Judging teacher candidates' readiness to teach

Haigh, Mavis; Ell, Fiona; Mackisack, Vivienne

doi:10.1016/j.tate.2013.03.002

Cited by 39 publications

(35 citation statements)

References 26 publications

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“…Although both external standards and institutional criteria may be in place, the assessment process relies heavily on the decision making of the teacher educator to determine whether required outcomes have been met, and to what measure of quality (Smith, 2007). Teacher educators are tasked with the complex act of drawing together multiple perspectives, in order to make a determination as to the standard of a student's practice and, ultimately, their readiness to enter the profession (Haigh, Ell, & Mackisack, 2013). However, such dependence on professional judgement within a standards and criterion-oriented approach raises questions regarding subjectivity and potential fallibility, especially given that practicum is a high-stakes and complex situation (Hawe, 2001).…”

Section: Introductionmentioning

confidence: 99%

“…Studies such as those by Haigh et al (2013), Ortlipp (2003Ortlipp ( , 2009) and Hawe (2002) serve as a reminder that practicum assessment is problematic and not always fair and appropriate. "Such issues need to be addressed and resolved if the integrity of the assessment system and the qualification awarded are to be protected, and if the public is to have confidence in teacher educators as the gatekeepers to an initial teaching position" (Hawe, 2001, p. 19).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

A complex act – Teacher educators share their perspectives of practicum assessment.

Aspden

McLachlan

2017

Waikato Journal of Education

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A complex act – Teacher educators share their perspectives of practicum assessment.

Aspden

McLachlan

2017

Waikato Journal of Education

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“…Generally, competence is conceptualised in almost every profession (Haigh, Ell, & Mackisack, 2013). In the educational domain, http://dx.doi.org/10.15405/epsbs.2016.11.39 eISSN: 2357-1330 responsibility of the Organizing Committee of the conference 373 it has steadily gained a growing popularity in different school and university systems and has been endorsed where such systems aspire to prove that their graduates are competent and adequately ready for the next level of education or for taking the first professional job (e.g., O'Reilly, Cunningham, & Lester, 2013;Walther & Radcliffe, 2007).…”

Section: Teacher Competences As a Reference Point To Indicate Readinementioning

confidence: 99%

“…In the educational domain, http://dx.doi.org/10.15405/epsbs.2016.11.39 eISSN: 2357-1330 responsibility of the Organizing Committee of the conference 373 it has steadily gained a growing popularity in different school and university systems and has been endorsed where such systems aspire to prove that their graduates are competent and adequately ready for the next level of education or for taking the first professional job (e.g., O'Reilly, Cunningham, & Lester, 2013;Walther & Radcliffe, 2007). Some conceptual differences between competence and competency do exist in the literature, nonetheless, they are still being used interchangeably (Haigh et al, 2013). Throughout this paper, we adhere to using competence and adopt the definition given by (Tigelaar, Dolmans, Wolfhagen, & Vleuten, 2004): "an integrated set of personal characteristics, knowledge, skills and attitudes that are needed for effective performance in various teaching contexts" (p. 255).…”

Section: Teacher Competences As a Reference Point To Indicate Readinementioning

confidence: 99%

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

Mohamed¹,

Valcke²,

Wever³

2016

European Proceedings of Social &Amp; Behavioural Sciences

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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.

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“…Sebagaimana penjelasan yang dikemukakan Aulls dan Shore (2008) praktek penelitian tindakan kelas pada program pendidikan guru ditujukan untuk melatih peserta calon guru melakukan penelitian reflektif. Secara umum dimensi praktis merupakan aspek yang bernilai dalam program penyiapan calon guru di universitas dan pendidikan profesi guru yang melibatkan perkuliahan di universitas dan praktek di sekolah (Haigh, et al, 2013;Darling-Hammond, 2010;Grossman et al, 2009). Secara umum konten biologi yang dipilih oleh peserta pada saat merencanakan dan melaksanakan penelitian pendidikan biologi merupakan materi ajar yang ada pada kelas X, XI, dan XII berdasarkan KTSP biologi SMA.…”

Section: Hasil Dan Pembahasanunclassified

Preferensi Dan Persepsi Personal Peserta Terhadap Konten Biologi Yang Menjadi Fokus Penelitian Selama Mengikuti Pendidikan Profesi Guru

Solihat¹,

Rustaman²,

Widodo³

et al. 2015

JPMIPA

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ABSTRAKArtikel ini menyajikan hasil penelitian tentang perkembangan preferensi dan persepsi personal peserta program pendidikan profesi guru. Penelitian longitudinal ini dilakukan di salah satu universitas penyelenggara pendidikan profesi guru biologi di Indonesia selama satu setengah tahun. Sejumlah 23 peserta program pendidikan profesi guru biologi yang menjadi subyek penelitian ini memiliki latar belakang akademik sarjana biologi dan tidak memiliki pengalaman melaksanakan penelitian pendidikan. Dokumen rancangan dan laporan penelitian tindakan kelas peserta selama mengikuti pendidikan profesi guru merupakan sumber data utama penelitian yang menggunakan desain penelitian campuran tipe eksploratori sekuensial. Kuesioner tentang kemampuan konten biologi merupakan instrumen pendukung yang digunakan dalam penelitian ini. Hasil menunjukkan bahwa preferensi tema konten biologi peserta selalu berubah. Persepsi personal peserta terhadap konten biologi yang dipilihnya sebagai fokus penelitian juga bervariasi. Sebagai tambahan, pemilihan konten yang dijadikan fokus penelitian tidak terkait dengan kepercayaan diri peserta terhadap pemahaman konten yang dimilikinya. Kata kunci: program pendidikan profesi guru, fokus penelitian, konten biologi ABSTRACTThis paper presents results of study on the development of professional training program participants' personal perceptions and preferences toward biology content which were used as their research subject along the program. This longitudinal study was carried out in one of universities which conducted professional training program. As many as 23 participants have an undergraduate degree in biology and did have not educational research experience. The main data source for this sequential exploratory research design was participants' classroom action research document which was analyzed along the program. Questionnaire on biological content capabilities was used as an additional instrument to identify participant's personal perception. Results showed that biology content themes used are always changing. Personal perception of participants according to biology content also varied. In addition, biology content chosen as research focus was not related with the level of complexity of the content and participants self-efficacy. Keywords: biology content, teacher professional training program, research focus PENDAHULUANIsu tentang pendidikan profesi guru di Indonesia beberapa tahun terakhir menjadi sangat menarik khususnya karena dinamika yang terjadi terkait dengan kebijakan pemerintah yang memberlakukan perubahan mendasar dalam pendidikan guru. Berlakunya Undang-Undang Nomor 14 Tahun 2005 tentang guru dan dosen mengisyaratkan bahwa calon guru harus memiliki kualifikasi akademik strata satu (S1) pendidikan dan atau non kependidikan serta harus mengikuti pendidikan profesi guru. Sebagai lanjutan dari kebijakan tersebut, pada tahun 2010 pemerintah Indonesia melalui kementerian pendidikan nasional mulai menginisiasi program pendidikan profesi guru untuk peserta yang bukan berasal dari ...

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Judging teacher candidates' readiness to teach

Cited by 39 publications

References 26 publications

A complex act – Teacher educators share their perspectives of practicum assessment.

A complex act – Teacher educators share their perspectives of practicum assessment.

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

Preferensi Dan Persepsi Personal Peserta Terhadap Konten Biologi Yang Menjadi Fokus Penelitian Selama Mengikuti Pendidikan Profesi Guru

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