers’ e-portfolios and their attitudes towards using them. The research was conducted on 30 EFL female student teachers at Princess Noura bint Abdulrahman University, Saudi Arabia. The participants were engaging in practical training at schools and reflecting their skills and experiences in their e-portfolios. This research posed further questions about the relationships between the quality of EFL student teachers’ e-portfolios, their attitudes towards using them and their teaching performance. In order to explore the possible answers, the participants’ teaching performance were observed, their e-portfolios were evaluated by a rubric, and a 24-item questionnaire was administered to them. The results proved high proficiency level of the EFL student teachers’ e-portfolios and positive attitudes towards using e-portfolios among EFL student teachers. Furthermore, the results denoted a statistically significant positive relationship between the quality of EFL student teachers’ e-portfolio and their teaching performance. The results of this study may encourage policy makers to integrate the idea of e-portfolio and reflection as an effective component in teacher education and development.

Real-time imaging-based assessment model for improving teaching performance and student experience in e-learning

Multimedia is an essential and integral part of electronic learning (e-learning). In this study, teaching performance and student learning experience are measured using real-time multimedia processing tools and techniques for the e-learning paradigm. Visual attention and visual engagement analysis are performed using two developed algorithms. Video lectures are recorded and delivered to students in e-learning pedagogical setup, which are examined for the visual attention and visual engagement of the student and teacher, respectively. Proposed methodology integrates the assessment on both student and teacher ends. Multimedia processing of video lectures for teaching performance produces scoring dataset. The same methodology on student end for visual attention is used to investigate student experience. These types of datasets then reduced to time-based datasets from the image-based dataset. Correlation and association of both datasets provide the opportunity to relate both student experience and teaching performance as well as to move forward to create content that is more useful. Computational performance of the developed algorithms is compared using different video lectures with their processed frames per second, which is analyzed as per their corresponding bins. Mean, max, and median of the processed frames of all the processed videos are also compared.

Microteaching impact on Student Teacher's Performance: A Case Study from Kuwait

The purpose of this study is to determine the impact of micro-teaching technique in delivering the lesson to children whose first language is not English. It involved three first year English language teachers who have been teaching in elementary public schools for one year, a group of student teachers who are in their senior academic year preceding the practicum course, and the author who is senior teacher trainer. Participation in this microteaching study has provided a sense of validation for much of what these student teachers do and how they do it, which has resulted in ongoing critical reflection and peer discussion. Although initially the data shows a giving rise to anxiety among some participants, it has led to greater self-awareness and increased confidence in participants' own ability and expertise, and a endorsement of their teaching style and practice.

Efficacy of Open-Source Learning Management Systems in Developing the Teaching Skills of English Language Student Teachers

The study aimed to investigate the efficacy of open-source management systems in the development of the main teaching skills of student teachers at the department of English language at Najran University. An Open-Source Learning Management based educational website in addition to performance based observation card were developed for the sake of accomplishing the study's aim. Each one involved four main fields, i.e. lesson planning, lesson implementation, learners' achievement assessment, and classroom management. The experimental approach was used and the experiment was carried out on (56) participants. All of them were at their eighth level (last term at university) and were doing their field experience at schools. They were randomly assigned into control and experimental groups with (28) students in each. Participants in the control group were taught by the traditional way of teaching whereas their peers in the experimental group were taught via Open-Source Learning Management Systems. Findings revealed significant differences between the teaching performance of student teachers in both groups regarding their skills in lesson planning; lesson implementation; and students' achievement evaluation in favor of the experimental group. Nevertheless, there was no significant difference between the teaching performance of student teachers in both groups with regard to classroom management.

