How teacher competence functions as an institutionalised discourse in the epoch of globalisation

Chiang, Tien‐Hui; Trezise, Damien

doi:10.1080/0305764x.2020.1782352

Cited by 16 publications

(8 citation statements)

References 58 publications

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“…This finding confirms that the instrument that has been developed is more valid, reliable, practical and effective to measure the pedagogical and professional competence of elementary school physical education teachers, compared to the previous instruments which are general in all fields of study. The instrument that has been developed considers that physical education teachers and students build content knowledge related to general pedagogical knowledge and context knowledge through direct experience, professional dialogue with practitioners, and practical observations (Chiang & Trezise, 2021;Cury et al, 2019;Fonsén & Ukkonen-Mikkola, 2019;Tang et al, 2017). Therefore, the pedagogical and professional competency test instruments for elementary school physical education teachers that have been developed can be used to test the pedagogical and professional competencies for Physical Education teachers.…”

Section: Discussionmentioning

confidence: 99%

Developing and Standardizing the Test of Pedagogical and Professionalism Competence for Physical Education Teachers in Elementary Schools

Masrun

Hariadi²,

Asnaldi³

2022

PJKR

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The main objective of this study is to develop and standardize an instrument of pedagogical and professional competency for Physical Education teachers at elementary school level. Based on Law No. 14 of 2002, teachers in Indonesia are required to master four competencies, namely: pedagogy, professional, personality and social. Currently, there are only few numbers of standardized instruments to test these four competencies. Thus, this study aims at developing and standardizing a pedagogical and professional competency instrument in a form of a test. This study applied a procedural research and development (RnD) model using the following steps: research and collection preliminary, research planning, early product development, expert validation, product revision, early test, product revision, field test, final product revision and mass product manufacture. The test subjects in this study were physical education teachers at the elementary school level. Based on data from Education Authorites in Padang, the total population in this study was 480 people and the sample was taken purposively. During the early test, it was carried out to 20 samples and during the field test, it was carried out on 20% of the total population, namely 84 people. Standardization of the instrument was carried out by conducting several analysis, namely: validity, reliability, item difficulty level, item discriminating power, practicality test, and effectiveness. Data were processed using IBM SPSS statistical program with p < 0.05. Based on the results of processing and processing, a standardized instrument that can measure pedagogical and professional competence for Physical Education teachers was successfully made.

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Section: Discussionmentioning

confidence: 99%

Developing and Standardizing the Test of Pedagogical and Professionalism Competence for Physical Education Teachers in Elementary Schools

Masrun

Hariadi²,

Asnaldi³

2022

PJKR

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“…Because performance management policy is designed to audit and proliferate teachers' commitment to teaching quality, its attainment needs to be supported by specific frameworks of teaching competencies (Chiang and Trezise, 2021), which functions as standards against which teachers may measure their professionalism and being honor themselves (Spohrer et al, 2018;Chiang, 2020). When the concept of teacher competence incorporates the collective responsibility that teachers and the government are expected to fulfill, it becomes the index for evaluating the accomplishment of this responsibility.…”

Section: Pisa Data Governance and Lifelong Learningmentioning

confidence: 99%

Lifelong learning as a governing technique of subjectivation from the perspective of the discourse of hope and fear

Chiang,

Thurston,

MacKenzie

2024

Front. Polit. Sci.

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Neoliberal governmentality highlights that the mode of governing technologies has moved from government toward governance in modern society. Accordingly, as the self becomes the nexus between social control and self-regulation, configuring self-knowledge is mainly achieved through subjectivation, as argued by M. Foucault. The OECD's PISA program implicitly carries out this technique by holding teachers responsible for national prospects through its assumption of a close linkage between teaching quality and human capital. More importantly, PISA data facilitates international comparisons and rankings by which the international competitiveness of its participants can be identified and categorized. Unsurprisingly, those member countries/regions classified in the first tier are confident of their prospects for future economic growth in contrast with those ranked below the average, which are unable to escape from a state of fear engendered by their assumed lack of economic prospects. Teachers thus become the subject and object of educational reforms. Teachers need to improve their teaching quality through professional development to eliminate the stigma of being viewed as social burdens. The discourses of hope and fear set in motion by PISA thus turn lifelong learning into a powerful means of facilitating the government to fabricate teachers' subjectivity. This is the art of subjectivation, commanding teachers to perform as enterprising subjects who are dedicated to contributing to social progression through good teaching quality, which is perceived as the gateway for them to bring honor upon themselves.

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“…The quality of education primary school pupils receive is greatly influenced by the competence, dedication, and motivation of their teachers (Garira, 2020). While teacher competence has been a subject of considerable research and attention (Chiang & Trezise, 2021;Estiani & Hasanah, 2022;Yelfianita et al, 2023). Teacher motivation is a crucial yet frequently overlooked aspect in education.…”

Section: Introductionmentioning

confidence: 99%

Surveying the Motivation of Pre-Service Teachers and the Performance of Nigerian Primary School Pupils

Okeke

2024

IJCE

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This study investigates the crucial interplay between the motivation of pre-service teachers and the academic performance of primary school pupils in basic science and technology subjects within the Oyi Local Government Area of Anambra State, Nigeria. A descriptive survey method was used. The sample comprised 200 pre-service teachers and primary six students in government primary schools in Oyi Local Government Area. The researchers also constructed questionnaires and administered them to the sampled population in Oyi Local Government Area of Anambra State. Preliminary findings underscore the significance of pre-service teacher motivation in shaping the academic success of primary school pupils. These attributes contribute to a more conducive and effective learning environment, ultimately benefitting the academic performance of primary school pupils. However, challenges persist in providing consistent settlements, recognition, instructional materials, and retraining opportunities for pre-service teachers. Addressing these challenges is crucial for sustaining teacher motivation, improving teaching quality, and enhancing the educational experience for students.

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How teacher competence functions as an institutionalised discourse in the epoch of globalisation

Cited by 16 publications

References 58 publications

Developing and Standardizing the Test of Pedagogical and Professionalism Competence for Physical Education Teachers in Elementary Schools

Developing and Standardizing the Test of Pedagogical and Professionalism Competence for Physical Education Teachers in Elementary Schools

Lifelong learning as a governing technique of subjectivation from the perspective of the discourse of hope and fear

Surveying the Motivation of Pre-Service Teachers and the Performance of Nigerian Primary School Pupils

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