Teacher Certification Program Research Articles

Global collaboration to deliver a live pharmacy teaching and learning curriculum

Background and purposeThe Indiana Pharmacy Teaching Certificate Program (IPTeC) offered a live, two-day conference to pharmacy residents, fellows, and preceptors in Indiana, while simultaneously live-streaming to participants in Doha, Qatar. Participants engaged in longitudinal activities for a one-year period. The purpose is to evaluate this pilot extension of a teaching and learning curriculum (TLC) to experienced preceptors in a global partnership and determine whether global and local participants perceive similar quality of programming. Educational activity and settingUpon completion of the two-day conference, all pharmacists from two years of the program were encouraged to complete the standard course evaluations, consisting of nine items, in order to obtain continuing education (CE) credit. Evaluations of the program were analyzed by location cohort. FindingsA total of 206 eligible pharmacists attended the program, with 154 completing the course evaluations (response rate 75%). “Good” or “outstanding” median ratings were given to each learning objective by both location cohorts, with domestic participants more likely to give “outstanding” ratings (6/9 items versus 0/9 items). SummaryThis pilot extension was successful in providing educational content satisfying learning objectives from the perspective of domestic participants and remote participants in Qatar. This type of global collaboration can meet the needs of trainees and experienced preceptors to advance pharmacy education and training.

Teacher Certification: A Way to Lead Teacher for Professional Development and Lifelong Learning

Indonesian Government launched teacher certification program in order to increase the quality of teachers. This policy is expected to foster teacher’s competences and prosperity. In terms of competency, this program enhances teachers to develop their professionalism especially in teaching and other academic activities. Test and training are provided to take this program. Several requirements such as the minimum qualification, teacher’s portfolio are also given as the elements or components of the teacher certification program administration. Dealing with the prosperity, teachers who passed this program are also given financial support. Some studies on the effectiveness of teacher certification program were conducted. The results showed that this program does not guarantee teachers to have quality improvement. However, it does not mean this program is not successful at all or it does not have any advantage or contribution for teachers. Therefore, this paper aims to discuss on how far teacher certification program lead teachers to develop their professionalism and bring them into lifelong learning activities or situation.

Can We Say the “r” Word?: Identifying and Disrupting Colorblind Epistemologies in a Teacher Education Methods Course

Several educational researchers have critiqued the increasing marginalization of foundations coursework in teacher education programs within the United States. Situated within a teacher certification program at a Predominately White Institution without foundations courses, this self-study examined an English methods course designed to address this curricular gap and prepare candidates to teach racially and culturally diverse students attending urban schools. Through a conceptual framework grounded in critical race theory, interpretive analysis of student work relative to course material evidenced a consistent pattern of omitting themes, discussions, and reflection about race and racism. This finding–consistent with the literature on colorblind epistemologies–led me to implications about pedagogy and curriculum in teacher education centered around opportunities for candidates to develop racial literacy in their methods courses and across their programs.

Identifying and evaluating gaps in knowledge, skills, and qualities necessary for a career in academia

IntroductionDue to demands for qualified faculty and educators, more pharmacy residency programs have adopted resident teaching certificate programs (RTCP). There is a lack of standardization and published research on what should be included in these programs. The primary objective of this study was to utilize an online survey to identify and evaluate perceived gaps in skills, qualities, and knowledge needed for a successful career in academia. MethodsAn IRB-approved Qualtrics® survey was developed and emailed to faculty at Ohio colleges of pharmacy in January 2018. ResultsEighty of 299 total surveys (26.8%) were completed by faculty with representation from all seven colleges in Ohio. When asked to select from a provided list, the top five self-identified gaps in knowledge at the beginning of their career were: accreditation (80.56%), institutional finance (79.17%), programmatic assessment (79.17%), admissions/marketing (77.78%), and experiential site recruitment/retention (77.78%). However, when asked to list five gaps as a free response, the most common themes were tenure, teaching, research, curriculum, and work life balance/time management. Additional questions assessed skills, qualities, resources, and faculty development techniques. ConclusionsThere are many identifiable gaps that participants recalled experiencing in their early years as a faculty member. The number of RTCPs is growing and RTCPs are often the only training residents receive in direct relation to academia and pedagogy. It is critical that RTCPs cover consistent content to expose residents to a career in academia and teach skills that residents need to successfully educate others.

