Selection Of Teacher Candidates Research Articles

Profiles of pre-service teachers’ personality traits and cognitive abilities: relations with graduation and teacher self-efficacy

ABSTRACT The present study investigates the effect of pre-service teachers’ cognitive abilities and personality traits on graduation and teacher self-efficacy using data from the German National Education Panel Study (N = 5 520). Applying latent profile analysis, we found four different profiles of pre-service teachers based on high school grade point average, reading and maths achievement as well as the Big Five. Our results show that the profile with low cognitive abilities and low extraversion is negatively associated with graduation and teacher self-efficacy. Conversely, high cognitive abilities in combination with high extraversion are positively related to both aspects of university success. The findings provide novel evidence on the identification of at-risk students in teacher education and have implications on the selection of teacher candidates as well as targeted support offers.

Do the Personality Traits of Teacher Candidates Predict the Perception of Self-Efficacy and Alienation from School?

Certain personality traits have been associated with effective teacher behavior for many years. In addition, in recent years, there has been a growing interest in the discussion of the evaluation of personality traits as criteria in the selection of teacher candidates. However, research-based evidence was needed on how personality traits affect teacher candidates. This study examined the relationship between teacher candidates' personality traits and their self-efficacy perceptions and their alienation from school. The research was designed in the correlational research design. The participants of the study consisted of 516 teacher candidates studying at two universities, one is in the West and the other is in the East of Turkey. Descriptive statistics and multiple linear regression analysis were used to analyze the data. The results of the research showed that the personality traits of the teacher candidates significantly predicted their self-efficacy perceptions and their alienation from the school when gender and department selection decision were controlled. Extraversion, openness, conscientiousness, and agreeableness positively predicted teachers' self-efficacy, whereas neuroticism predicted negatively. Unexpectedly, extraversion positively predicted the normlessness dimension of alienation from school. The results were discussed in the context of the evaluation of personality traits in the selection of teacher candidates and the teacher training process.

Examination of Semantic Structures Used by Teacher Candidates to Transform Algebraic Expressions into Verbal Problems

The aim of this study is to examine the semantic structures used by mathematics teacher candidates to transform algebraic expressions into verbal problems. The research is a descriptive study in the survey model, which is one of the quantitative research types. The study group of the research consists of 165 teacher candidates studying in the primary school mathematics teaching department of a state university in the south of Turkey in the 2019-2020 academic years. 73.2% of the teacher candidates in the study group are female and 26.8% are male. Criterion sampling method, one of the purposeful sampling methods, was used in the selection of teacher candidates in the study group. While the Algebraic Expression Questionnaire Form was used as the data collection tool, the evaluation rubric of verbal problems was used in the analysis of the data. As a result of the research, it has been revealed that pre-service teachers are more successful in transforming algebraic expressions into verbal problems, but they have problems in creating problems with algebraic expressions that make up systems of equations. Again in the study, it was concluded that pre-service teachers used addition and subtraction problems more than multiplication and division problems. On the other hand, when the problems in the type of addition and subtraction are examined in the study, in the type of combining and separating; It has been concluded that the category of equal groups is mostly used in the problems of multiplication and division.

Principals’ Preferences in the Hiring Process: Is Everything Old New Again?

The purpose of the current study was to investigate urban school principals’ preferences for the types of teacher preparation programs completed, to understand their perceptions regarding factors that impact the selection of teacher candidates, and to determine if these preferences have changed over time. Data were collected using an online cross-sectional survey. Results indicate that urban school principals prefer to hire applicants who have completed a traditional four-year college or university preparation program.

A Survey of Rural Principals: Preferences Regarding Teacher Candidates

Rural school principals continue to have difficulty hiring and retaining qualified teachers. Researchers have sought to determine the preferred type of preparation programs and the specific characteristics of teacher candidates, but few have specifically focused on the perceptions of the rural principal. The purpose of this study was to understand current rural school principals’ perceptions regarding various factors affecting the selection of teacher candidates. Using an online, cross-sectional survey of rural school principals, data were collected to understand their perspectives regarding various factors that may affect the selection of potential teacher candidates. Results indicate that rural principals prefer to hire applicants who have completed a traditional 4-year college/university preparation program. In addition, when reviewing applicant materials they look for specific factors such as experience, those who are known in the community, cooperating/lead teacher evaluations, and areas of licenses held among teacher candidates. Rural school principals specifically reported a preference toward hiring applicants who hold a dual license in elementary and special education.

