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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:
Program Effectiveness; Foreign Countries; College Students; Mathematics Anxiety; Teacher Education Programs; Learner Engagement; Online Courses; Mathematics Education; Mathematical Aptitude; Competency Based Teacher Education; Computer Assisted Testing; Knowledge Base for Teaching; Knowledge Level; Achievement Gains; Confidence Testing; Learning Motivation; Questionnaires; Performance Factors; Self Efficacy; Predictor Variables

Abstract:
This paper describes a study conducted with a random sample of 80 student primary teachers drawn from all four years of the Bachelor of Education (BEd) programme at a teacher education institution in Scotland, with a view to determining why there were such differing levels of engagement with an online maths assessment. The assessment was created in an attempt to address deficiencies in subject knowledge in order to reduce the amount of time spent on mathematics remediation, and to raise awareness of the levels of mathematics competence required in the primary classroom. Study of the reasons behind the differing patterns of engagement with the assessment revealed that two thirds of the group were able to reach a competence threshold and often to improve upon it by some way; a worrying third of the students, however, made little attempt to use the tool to improve their subject knowledge. A further finding indicated that students who engaged with the online assessment reported improving levels of confidence in mathematics. (Contains 6 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:
Competency Based Education; Competence; Vocational Education; Foreign Countries; Discipline; Correctional Institutions; Educational Change; Competency Based Teacher Education; Individualized Instruction; Pacing; Evaluation

Abstract:
Among the many critiques of competency-based approaches to education and training (CBT) is a strain which draws on Foucault's analysis of "disciplinary" power and knowledge. Foucault offered an interpretation of modern institutions, such as prisons, armies and schools, which revealed subtle mechanisms of surveillance and systems of knowledge that shaped the self-understanding and activity of participants. Robinson (1993) and Edwards and Usher (1994) were among the first researchers to call attention to the disciplinary potential of CBT. But Foucault went on to argue that discipline is a component in an overarching system he called "governmentality". The analysis of governmentality augments the analysis of discipline by foregrounding the effects of knowledge of populations and modes of power that operate at a distance. In this article, the disciplinary critique of competency-based systems is extended by demonstrating the relevance of Foucault's analysis of governmentality to a contemporary national system of CBT. The authors use a case of 25 years of CBT in an Australian vocational education institution as a scaffold for the argument. This case is germane because it presents a succession of practices of CBT which allows us to trace and scrutinise a shift from a disciplinary to a governmental framework. 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:
Individual Needs; Mentors; Pilot Projects; Faculty Development; Competence; Competency Based Teacher Education; Scholarship; Educational Innovation; Interviews; Position Papers; Content Analysis; Program Effectiveness; Program Evaluation; Participant Satisfaction; Teacher Surveys; Outreach Programs; School Community Programs; School Community Relationship; Training Methods; Training Objectives

Abstract:
The authors utilized interviews, competency surveys, and document review to evaluate the effectiveness of a one-year, cohort-based faculty development pilot program, grounded in diffusion of innovations theory, and aimed at increasing competencies in community engagement and community-engaged scholarship. Five innovator participants designed the program for five early adopter participants. The program comprised training sessions and individual mentoring. Training sessions focused on the history and concepts of community-engaged scholarship; competencies in engaged research and teaching; and navigation of career advancement as a community-engaged scholar. Mentoring focused on individual needs or discipline-specific issues. The interviews and surveys indicated that the participants gained knowledge in specific areas of community-engaged scholarship. Critical program features and lessons learned are explored. (Contains 1 table and 2 figures.) 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:
Participatory Research; Faculty Development; Institutional Characteristics; Reflection; Competency Based Teacher Education; Scholarship; Fellowships; Partnerships in Education; Program Implementation; Communities of Practice; Group Activities; Group Dynamics; Program Descriptions; Performance Factors; Outreach Programs

Abstract:
Ohio University was one of six campuses funded in 2009-2010 as part of the Faculty for the Engaged Campus initiative. Following a self-assessment, a faculty development program to increase faculty competency in community-based participatory research (CBPR) was designed and implemented. The program included three major components designed to advance individual competencies for engaged scholarship: (1) a Faculty Fellowship in Engaged Scholarship, (2) the Community-Based Participatory Research Learning Community, and (3) the co-editing of a book, "Participatory Partnerships for Social Action and Research." An additional goal, centralizing community-based participatory research efforts within the Appalachian Rural Health Institute, was partially achieved and is the focus of ongoing efforts. Two lessons were learned from this grant-funded endeavor: (1) there is a reciprocal relationship between institutional and faculty values and action; and (2) sustained dialogue with institutional leadership is critical for creating institutional structures and sustaining resources for community-engaged scholarship. (Contains 1 table.) 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:
Delphi Technique; Needs Assessment; Vocational Education; Teacher Competencies; Classification; Curriculum Evaluation; Teacher Education Curriculum; Competency Based Teacher Education