Effectiveness of a pharmacy teaching certificate program offered to practicing pharmacists

IntroductionRegardless of the practice setting, pharmacists' roles often expand beyond patient-centered services and into health-related educational roles for patients, healthcare providers, and student pharmacists. Teaching roles of a clinical pharmacist can include providing invited presentations (such as continuing education lectures), teaching colleagues about new clinical initiatives, precepting students during advanced pharmacy practice experiences (APPEs) and introductory pharmacy practice experiences (IPPEs), and precepting residents on rotations. This program was designed to evaluate the effect of a university-affiliated pharmacy teaching certificate program on participant knowledge and perceived confidence in specific areas of academic pharmacy and preceptor development. MethodsA 10-month program consisting of four live modules with associated continuing education (CE) credit was offered to pharmacy residents and practicing pharmacists in the surrounding area. The program format utilized didactic and active learning strategies with “at home” assignments to reinforce material presented. Content knowledge was measured with written summative assessments provided at the start and end of each module. Perceived confidence was assessed through online surveys provided at the start and end of the program. All results were evaluated using paired t-tests. ResultsData were obtained from 14 participants in the first cohort and 18 participants in the second cohort. For each of the four modules, there was a significant difference in pre- and post-knowledge assessments. Confidence data was also significantly increased regarding topics in each module. ConclusionKnowledge assessments and perception surveys suggest that this university-affiliated teaching certificate program improved both knowledge and perceived confidence for program participants.

Development of a Pharmacy Residency Research Certificate Program.

Background: Similar to teaching certificate programs, which have been incorporated in many pharmacy residencies to improve teaching skills, resident research certificate programs could provide residents with more exposure to biostatistics and research design. However, few research certificate programs have been described. Objective: To assess the impact of a research certificate program on residents' attitude toward, confidence in, and knowledge of research. Methods: A resident research certificate program was created for the 2018-2019 residency class at our institution, which included 33 pharmacy residents (15 postgraduate year-1 [PGY1] and 18 PGY2 residents). The program consisted of 7 sessions aimed at providing residents with research training. To earn a certificate, participants were required to attend 6 or more sessions and achieve a score greater than or equal to 70% on a postassessment. An optional questionnaire assessing attitude, confidence, and knowledge was also administered at baseline and following the certificate program. Results: Of the 33 residents participating in the research certificate program, 21 (9 PGY1 and 12 PGY2) residents completed both the baseline and follow-up questionnaire and were included in the analysis. All items assessing attitude and 3 of 6 items assessing confidence improved significantly following the certificate program when compared to baseline (P < .05 for all). Median knowledge scores were no different on the baseline versus follow-up questionnaire (P = .54). Conclusions: After completing a research certificate program, resident knowledge scores did not differ from baseline, but attitudes toward research and confidence appeared to improve. Research certificate programs could be an avenue for providing pharmacy residents with increased exposure to and comfort with biostatistics and research design.

THE EFFECT OF TEACHER CERTIFICATION PROGRAMS AND EDUCATION AND TRAINING MODES ON IMPROVING PEDAGOGIC COMPETENCIES ON ELEMENTARY SCHOOL TEACHER IN DKI JAKARTA

