A new evaluation approach for teacher preparation programs using labor market competitiveness of teacher applicants

Yang, Hyunwoo; Yang, Minseok; Batt, Lena; Xin, Xie; You, Eunji; Goff, Peter

doi:10.1016/j.tate.2021.103368

Cited by 5 publications

(3 citation statements)

References 62 publications

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“…The existing research mostly revolves around the employability of pedagogues. For instance, some studies performed in the United States suggest that academically skilled college graduates (Master, Sun, & Loeb, 2018) and graduates of teacher preparation programs that have good partnerships with schools and communities (Yang et al, 2021) are more likely to get jobs in educational institutions. The scarce attention paid to this subject can be explained by the intricacies that the researcher has to face there: unlike corporations and states, there are no established solutions to calculate market competitiveness for individuals and when it comes to pedagogy, it is not even clear how to approach such competitiveness components as input, output and so forth.…”

Section: Discussionmentioning

confidence: 99%

Exploring pre-service visual art teachers’ competitiveness through porter’s five forces model

Koshkinbayeva,

Shagataeva,

Utepova

et al. 2023

JEELR

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The primary objective of this cross-sectional study was to explore the degree to which 117 pre-service visual art teachers’ competitiveness within the education field. A self-reported competitiveness scale (six items distributed between three factors) was designed and validated by the authors based on the focal points of Michael Porter’s Five Forces framework. Additionally, the respondents’ digital competence was assessed as an auxiliary criterion of educator attractiveness in the art education domain. Both competitiveness and digital skills measurements yielded mediocre scores. Regression analysis showed that respondents’ competitiveness perceptions were predicted neither by digital skills level nor by socio-demographic characteristics such as age, gender, rural or urban background, marital status or whether the student was a graduate or undergraduate. The present study highlights the need for understanding of how visual art majors perceive the sector and evaluate competitiveness among visual art students which itself indicates its sizable contribution to educational research. Other researchers can employ the competitiveness questionnaire introduced to gain deeper insights into the topic or related subjects.

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Section: Discussionmentioning

confidence: 99%

Exploring pre-service visual art teachers’ competitiveness through porter’s five forces model

Koshkinbayeva,

Shagataeva,

Utepova

et al. 2023

JEELR

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“…Teachers Who Had Access to More Transition Supports Were More Likely to Report Working in Schools Where They Were Matched with Mentors During Their First Year of Teaching A pressing question is whether differences in teachers' TPP experiences are linked to how well they fit in, and how long they remain, at their first teaching position. Schools and districts often have limited information on the quality of novice teachers (Cannata et al, 2017) and often rely on prior relationships and experiences with specific TPPs to judge which candidates to hire (Engel and Finch, 2015;Goff et al, 2020). Preparation programs can play an important role in improving the match quality between teachers and their first teaching jobs by not only networking candidates to partner districts but also helping teachers identify and prepare for interview opportunities and aligning teachers' clinical and coursework experiences with the teaching assignments and contexts of schools and districts where they are likely to be hired.…”

Section: Percentage Of Teachersmentioning

confidence: 99%

Teachers' Preparation Experiences from Coursework to the Classroom: Findings from the 2022 Learn Together Survey

2023

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olicymakers and researchers have dedicated increasing attention to the state of K-12 teacher preparation programs (TPPs) amid concerns over potential teacher and staff shortages in many school districts and states (Knox, 2022;Goldberg, 2021). As of 2022, Nguyen, Lam, and Bruno (2022) estimated that there were at least 36,000 vacant K-12 teacher positions across the United States, and another 163,000 teaching positions had been filled by underqualified staff. At the same time, the number of people completing traditional, fouryear undergraduate TPPs appeared to be declining. During the 2018-2019 academic year, fewer than 90,000 undergraduate education degrees were conferred, falling from a peak

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“…Teaching competencies are also necessary for maintaining the development of the education sector (Yang et al, 2021). As a result, it has become important to work on the teacher's competencies, which include knowledge, skills, attitudes, and values (Selvi, 2010).…”

Section: Introductionmentioning

confidence: 99%

The role of Pre-service teacher’s preparation programs in improving the teaching performance of early career mathematics teachers

Tabieh

Alsmadi²,

Abu-Loum³

et al. 2022

WJET

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This study aimed to investigate the necessary teaching competencies for early career mathematics teachers and identify the degree to which these competencies are represented in pre-service teachers' preparation programs. The study also aimed to identify the most effective teaching strategies that should be included in preparation programs. The study was applied to (142) early career mathematics teachers in Jordanian public schools with no more than three years of experience. The study relied on a mixed methodology based on quantitative and qualitative approaches. A questionnaire and semi-structured interviews were used to collect the data. The study concluded that teaching competencies fall within four areas: namely, knowledge competencies, implementation competencies, assessment competencies, and personal competencies. The pre-service preparation programs succeeded in preparing mathematics teachers well by acquiring these competencies and providing them with personal skills that provide them with effective and continuous communication with their students. Mathematics teachers find that the most effective teaching strategies are those that focus on students' interests and that the infrastructure and capacity of the classrooms have a major role in limiting the ability of mathematics teachers to apply what they have learned in the preparation programs. Mathematics teachers recommend that graduates who enter the teaching profession should pay attention to continuous improvement by enrolling in courses that enable them to keep pace with cognitive, professional, and technical developments in mathematics. Keywords: pre-service preparation programs, early career mathematics teachers, teaching competencies, teaching performance.

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A new evaluation approach for teacher preparation programs using labor market competitiveness of teacher applicants

Cited by 5 publications

References 62 publications

Exploring pre-service visual art teachers’ competitiveness through porter’s five forces model

Exploring pre-service visual art teachers’ competitiveness through porter’s five forces model

Teachers' Preparation Experiences from Coursework to the Classroom: Findings from the 2022 Learn Together Survey

The role of Pre-service teacher’s preparation programs in improving the teaching performance of early career mathematics teachers

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