An Evaluation of Guideline and Recruitment Criteria of Selection of Teacher Candidates of College of Teachers Education in Oromia National Regional State of the Year 2018

An Evaluation of Guideline and Recruitment Criteria of Selection of Teacher Candidates of College of Teachers Education in Oromia National Regional State of the Year 2018

Examining the Preparation of School Human Resource Officers on Developing a Racially Diverse Educator Workforce Post Brown

Given the rapid decline of teachers and school leaders after the Brown v. Board of Education decision, there has been an increased conversation on diversifying the educator workforce. Furthermore, little is known about the preparation of human resource officers (HROs) who share responsibility for teacher candidate selection and hiring. This study focuses on 12 HROs’ views on how their formal education prepared them to hire a diverse educator workforce. Findings suggest that HROs did not receive adequate training in their educational leadership program on workforce diversity and hiring. This study provides implications for educational leadership programs that train school-based HROs.

Responding to policy challenges with research evidence: Introduction to the special issue

In a policy climate where various actors claim to have solutions for the enduring challenges of teacher education, policy deliberations sideline certain voices and omit important perspectives. This special issue brings together scholars who attend to the voices, perspectives, and issues overlooked by teacher education policy debates dominated by market logic and accountability pressures. It highlights debates surrounding teacher performance assessments, teacher candidate selection, value-added assessments, as well as teacher preparation for linguistically diverse learners. The introduction to the special issue explores different dimensions of the relationship between research and practice urging teacher educators to become more proactive in policy debates.

Examining High-performing Education Systems in Terms of Teacher Training: Lessons Learnt for Low-performers

The quality of a teacher plays one of the most important roles in the achievement of an education system. Teachertraining is a multi-dimensional process which comprises the selection of teacher candidates, pre-service training,appointment, in-service training and teaching practices. Therefore, this study focuses on teacher training processes inSingapore, Shanghai-China, Hong Kong-China and Turkey and aims to discover the reasons for success in Program forInternational Student Assessment (PISA) by relating it with teacher training processes. Singapore, Shanghai-China,Hong Kong-China were chosen to study because their educational systems were ranked among the high-performingeducational systems in 2016. This study was a qualitative research and document analysis method was used to collectdata about the relevant countries' teacher training processes. The result of the study suggested some practicalconsiderations for teacher training programs in low-performing education systems about the selection of teachercandidates, pre-service training, appointment, in-service training and teaching practices.

The Comparison of Elementary Teacher Training Policies in the United Kingdom and Turkish Republic of Northern Cyprus

The purpose of this study is to compare the training policies of elementary teachers applied in the Turkish Republic Of Northern Cyprus today and the training polices applied in the United Kingdom who was the colonial of Northern Cyprus for many years. For this reason, the Turkish Republic of Northern Cyprus’s elementary teacher training institutions, programs, teacher candidate selection and training period were examined. In addition, in the study from the colonial years (1878-1960) to the present day, leaving the legacy of policies applied in many areas of elementary teacher training in the United Kingdom were investigated. Elementary teacher training practices in the United Kingdom and North Cyprus were compared and evaluated. Research was carried out with the document scanning method. As a result of the research, similarities and differences between the two countries have been identified, in the light of this information it has demonstrated to the extent that the teacher education policy in Northern Cyprus remains under the influence of United Kingdom teaching policies. Keywords: Elementary Teacher Education Training; Turkish Republic of Northern Cyprus; United Kingdom.

Rethinking PETE Program Admissions to Include Teacher Candidate Dispositions

The former National Council for Accreditation of Teacher Education, now the Council for the Accreditation of Educator Preparation, has placed considerable emphasis on the importance of teacher candidate dispositions. Many physical education teacher education programs continue to struggle with the resultant challenge of positively influencing professional dispositions in the area of teacher education. Given this emphasis on dispositions as a program accreditation requirement and the apparent difficulties associated with facilitating positive change, the teacher candidate admissions process merits increased attention as a critical program component. The purpose of this paper is to provide recommendations regarding the use of dispositions during the teacher candidate admissions process. This paper includes (a) an overview of current practices in teacher candidate admissions in PETE, (b) identification of desirable dispositions in teacher education, and (c) related recommendations for improving teacher candidate selection.