Enhancing teacher competency is one of the factors that needs to be considered to improve the quality of education. As the effort to improve teacher competence, the government has certified and implemented teacher competency training since 2006. In 2015, the average score of the teacher competency test was only 56.69. Hence, the score based on teacher competency test become the background of this research. Further, as an evaluation of the certification program and the implementation of training on improving teacher competency proclaimed by the government. This study aims to determine the effect of teacher certification programs and training modes on improving the pedagogical competence of elementary school (SD) teachers in DKI Jakarta both partially and jointly. This research method uses a quantitative method approach with ANOVA variance analysis. The results showed that the teacher certification program and training mode policies were positively and significantly affected the partly or all in increasing the elementary school teacher pedagogical competencies in DKI Jakarta. As a suggestion from the results of this study, the government should include criteria for certification of educators in teacher recruitment because the increase in teacher pedagogical competence is strongly influenced by the certification program. In addition, the government should be selective in determining teacher training modes. It is proved that education and training by empowering teacher work groups or peers is more effective in improving teacher pedagogical competencies.&#x0D; &#x0D; Keywords: Teacher Certification, Pedagogic Competence, Teaching and Training Modes

Increasing the Rural Special Education Teacher Pipeline Through Asynchronous Online Instruction: A Program Description of the Colorado Christian University Alternative Certification Program

There is a documented shortage of special education teachers nationwide, and many rural school districts report hiring uncertified or temporary teachers to fill the open positions. To meet the needs of rural schools in our state, Colorado Christian University developed an asynchronous online alternative special education teacher certification program. Colorado Christian University’s program includes 12 months of online coursework, as well as remote video supervision. This article provides a brief description of the program and preliminary data supporting its effectiveness in meeting the needs of rural Colorado schools.

Multirater Assessment to Teacher Professionalism based on Pedagogical Content Knowledge

The Indonesian Government has performed teacher certification program since the establishment of the Teacher Law No. 14 year 2005 and PCK has been acknowledged as the indicator of science teachers’ professionalism in some countries. Therefore, this research aims to explore teachers’ PCK as a case study to 20 middle school science teachers with different teaching experiences in the special Region of Yogyakarta, Indonesia. This research was conducted in PCK planning and enacted PCK by collecting lesson plans, recorded the learning activities in the classroom, and structured interviews. The assessment to all research material was employed by 6 raters using PCK assessment rubric consisting of 12 items that was later analyzed with Many Facet Rasch Model. The analysis result informed that all items had good validity and reliability. This study found that only 15% of participants were classified as good teachers’PCK. In-depth analysis on the difficulty level item concluded that the teacher participant’s PCK ability on the representation and conceptual teaching strategies aspects still needed to be improved.

Evaluating the design and conduct of teaching, education, and dissemination of knowledge learning experiences: A survey of American Society of Health System Pharmacists (ASHP)‐accredited postgraduate year 1 pharmacy residency programs (TEDKLE—PGY1 survey)

AbstractIntroductionA postgraduate year 1 (PGY1) pharmacy residency is designed to build upon the Doctor of Pharmacy education. The American Society of Health‐System Pharmacists (ASHP) accreditation standards, along with the competency areas, goals, and objectives (CAGOs), list four required competency areas for the design of pharmacy residency programs. The fourth required competency area goals and objectives (CAGO R4) focuses on the development of residents' skills related to teaching, education, and dissemination of knowledge. A characterization of current programs' approaches to satisfying this CAGO might stimulate improvements and spread innovation.ObjectivesTo better characterize how PGY1 pharmacy residency programs incorporate teaching experiences in the training of residents.MethodsThe authors developed a survey to address the goals and objectives under CAGO R4. The survey was distributed to residency program directors (RPDs) of ASHP‐accredited PGY1 pharmacy residency programs and responses were voluntary. All data were analyzed descriptively to determine frequency (n) and percent (%).Results21.9% of RPDs surveyed completed the survey, with a wide variation in program demographics. The most common presentations were to pharmacy staff/students (65.6%) and consisted of poster presentations (81.8%) or platform presentations (74.9%). The most common writing experiences included chart notes (94.6%) and drug monographs (88.7%). In regard to precepting, the majority (82.8%) of programs require their residents to co‐precept one to two pharmacy students per residency year. Finally, approximately half of the respondents required their residents to complete a teaching certificate program, with an additional 62.6% of these programs offering pedagogical readings.ConclusionDespite offering a number of experiences aimed at achieving the goals and objectives of CAGO R4, considerable variation exists in the design of the experiences offered and how programs assess the residents' learning experiences.