“How and why should i study?”: Metacognitive learning strategies and motivational beliefs as important predictors of academic performance of student teachers

“How and why should i study?”: Metacognitive learning strategies and motivational beliefs as important predictors of academic performance of student teachers

Teacher Performance Trajectories in High- and Lower-Poverty Schools

This study explores whether teacher performance trajectory over time differs by school-poverty settings. Focusing on elementary school mathematics teachers in North Carolina and Florida, we find no systematic relationship between school student poverty rates and teacher performance trajectories. In both high- (≥60% free/reduced-price lunch [FRPL]) and lower-poverty (<60% FRPL) schools, teacher performance improves the fastest in the first 5 years and then flattens out in years 5 to 10. Teacher performance growth resumes between year 10 and 15 in North Carolina but remains flat in Florida. In both school-poverty settings, there is a significant variation in teacher performance trajectories. Among novice and early-career teachers, the fastest-growing teachers (75th percentile) improve by 0.04 standard deviations more in student gain scores annually than slower teachers (25th percentile). In both school settings, novice teachers who started with low effectiveness also grew at a slower rate in the next 5 years than novice teachers with higher initial effectiveness. Our findings suggest that the lack of productivity “return” to experience in high-poverty schools reported in the literature is unlikely to be the result of differential teacher learning in high- and lower-poverty schools.

Associating Teaching Competence and Grades in Method Subjects among Student Teachers as Basis for Curricular Revision

Competence, ability, and knowledge of student teachers could affect their performance as teachers. Thus, teacher education institutions should focus on preparing student teachers to be competent and efficient in managing today's classrooms. The study examined the correlates of teaching competencies among student teachers of the College of Education at the Visayas State University (VSU), Philippines. Branching Diagram Analytical Technique (BRANDT) was used to describe the relationship between the student teaching performance and performance of the method subjects. A bivariate correlation was also applied to find the relationship among student performance, hobbies, skills, organizations, and grades in methods subject. Additionally, Analysis of Variance (One-way ANOVA) was utilized to interpret further and analyze the data. The results showed that there's a significant relationship among student teaching performance, some personal attributes, and grades in the method subjects. Therefore, the number of organizations the students were involved in was highly related to their ratings in the method subjects. The student teachers' knowledge and application of educational principles and methods were relevant in their teaching competence. However, it is recommended that the relationship between teaching performance and competence should be further evaluated.

Image of the University Faculty in the View of Student Teachers

<p><em>In the article "Image of the University Faculty in the View of Student Teachers", the methods of survey and analysis of performance results are used to explore the image of university faculty in the experience of students of teacher education and pedagogics. An illustrative example is one of the key tools of education in pedagogics. It is significant to investigate the image of university faculty in teacher education because the university teacher also serves as a model of the professional pedagogical performance for student teachers in teacher education. The article highlights the visual image of the university teacher and their most typical personality traits that might have impacts on the future professional performance of student teachers.</em> <em></em></p>

Los procesos de supervisión académica en el “Curso de especialización en Medicina Familiar” en la unam

The main objective of academic supervisions of the “Family Medicine for General Practitioners” Course of Specialization is to ensure the fulfillment of the academic program (ap). It can be said that the supervision is intended to achieve a higher quality of teaching and academic performance of students.

تقويم الأداء فى التربية الميدانية لدى الطلبة المعلمين بکلية التربية جامعة الکويت

ملخص: هدفت هذه الدراسة إلى تقويم الأداء في التربية الميدانية لدى الطلبة المعلمين بکلية التربية بجامعة الکويت، وتکونت عينتها من (264) طالبا معلما في تخصصي اللغة العربية والعلوم، وتمت إجراءاتها بنهاية الفصل الدراسي الثاني 2013/2014مـ. وقد استخدم في هذه الدراسة المنهج الوصفي التحليلي، حيث أسفرت نتائج التحليل إلى أن مستوى الأداء لمعظم أفراد العينة في التربية الميدانية کان مرضيا، إذ تمرکز بين الـجيد مرتفع والجيد جدا مرتفع (75 - 89)، وأنه يوجد فرق دال إحصائيا بين متوسطي أداء أفراد العينة في التربية الميدانية تبعا لاختلاف التخصص (اللغة العربية والعلوم)، کما توجد (للعينة ککل وللعلوم، ولا توجد للغة العربية) فروق دالة إحصائيابين متوسطات أداء أفراد العينة في التربية الميدانية تبعا لاختلاف المشرف، وأنه کذلک توجد علاقة ارتباطية (طردية موجبة) دالة إحصائيا بين درجات أداء أفراد العينة في التربية الميدانية وتحصيلها في طرق التدريس. وقد ذيلت الدراسة بمجموعة من التوصيات والمقترحات في ضوء ما أسفرت عنه من نتائج. Evaluating Student Teachers' Performance at the General Diploma in Education By Dr. / Munira Saud Awad Al-Rashidi Comparative Education and Educational Administration Assistant Professor Abstract: The aim of this study was to evaluate the performance of student teachers at the General Diploma in Education – College of Education, Kiut University, with a sample consisting of (264) student teachers majoring in Arabic and Science. The study was taken place at the end of the second semester of the academic year 2013/2014. The descriptive analytical approach was used. The results of the analysis revealed that the performance of most subjects of the sample was satisfactory (centered between C+ & B+, i.e. 75 - 89) in teaching practice, and there was a significant difference between the two means of the sample subjects' performance in teaching practice due to the major differences. There were also significant differences among the means of the sample subjects’ performance in teaching practice due to the supervisor's evaluation (the sample as a whole, Science, but not in Arabic). Finally, there was a significant correlation between the sample subjects’ performance in teaching practice and achievement in teaching methods. Based on the findings of the study, the researcher concluded with a number of recommendations and suggestions.

