Teacher Accreditation Research Articles

The Impact of Learning Experiences on Meeting Teacher Accreditation Standards: A Mixed-Methods Study

Professional Accreditation for teacher education programs is a quality assurance measure for normal universities. To clarify the factors affecting student teachers' learning and their mechanisms, a mixed-methods study was conducted on government-funded student teachers. The study found that learning experiences in areas such as clear goals, student support, appropriate assessment, teaching quality, and course organisation have varying degrees of influence on learning outcomes. The mechanisms of influence include: the combined effect of misaligned learning goals and simplified exam content hinders the improvement of learning quality; gaps in subject systems and structural shortages of teacher resources undermine the distinctive features of teacher education; and an imbalance between increasing learning challenges and insufficient student support obstructs the development of professional competencies. Therefore, universities should leverage participation in professional accreditation as an opportunity to reform teacher education curricula, build high-quality teaching teams, optimize the structure of teacher resources, and improve student support services to create an excellent training environment

Exploring the Establishment and Practice of Higher Education Teacher Accreditation Standards

Exploring the Establishment and Practice of Higher Education Teacher Accreditation Standards

Nauczyciele języków obcych: Iluzje – fakty – badania

The article aims to analyze meanings underlying the popular concepts of a good teacher, efficient teacher, novice, expert and experienced non-expert from a diachronic perspective. Criteria used across developmental stages of second language acquisition/ foreign language teaching in the process of teacher accreditation are examined, as well as social contexts influencing teacher evaluation. Reasons for teachers’ dissatisfaction with European school systems are presented, as well as coping strategies employed by frustrated teachers. New challenges springing from economic, social and cultural student diversity are also discussed. Implications are sought for pre- and in-service teacher education.

Meningkatkan Motivasi Dan Prestasi Belajar Akuntansi Melalui Model Discovery Learning Pada Siswa Kelas XI AK. 1 SMK St. Willibrodus Betun Tahun Pelajaran 2022/ 2023

SMK St. Willibrodus Betun is actively pursuing various educational projects in the field of teacher accreditation. Due to a lack of creativity and innovation in teaching strategies, students are less motivated to learn. The aim of this research is to facilitate academic progress among Grade 11 students at a faster pace. The above objectives will be achieved through the use of the Learning Discovery Model which is available for students of class XI AK.1 for the 2022-2023 academic year at SMK St. Willibrodus Betun. The purpose of this study was to determine the effect of the Discovery Learning model on student learning outcomes and skills. This study used a sample of 22 students of class XI Ak. 1. The results showed that the average score of students who were classified as "Good" in Cycle II increased from 74.54 in Cycle I to 80.45, and student achievement in Cycle II increased from 72.73% to 86.36% . Based on the results of the study it can be concluded that the application of the Discovery Learning Model has the potential to improve academic achievement of students in Accounting class XI Ak. 1 at SMK St. Willibrordus Betun. This research focuses on the utilization of the Discovery Learning model as a means of increasing academic achievement in the context of Accounting education. Keywords of interest include Accounting education, academic achievement, and the Discovery Learning model.

Pediatric Surgery and University.

Pediatric Surgery studies in Spanish universities are not regulated, and their situation varies significantly from one region to another. A descriptive study by means of a survey directly addressed to the heads of the 47 Spanish healthcare units was carried out. Only 33 pediatric surgeons currently teach at the university level. Most of them are employed (associate professors) and assigned to non-surgical departments. The degree of teaching accreditation of these professionals is meager. It is necessary to reflect deeply on the absence of our specialty in universities and, conversely, on the scarce presence of university studies and research in healthcare units.