Teach For America and Teacher Quality: Increasing Achievement Over Time

Teach For America (TFA), a prominent alternative teacher certification program, has evolved substantially since it began in 1989. However, most studies ignore this potential variation when evaluating TFA’s effects on student outcomes. Using 12 years of administrative data, I test whether TFA’s effects on achievement differ over time, focusing on a major reform introduced in 2005 and testing for changes in the qualifications of TFA corps members recruited before and after this reform. I find that TFA’s effects on achievement increased over time in some subjects and grade levels. However, these changes do not occur immediately following the reforms, nor are they explained by most observable teacher quality indicators. Instead, results indicate gradual improvement over time in many subjects. These results help explain divergent findings in previous research from different periods and underscore the importance of understanding the continuing evolution of alternative teacher certification programs.

Diversidade na formação de professores de música: o caso do tambor de crioula no Maranhão

Este artigo aborda o êxito da pedagogia colaborativa do tambor de crioula no componente curricular Prática de Conjunto III (2015.2) no curso de Licenciatura em Música da Universidade Federal do Maranhão (UFMA). A referida prática teve como inovação a flexibilização de hierarquias na relação professor/aluno, tanto no que diz respeito a quem detém o conhecimento musical como em relação à metodologia empregada para transmiti-lo. Isto só foi possível através da criação de um ambiente de cooperação onde alunos cotistas, herdeiros das tradições musicais afro-maranhenses, puderam compartilhar seus conhecimentos e visões de mundo com o restante da turma, assumindo de forma inédita o protagonismo no processo educativo. Práticas pedagógico-musicais multiculturais, como esta, estão fundadas na ideia de que o ensino de música deve assumir seu papel político na construção da justiça social, cidadania, democracia e redução das desigualdades étnico-raciais, já a partir da formação de professores de música. Tais ideias vêm ganhado força nas áreas de educação musical e etnomusicologia (LUCAS et al., 2016. QUEIROZ, 2017. CAMPBELL, 2018), porém sua concretização encontra resistência nas rígidas estruturas institucionais e disposições conservadoras arraigadas nos cursos superiores de música no Brasil. Conclui-se que apenas a partir da transformação das instituições formadoras de professores de música se pode, com a atuação dos futuros educadores musicais, contribuir para dirimir preconceitos e promover a inclusão de epistemologias historicamente desprezadas.

Status of Teaching Certificate Programs Offered by US Colleges and Schools of Pharmacy

PurposeTeaching certificate programs have been developed by US colleges and schools of pharmacy to provide organized instruction for pharmacy residents seeking competence in classroom teaching or clinical precepting. The objective of this study is to appraise current status of teaching certificate programs offered by US colleges and schools of pharmacy. MethodA survey instrument was developed and sent to pharmacy practice department chairs/vice chairs at 132 US colleges/schools of Pharmacy. In addition, data collection was conducted by visiting websites of 132 colleges and schools of pharmacy. Descriptive statistics and content analysis methods were used for data analysis. ResultsOut of 132 pharmacy schools surveyed, 69 schools reported offering teaching certificate programs for pharmacy residents. The programs enroll Post-Graduate Year 1 (PGY1) and Post-Graduate Year 2 (PGY2) residents, fellows, preceptors, and faculty. These programs utilize longitudinal, concentrated, or combination of both experiences. While various teaching activities are required by all 69 programs, the requirements for attending seminar, research design, project and grant proposal writing were reported by 62%, 12%, and 0.07% of the reported programs, respectively. Programs were found to offer seminars on various topics such as teaching or pedagogical methodologies, assessment of student learning, and development of teaching portfolios. The national guidelines and recommendations are not fully met by the existing teaching certificate programs. With a total enrollment of 2,596 residents in 34 teaching certificate programs, since their inception, the overall completion rate was 91%. This study identifies a number of challenges including financial resources to develop a quality program. Data provided by 14 teaching certificate programs demonstrate that 33% of the graduates have accepted full-time faculty positions. ConclusionOur study has identified teaching certificate programs that provide residents with opportunities for formal instruction and development of skills that can help prepare them for a faculty position. This study may assist colleges and schools of pharmacy that are planning to develop such programs for pharmacy residents and fellows.