PERBANDINGAN KINERJA ALGORITMA PROMETHEE DAN TOPSIS UNTUK PEMILIHAN GURU TELADAN

Department of Education has a mission to improve the quality of education by conducting quality improvement programs in aspects of facilities/infrastructure, curriculum, and the availability of qualified teachers. By conducting an exemplary teacher assessment, which aims to provide incentives to teachers to excel in the field of competence.Based on the he survey taken from City Education Department states that exemplary teacher assessment is currently done manually. Decision Support System is expected to improve performance and simplify the process of selection of candidates. In this study, the data exemplary teacher candidate selection used includes teacher data repot that contains the marks of the orientation of services, integrity, commitment, discipline, cooperation, leadership, performance and behavior. The proposed methods to solve the the exemplary teacher selection are PROMETHEE and TOPSIS methods.Based on the test performed showed that, the precision, recall, and accuracy parameter of the selection of the exemplary teacher candidates, have been produced 91.19%, 54.31% and 88.41% respectively for PROMETHEE method, and have been resulted 90.50% 74.91% and 94.34% respectively, for TOPSIS method. Therefore, the TOPSIS method has a better performance compared with the PROMETHEE method.Keywors: Calon guru teladan, sistem pendukung keputusan, metode PROMETHEEE, dan metode TOPSIS.

Mind the Gaps: Professionalism for Inclusion in North American Early Care and Education

Current trends in the North American early care and education system point to the need for further professionalization of teaching. This article discusses the place of the family and the importance of inclusion in education; it also looks at the global models of early childhood education. In addition, the author reviews the gaps in early childhood education policies, teacher candidate selection, teacher pay, and curriculum recognized as essential for the success of early childhood education programs. Most importantly, she envisions awareness about the importance of early childhood educators and emphasizes the need for intense and focused professional preparation and greater teacher compensation for attracting and retaining quality educators in the profession. The author's recommendations have implications for policymakers across the world who are striving to prepare effective teachers in early childhood education to attain the UN's Millennium Development Goals and promote education for all.

Prioritizing of Criteria in Teacher-Candidate Selection Process by Analytic Hierarchy Process

This paper reviews and identifies the criteria used in the teacher-candidate selection process. The identified main criteria and sub-criteria were prioritized according to their importance by a group of experts. The literature was the source of the criteria and twelve experts who have experience in teacher-selection process were asked to justify the criteria obtained from the secondary source. Furthermore, these experts evaluated the relative importance of the identified criteria in a pair-wise manner. Their judgments were analysed by a multi-criteria method, known as the Analytic Hierarchy Process. Three main criteria were identified which consisted of ‘content of knowledge’, ‘communication skills’ and ‘personality’, while each of these three main criteria had four, six and eight sub-criteria respectively. The degree of importance which is known as weights of these criteria were also calculated where those criteria which receive higher values are considered to be more important. Generally, the results of the analysis show that ‘communication skills’ and ‘personality’ are the most and second-most important criteria respectively, followed by ‘content of knowledge’ in the third position. The analysis of the importance of the sub-criteria of these three main criteria is also included. These criteria and the weights can be used later in the development of the teacher-selection model. Both secondary data and primary data were used in this research. All the experts or the respondents have experience in the selection process where 40% of them have more than six years’ experience. Keywords: Analytic Hierarchy Process (AHP), importance, multi-criteria, selection, teacher, weights.

Image of Ideal Teachers among Turkish Young Teacher Candidates

The aim of the current study is to determine the perception of teacher candidates concerning ideal teachers and to determine the perception of qualitative teachers that teacher candidates have and put a light on the selection of teacher candidates and the development of teacher-training programs. In the study, quantitative and qualitative techniques were used depending on a descriptive model. The data were examined through text and concept analysis. A sample comprising 593 teacher candidates was determined. The categories were formed under three categories: basic roles, perceptive subroles, and perceptive qualifications. The perception of the sample concerning basic roles was identified in eight categories. The sample expressed the perceptive subroles regarding 25 subroles with 318 perceptive qualities.

Theme

Selection of teacher candidates is cen tral to current debates about improving teacher quality. Applegate's overview provides a discussion of four issues that have continued to plague decision mak ers in efforts to make selection into teacher preparation and the profession meaningful: purpose of selection, stan dards and criteria, professional judg ment, and legal and ethical considera tions.

Needed: New Guidelines for Teacher Candidate Selection

Needed: New Guidelines for Teacher Candidate Selection

The Selection of Teacher Candidates

The Selection of Teacher Candidates

Teacher Candidate Selection at California State Polytechnic College

Teacher Candidate Selection at California State Polytechnic College