PENTAULIAHAN PENGAJARAN AGAMA DI MASJID DAN SURAU: TINJAUAN RINGKAS UNDANG-UNDANG ISLAM DI MALAYSIA

Accreditation is the permission given to a person to do certain tasks or things such as being an imam, reading a sermon, teaching, lecturing, performing marriage ceremonies and others. Non-accredited religious teachers cannot deliver their lectures in mosques and surau. There are many cases in this country involving the detention of non-accredited religious teachers 2019, the Melaka Department of Islamic Religion (JAIM) arrested independent preacher, Ustaz Wan Ji Wan Hussin for allegedly teaching without credential. Recently, the Mufti of Perlis was involved in a ban on speaking in a program in a state that was canceled due to not having credentials. The rules related to the accreditation of religious teaching in mosques and surau are not the same and are subjected to jurisdiction and legislation in each state. Accordingly, this article aims to explain the requirements of accreditationfor ech state in Malaysia and its legal effects. This study is a qualitative study that involves literature studies through legal sources and writings related to religious teaching in mosques and surau. This study also involves document analysis through every states’ Islamic administration statutes and syariah criminal statutes to identify the legal provisions related to the accreditation of religious teachers in mosques and surau. The results of the study found that there are clear legal provisions at the state level to control and ensure that religious teaching in mosques and surau does not deviate from the true teachings of Islam. The need to obtain accreditation for religious teaching in mosques and surau is aimed at curbing devian teachings and avoiding confusion in society regarding various issues related to religion of Islam.

Study on Elements of Teacher Authority in Islamic Online Learning (E-Talaqqi)

Learning through a teacher or talaqqi is one of the learning methods practised in Islamic learning and education since the time of the Prophet Muhammad. This method is applied today, especially in madrasas and Islamic boarding schools. Industrial Revolution 4.0 and the latest Covid-19 pandemic outbreak, online learning is the best alternative for teachers and students. This is the choice of learning method, especially in Islamic Studies education. This article aims to examine the elements of teacher authority in Islamic online learning. This research method is a mixed-method design using qualitative and quantitative data. Researchers collected data by interviewing four informants from their fields of expertise and questioning 254 respondents using a questionnaire. Data were analyzed after being collected using thematic analysis and Winsteps analysis. The results showed that teacher authority has five elements: an educational background in subjects, namely teacher qualifications, teacher accreditation, information skills, language mastery and technology mastery. This element is essential for verifying the qualifications of teachers involved in online learning, especially for Islamic education.

Teacher preparedness for English-medium instruction

Abstract This paper focuses on lecturers’ preparedness to teach EMI courses. Although many higher education institutions worldwide have rushed to jump on the EMI bandwagon, a strikingly low percentage of them have deemed it necessary to organise pre-service or in-service courses to help practitioners tackle this new teaching scenario. As a result, some potential teachers are reluctant to take part in EMI programmes, while some in-service EMI teachers complain because of a feeling of helplessness that arises from what they feel as lack of assistance from their institutions. In this article, after reviewing recent surveys on current practices in the training and accreditation of university teachers in EMI, I will examine what skills EMI teachers consider essential to deliver their classes effectively, whether they believe those can or even should be accredited, and, last but not least, how universities could support EMI teacher preparation. This analysis will allow us to reach EMI stakeholders by sharing research findings with them. Finally, a research agenda for future work on teacher preparedness for EMI will be put forward in an attempt to fill the gaps found in the review of the literature on the topic.

Bibliometric Analysis of Scientific Production on Nursing Research in the Web of Science

The fundamental pillars of nursing science—nursing care, management, and teaching and research—are in constant evolution. The adaptation of Spanish nursing to the European Higher Education Area has promoted nursing research. Over the past few years, several institutions have made official statements concerning the difficulty of finding teaching staff for university nursing degrees. This is closely linked to the production of research, given that minimum criteria must be met for university teacher accreditation. The goal of this study is to analyze scientific production in nursing, nursing research and teaching in The Web of Science in order to establish how this is progressing and to gain further insight into the field of academic nursing. A total of 34,497 documents were analyzed using the Bibliometrix software version 4.1.0. The results reveal an increase in nursing research over time. Most of this is published in English and mainly focuses on specific nursing areas, such as oncology or psychiatry. Spain occupies the eighth place worldwide in nursing research. In spite of this position, the data suggest that other factors are blocking the accreditation of university teachers of nursing in Spain. They also reflect the need to encourage nursing research in this setting in the future.