Factors Affecting Competence of School Counselors in South Sulawesi

This article aims at exploring the profile of school counsellor’s competency in South Sulawesi, Indonesia, and factors that affected it. The study used quantitative approach, involving four independent variables, age, work experience, educational background, and professional certification experience of the school counsellor, and one dependent variable, the score of the competency test. The population of the study was 1949 school counsellors who took competency test administered by the Ministry of Education and Culture in 2015. There were 322 samples taken using proportional random sampling technique, representing school counsellors from SMP (junior high school), SMA (senior high school), and SMK (vocational schools). The result of the study showed that the average score of the competency test was still below the minimum standard set by the Government. The study also presented that there was a negative influence between age and the score, and positive influence between educational background and teacher certification program, and the results of competency test. Yet, it was found there was no significant influence between working experience and the results of competency test.

Teachers content knowledge in generalizing mind maps of quadrilateral

This study aims to explain teacher content knowledge in generalizing mind maps of quadrilateral. This research use descriptive qualitative approach. The research subjects were 26 mathematics teachers (9 men and 17 women) who had taught at least 5 years and fulfilled the requirements for the teacher certification program. Knowledge of teacher content in generalizing quadrilateral concept maps was analyzed using De Villiers’s framework on three types of definitions in geometry. The results showed that there were three types of knowledge of teacher content in defining rectangle, namely (1) fulfill the necessary requirements and sufficient conditions for minimal definition, (2) fulfill the necessary and sufficient condition but excessive requirements, and (3) not meet the necessary requirements and sufficient conditions. The mistakes shown by teachers are: incorrectly stating the nature or attributes; does not state sufficient conditions of definition; necessary conditions and sufficient conditions are excessive. The results show that there are two types of teachers content knowledge in generalizing hierarchically and partially mind maps.

A Mixed Research on Cheating and Absenteeism Behaviors of Teacher Certificate Program Students

&lt;p style="text-align:justify"&gt;The primary goal of this research is to explore absenteeism tendency, and the attitudes towards absenteeism and cheating of students who attended the teacher certificate program. In addition, this research aims to identify the views of students and lecturers on cheating and absenteeism. A sequential explanatory mixed-method research design was employed in this research. The sample of the quantitative data was 321 teacher certificate program students studying at Mugla Sitki Kocman University, Turkey. Absenteeism tendency, cheating attitude and absenteeism attitude scales were used to collect the data. Descriptive statistics, correlation, independent t-test, one-way analysis of variance (ANOVA) and Tukey HSD tests were used to analyze the data. Qualitative data was collected through semi-structured interview forms. 14 students and 14 lecturers were interviewed, recorded, and transcribed. Qualitative data was analyzed through quantitative content analyses and descriptive analyses. Research findings show that verbal field students have significantly more positive cheating attitudes than quantitative field students. While cheating attitudes show no significant difference between genders, students in physical education departments have higher scores in the dimensions of environmental conditions and opportunity and ability than verbal and quantitative field students. Both students and lecturers describe cheating as “unfair behavior and plagiarism,” and absenteeism as a “right” in unavoidable situations. It is emphasized that the active participation of students in classes mostly depends on the instructor.&lt;/p&gt;

Motivational and perceptual differences between Hispanic and White preservice teachers

ABSTRACT A large gap exists between the percentage of teachers and of students who are Hispanic. To better understand this gap, we compared Hispanic and White preservice teachers’ motivations for becoming teachers and perceptions of the teaching profession during their application to a large traditional teacher certification program at a Hispanic-serving institution. Analysis of 1,600 survey responses revealed many statistically significant differences, and many of the differences across ethnicity varied by the type of teacher certification sought. Suggestions for how teacher preparation programs can design and market their programs to recruit more Hispanic preservice teachers are explored.

