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Descriptors:
Welding; Agricultural Education; Agricultural Engineering; Agricultural Machinery; Beginning Teachers; Delphi Technique; Teaching Skills; Skill Analysis; Educational Needs; Teacher Education Curriculum; Teacher Competencies; Knowledge Base for Teaching; Likert Scales; Mail Surveys

Abstract:
Using the Delphi technique, agriculture teachers with significant experience teaching welding were asked to help determine the critical skills beginning agriculture teachers need to successfully teach welding. The study's objectives sought to (1) identify the knowledge and technical skill competencies that beginning agriculture teachers need to develop in order to successfully teach welding and (2) specific welding curriculum recommendations for the agriculture teacher education program at Utah State University. The panel of agriculture teachers identified 49 skill and knowledge competencies that beginning teachers should develop. Competencies were categorized into the areas of performance skills, technical knowledge, laboratory management skills, and dispositions. In addition to using this information to make adjustments to teacher preparation programs in agricultural mechanics, an implication of this could be seen in the increased utilization of collaborative mentoring efforts within teacher preparation programs including the National Association of Agricultural Educators' Communities of Practice and various teacher induction programs across the country. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Mentors; Foreign Countries; Teacher Educators; Competency Based Teacher Education; Change Strategies; Educational Change; Interviews; Student Teacher Attitudes; Teacher Attitudes; Qualitative Research; Teacher Evaluation; Knowledge Base for Teaching; Pedagogical Content Knowledge; Values; Child Rearing; Teacher Competencies; Cross Cultural Studies; Comparative Education; Teacher Education Curriculum; Educational Development; Educational Practices

Abstract:
This paper explores the substance of competence-driven changes in teacher education curricula by testing the possibility of using a framework distinguishing between the German pedagogical culture of "Didaktik" and the Anglo-Saxon Curriculum culture to describe the substance of these changes. Data about the perceptions of competence-driven changes in teacher education curricula has been collected in 30 in-depth interviews with teacher educators, student teachers, and their school mentors in Serbia, and analysed with the help of qualitative data processing software. The coding procedures involved classification of utterances into five groups relating to the perceptions of (1) teacher evaluation, (2) teacher competence in subject matter, pedagogy, and curriculum, (3) understanding of the education system and contribution to its development, (4) teacher competences in dealing with values and child-rearing, and (5) changes in teacher education curricula related to these groups of competence. The perceptions in each group of utterances were interpreted in terms of their alliance with "Didaktik" or Curriculum cultures. The findings indicate that the framework cannot be used as a continuum since the utterances aligned with the two cultures co-exist in the individual responses, but could be useful as a reflection tool in teacher education curricula. (Contains 1 table and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Expertise; Delphi Technique; Teacher Effectiveness; Agricultural Education; Facilities Management; Measures (Individuals); Horticulture; Teaching Methods; Teacher Competencies; Questionnaires; Secondary School Teachers; Needs Assessment; Laboratory Procedures; Laboratory Safety; Laboratory Training; Educational Needs; Identification

Abstract:
In this study the Delphi technique has been used to develop a list of educational competencies for preparing secondary agricultural education instructors to effectively manage their school greenhouse facilities. The use of specialized facilities in agricultural education requires appropriate preparation of agricultural education teachers. The Delphi technique uses an anonymous panel of experts for suggestions and assessments aiming at consensus. Thirteen experts from multiple schools and universities took part in the investigation. The study used a series of three web-based questionnaires to determine competencies that teachers need to know, to be able to perform, and to identify effective teaching methods for teachers to obtain these competencies. The first round instrument consisted of three open-ended questions, and a series of questions to validate the background of the members of the panel. In the second round, respondents were asked to rate each competency and teaching method using a seven-point Likert-type scale. Median scores and interquartile values were calculated. Panel members were sent a copy of their individual responses as well as the group responses for review. In the third round, panel members were requested to indicate their level of agreement with each item using a five-point Likert-type scale. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Health Education; Beginning Teachers; Experienced Teachers; Teacher Competencies; Job Analysis; Structured Interviews; Delphi Technique; Focus Groups; Online Surveys; Qualitative Research; Statistical Analysis