Abstract:
Purpose: The purpose of this project was to create a contemporary taxonomy of Career and Technical Education (CTE) teacher competencies in order to evaluate and improve CTE teacher education. Design/methodology/approach: This study utilized a modified Delphi technique with a large sample of CTE experts--teachers, administrators, and teacher-educators in the state of Michigan, USA to identify the competencies and their relative importance. Findings: As a result, new competencies were added and a number of old competencies were deleted or changed. The product of this research is a matrix of 144 competencies in 13 categories, which also shows the level of importance and degree of consensus for each competency. Research limitations/implications: The state plans to use the new competencies for a variety of purposes, however caution is advised for making conclusions and generalizations from the study for other applications. Practical implications: Using the matrix as its infrastructure, CTE teacher-education institutions can assess their curricula to determine where the competencies are addressed, and use it in the form of a follow-up survey with recent graduates. CTE administrators might utilize the competencies for internal evaluation of new teachers and as a needs assessment for professional development. Originality/value: Any effort to improve CTE teaching and teacher-education, by researchers or policy-makers, should begin with a consensus on the competencies required for successful teaching and learning. (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:
Mathematics Education; Intervention; Early Childhood Education; Professional Development; Instructional Effectiveness; Program Effectiveness; Program Design; Behavioral Objectives; Educational Objectives; Competency Based Teacher Education; Teacher Competencies; Performance Factors; Coaching (Performance); Program Implementation; Classroom Techniques

Abstract:
This article describes the successful stories of the Early Mathematics Education Project at Erikson Institute in Chicago. It intends to address three questions related to the project's work: What is the purpose and scope of the program? How does the program work to enhance the mathematical competence of early childhood teachers? What are the critical factors contributing to the program success? Specific program components and intervention strategies are detailed to help practitioners to examine and replicate the work. (Contains 2 figures and 1 table.) 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:
Individualized Instruction; Professional Development; Urban Schools; Teacher Evaluation; Teacher Leadership; Program Implementation; Evaluation Methods; Scoring Rubrics; Self Evaluation (Individuals); Change Strategies; Educational Change; Competency Based Teacher Education; Teacher Effectiveness; Teacher Improvement; Educational Practices

Abstract:
In Oakwood City School District, differentiation is--and has been for a number of years--their primary academic goal. In Oakwood, the Core Team, a group of teacher leaders and administrators that has been instrumental in the implementation of differentiation, has used Tomlinson's (2007) "fire and light" metaphor to identify strategies to ensure deep implementation. "Light" symbolizes efforts to beckon and draw teachers toward the change. Such strategies include professional development, modeling, celebration, and teacher leadership. Not all teachers, however, respond to being beckoned by the light. "Fire" strategies are, therefore, necessary for the few who resist change in the face of overwhelming data in support of the change. "Fire" symbolizes the use of cognitive dissonance to help those who need to change to understand, through the presentation of data, that their current behaviors are less effective than the proposed changes. Cognitive dissonance makes it difficult for people to maintain status quo performance, because over time they come to realize that the status quo might not be what is best for students. "Fire" strategies that help to increase awareness and create cognitive dissonance include differentiated supervision, providing "required choice" professional development, and aligning teacher evaluation to the change initiative. This article focuses on the last of these--aligning teacher evaluation to the change initiative. (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:
Training Methods; Training Objectives; Teacher Qualifications; Knowledge Base for Teaching; Teacher Effectiveness; Teacher Competencies; Competency Based Teacher Education; Personality Traits; Capacity Building; Professional Development

Abstract:
Although well-meaning, some methods of training approach teaching as a one-size-fits-all approach. Yet, there are myriad techniques for teaching and no one method works for all teachers or all students. Indeed, good teachers use a variety of techniques. Unfortunately, search for objective standards by which to measure quality teaching has overlooked the fact that the root of teaching lies not in simple methodology, but in the messy business of human relationships. The inclusion of "intangibles," like trust and warmth, in program assessments hints at the deepening knowledge of the ways teachers' qualities influence their student's success. While none of these qualities can be taught in a traditional teacher-to-student format, they can be cultivated by paying attention to the inner aspects that enable teachers to demonstrate these traits. In this article, the author explores three themes: (1) purpose; (2) creativity; and (3) wonder. To cultivate the spirit of a teacher is a challenge because it requires a shift in thinking. No longer is the goal simply technical mastery, but an inner quality that resists definition. To adopt this mindset means taking seriously the inner life of a teacher, even putting it ahead of other attributes and skill sets. Traditional training methods and requirements are important; certainly teachers need skills and these can be enhanced by having a variety of techniques at their fingertips. One cannot, however, reduce the effectiveness of a teacher purely to her knowledge. (Contains 1 resource and 2 online resources.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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