Hepatitis C reflex testing in Spain in 2019: A story of success

BackgroundReflex testing is necessary to achieve the objectives of hepatitis C elimination. However, in 2017 only 31% of Spanish hospitals performed reflex test. As a consequence of that finding, reflex testing was recommended by scientific societies involved in the diagnosis and treatment of hepatitis C. ObjectiveTo evaluate the degree of implementation of reflex testing in 2019 and to know the implementation of rapid diagnostic and/or dried blood spot testing (RDT and / or DBS) in Spanish hospitals. MethodsCross-sectional study through a survey conducted in October 2019 to Spanish general hospitals with at least 200 beds, public or private with teaching accreditation. Results129 (80%) hospitals responded. Reflex testing is performed by 89% of the centres vs. 31% in 2017 (P<.001). From 2017 to 2019, centres using alerts to improve continuity of care increased from 69% to 86% (P=.002). In 2019, 11% of centres can determine anti-HCV in dried spot, 15% viremia in dried spot, 0.85% anti-HCV in saliva, and 37% of antibodies and/or viremia with point of care test. 43% of hospitals have at least one diagnostic method with RDT and/or DBS. ConclusionThe implementation of reflex testing has increased significantly, reaching 89% of hospitals in 2019. The recommendations of scientific societies could have contributed to the implementation of reflex testing. On the other hand, access to RDT and/or DBS is insufficient and initiatives are needed to improve their implementation.

Sign language planning and policy in Ontario teacher education

The Deaf Ontario Now movement of 1988 called for more hiring of deaf teachers and the full implementation of American Sign Language (ASL) across the curriculum in schools with deaf students. In 1989, the Review of Ontario Education Programs for Deaf and Hard of Hearing Students recommended that ASL become a language of instruction at the Ernest C. Drury School for the Deaf in Milton, Ontario. Subsequently, the school became the site of a pilot bilingual bicultural project that led to the ratification of a policy statement on bilingual bicultural education for deaf children at all three anglophone provincial schools with deaf students in Ontario. In 1993, Bill 4 was incorporated into the Ontario Education Act, sanctioning the use of ASL and Langue des signes quebecoise as languages of instruction in all schools for deaf students in Ontario. Despite this seeming progress at the policy level in sign language planning in Ontario deaf education, there has been a marked pattern of resistance to systemic change at levels of government and teacher accreditation, the university teacher of the deaf preparation program established in 1991, and provincial school administration. This paper outlines the trajectory of deaf community activism, policy change, and subsequent resistance.

Universities and teacher professional learning in the new policy context of teacher accreditation

ABSTRACT All teachers in Australia must now achieve and maintain certification through mandatory accreditation processes that include specified professional learning hours. While key policies that outline teacher professional learning in Australia and New South Wales make no specific reference to a role for universities, this discussion paper proposes that the new teacher accreditation landscape provides opportunities for universities to work collaboratively with education systems to co-design and deliver contextually relevant teacher professional learning, support teachers-as-researchers and support schools to become learning communities. This collaboration would advance the policy agenda inherent in the accreditation processes by developing the intended culture of professional learning among teachers, education systems and universities that goes beyond mandated professional learning hours. We review the Australian policy context from a systems-thinking perspective and argue that university Schools and Faculties of Education (called SOE throughout this paper) work across multiple levels in education systems and are thus uniquely positioned to co-design and deliver relevant and contextually significant learning opportunities that foster teacher professional learning and school improvement.

Effective teaching and the role of reflective practices in the Malaysian and Australian education systems: a scoping review

ABSTRACT In both Australia and Malaysia where there is strong central oversight of education, reflective thinking is promoted as integral to an effective pedagogy that leads to good quality learner outcomes. Besides providing tools and resources for teachers and pre-service teachers to use, increasing the systemic procedures for teacher advancement and accreditation require documented evidence of reflective practice. While the idea of the reflective practitioner has taken hold in the Australian and Malaysian education sectors, there are questions about the value of externally driven approaches for developing the internalised and meaningful reflective practices that are sought. This scoping review seeks to draw together the existing literature, and to identify emerging themes, opportunities, barriers and challenges for researchers in relation to the way reflective practice is manifested in Malaysia and Australia; how widespread its adoption is; and the effectiveness of different practices. The overarching finding is that this area is under researched.

