Teacher Certification Program Research Articles

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

A Mixed-Methods Study of Teacher Dispositions and Culturally Relevant Teaching

The study tests the proposition that pedagogical orientations foster domain-specific teacher dispositions. Nineteen preservice teachers in an urban teacher certification program emphasizing culturally relevant teaching (CRT) were interviewed at the completion of all coursework and teaching experiences in diverse, urban classrooms. Dispositional statements ( n = 405) were used in a comparative analysis that included cross-tabs chi-square statistics and contingency tables. The study found that teaching dispositions associated with two CRT domains, academic success and cultural competence, were prevalent, whereas dispositions associated with the critical consciousness domain were minimal. Interrelatedness was found for teacher dispositions associated with respect for diversity, authenticity, and generalizability.

Using Classroom Observations and Student Surveys to Evaluate Alternatively Certified Teachers

One of the greatest challenges faced by school leaders across the United States is the recruitment of high-quality educators, and many programs have been developed to address this problem. This study evaluates one such program. We evaluate the Arkansas Teacher Corps (ATC), an alternative teacher certification program that places teachers in high-needs schools in Arkansas. We measure teacher effectiveness through classroom observations and student surveys. We form our comparison group by matching ATC Fellows with 1–2 similar teachers in the same school who were not certified through ATC. We use multivariate regression to examine differences between ATC Fellows and comparison teachers on multiple dimensions of teaching. Students rate ATC teachers as significantly more effective on teacher-student relationships in class, teacher-student relationships out of class, and class engagement. Third-party observers detect no significant differences.

Teacher Certification Programs, Teacher Motivation And School Climate On Teacher Performance (Case Study : SMK Ibnu Aqil Bogor)

<p>The purpose of this study was to effect of teacher certification programs, teacher motivation and school climate on the performance of vocational teacher Ibnu Aqil Bogor. The research was conducted at the Vocational School of Ibn Aqil Bogor sample as many as 70 teachers. The research variables are teacher certification program, gur motivation and school climate as independent variables and teacher performance as the dependent variable. Data collection using questionnaires, interviews and observations. Data were analyzed descriptively and using simple linear regression analysis.<br />The results showed the availability of teachers based on the quality of education is either minimal S1. 85.71% of teachers in vocational Ibn Aqil Bogor was educated S1. In terms of quantity of total 70 teachers filled out by the teacher labor fee of 20 people and the civil servant and teacher fixed foundation. Teacher certification programs, teacher motivation and school climate affects the quality of education by 58.2%, the remaining 41.8% is influenced by other factors.</p>

Endrew F. v. Douglas County School District (2017) and special education law: What teachers and administrators need to know

ABSTRACTEven though special education law is covered in most teacher and administrative certification programs, it is an area that is continually evolving. The results of the 2017 U.S. Supreme Court case Endrew F. v. Douglas County School District will have a lasting impact on the future of special education guidelines; the outcomes of this case will also have implications on best practice for students with disabilities. The findings of this case, along with other recent court findings, will be used as a framework to help both teachers and administrators prevent similar situations in their own districts. Specific approaches and strategies will be discussed and detailed resources are provided to help readers remain current with future trends in special education law.

Análise dos livros de geometria indicados nos cursos de licenciatura em matemática

Este artigo tem como objetivo apresentar os resultados da análise de livros de geometria plana adotados em cursos de licenciatura em matemática. Especificamente, focalizamos nossa atenção nas tarefas relativas a provas e demonstrações envolvendo o conteúdo ‘quadriláteros’, nos livros selecionados. Diante da Teoria Antropológica do Didático, analisamos os livros escolhidos em termos de tarefa, técnica e bloco teórico-tecnológico, investigando como os autores apresentam o método dedutivo e seus termos próprios e como é feito o estudo dos quadriláteros, tendo como foco as definições e as demonstrações. Nossa análise também foi fundamentada na tipologia de provas em matemática e na Teoria dos Registros de Representações Semióticas. Como procedimento metodológico, utilizamos a coleta e análise de dados bibliográficos. Os resultados do estudo mostram que, nos livros analisados, o tópico ‘quadriláteros’ é abordado de forma superficial e as propriedades são validadas por meio de provas conceituais. Os três livros desenvolvem o conteúdo ‘quadriláteros’ de forma semelhante, em que a abordagem dos conceitos e propriedades é direta, sem utilização de nenhum recurso que leve o aluno a fazer conjecturas. Em vez disso, procedem à formalização, seguida da resolução de problemas.

