Teacher Professional Competence: What Can Be Learned About the Knowledge and Practices Needed for Teaching?

Ríordáin, Máire Ní; Paolucci, Catherine; Lyons, Terry

doi:10.1007/978-981-13-3366-8_5

Cited by 15 publications

(12 citation statements)

References 42 publications

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“…Teaching courses in which teachers are expert is an ideal working condition for teachers and also important for a high-quality education system (Hobbs & Torner, 2019). Research has shown that expert teachers with a deep understanding of subject-content knowledge can impart knowledge to students in more accurate and effective ways than novice teachers can do (Auerbach et al, 2018;Riordain et al, 2019;Tsui, 2009). Expert teachers' lesson plans are usually well-structured and consistent with curricular and learning outcomes (Tsui, 2009).…”

Section: Introductionmentioning

confidence: 99%

“…When it comes to teaching unfamiliar courses, teachers might have to spend more time on learning new content and put more effort into lesson preparation (du Plessis, 2015). These activities might prevent them from developing their area of expertise (Hobbs, 2013;Riordain et al, 2019). Increased time and effort on teaching novel content and learning new materials increases teachers' workload, which can cause teachers job stress and dissatisfaction (du Plessis, 2015).…”

Section: Introductionmentioning

confidence: 99%

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Teaching Outside Area of Expertise: A Barrier to or Enabler of Teachers’ Sense of Competence?

Tran

2023

JFS

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For a majority of academics, it has become an increasingly common reality to teach outside their area of expertise. However, there has been little discussion on the impact of out-of-field teaching on teachers and their teaching. The current study examined Vietnamese English as a Foreign Language (EFL) teachers’ perceptions and attitudes towards teaching outside their area of expertise, and the influence of out-of-field teaching on teachers’ sense of competence through the lens of Self-Determination Theory. Data were collected through semi-constructed interviews carried out by 15 Vietnamese EFL university teachers. Findings revealed that out-of-field teaching can be either a barrier to or an enabler of the satisfaction of teachers’ need for competence. The study found that lack of content knowledge did not always prevent teachers from seeing themselves as effective teachers and enhancing their need for competence. Teachers’ senses of effectiveness, confidence, motivation, and enjoyment of teaching depend largely on how they conceptualise their roles in teaching. Particularly, those with a high level of self-efficacy and did not consider themselves as a knowledge expert in teaching were more likely to see out-of-field teaching as an opportunity for their knowledge enhancement. The study suggests that different stakeholders (e.g., educators, policy makers, school leaders and administrators, and teachers) should develop an understanding of how teachers conceptualise their roles in teaching and what makes them feel competent to provide teachers with need-supportive environment.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Teaching Outside Area of Expertise: A Barrier to or Enabler of Teachers’ Sense of Competence?

Tran

2023

JFS

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“…In that case, it will undoubtedly result in the quality of education/learning that is not optimal. Even though every country ensures that highly qualified teachers teach all children, it is considered the primary goal of the education system worldwide (Kind, 2019;Ríordáin et al, 2019). There is a lot of research and policymaking that tries to do its best to improve students' education, especially in science lessons.…”

Section: Introductionmentioning

confidence: 99%

Science Content Knowledge of Pre-Service Teachers in Biology Elementary School Level

Anam

2022

j. ilm. sekol. Dasar

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Expectations for qualified primary school teachers in Indonesia are very high. The public is aware that education in elementary schools is an essential part of introducing a scientific discipline to students, one of which is science. To provide optimal science learning, teachers must have qualified Science Content Knowledge (SCK) so that students have no misconceptions and confusion. This study aims to analyze the mastery of prospective SCK teachers on biology subjects at the elementary level. The research method in this study is a descriptive method using a survey design. Data were obtained from 284 primary school teacher education program participants at the end of the semester. The instrument is a multiple-choice test with four answer choices with 40 questions. The device was then given to the participants and analyzed by calculating the percentage and putting it into a predetermined category. This study found that the mastery of pre-service teacher SCK needs to be considered because the average category of understanding is in the "Very Poor" and "Less" types. This study suggests the need for a professional program for both teachers and pre-service teachers who can combine SCK and pedagogy so that the learning provided is more optimal and offers a good learning experience.

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“…Findings from this research indicate that without an appropriate content background, OOF teachers may have underdeveloped aspects of the specialised professional knowledge needed to teach students in effective ways [7,9,10]. For example, these teachers can find it challenging to interpret content at an appropriate level and provide conceptual links between concepts.…”

Section: Introductionmentioning

confidence: 99%

“…For example, these teachers can find it challenging to interpret content at an appropriate level and provide conceptual links between concepts. These challenges tend to lead to didactic ways of teaching that promote rote learning as opposed to deep conceptual understanding [11] and difficulties engaging with students questions and catering for diverse learners (students that need extra support or extension) [9,11].…”

Section: Introductionmentioning

confidence: 99%

Content representations to support out-of-field physics teachers

Carpendale¹,

Hume

2020

Phys. Educ.

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A global shortage of qualified physics teachers requires some teachers to teach physics out-of-field (OOF). A concern for OOF physics teaching is that without appropriate physics content knowledge (CK), these teachers tend to focus on rote learning and may find it difficult to support students who require additional assistance or extension; they tend to teach in ways that do not foster conceptual understanding. This paper reports on research that investigated how content representations (CoRes) could be used to support OOF physics teachers’ knowledge for teaching electricity and magnetism. CoRes were used to elicit discussions between OOF and in-field physics teachers about important teaching and learning considerations (e.g. appropriate CK for students and appropriate instructional strategies for promoting conceptual understanding). Prior to engaging with CoRes, three OOF teachers were interviewed about teaching electricity and magnetism and their lessons during this topic were video recorded. Later, as these OOF teachers worked with their in-field colleagues using the CoRe framework, all discussions were audio recorded. To explore changes to the OOF teachers’ knowledge and practice from the CoRe process, they were interviewed and their follow-up electricity and magnetism lessons (for a different class) were video recorded. Findings showed that the CoRe processstimulated important discussions about teaching electricity and magnetism and considerations for students learning this topic. As a result, the OOF teachers developed their professional knowledge, including refinement of their CK, acquirement of new topic-specific instructional strategies, and more awareness of students’ understanding during lessons. This study concludes that CoRes are an effective strategy for supporting the professional learning of OOF physics teachers.

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Teacher Professional Competence: What Can Be Learned About the Knowledge and Practices Needed for Teaching?

Cited by 15 publications

References 42 publications

Teaching Outside Area of Expertise: A Barrier to or Enabler of Teachers’ Sense of Competence?

Teaching Outside Area of Expertise: A Barrier to or Enabler of Teachers’ Sense of Competence?

Science Content Knowledge of Pre-Service Teachers in Biology Elementary School Level

Content representations to support out-of-field physics teachers

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