The alien world of reflective practice: A non-fictional ‘tale’ of academics’ experiences of applying for Senior Fellowship

ABSTRACT Since the release of the revised version of the UK Professional Standards Framework in 2011, researchers have examined the benefits and challenges of gaining teaching accreditation in the higher education (HE) sector. Here we employ creative non-fiction techniques to stimulate further discussion around the development opportunities associated with gaining Senior Fellowship. This lens permits greater freedom from political agendas that might otherwise remain hidden in our analysis, and therefore offers greater protection to the research participants. The ‘tale’ is constructed from data produced by qualitative interviews with 30 university staff members to illustrate the competing discourses of HE teaching accreditation and teaching quality. The conversation takes place following a presentation about the Teaching Excellence Framework (TEF) and university league tables. The debate is driven by Mac’s cynicism to the accreditation process, and Josie’s desire to be recognised for her excellent contribution to raising teaching standards.

The Quest of Quality and Accountability Standards of Accreditation of Teacher Education Programmes: A Meta-Analysis

This paper is the meta- analysis of accreditation of teachers ‘education programmes which deals with the accreditation process and initiatives regarding improvement of teacher education Programmes. Triangulation was attained through document analysis of NACTE and HEC initiatives along with thirty-one articles related to the international accreditation of Teacher education programmes. Thematic analysis has been completed with reference to accreditation of teacher education programs. Method of study was critically reviewing and analysis the accreditation practices in teacher education globally and nationally by comparing and contrast the twenty one number of researches, three survey reports along with their sample size and effect size for the aggregate effect. The findings show the gap between the scope of quality accreditation standards and dissimilar dealing with some of the indicators with orientation to its implication. Limitation of the study in particular area is the concern of missing data in multidimensional aspects of the research study and secondly model driven meta-analysis results are based on different sample, population and different sets of studies. Pakistani standards may be reviewed keeping in view the international standards of teacher education programmes accreditation. National accreditation council must have to set new targets to meet the international teacher education program goals, so monitoring and assessment of teacher education programmes must be proceeding regular bases, free of biases to encounter the quality accreditation of teacher education programs. Keywords : Teacher Education, National Accreditation, Quality Assurance, Quality Standards. DOI: 10.7176/JEP/11-16-04 Publication date: June 30th 2020

Diagnóstico en un solo paso de la hepatitis C en 2019: una realidad en España

BackgroundReflex testing is necessary to achieve the objectives of hepatitis C elimination. However, in 2017 only 31% of Spanish hospitals performed reflex test. As a consequence of that finding, reflex testing was recommended by scientific societies involved in the diagnosis and treatment of hepatitis C. ObjectiveTo evaluate the degree of implementation of reflex testing in 2019 and to know the implementation of rapid diagnostic and/or dried blood spot testing (RDT and / or DBS) in Spanish hospitals. MethodsCross-sectional study through a survey conducted in October 2019 to Spanish general hospitals with at least 200 beds, public or private with teaching accreditation. Results129 (80%) hospitals responded. Reflex testing is performed by 89% of the centers vs. 31% in 2017 (P<.001). From 2017 to 2019, centers using alerts to improve continuity of care increased from 69% to 86% (P=.002). In 2019, 11% of centers can determine anti-HCV in dried spot, 15% viremia in dried spot, 0.85% anti-HCV in saliva, and 37% of antibodies and/or viremia with point of care test. 43% of hospitals have at least one diagnostic method with RDT and/or DBS. ConclusionThe implementation of reflex testing has increased significantly, reaching 89% of hospitals in 2019. The recommendations of scientific societies could have contributed to the implementation of reflex testing. On the other hand, access to RDT and/or DBS is insufficient and initiatives are needed to improve their implementation.