Perceptions of Certified EFL Teachers Pertaining to Teacher Certification Program in Central Sulawesi, Indonesia

The state and condition of Indonesian teachers have gradually changed to a better nuance due to the compensation of teacher certification program (TCP). The program has conceivably raised the status of the teachers in social and economic lives. However, the impact of the program on the improvement of overall teacher‘s quality—teaching performance as mandated by Teacher and Lecturer Law remains questionable, and the big question is what and how teachers perceive and act in response to the objective of the program. The program aims not only to increase the teachers‘ salary, but also to improve the quality of their teaching performance based on the teacher standard competence, that is pedagogical, personality, social, and professional competences. Therefore, the study explore and describe certified EFL teachers‘ perceptions concerning benefits of the program on thier social and economic lives, improvement and quality of their teaching practices; perceptions on the ways management ran the program; and expectations for better services of the TCP management.

Licenciaturas no Brasil: Cursos e formandos

O presente artigo aborda a formação inicial de professores no Brasil de 2000 a 2015. Usando dados dos censos da Educação Superior, analisa-se a oferta de cursos, o volume de matrículas e de concluintes das Licenciaturas, ao longo dos 15 anos estudados, dando continuidade ao amplo estudo sobre a formação de professores, coordenado por Gatti. Para além desse levantamento, apresenta-se uma análise do perfil socioeconômico dos concluintes de cursos de Licenciatura, com dados do questionário do estudante do Enade. Essa análise toma por base a construção de duas variáveis (fatores) por meio das técnicas estatísticas de Escalamento Ideal de variáveis ordinais e de Análise Fatorial. Os resultados mostram que os concluintes de cursos de Licenciatura estão entre os menos favorecidos economicamente e entre aqueles que trabalham durante o curso de nível superior. Partindo disso, mostra-se também que grande parte dos licenciandos, mesmo em 2014, já atuava na área de Educação, podendo ser esse um efeito da exigência de nível superior para a docência.

Factors associated with mentor satisfaction among teaching and learning curriculum program participants

ObjectivesTo evaluate participants' satisfaction with their teaching mentor relationship in a teaching and learning curriculum (TLC) and determine characteristics that are associated with high mentee satisfaction. MethodsA 31-item survey instrument was administered to all 2015–2016 participants of the Teaching Certificate Program. ResultsSeventy percent of program participants (n = 60/86) responded to the survey. Overall, 80% of program participants were satisfied or very satisfied with their mentor relationship. Characteristics associated with participants reporting that they were very satisfied with their teaching mentor relationship included mentor availability for face-to-face contact and affiliation with the same institution. Mentor actions associated with high mentee satisfaction included reviewing lecture slides, providing midpoint feedback, providing career advice, and attending mentee lectures. ConclusionsTeaching certificate program participants perceive increased mentor accessibility and frequent interaction as key factors to a satisfying mentor-mentee relationship. Optimizing and standardizing mentorship programs are essential to the success of postgraduate teaching curriculums.

English

In view of the rapid advancement of technology, technological pedagogical content knowledge (TPACK) has been extensively studied. However, research on technological pedagogical content knowledge (TPACK) in teaching English appear to be scarce and addressed either pre-service or in-service teachers, but not their comparison. Additionally, although teacher-certificate programs are employed in many countries, none of the existing studies have examined teacher-candidates’ TPACK, especially in English language teaching (ELT). To fill the gap, this study aims to compare TPACK among teacher-candidates, pre-service and in-service English as a foreign language (EFL) teachers in Turkey. Quantitative and qualitative data analysis indicated significant differences among them. Based on these findings, suggestions for teacher education and future research were made. Key words: Pre-service teachers, in-service teachers, teacher certificate program, English language teaching (ELT), technological pedagogical content knowledge (TPACK), self-perception.

