Should universities train teachers for employability or for effectiveness?

Espinoza, Óscar; González, Luis Eduardo; McGinn, Noel F.; Sandoval, Luis; Castillo, Dante

doi:10.1016/j.tate.2019.102960

Cited by 19 publications

(8 citation statements)

References 29 publications

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“…We focused on teachers, due to their crucial role in providing quality education (Graham & Rijlaarsdam, 2016;UNESCO, 2016;OECD, 2018), and on public schools, due to our intention to contribute to equality in a strongly stratified educational system (Ávalos, 2016;Bellei et al, 2019). In Chile, students with less social opportunities tend to attend public education (Ávalos, 2016), which is mirrored by the distribution of teachers across school levels (Cabezas et al, 2017;Espinoza et al, 2020). In a previous study from this project, we reported teachers' practices and the contextual features ([details removed for peer review]) (See Figure 1: blocks 2 and 3).…”

Section: Introductionmentioning

confidence: 99%

Understanding writing curriculum innovation in Grades 7-12 in Chile: Linking teachers´ beliefs and practices

Flores-Ferrés¹,

Weijen

Rijlaarsdam

2022

Journal of Writing Research

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This study aimed to provide evidence for continuing the innovation of writing instruction in Grades 7-12 of Chilean public schools. Teachers' beliefs influence their curricular interpretations; therefore, these beliefs play a key role when aiming for educational innovation. Hence, we investigated the relations between Language teachers' current practices of implementing the national curriculum and their beliefs regarding five paradigms of Language instruction. While beliefs on writing instruction are possibly embedded in beliefs on the broader topic of Language instruction, we took this broader category into account. We obtained 182 completed surveys from teachers of all Chilean regions (response rate: 47%). Teachers reported a rather strong adherence to four curricular paradigms both in terms of practices and beliefs, while the fifth, the communicative paradigm, demonstrated a low level of adherence. The strength of the implementation of teachers´ practices of writing instruction seemed to be related to teachers´ beliefs, about writing and more general aspects as well. The results suggest that policymakers must focus public efforts on reinforcing teachers' beliefs regarding writing instruction, especially regarding communicative writing and on the connections between the five paradigms. In addition, we recommend that public efforts prioritize improvements in Grades 9-12 over Grades 7-8.

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Section: Introductionmentioning

confidence: 99%

Understanding writing curriculum innovation in Grades 7-12 in Chile: Linking teachers´ beliefs and practices

Flores-Ferrés¹,

Weijen

Rijlaarsdam

2022

Journal of Writing Research

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“…However, it is pertinent to say that employability must be assessed through three ways, i.e. employer interview, observation of actual teaching and through the tools designed for assessing employability attributes (Espinoza et al, 2020). Approximately 20% of new teachers leave by the end of the year, while 40% leave by the end of the fifth year (Avalos, 2011).…”

Section: Literature Reviewmentioning

confidence: 99%

“…For retention at any place, family was considered as one of the most important factors. Hiring alumni is considered as an aspect to assess the program's success in Chilean universities (Espinoza et al, 2020). A summary of faculty retention factors at different educational institutes is presented in Table 1.…”

Section: Retention and Professional Developmentmentioning

confidence: 99%

A Study of Faculty Retention Factors in Educational Institutes in Context With ABET

et al. 2021

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A typical higher education institute classically has all the five major constituents, i.e. current students, alumni, faculty members, employers and industrial advisory board. Expectations of the rest of the constituents are fully dependent on the faculty members, as they play a pivotal and backbone role in building up an educational institute, to a high repute. Faculty members provide the knowledge and skills necessary to students, to address market needs. Letting go of skilled, professional and enthusiastic faculty members can have a huge impact on any higher education institution’s reputation and in fulfilling the market needs. In this research, we explore the different influencing factors and criteria for retaining teaching staff at schools and higher education institutes. These criteria are then evaluated against Accreditation Board of Engineering and Technology (ABET) accredited institutes criteria data of “faculty” and “Institutional support,” to see the impact. Study shows that only very few faculty members leave the institution because of higher student-to-faculty ratio or denial of tenure. Also, most of institutions concentrate on providing reduced number of lecture hours per week to keep their faculty members happy and perform research at the institution. Out of 737 faculty members of 27 institutes included in this study, only 0.54% faculty members left ABET accredited institutions.

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“…Poor school financing (Akomolafe & Aremu, 2016;Odigwe, 2020;Odigwe & Owan, 2019), parental socioeconomic level, nutrition (Akah, Owan, Uduigwomen, et al, 2022), residence, peer pressure, school administration, and evaluation techniques (Onyebuchukwu et al, 2015) are other suspected variables affecting graduates' job performance. For improvement, it has been suggested that rather than relying just on academic grades (which might be deceptive), higher education graduates should have their productivity in the workplace and degree of experience, talents, and competencies evaluated (Ajjawi et al, 2020;Bassey et al, 2019;Espinoza et al, 2020;Nabulsi et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Joint Mediation of Psychosis and Mental Stress on Alcohol Consumption and Graduates’ Job Performance: A PLS Structural Equation Modeling

Owan¹,

Dim²,

Okon³

et al. 2022

The International Journal of Learning in Higher Education

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Undiyaundeye & Otu, 2015); whereas it has been argued that job performance, as an abstract construct, is multidimensional (Ajanovic et al., 2021). Similarly, a study found three dimensions of job performance: job time, quality and quantity (Na-Nan et al., 2018). Even though some job performance dimensions can be generalised, some may differ between jobs (Ajanovic et al., 2021), whereas others can depend on the context and operational definition of the construct. Along these lines, the current study treated graduates' job performance multidimensionally by focusing on aspects such as teamwork, communication competence, customer service and job functions.

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Should universities train teachers for employability or for effectiveness?

Cited by 19 publications

References 29 publications

Understanding writing curriculum innovation in Grades 7-12 in Chile: Linking teachers´ beliefs and practices

Understanding writing curriculum innovation in Grades 7-12 in Chile: Linking teachers´ beliefs and practices

A Study of Faculty Retention Factors in Educational Institutes in Context With ABET

Joint Mediation of Psychosis and Mental Stress on Alcohol Consumption and Graduates’ Job Performance: A PLS Structural Equation Modeling

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