Absenteeism among medical and health science undergraduate students at Hawassa University, Ethiopia.

BackgroundStudent absenteeism is a major concern for university education worldwide. This study was conducted to determine the prevalence and causes of absenteeism among undergraduate medical and health sciences students at Hawassa University.MethodsWe conducted a cross-sectional study using a pretested self-administered structured questionnaire from May-June 2013. The primary outcome indicator was self-reported absenteeism from lectures in the semester preceding the study period. The study included all regular undergraduate students who were enrolled in the University for at least one semester. The data was entered and analyzed using SPSS version 20. The association between class absenteeism and socio-demographic and behavioral correlates of absenteeism was determined by bivariate and multivariate analyses. Results were reported as crude odds ratios (COR), adjusted odds ratios (AOR) and 95% confidence intervals (CI).Results1200 students consented and filled the questionnaire. Of these students, 43.7% had missed three or more lectures and 14.1% (95% CI = 12.2-16.2) missed more than 8 lectures in the preceding semester. There was a significant association between missing more than 8 lectures and age of students, chosen discipline (medicine), and social drug use. The main reasons reported for missing lectures were preparing for another examination, lack of interest, lecturer’s teaching style, and availability of lecture material.ConclusionAt Hawassa University College of Medicine and Health Science student habits and teacher performance play a role in absenteeism from lectures. A university culture that promotes discipline and integrity especially among medical and older students discourages social drug use will likely improve motivation and attendance. Training in teaching methodologies to improve the quality and delivery of lectures should also help increase attendance.

Type of instructional delivery and second language teacher candidate performance: online versus face-to-face

Research conducted over the past decade has consistently reported no significant differences in learning outcomes for students of fully online or face-to-face (F2F) instruction. Only a small number of these studies, however, have focused on courses in second language (L2) teacher preparation programs. Even fewer studies have compared the impact of online and F2F instruction on classroom practice. To fill this void in the research, an investigation was conducted of the impact of method of instructional delivery on the performance of teacher candidates in a Teaching English as a Second Language (TESL) program during their culminating student teaching internship. Focusing on a group of TESL interns who completed either online or F2F methodology training, a mixed methodology was used to compare student teacher outcomes on two key performance assessments and to compare university supervisor perceptions of student teacher performance. While the type of instructional setting was not found to significantly impact the teaching performance of the interns, interview data suggested that support from a cooperating teacher and prior experience working with students of diverse language and cultural backgrounds strongly influenced the teacher candidates’ instructional practices.

Student teacher communication and performance during a clinical experience supported by a technology-enhanced cognitive apprenticeship

This study is the third in a series of design-based research on a technology-enhanced cognitive apprenticeship (TECA) that uses a variety of technology (e.g. video, discussion boards, performance support) to support triad member activity during the clinical experience. The purpose of this study was to examine the differences in communication and performance among student teachers who participated in the TECA during a year-long clinical experience and those who did not. Overall, performance scores were higher among students in the TECA; planning scores were higher at a statistically significant level. Communication reports suggest that online discussions through both public and private channels contributed to these results. Findings were consistent with prior studies of the TECA and supported the efficacy of key design elements. Implications for teacher education and the design of TECAs are discussed.