Pre-Service Physics Teachers’ Concept Mastery and the Challenges of Game Development on Physics Learning

This study is a survey that aims to describe pre-service physics teachers’ concept mastery at a university in Ternate. Data were collected through test standard instrument for physics which used in the teacher certification program. Data were analyzed by using quantitative descriptive technique. Based on the results of data analysis, it was concluded that generally pre-service physics teachers’ concept mastery can be categorized on low category (25.4%). The map of concept mastery will be used as a reference to developing game design in the physics learning context for pre-service physics teachers.

The Relations between Scientific Epistemological Beliefs and Goal Orientations of Pre-Service Teachers

The purpose of this study was to investigate the relations between pre-service teachers’ scientific epistemological beliefs and goal orientations in 2X2 framework. Scientific epistemological beliefs are domain-specific views of people about nature and acquisition of scientific knowledge, how scientific knowledge is produced, how reliable and valid that knowledge is and how it is shared. Participants were 484 pre-service teachers and 284 (59 %) of them were attending to education faculty and 198 (41 %) of them were graduates who attended teaching certificate program. Scientific epistemological beliefs predicted both mastery (approach-avoidance) and performance (approach-avoidance) goal orientations. The participants who viewed science from a more traditional perspective were more likely to adopt mastery-approach, mastery-avoidance, performance-approach and performance-avoidance goals, respectively. Moreover, the participants who attended and successfully completed a scientific research methods course formerly had less traditional scientific epistemological beliefs than the participants who had not attended to such a course previously. Theoretical and educational implications of the findings were discussed.

Investigating the impact of teacher education strategies on preservice teachers' TPACK

AbstractThe purpose of this study was to examine preservice teachers' perceptions of the support their teacher education programs provide for developing their technological pedagogical content knowledge (TPACK). The research was conducted with 215 preservice teachers in the last year of teacher education programs and teaching certificate programs in three universities in Turkey. Data sources were the synthesis of qualitative evidence (SQD) scale that was validated in the Turkish context as part of this study and the TPACK‐practical scale. The strategies investigated in the SQD‐model included: using teacher educators as role models; reflecting on the role of technology in education; learning how to use technology by design; collaboration with peers; scaffolding authentic technology experiences; and providing continuous feedback. The linear regression analysis revealed a positive relation between teacher education strategies and preservice teachers' TPACK. Reflection and teacher educators' as role models were the most frequently used teacher education strategies in teacher education programs included in this study. Results provided recommendations for further research on the connection between the teacher education strategies and the development of preservice teachers' TPACK in teacher education programs.

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.

Developing as an agentive bilingual teacher: self-reflexive and student-learning inquiry as teacher education resources

ABSTRACTAs classrooms grow increasingly diverse internationally, teachers need support to teach diverse students. Bilingual teachers hold particular potential to provide culturally and linguistically responsive instruction. We need to know more about teacher education learning opportunities and ways bilingual teachers leverage these as resources. Drawing on theories of teacher agency and resources for teacher knowledge, we examined two resources that may foster teacher learning and practice. The first was self-reflexive inquiry into language and culture. The second resource was student-learning inquiry into students as language users and learners. Over three years, we followed Alma (a Colombian who immigrated to the US) in an undergraduate Cultural Diversity and Education course, a post-Baccalaureate teacher credential program, and an MA program during her first year teaching kindergarten in a dual-language program. We found that Alma sustained resourcefulness in teaching, leveraging multiple resources for agentive decision-making. Our study highlights contributions of self-reflexive and student-learning inquiries as Alma grounded her teaching in personal experiences as a bilingual, language ideologies, and her students’ moments of language learning and meaning-making. We theorize that linking one’s experiences with multiple interacting resources can foster needed knowledge and agency in novice teachers as they engage in decision-making in complex teaching contexts.

Science Song Project: Integration of Science, Technology and Music to Learn Science and Process Skills

It has been critical to find a way for teachers to motivate their young children to learn science and improve science achievement. Since music has been used as a tool for educating young students, this study introduces the science song project to teacher candidates that contains science facts, concepts, laws and theories, and combines them with music for motivating their young children to learn science and improve science achievement. The purpose of the study is to determine the effect of the science song project on teacher candidates’ understanding of science processing skills and their attitudes toward science. The participants were 45 science teacher candidates who were enrolled in an EC-6 (Early Childhood through Grade 6) program in the teacher certification program at a racially diverse Texas public research university. To collect data, this study used two instruments: pre-and post-self efficacy tests before and after the science teacher candidates experienced the science song project and final reflective essay at the end of the semester. The results show that while developing their songs, the participating teacher candidates experienced a process for science practice, understood science concepts and facts, and positively improved attitudes toward science. This study suggests that the science song project is a science instruction offering rich experiences of process-based learning and positive attitudes toward science.