Perubahan Kurikulum dan Pendidikan Profesi Guru: Upaya Menemukan Arah Pendidikan yang Ideal atau Konstelasi Kekuasaan?

The purpose of this research is to review the teacher certification program (PPG) policy as an improvement in educational quality or merely a constellation of power. The method used is a descriptive research method with documentary analysis. The PPG program, both pre-service and in-service, contains a constellation of power. It can be seen from some notes. Firstly, there is no follow-up from the PPG program. Secondly, the results of interviews by the researchers reveal that the materials provided in this program are not different from those given at the university. Thirdly, even though PPG pre-service is aimed at improving the quality of prospective teachers based on the indicators specified in the program, why do teacher training and education universities not prepare their students to be quality teachers? if they do not do so, why they do not improve the concepts and learning in lectures at their respective universities instead of adding new programs. Fourthly, there are no similar programs in countries with quality education, such as Finland, South Korea, Japan and so on. Fifthly, the tests in the admission process only administer tests that indirectly measure the cognitive level

Survey on Integration of Expetise Competency Test Into Teacher Certification Program of Productive Vocational Teachers

Productive vocational teachers who are professionals are required to master the learning material both theory and expertise or vocational practice in accordance with what is needed in the world of work. Meanwhile, so far the certification model and competency test of productive vocational teachers through portfolio assessment, the Teacher Professional Education and Training (PLPG) model, and the Teacher Professional Education (PPG) model have not tested the mastery of skills or expertise competency possessed by the teacher. To overcome this, a study is needed to integrate skills competency tests into productive vocational teacher certification programs. In this article we will discuss the results of a survey on the integration of expertise competency tests into productive vocational teacher certification programs, which include: (1) How many teachers have an educator certificate and a certificate of expertise? (2) How big are productive vocational teachers who assess the importance and desire to have a certificate of expertise? (3) What is the teacher’s opinion about the validity period of educator certificates and expertise certificates? (4) What is the teacher’s opinion about the integration of skills or expertise competency tests into the teacher certification program? This research is a survey research with quantitative descriptive approach. Data collection was carried out on 7-8 September 2016. Data sources or respondents in this study included 98 productive teachers of Public and Private Vocational High Schools in Yogyakarta. Data collection methods carried out in this study used instruments in the form of questionnaires and list of entries. Data analysis techniques used are quantitative descriptive analysis techniques in the form of percentages. The results showed that: (1) Teachers who had an educator certificate were 61.22 % and teachers who had a certificate of expertise were 38.78 %; (2) Teachers who are of the opinion that an important certificate of expertise for productive vocational teachers is 91.84 % and teachers who wish to have a certificate of expertise are 87.76 %; (3) Teachers who argue to integrate the expertise competency test into the teacher certification program are 51.02 %, while teachers who argue between the teacher certification program and expertise certification separated are 38.78 %; (4) Teachers who think the validity period of the educator’s certificate and expertise certificate forever are 28.57 % and 16.33 % respectively, teachers who think the validity period of the educator’s certificate and expertise certificate for 5-10 years are consecutive 22.45 % and 34.69 %, and teachers who argue that teacher certification and expertise certification are carried out in stages and sustainably are 30.61 % and 36.74 %.

Attitudes of Teacher Candidates Studying in Physical Education and Alternative Teacher Certification Programs towards Teaching Profession

Attitudes of Teacher Candidates Studying in Physical Education and Alternative Teacher Certification Programs towards Teaching Profession