Perception of College and University Lecturers on Lecturers’ Teaching Competencies and Performance of Institutions in Metro Bangkok Region: Basis for Faculty Development Plan

Purpose The purpose of this paper is to explore what key competencies and characteristics of teachers are needed for integrated Science, Technology, Engineering and Mathematics (STEM) teaching and to investigate teachers’ perceptions on how important those competencies are and how often they are executed. Design/methodology/approach An exploratory sequential mixed methods approach was used to investigate key characteristics of integrated STEM teaching competencies and the level of their importance and performance as perceived by teachers. By using behavioral event interview technique, qualitative data were collected from professional secondary teachers in science, math and technology subjects. An instrument was constructed based on the result of qualitative research; and a survey was conducted with 48 STEM teachers working in South Korea. The mean values between importance and performance of integrated STEM teaching competencies were compared. A perceived importance level of each item was compared with a practice level by using importance-performance analysis. Findings As a result of qualitative research, in total 21 items were constructed as detailed characteristics of each domain of integrated STEM teaching competencies, which provide insights about teachers’ perceptions of teaching competencies that are critical for integrated STEM education. A comparison of means between importance and performance of integrated STEM teaching competencies showed that whereas teachers considered each of these items to be of significant importance in their overall evaluation of the integrated STEM teaching competencies, they are not performing at a level that reflects the assigned importance. Practical implications This research results provide information for future research on how to implement an integrated STEM education initiative at the secondary school level, for planning teacher training programs, pre-service teacher education and related educational policies. Originality/value South Korea has focused on integrated STEM education to raise talented human resources in the fields of science and technology. However, many teachers have experienced serious difficulties and troubles in executing integrated STEM education. It is necessary to figure out key competencies and characteristics of teachers to facilitate integrated STEM teaching.

Download Full-text

The relationship between spiritual intelligence and self-regulation with success of Iranian EFL university lecturers

Global Journal of Foreign Language Teaching ◽

10.18844/gjflt.v8i3.3138 ◽

2018 ◽

Vol 8 (3) ◽

pp. 104-111

Author(s):

Seyedeh Elham Elhambakhsh ◽

Forough Amirjalili ◽

Samaneh Jahandoust

Keyword(s):

Interpersonal Relationships ◽

Interpersonal Relationship ◽

Self Regulation ◽

Correlation Coefficients ◽

Spiritual Intelligence ◽

Educational Goals ◽

Successful Teachers ◽

And Performance ◽

University Lecturers ◽

The Relationship

Successful lectures adapt themselves to the circumstances and comply with changes in addition to having good psychological adjustment, interpersonal relationships, and performance on achievement-related tasks. Researchers acknowledge that self-regulation (SR) and spiritual intelligence (SI) are both crucial for success in many life domains. As lecturers can influence the complex process of learning in education, understanding the factors influencing their pedagogical success can help them achieve more effective teaching. This study investigated the relationship between spiritual intelligence (SI) and self-regulation (SR) with pedagogical success of 20 Iranian EFL university lecturers, instructing at the universities in Yazd, Iran, whose success was assessed by 83 of their EFL learners studying for a bachelor’s degree. For this purpose, a sequential mixed-method was designed. Quantitative data were gathered through Spiritual Intelligence questionnaire (SIQ), self-regulation questionnaire (SRQ), and Characteristics of Successful Teachers’ Questionnaire (CSTQ). To enrich the data, qualitative data were also gathered through classroom observations. The findings from Pearson product correlation coefficients revealed that there was a positive and meaningful relationship between the lecturers’ SI and SR with their success. Also, observation checklists revealed a high contribution of some components of SI (e. g. transcendent self-realization, spiritual experiences, and patience) to the teachers’ pedagogical success. The more spiritually intelligent lecturers being more responsible, courageous, creative, confident, and conscious, had a better interpersonal relationship and were less anxious about pursuing their educational goals. Besides, the successful lecturers proved to have a better ability to develop, implement, and flexibly maintain planned behavior in order to achieve their goals. Such findings imply that high levels of SI and SR can help L2 lecturers promote their success and, in turn, improve their learners’ L2 achievement in the classroom.

Download Full-text

The Development of Teaching Competencies and Performance Standards for Community College Faculty

Journal ofAgricultural Education and Human Resource Development ◽

10.23840/agehrd.2009.41.1.111 ◽

2009 ◽

Vol 41 (1) ◽

pp. 111-138

Author(s):

Kim, Jongwoo ◽

YongHwan Lee

Keyword(s):

Community College ◽

Community College Faculty ◽

Performance Standards ◽

College Faculty ◽

Teaching Competencies ◽

And Performance

Download Full-text

Profesionalisme Guru Sekolah Dasar

10.31219/osf.io/3cwb5 ◽

2018 ◽

Author(s):

zuryanty

Keyword(s):

Primary School ◽

School Teacher ◽

Primary School Teacher ◽

Teacher Competencies ◽

School Of Education ◽

School Teachers ◽

Teaching Competencies ◽

Primary School Teachers ◽

And Performance ◽

Government Rules

As a profesionalist, a Primary School Teacher should reach a minimum level of teaching competencies There are some competencies, such as professional, paedagogic, personal, social, physical, and spiritual competency. Some Primary School Teachers stiil unstandarized in teacher competencies according to government rules and performance. This paper discuss roots of the problems, and programs to improve teacher competencies. teacher competencies, competency test, sertification, scholarship, school of education

Download Full-text

An Urgency for Change in Roles

Handbook of Research on Fostering Student Engagement With Instructional Technology in Higher Education - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-7998-0119-1.ch025 ◽

2020 ◽

pp. 462-483

Author(s):

Alev Elçi

Keyword(s):

Higher Education ◽

Faculty Development ◽

Learning Strategies ◽

Teaching And Learning ◽

Faculty Perceptions ◽

Education Institution ◽

Learner Engagement ◽

Faculty Collaboration ◽

Changing Roles ◽

And Performance

Student dependence on technology, higher education institution efforts of digitalization in teaching and learning, along with the faculty member hesitancy to adopt innovative technologies all contribute to current challenges in higher education. The focus of this chapter is on exploring the gap between student and faculty perceptions about utilizing technology in teaching and learning, in addition to enlighten institutional roles and strategies to sustain efforts for managing such environments and faculty development. Multiple research methods are used to derive insights. The findings point towards the need to increase knowledge base and to expand faculty development around digital teaching and learning strategies as well as fostering student faculty collaboration to improve learner engagement and performance. As a result of changing roles, the pedagogical methods and technological tools used in digital teaching and learning process should not be a sole decision of the institution, but as a result of a collaborative mindset of institution, faculty, and students.

Download Full-text