Making the Grade: Who Applies for and Earns Advanced Teacher Certification?

The purpose of this study was to determine: (1) the performance of certified teachers; (2) student learning outcomes; (3) the effect of teacher certification on teacher performance; and (4) the effect of teacher certification on student learning outcomes in MTs. Model Sorong City. The research approach used is quantitative with survey techniques. The method of determining the sample used is a saturated sample. That is, 20 respondents sample the entire population. The analytical method used is a simple linear regression method. The results of this study indicate that: (1) the performance of certified teachers is good (3.56); (2) student learning outcomes are classified as good (3.97); (3) there is a positive and significant effect of teacher certification on teacher performance by 73.3%; and (4) there is a positive and significant effect of teacher certification on student learning outcomes by 64.3%. It can be concluded that the provision of certification allowances can improve teacher performance and student learning outcomes in MTs. Model Sorong City.

Download Full-text

Why Teacher Certification for School Psychologists?

American Psychologist ◽

10.1037/h0038539 ◽

1959 ◽

Vol 14 (10) ◽

pp. 656-657 ◽

Cited By ~ 1

Author(s):

Ellen V. Piers

Keyword(s):

School Psychologists ◽

Teacher Certification

Download Full-text

FRAME ANALYSIS OF MICROTEACHING IN A COMMUNITY OF PRACTICE OF TEACHERS OF ENGLISH AS AN ADDITIONAL LANGUAGE IN SOUTHERN BRAZIL

BELT – Brazilian English Language Teaching Journal ◽

10.15448/2178-3640.2021.1.40296 ◽

2021 ◽

Vol 12 (1) ◽

pp. e40296

Author(s):

William Kirsch ◽

Simone Sarmento

Keyword(s):

Qualitative Methods ◽

Community Of Practice ◽

Teacher Certification ◽

Frame Analysis ◽

Data Generation ◽

Southern Brazil ◽

Interactional Sociolinguistics ◽

Teaching Community ◽

Discourse Practice

The purpose of this study is to discuss the discourse practice of microteaching in a teaching community consisting mainly of students pursuing the teacher certification in English as an Additional Language in southern Brazil. The study relies on qualitative methods of data generation and analysis as well as on the framework of interactional sociolinguistics. Results suggest microteaching is a highly complex practice, with a recurring pattern. Additionally, they suggest that students who are considered successful in a microteaching session are those who produce such pattern in their micro-classes. We conclude by suggesting that informing participants about the expectations regarding the structure of microteaching before they engage in it is desirable.

Download Full-text