Abstract:
The National Health Educator Job Analysis 2010 was conducted to update the competencies model for entry- and advanced-level health educators. Qualitative and quantitative methods were used. Structured interviews, focus groups, and a modified Delphi technique were implemented to engage 59 health educators from diverse work settings and experience levels in a seven-step instrument development process. An online survey was then completed by 1,022 practicing health educators. Survey participants used 4-point ordinal scales to rank subcompetencies by frequency of use and importance and related knowledge items by cognitive levels based on the Revised Bloom's Taxonomy. Composite scores were calculated and subgroup comparisons conducted to validate 223 subcompetencies at entry (162), advanced-1 (42), and advanced-2 (19) levels of practice, along with 113 knowledge items. Advanced-level versus entry-level competencies and a comparison with the Competency Update Project model of 2006 are discussed. Implications and recommendations for the profession are provided. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Preservice Teacher Education; Elementary School Teachers; Curriculum Implementation; Program Implementation; Teacher Education Curriculum; Teacher Educators; Preservice Teachers; Teacher Attitudes; Student Attitudes; Questionnaires; Teacher Surveys; Student Surveys; Program Effectiveness; Competency Based Teacher Education; Teacher Competencies; Educational Policy; Educational Change

Abstract:
Since 1998, the Flanders' educational government in Belgium has been urging teacher education institutions by decree to implement competences in teacher training programs. Since then, years have gone by, and institutions have acted in order to achieve the competence-based goals. However, have they succeeded in implementing them? This is the research question that is central to the current study. An online survey inquiry was set up in eight elementary teacher education institutions using two questionnaires; one for final year elementary institution pre-service teachers, who were about to graduate at the time of completing the questionnaire (N = 218), the other for teacher trainers throughout the elementary teacher training program (N = 51). Ten years after the decree was issued, results show that competence-based education has become a reality in terms of its implementation. However, the process has not yet come to an end. Whereas some competences are clearly present in the institutions' policies and practices (e.g. teacher as guide to learning and development, teacher as subject expert), others are poorly represented (e.g. teacher as partner of parents, external parties and as a member of the educational community). Moreover, teacher trainers tend to take four different approaches to the implementation of competences (1) during internship, (2) through the institution's policy and program planning, (3) by means of their integration in both theoretical and practical components of the curriculum, and finally (4) a lack of implementation because the competences are considered insufficiently applicable by the teacher trainers. In particular, more experienced and subject expert teacher trainers tend to adopt the final approach more often than do younger colleagues and pedagogues. Student teachers' results, on the other hand, suggest important differences between institutions concerning their understanding of competences and the integration of these competences in the curriculum; suggesting different paces of adaptation between teacher education institutions. Moreover, even within schools, the trajectory towards implementation is not always clear for all members of the teaching team, nor for the students of most teacher education institutions. Consequently, there is still important work to be done in order for successful competence-based change to occur. (Contains 3 figures and 8 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Needs; Evaluators; Program Evaluation; Needs Assessment; Foreign Countries; Delphi Technique; Training Methods; Training Objectives; Mail Surveys

Abstract:
Training is critical for the growth of the evaluation profession as more qualified and competent individuals will be required to meet the increased demand for evaluation. This paper deals with the training needs of professionals and is based on a part of a study on the status and challenges of educational program evaluation in the Asia-Pacific region. A web-based Delphi was used with a needs assessment framework for examining the current nature of training, what should be done, and discrepancies (gaps) between the two. The results should be of value for academic training programs and those in non-academic settings. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teacher Effectiveness; Accountability; Program Effectiveness; Stakeholders; Performance Based Assessment; Teacher Education; Teacher Education Programs; Graduates; Educational Change; Politics of Education; Educational Policy; Policy Analysis; Outcomes of Education; College Outcomes Assessment; Position Papers; College Programs; Curriculum Evaluation; Teacher Education Curriculum; Influences; Best Practices