小学校理科教育に求められる指導力と専門性を高めるための教職専門科目「理科」講義方法に関する実践研究

小学校理科教育に求められる指導力と専門性を高めるための教職専門科目「理科」講義方法に関する実践研究

THE RELATIONSHIP BETWEEN PEDAGOGICAL FORMATION TRAINING CERTIFICATE PROGRAM PROSPECTIVE TEACHERS’ CRITICAL THINKING ATTITUDES AND THEIR PERCEPTIONS ON PROFESSIONAL ETHICAL PRINCIPLES

This research aims to analyze the relationship between pedagogical formation training certificate program prospective teachers’ critical thinking attitudes and their perceptions on professional ethical principles. The study used relational screening model and convenience sampling method which is one of the purposeful sampling methods. The participants consisted of 393 prospective teachers from different majors such as mathematics, physics, chemistry, health, biology, philosophy, religious culture, Turkish language and literature, music, painting and ceramics. The study deployed two data collection tools and personal information form. Thinking Attitude Scale and Code of Professional Ethics Scale. Descriptive statistics, Pearson product-moment correlation, multivariate variance analysis were used during the data analysis. Research results have indicated a medium level of relationship between the critical thinking attitude of prospective teachers and their professional ethical principles. Also, the dimensions of critical thinking attitudes such as willingness to collect information, self-regulation, inference, evidence-based decision making and openness to seek reasons dimensions were found to have a significant relationship with the professional ethical principles, and the five variables account for about 13% of the professional ethical principles. Taking the significance tests of the regression coefficients into consideration, the dimensions of willingness to collect information, self-regulation and openness to seek reasons are regarded as the significant predictors of the professional ethical principles. Based upon the research findings, the following recommendations are provided: The availability of critical thinking and democratic education courses within the teaching certificate program or the inclusion of critical thinking and professional ethical principles in the pedagogical formation courses based on the subject will provide prospective teachers to have positive critical thinking attitudes and professional ethical principles. As a result, they will ensure students to gain critical thinking skills during the teaching process, and they are to show ethical behaviors towards their profession. Critical thinking and professional ethical principles can be examined via experimental and qualitative researches and different measurement tools. Article visualizations:

Investigation of prospective teachers' metacognitive awareness in terms of some variables

The purpose of this study is to examine the metacognitive awareness of prospective teachers according to their gender, field of study and the average number of books they read in a year excluding textbooks. The study was conducted in accordance with this purpose, and the sample of the study consists of prospective teachers who were senior students at Dicle University Ziya Gökalp Faculty of Education in the 2014-2015 academic years spring semester and 1475 randomly selected prospective teachers in the teacher certification program. In the study, the 52-item "Metacognitive Awareness Inventory" was used in order to determine the metacognitive awareness levels of prospective teachers. The inventory was originally developed by Schraw and Dennison (1994) and it was adapted to Turkish by Akın, Abacı and Çetin (2007). The findings of the study reveal that the metacognitive awareness of prospective teachers does not differ significantly in the total extent of the scale according to their gender, but differs significantly according to their field of study and the average number of books they read in a year excluding textbooks.

Behavior and classroom management: Are teacher preparation programs really preparing our teachers?

ABSTRACTResearch suggests that many teachers are underprepared for the behaviors that their students may bring to the classroom, resulting in challenges to teaching and learning. The purpose of this study was to examine the behavior management content included in preservice teacher preparation programs for general education and special education teachers. Using survey methodology, the researchers collected information from participants about the types of behavior and classroom management strategies and skills included in their preparation programs. Results suggested that preservice educators were more likely to be taught universal management strategies than more specific skills and strategies for increasing or decreasing behaviors. Significant differences were found between alternative certification general education teacher certification programs and college/university special education teacher certification programs in the areas of increasing appropriate behavior and behavioral assessment.