The Preservice Teacher Competency Performance Scale: A Standards-Based Assessment Scale to Track Teacher Competency During a PETE Preparation Program

Putnam, Tara; Newton, Maria; Brusseau, Timothy A.; Burns, Ryan D.; Ziegenfuss, Donna; Franklin, Julia

doi:10.1080/07303084.2021.1936306

Cited by 2 publications

(1 citation statement)

References 7 publications

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“…To quantify PCK, Chen and Jacques calculated their teacher candidates' GPAs in seven methods courses and student-teaching, which revealed a 3.55 average [15] . Moreover, fellow scholars have developed performance-based assessment instruments such as Educational Teacher Performance Assessment (edTPA) and Preservice Teacher Competency Performance Scale [31][32] . The former has been the most commonly used assessment tool for teacher preparation programs across the country, and the latter is a recently developed instrument designed to complement edTPA for its summative and high-stakes measures.…”

Section: Review Of Literaturementioning

confidence: 99%

Association between Teacher Candidates’ Competency and First-Year Employment in Physical Education: A Comparison Study

Chen

Myers

2021

j. of int. educ. and pract.

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Physical education teacher education (PETE) programs prepare teacher candidates to be competent and employed in P-12 school settings. This study examined the relationship between competency and first-year job obtainment in physical education (PE). Participants included 111 teacher candidates from two schools. Participants’ competency in content knowledge in Kinesiology and sub-disciplines (CKKH), content knowledge in sport and skill proficiency (CKSP) and pedagogical content knowledge (PCK) and first-year job obtainment in PE were collected. Descriptive statistics, independent-samples t tests, and multiple logistic regressions were used to analyze the data. The overall sample showed participants were most competent in PCK, followed by CKSP and CKKH. Female participants were more competent in PCK than their male counterparts, and those at School A performed better in CKSP and PCK than their peers at School B. As a sample, more than half of the participants (55.9%) obtained PE jobs. There was a significance between the overall sample and female participants’ competency in CKKH and their first-year employment in PE. This study was limited by sample size, variances in courses between the two schools, and by the defined timeline to clarify first-year PE employment. Implications regarding the importance of CKKH and first-year employment were discussed.

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Section: Review Of Literaturementioning

confidence: 99%

Association between Teacher Candidates’ Competency and First-Year Employment in Physical Education: A Comparison Study

Chen

Myers

2021

j. of int. educ. and pract.

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¿Qué mueve a profesores y profesoras de Educación Física en formación a impartir clase con distintos estilos (des)motivadores? Un estudio basado en el modelo circular

Mayo-Rota,

García-González,

Diloy-Peña

et al. 2024

Journal of Teaching in Physical Education

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Objetivo: Analizar el proceso motivacional del profesorado de Educación Física en formación y su influencia sobre el estilo motivacional docente en función del género. Método: Siguiendo un diseño transversal, un total de 502 docentes de Educación Física en formación (i.e., estudiantes de Máster) (Medad = 25.31; DT = 4.64; 32.1% mujeres), de distintas universidades españolas participaron en el estudio. Resultados: Los profesores en formación reportaron puntuaciones más altas en la satisfacción de competencia, la motivación controlada, la desmotivación, las conductas controladoras y caóticas, y más bajas en las conductas de apoyo a la autonomía que las profesoras. En ambos géneros, la satisfacción de competencia, a través de la motivación autónoma, predijo las conductas participativas y adaptativas, mientras que, la frustración de competencia, a través de la motivación controlada y la desmotivación, predijo las conductas controladoras y caóticas. Conclusión: La satisfacción de competencia del profesorado en formación de Educación Física parece ser un elemento clave para poder desarrollar un proceso motivacional autodeterminado y el uso de unas conductas docentes motivadoras para su futuro alumnado.

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The Preservice Teacher Competency Performance Scale: A Standards-Based Assessment Scale to Track Teacher Competency During a PETE Preparation Program

Cited by 2 publications

References 7 publications

Association between Teacher Candidates’ Competency and First-Year Employment in Physical Education: A Comparison Study

Association between Teacher Candidates’ Competency and First-Year Employment in Physical Education: A Comparison Study

¿Qué mueve a profesores y profesoras de Educación Física en formación a impartir clase con distintos estilos (des)motivadores? Un estudio basado en el modelo circular

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