Choosing how we choose: A review of teacher education admissions literature

Holden, Michael; Kitchen, Julian

doi:10.26522/tl.v11i1.436

Cited by 4 publications

(8 citation statements)

References 19 publications

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“…It can be recommended to continue using the new admission interview in selecting candidates to the college in addition to the matriculation and psychometric scores – as the usage of a variety of tools increases the likelihood of accepting worthy candidates, especially borderline candidates that can be missed (Holden and Kitchen, 2017). In professions that emphasize personal (and not just academic) qualities, such as teaching, it is important to examine personal traits.…”

Section: Summary and Discussionmentioning

confidence: 99%

The added value of a new interviewing tool for the selection of candidates for the teaching profession

Levy-Feldman

Libman

2019

JARHE

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Purpose An interview is one of the most widely used tools in the admission of candidates for an academic study, particularly in the applied professions. The purpose of this paper is to present a study that assesses the quality of a new interview tool for the selection of teacher-training candidates, in order to find out its added value over other selection tools in use and to justify the effort invested in it. Design/methodology/approach The study was longitudinal and was conducted over the course of a three-year period. The study population consisted of all the college’s undergraduate students that were candidates for the teaching profession. The information was processed quantitatively using descriptive as well as inferential statistics while addressing diverse comparisons. Findings The main findings indicate a high quality of the new tool. The usage of the tool improved the selection procedure of qualified candidates, especially borderline candidates who would be rejected if using only the matriculation and the psychometric admission tools. A logistic regression model revealed the admission new interview tool to be the sole statistically significant predictor of enrollment in the college. The study reported the interview score to be the sole statistically significant predictive factor in the model that forecasts student field-practice grades, particularly in their first year of study. Originality/value This information further corroborates that a good interview tool allows a more in-depth and well-based discussion about worthy candidates who do not meet the strict grade admission requirements. This invites discussion regarding the critical place of the interview in selection of candidates, especially in applied professions.

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Section: Summary and Discussionmentioning

confidence: 99%

The added value of a new interviewing tool for the selection of candidates for the teaching profession

Levy-Feldman

Libman

2019

JARHE

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“…However, recent research on the efficacy of interviews as a selection measure for ITE programmes (e.g. Holden and Kitchen 2017;Klassen and Kim 2019) raises questions about the validity of inferences based on such measures. In response, we begin the next section of this paper by revisiting the interview as a measurement tool in order to highlight some of the challenges specific to ITE admission that the tool presents.…”

Section: Introductionmentioning

confidence: 99%

A validity perspective on interviews as a selection mechanism for entry to initial teacher education programmes

Lehane

Lysaght

O’Leary

2021

European Journal of Teacher Education

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Across the world, teacher quality has come to be recognised as one of the most important variables affecting student outcomes; consequently, the regulation of entry into the profession is the subject of iterative review. The traditional 'one-off' interview, involving an interviewee and two or more interviewers, is a common, but not unproblematic, selection mechanism in the field. In particular, the modest positive correlation between performance at interviews and in clinical settings raises questions about using interviews as a selection mechanism for Initial Teacher Education (ITE) programmes. In this paper, we draw on validity theory and some key commentaries and studies in the research literature to offer a perspective on the extent to which the traditional interview provides data that can be used to make good decisions about applicants for ITE. The paper proposes a validity-based framework for use by practitioners to enhance the conceptualisation, design and evaluation of interviews in the process of teacher selection.