Abstract:
Currently there are multiple teacher education reform policies being proposed, piloted, and debated at a variety of levels and by various interest groups, stakeholders, and policy-makers. Along with an unprecedented sense of urgency about these important goals, what most U.S. reforms have in common is increased accountability. Using a discourse approach to policy analysis, which we label "the politics of policy," this article analyzes three complicated and evolving contemporary accountability initiatives in the United States: (1) "Our Future, Our Teachers," which is the Obama administration's proposed blueprint for the reform of teacher education programs, in particular its call for the assessment of preparation programs based on the impact of program graduates on their eventual K-12 students' test scores; (2) the "Teacher Performance Assessment," which is a nationally accessible instrument for assessing beginning teaching performance currently being piloted in 25 states through a partnership of Stanford University and Pearson Education, Inc.; and, (3) "Building Better Teachers: A National Review of Teacher Preparation Programs," which is an evaluation of collegiate teacher preparation programs conducted by the National Council on Teacher Quality with results to appear in "U.S. News and World Report." Our analysis makes clear that policy (and policy proposals) is unavoidably political, and that policy-making involves contentious debate as well as complicated political maneuvering and strategies, including resistance and litigation. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Elementary Education; Education Majors; STEM Education; Competency Based Teacher Education; Teacher Competencies; Self Esteem; Science Course Improvement Projects; Knowledge Base for Teaching; Instructional Development; Curriculum Development; Teacher Certification; Course Descriptions

Abstract:
A collaborative of STEM (science, technology, engineering, and mathematics) and education faculty developed a STEM certificate aimed at elementary education majors. A four-phase process model was used to create and evaluate courses. The certificate is comprised of three interdisciplinary, team-taught, lab-based courses: Environmental Biology, Chemistry of Life, and Engineering in Your World. The biology and chemistry courses are inquiry based, whereas the engineering course is project based. Each of the courses is cotaught by a faculty member in STEM and a faculty member in education. The goal of the certificate is to improve elementary education majors' STEM competence and confidence. Initial assessment results showed significant gains in confidence and competence on the basis of knowledge test items. Curriculum continues to be refined on the basis of assessments and changing state and national education standards. (Contains 3 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Braille; Teacher Competencies; Content Validity; Performance; Beginning Teachers; College Faculty; Delphi Technique; Accuracy; Reference Materials; Writing (Composition); Reading; Knowledge Level

Abstract:
Introduction: This research attempted to establish the content validity of several performance statements that are associated with basic knowledge, production, and reading of braille by beginning teachers. Methods: University instructors (n = 21) and new teachers of students with visual impairments (n = 20) who had taught at least 2 braille students participated in parallel Delphi studies to determine if a consensus could be achieved on a series of statements that are thought to describe competence in literary braille by individuals who are completing university programs. The participants were also asked to identify with what degree of accuracy these competencies should be demonstrated and what kinds of reference materials should be available when demonstrating competence. The acceptable level of consensus was set at 85%. Three iterations of the Delphi method were completed; the university instructors also participated in a clarification round. Results: Seven performance statements on which a consensus was reached with regard to levels of accuracy and use of references were supported by both instructors and practitioners. Differences between the instructors and practitioners in the recommendation of the type of reference materials available when demonstrating competence would have to be resolved for 7 additional statements to be acceptable, while differences in the recommendation of the level of accuracy that should be demonstrated would have to be resolved for 2 other performance statements to be recommended. Proposed competencies related to skill with a slate and stylus and in the use of braille-emulation programs were not supported. Implications for practitioners: The identification of content-valid performance standards establishes a stronger research base on which to create voluntary standards for defining the braille competence of students who complete university programs. The adoption of such standards has the potential to reduce inconsistencies among programs and to increase the proficiency of program completers in braille. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Classroom Techniques; Delphi Technique; Mentors; Foreign Countries; Business Education Teachers; Business Education; Supervisors; Teacher Competencies; Administrator Attitudes; College Faculty; Teacher Education Programs; Professional Development; Internship Programs

Abstract:
This study examined the perspectives of an expert panel of 31 business education university supervisors from the U.S. and Canada using a modified Delphi approach regarding the areas in which mentor teachers are typically most and least prepared. Findings indicated business education mentor teachers are most prepared in the areas of classroom management, teaching-related administrative duties, and establishing rapport. However, the expert panel did not reach consensus on the areas in which mentor teachers are oftentimes least prepared. The majority of the university supervisors believed business teacher preparation programs could provide mentor teachers with professional development on mentoring and expectations prior to the internship. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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