E-Learning’s Impact on the Academic Performance of Student-Teachers: A Curriculum Lens

This study was planned to explore the impact of eLearning on the academic performance of student-teachers. The researchers' concern with e-Learning was sanctioned by the need for a teaching and learning strategy that can help institutions of learning address their problems and improve on their outcome. In this respect, the researchers conducted an experiment to find out whether student-teachers taught using the method of e-Learning (blended learning) perform better than student-teachers taught using the traditional method of teaching and learning. Findings offers new evidence that e-Learning has a significant influence on the performance of students as student-teachers taught using eLearning consistently performed better than student-teachers taught using the traditional method. Based on this result, recommendations are made to training institutions to embrace ICTs and become more flexible by adopting learning approaches that are dynamic and multi-dimensional as problems in education are becoming more complex. DOI: 10.5901/mjss.2013.v4n14p695

Learning to Teach English Language in the Practicum: What Challenges do Non-Native ESL Student Teachers Face?

This study investigates the challenges sixteen nonnative preservice ESL teachers in a Bachelor of Education (English Language) (BEdEL) programme from Hong Kong experienced in an eight-week teaching practicum. Qualitative data from semi-structured interviews and reflective journals were collected from all 16 participants to obtain a detailed description of the participants' perceptions of their field-based practicum experiences. Results indicate that the preserviece teachers' practicum was characterized by a reality shock due to difficulties in experimenting with pedagogical practices they were taught in the BEdEL programme, and a lack of sense of control in class. This reality shock could destabilize the already anxious student teachers and have adverse effects well beyond the eight-week teaching practicum. Inadequacy in English language competence also appeared to affect not only these student teachers' teaching performance but also how they established and maintained their teacher role and relationship with their students. Implications of the results for strengthening current ESL teacher preparation programmes in non-native English speaking contexts are discussed.

A comparison of vocal demands with vocal performance among classroom student teachers

PurposeThis investigation compared voice performance of student teachers across an academic semester in order to examine the effect of increasing demands on their voice. MethodA repeated measures design was applied to the data analysis: all participants were tested three separate times throughout the semester. The equipments used for monitoring vocal behavior were the Ambulatory Phonation Monitor (APM), the Computerized Speech Lab (CSL), and the Phonatory Aerodynamic System (PAS), which are computer-based systems for acoustic and aerodynamic assessment of voice. Additionally, participants completed surveys related to voice usage. ResultsIn this study, most voice parameters of student teachers measured in a natural setting and in a controlled environment indicated changes that revealed progressive instability and noise in the course of an academic semester. Additional comparisons demonstrated differences between voice usage in the school environment and voice produced in the voice lab. Self-reported information demonstrated overall reduced awareness regarding preventive methods for voice disorders. ConclusionsBased on the results of this study, increased teaching-related voice demands associated with reduced awareness of voice production and preventive measures of voice disorders may have a detrimental impact on voice performance, leading to a risk of developing voice disorders.Learning outcomes: Participants will recognize the importance of clarifying and quantifying the relationship of vocal demands and voice performance among student teachers.

Assessment of Teaching Performance of Student-teachers on Teaching Practice

The study assessed teaching performance of 222 student-teachers from the Faculty of Education, Ekiti State University, posted to various secondary schools in Ekiti State for a six-week teaching practice during 2010/2011 academic session. The sample included 119 males, 103 females, 78 (300-Level) and 144 (400-Level) students. Data were collected using Teaching Performance Assessment Form designed by the Faculty of Education, Ekiti State University and analysed using frequency counts, percentages, item-total correlations and t-test comparison, tested at 0.05 level of significance. Results showed satisfactory teaching performance of the student-teachers while gender and previous teaching experience had no significant influence on teaching performance of the student-teachers. It was recommended that supervisors (of teaching practice/raters) should be thoroughly trained on the use of assessment instrument for reliable measurement of student-teachers’ teaching performance.