Validation of the Malaysian Version of the Teacher Education Program Coherence Questionnaire

Goh, Pauline Swee Choo; Yusuf, Qismullah

doi:10.14221/ajte.2017v42n12.3

Cited by 10 publications

(9 citation statements)

References 30 publications

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“…This lack of consensus raises concern and alludes to potential fragmentation in the way pre-service teachers are currently prepared for ESD [10,43]. We offer the competency framework and the resulting viewpoints as a springboard for teacher education stakeholders to engage in constructive dialogue around quality TPPs, including elements of a shared vision, coherence, and alignment among pre-service teachers' learning experiences [44,45]. Such dialogue may lead to making better-informed decisions about how to reorient teacher preparation towards ESD [4,5,18,20,21], potentially leading to higher expectations and stronger teacher identities for pre-service teachers [43,46,47].…”

Section: Discussion and Practical Implicationsmentioning

confidence: 99%

Education Stakeholders’ Viewpoints about an ESD Competency Framework: Q Methodology Research

Chaaban

Lundberg

et al. 2023

Sustainability

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Teachers are considered key drivers of the education for sustainable development (ESD) agenda. They play a critical role in ensuring the attainment of sustainability goals, yet require early opportunities to acquire the necessary knowledge, skills, and attitudes, which will enable them to foster ESD. Therefore, this study documented the development and evaluation of a framework consisting of the core competencies that pre-service teachers need to achieve ESD in Qatar. Framed by complexity theory, the competency framework was developed into a Q-sample, which was then evaluated by multiple education stakeholders, including teacher educators, professional development specialists, ministry specialists, and teachers. The results of the Q-analysis indicated six diverse viewpoints and revealed a lack of overarching consensus statements among the viewpoints. Several statements were also considered controversial as different participants revealed contrasting views in regard to their importance for pre-service teachers. Implications for practice using the competency framework as a dynamic communication and reflection blueprint for implementing ESD are discussed.

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Section: Discussion and Practical Implicationsmentioning

confidence: 99%

Education Stakeholders’ Viewpoints about an ESD Competency Framework: Q Methodology Research

Chaaban

Lundberg

et al. 2023

Sustainability

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“…Oportunidades para aproximarse a la práctica pedagógica en la enseñanza de los cursos del programa de formación (Canrinus et al, 2019;Goh y Yusuf, 2017;Hammerness y Klette, 2015;Jenset et al, 2018;Muller et al, 2016) Oportunidades para aproximarse a la práctica pedagógica en la evaluación de los cursos del programa de formación (Ball et al, 2009;García-Jiménez, 2015;Gulikers et al, 2006 Oportunidades para desarrollar motivación al logro en los cursos del programa de formación (Akyol, 2016;Belando-Montoro, 2017;Beytekin y Kadi, 2014;Caena, 2019;Costa y Kallick, 2008;Dunlap y Grabinger, 2003;Finsterwald et al, 2013;Jato Seijas et al, 2016;Solmaz, 2017;Swartz et al, 2014) Oportunidades para desarrollar la curiosidad en los cursos del programa de formación (Akyol, 2016…”

Section: Aproximaciones a La Práctica Pedagógicaunclassified

Diseño y validación de un cuestionario para evaluar oportunidades de práctica pedagógica, metacognición y «lifelong learning», brindadas por los programas de formación inicial docente

Conget

Royo

Montoya

2021

Estudios sobre Educación

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El objetivo del estudio fue diseñar y validar un cuestionario para recoger información respecto de las oportunidades que brindan los programas de formación inicial docente de aproximarse a la práctica pedagógica, de desarrollar habilidades de procesamiento metacognitivo y de adoptar el lifelong learning. El instrumento fue diseñado conforme a la literatura y validado usando el método Delphi. Fue aplicado en una muestra de 198 estudiantes de Pedagogía. Luego de ajustes en función de los resultados de un análisis factorial confirmatorio, se obtuvo una versión de alta validez y confiabilidad. El cuestionario está organizado en tres dimensiones y 24 reactivos y permite estudiar desde la perspectiva de los estudiantes las acciones de los programas de formación docente, constituyendo un marco referencial para orientar las decisiones de ajuste e innovación en este ámbito de formación.

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“…For physics teachers' candidate in senior high schools, they should have the ability to transform the nature of wave which is semi-abstract and abstract into a scientific language that is easily understood by students (Bing, 2008). This is aligned with the role of teachers as agents of change which is to be able to understand the development of science through scientific explanation and to convey it to the students through pedagogical explanation (Goh & Yusuf, 2017). Having observed the strategic role of teachers' candidates who have the responsibility to educate the children of the nation, then the matter is worth the attention, specifically on matters related to the competence of physics teacher candidates (Nugroho, 2010;Virtanen et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

The Analysis of the Problems Solving Pattern on Wave Concept of the Physics Teachers’ Candidate

Sarwi

Nugroho

2023

JPFI

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The purpose of this research is to find the pattern of problem-solving of the wave concept. Qualitative research methods have been used. Think-aloud methods, essay tests, and interviews were used in data collection. Data analysis used qualitative analysis techniques. The results of the pattern of wave problem-solving by prospective teachers are formula-based methods, followed by P-prim and a small amount using analytical thinking. Difficulties in the effect of phase changes on the shape and value of displacement, and the propagation of string waves on the stationary wave of the Meld’s experiment. From the analysis, it is necessary to learn multi-representation of the concept of waves based on the type of problem-solving pattern was used. The benefits of research as input for monitoring the curriculum of the study program and increasing the interaction of wave physics learning.

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Validation of the Malaysian Version of the Teacher Education Program Coherence Questionnaire

Cited by 10 publications

References 30 publications

Education Stakeholders’ Viewpoints about an ESD Competency Framework: Q Methodology Research

Education Stakeholders’ Viewpoints about an ESD Competency Framework: Q Methodology Research

Diseño y validación de un cuestionario para evaluar oportunidades de práctica pedagógica, metacognición y «lifelong learning», brindadas por los programas de formación inicial docente

The Analysis of the Problems Solving Pattern on Wave Concept of the Physics Teachers’ Candidate

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