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“…İlgili alanyazında öğretmen seçme, değerlendirme ve atama sistemi ve sözleşmeli öğretmen istihdamı ile ilgili öğretmen adayları ile (Atav ve Sönmez, 2013;Byrnes, Kiger ve Shechtman, 2003;Çiftçi ve Arı, 2016;Demirkaya ve Ünal, 2017;Epçaçan, 2016;Koşar, Er, Koşar ve Kılınç, 2018;Memduhoğlu ve Kayan, 2017;Sezgin ve Duran, 2011;Shechtman ve Godfried, 1993;Şahin, 2011;Tonbul ve Ağaçdiken, 2018;Uyulgan ve Akkuzu, 2015) ve öğretmenlerle (Bayram, 2009;Boyd, Lankford, Loeb ve Wyckoff, 2008;Çalışoğ ve Tanışır, 2018;Çolak Ölmez, 2009;Demirci, 2011;Erdem, 2010;Gökyer ve Çiçek, 2011;Gündüz, 2008;Karadeniz ve Demir, 2010;Öztaş, 2010;Savgun Doğruöz, 2009;Soydan, 2012;Toker Gökçe, 2014;Türker, 2018) yürütülen çalışmaların yer aldığı görülmektedir. Ayrıca konu ile ilgili kuramsal bir çerçeve oluşturmaya yönelik teorik çalışmalar da (Avcı ve Yücel Toy, 2018;Aydın, Sarıer, Uysal, Aydoğdu Özoğlu ve Özer, 2014;Çolak ve Demir, 2017;Guarino, Santibanez ve Daley, 2006;Holden ve Kitchen, 2017;İbiş, 2010;Jacobowitz, Delorenzo ve Adirim, 2000;Mitchell, Robinson, Plake ve Knowles, 2001) bulunmaktadır. Ancak bu çalışmaların birçoğunun öğretmen seçme ve atama sistemi ile ilgili güncel uygulamaları kapsamaması; güncel sistemle ilgili olan çalışmaların da sistemin tamamı yerine bazı spesifik konular üzerine yoğunlaşması nedeniyle bu araştırmanın yapılması gerekli görülmüştür.…”

Section: Introductionunclassified

Contract Teaching and Oral Exam: What Do The Teacher Candidates Think?

Karadağ¹,

Aydoğmuş²,

Kesten³

2020

ENAD

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Öz. Araştırmada öğretmen adaylarının sözleşmeli öğretmenlik uygulaması ve sözlü sınav sistemiyle ilgili görüşlerini incelemek amaçlanmıştır. Çalışma grubu, eğitim fakültesinin farklı bölümlerinde öğrenim gören 12 öğretmen adayından oluşmaktadır. Katılımcılar belirlenirken ölçüt örnekleme yöntemi kullanılmış ve ölçütleri sağlayan katılımcılarla görüşmeler yapılmıştır. Veri toplama aracı olarak yarı-yapılandırılmış görüşme formu, veri analizinde ise tematik analiz yöntemi kullanılmıştır. Araştırmadan elde edilen bulgulara göre; öğretmen adaylarının sözleşmeli öğretmenliği, öğretmenlik mesleğine zarar veren, iş garantisi olmadığı için öğretmenleri tedirgin eden; bir meslek olarak eskisine göre daha güvensiz ve riskli olarak gördükleri bulunmuştur. Altı yıllık zorunlu hizmet süresinin öğretmenlerin kişisel hayatını olumsuz etkilediği sonucuna ulaşılmıştır. Öğretmenlerin tayin haklarının olmaması da bir sorun olarak görülmektedir. Ayrıca katılımcılar sözlü sınavın objektif olamayacağını ve şans faktörün etkili olabileceğini belirtmişlerdir. Katılımcıların görüşlerinden yola çıkarak sözleşmeli öğretmenlik uygulaması ve sözlü sınav sistemine yönelik yetkili kurumlar tarafından düzenlemeler yapılabilir veya olumsuz görüşlerin iyileştirilmesi adına sözleşmeli öğretmenliğin ve sözlü sınavın niçin önemli olduğu öğretmen adaylarına aktarılabilir.

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Choosing how we choose: A review of teacher education admissions literature

Cited by 4 publications

References 19 publications

The added value of a new interviewing tool for the selection of candidates for the teaching profession

The added value of a new interviewing tool for the selection of candidates for the teaching profession

A validity perspective on interviews as a selection mechanism for entry to initial teacher education programmes

Contract Teaching and Oral Exam: What Do The Teacher Candidates Think?

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