Influencing Factors on In-Service Teachers’ Competence in Planning CLIL

In spite of the multiple competencies necessary to design and deliver proper Content and Language Integrated Learning (CLIL) lessons, the teachers’ linguistic proficiency is the primary competence considered in the accreditation of CLIL teachers in Spain. However, teachers’ competence in planning CLIL lessons is key to bilingual education. This article explores this competence and reports on the several factors that influence the level of integration of CLIL methodological principles in the lesson planning style of in-service teachers at primary and secondary education. The factors studied are the stage of education, curricular subjects, teacher education, status at school, years teaching CLIL and type of school in a sample of 383 in-service CLIL teachers. Results show statistically significant differences in all the factors studied except in the stage of education (primary-secondary) and the type of school (state-semiprivate). These results reveal a high heterogeneity in the sample, which allows the description of the CLIL teacher profiles according to the factors that influence their competence in planning and delivering CLIL lessons. It is concluded that education and training in CLIL competencies, such as planning CLIL lessons, is also necessary in order to achieve a more homogeneous competence profile of the teachers. Therefore, a review of the academic programs and of the accreditation model so as to guarantee that they include prescriptive education and training in CLIL is recommended, since the quality and sustainability of bilingual programs also depends on teachers’ competence in CLIL and not only on the students’ academic results.

Peer teacher training (PTT) in action.

The benefits of peer teaching for tutors, students and institutions are well documented. Skills in peer teaching, assessment and feedback are cited as important graduate attributes by international medical councils; however, the literature on preparation for this role, specifically peer teacher training (PTT), is sparse. This study evaluated the implementation of a PTT programme adopted from the Medical School at the University of Sydney in 2016. The programme was adopted to support the development of skills in UK medical undergraduates. The training was accessed by students studying at the University of Leicester in 2017 and 2018. The course was evaluated using mixed methods. Students completed pre- and post-course self-rated questionnaires. Semi-structured focus groups were conducted after each course to investigate students' perceptions. Twenty fourth-year medical students attended the PTT. Students reported improvements in their understanding of educational principles, confidence in teaching and feedback skills, and an increased likelihood of volunteering to teach. Focus groups revealed potential benefits for future patient interaction and preparation for educator roles. The PTT provided an effective approach for medical students to gain perceived competence and confidence in teaching and giving feedback. Students reported an increased propensity for teaching when qualified. Students with lower self-reported teaching ability reported greater improvements following the course. Students reported unanticipated perceived benefits for improving patient education and obtaining teaching accreditation for their portfolio and future clinical roles. They perceived potential value if the training were to be made interprofessional on future courses. Furthermore, this study demonstrates the transferability of the PTT programme across university settings.

ЗАБЕЗПЕЧЕННЯ ЯКОСТІ ОСВІТИ В США ТА В УКРАЇНІ: ТЕНДЕНЦІЇ РОЗВИТКУ

The author underlined that the quality of education is considered as a modern educational trendin the plane of comparative aspect between the USA and Ukraine. The emphasis is on the fact that themost important thing in ensuring a high-quality educational process is to address the financing of schools,eliminate overcrowded classes, apply restorative justice for adolescents, raise educational standards andintroduce accreditation for teachers, etc. In order to concretize the US experience in teacher accreditation,the activities of the National Council for the Accreditation of Teacher Education are reviewed. It isstated that the accreditation of teachers in America is voluntary. It is noted that in Ukraine the functionof standardization of education is performed by the National Qualifications Agency, which is currentlydeveloping regulatory documents in this area.It is reasoned that the implementation of such a trend as the quality of education providesprimarily for the intellectual and personal development of students.The key international documents are analyzed, as well as individual US documents in the fieldof education, on the basis of which prospects are formed for Ukraine in the context of reforming nationaleducation.At the present stage of development of the both American and Ukrainian society, education plays an extremely important role. It is concluded that the education system should be radically modernized taking into account the challenges of the future. Therefore, it is now necessary to increase the requirements for student training, expand the scope of education and transform the competences of students for successful self-realization in professional activities, personal life, social activity. Such as communication in state and foreign languages, mathematical literacy, competences in natural sciences and technologies, information and digital competence, lifelong learning skills, social and civic competences, entrepreneurship and financial literacy, general cultural literacy, environmental literacy and healthy living.

Shadows over accreditation in higher education: some quantitative evidence

Accreditation systems in higher education are widespread both in the USA and in Europe. However, numerous reservations have appeared in the literature about whether these systems can comprehend and represent the quality of university courses. This study sets out to contribute to this debate by discussing whether the results of the recent university teaching accreditation system in Italy are influenced by the characteristics of degree programmes, their performance, and the characteristics of incoming students. Whilst addressing this research question, this paper intends above all to give a methodological contribution by proposing an evidence-based approach that tackles the limits found in the literature in relation to university accreditation and quality assurance.