Can mastery of Teacher Competences Determine Student Teachers’ Readiness for the Job?

Abstract

This study looks into finding the level of "readiness--for--the--job" in student teachers about to graduate from teaching programmes, through exploring their mastery of the teacher competences that are presumably employed in teacher education. By conducting surveys and using questioning techniques like Likert scale, MSQ and vignette, 226 student teachers were invited to identify and reflect on their perceived and attained mastery of 11 international teacher competences, based on their personal experiences and individual views. Primarily, the study addresses the problem with the current curriculum of teacher education in many teacher colleges around the world where the emphasis on the practical component of their teaching programmes has resulted in a fragmented readiness--for--the--job. Thus, teachers are becoming quite competent in the practical divisions of teaching, such as managing the learning environment, and critically less competent in the knowledge of the subject per se and similar domains.

Self-Efficacy, Teaching Practice, and Teacher Readiness: Mediating Role Teacher Interest

“…To measure readiness to become a teacher, this study uses indicators from the framework presented in the OECD study on international teacher competence in the research of Mohamed et al, (2016), which consists of 11 indicators, namely: 1) knowledge of the curriculum and subjects; 2) instructional strategy and planning; 3) effective use of technology in facilitating student learning and teaching materials; 4) seriousness to provide learning to all students; 5) managing the learning environment and students; 6) knowledge about student diversity such as learning for students with special needs; 7) the suitability of learning that can accommodate the abilities and needs of students; 8) effective collaboration with colleagues and partnerships with parents, social activities, and the community; 9) growth and professional development of teachers; 10) Willingness to try new ideas and strategies; and 11) exercise personal integrity and legal responsibility. (2) Independent or exogenous variables, namely variables that cause or can influence other variables in research.…”

Pengaruh Pengenalan Lapangan Persekolahan (PLP), Minat Mengajar, dan Prestasi Belajar terhadap Kesiapan Menjadi Guru bagi Mahasiswa Pendidikan Ekonomi

“…(2) Variabel minat mengajar oleh Balyer & Özcan (2014) yang terdiri dari merasa bahwa belajar itu berarti, merasa senang berinteraksi dengan peserta didik, suka membantu sesama, merasa tertantang untuk mengajar, menganggap profesi guru memiliki status sosial yang tinggi, menganggap profesi guru memiliki prospek karir yang baik, dan menganggap profesi guru lebih mudah menemukan pekerjaan. (3) Variabel kesiapan menjadi guru oleh Mohamed (2016) yang terdiri dari pengetahuan tentang kurikulum dan materi pembelajaran, perencanaan dan strategi instruksional, penggunaan bahan ajar dan teknologi efektif dalam memfasilitasi pembelajaran peserta didik, komitmen untuk mempromosikan pembelajaran kesemua peserta didik, mengelola peserta didik dan lingkungan belajar, pengetahuan tentang peserta didik yang beragam termasuk kebutuhan khusus dan cara mereka belajar, menyesuaikan pembelajaran untuk menanggapi kekuatan dan kebutuhan semua peserta didik, kolaborasi yang efektif dengan rekan kerja bermitra dengan orang tua layanan sosial maupun masyarakat, pertumbuhan dan pengembangan profesional, kesediaan untuk mencoba ide dan strategi baru, dan menjalankan integritas pribad dan tanggung jawab hukum.…”