scholarly journals Teacher Competency in Competency-Focused Science Teaching in the South Korean Context: Teacher Self-Assessment Instrument Development and Application

2020 ◽  
pp. 1-34
Author(s):  
Nam-Hwa Kang ◽  
Hunsik Kang ◽  
Seungho Maeng ◽  
Jongwon Park ◽  
Eunyoung Jeong
Keyword(s):  
Professional Development ◽  
Science Teaching ◽  
Secondary Teachers ◽  
Science Curriculum ◽  
Science Teacher Education ◽  
Development Program ◽  
Assessment Instrument ◽  
Teacher Competence ◽  
Self Assessment ◽  
Teaching Competence

Abstract The purpose of this study was to examine teachers’ competency in teaching for student competence in science. Drawing on literature on competence and science teacher education, we identified 44 indicators of science teaching competence in relation to the current Korean National Science Curriculum, from which 54 items for teachers’ self-assessment were developed and validated. Through online administration of the self-assessment instrument, responses from 210 primary and secondary teachers were collected. Factor analysis resulted in nine factors across three competence areas. Teacher competence differed across factors. One-way ANOVA analysis revealed that primary teachers indicated significantly higher competence in most aspects of teaching than secondary teachers and that years of teaching was related to professional development methods utilized by teachers. Suggestions for professional development program design and further research topics were discussed.

scholarly journals Exploring the Personal Mastery of Educational Leaders: FieldTransFormation360 and its Validation in the Austrian Leadership Academy

2018 ◽  
Vol 8 (3) ◽  
pp. 59
Author(s):  
Malte Gregorzewski ◽  
Michael Schratz ◽  
Christian Wiesner
Keyword(s):  
Professional Development ◽  
Lived Experience ◽  
School Leadership ◽  
Assessment Tool ◽  
Educational Leaders ◽  
Assessment Instrument ◽  
Leadership Academy ◽  
Self Assessment ◽  
Transformative Power ◽  
Personal Mastery

This paper introduces the innovative model FieldTransFormation360 and its aim to help educational leaders in assessing their personal mastery. Moreover, it presents empirical findings from its first exploratory applicationin an Austrian leadership framework. In a first conceptual part, the theoretical underpinnings and the context of the origin of the model are outlined with reference to similar approaches in the area of school leadership. In the following part, the application of the model is introduced through the explanation of the methodology and how the model is turned into a self-assessment instrument. Insights into the results of its exploratoryapplication in the Austrian Leadership Academy are presented in the empirical part. Its first application serves as the consolidation and validation of FieldTransFormation360 as a meaningful self-assessment tool for the professional development of school leaders. The results of the exploratory approach with participants in the Austrian Leadership Academy suggest that the model and its instrument can be regarded as a robust assessment tool for the development of a deeper understanding about the transformative power through personal and professional development in the lived experience of educational leadership.

scholarly journals Pengembangan instrumen asesmen diri guru terhadap aktivitas pengembangan keprofesian berkelanjutan

2018 ◽  
Vol 22 (1) ◽  
pp. 92
Author(s):  
Wirman Kasmayadi ◽  
Kumaidi Kumaidi ◽  
Sumarno Sumarno
Keyword(s):  
Professional Development ◽  
Field Test ◽  
Random Sampling ◽  
Expert Judgment ◽  
Assessment Model ◽  
Assessment Instrument ◽  
Self Assessment ◽  
Scientific Publications ◽  
Composite Reliability ◽  
Cluster Random Sampling

Penelitian ini bertujuan untuk mengembangkan instrumen asesmen diri guru pada aktivitas pengembangan keprofesian berkelanjutan yang handal. Metode penelitian yang digunakan adalah penelitian pengembangan yang mengacu pada lima tahapan dalam model Plomp. Subyek penelitian adalah guru SMA di Provinsi Nusa Tenggara Barat yang dipilih dengan teknik cluster random  sampling. Jumlah subyek penelitian pada uji coba awal sebanyak 350 orang dan uji coba lapangan utama sebanyak 950 orang. Pengumpulan data menggunakan kuesioner skala Likers (1-5). Pengujian validitas isi menggunakan expert judgment, sedangkan validitas dan reliabilitas empiris menggunakan analisis faktor konfirmatori (CFA) dengan bantuan program Lisrel 8.80. Hasil penelitian menunjukkan bahwa: (1) konstrak aktivitas pengembangan keprofesian berkelanjutan guru memiliki tujuh dimensi, yaitu: membaca, pengembangan pembelajaran dan penilaian, pendidikan dan pelatihan, publikasi ilmiah, publikasi karya inovatif, reflektif dan kolaboratif; (2) instrumen yang telah dikembangkan secara keseluruhan memiliki kecocokan sebagai model asesmen yang baik dengan RMSEA 0.005 dan CFI 1.00 (valid) dan composite reliability lebih dari 0.70 (reliable).Kata kunci: asesmen diri guru, pengembangan keprofesian berkelanjutan  DEVELOPING TEACHERS’ SELF-ASSESSMENT INSTRUMENT FOR SUSTAINABLE PROFESSIONAL DEVELOPMENT ACTIVITIESAbstractThis research is aimed at developing a reliable teachers' self-assessment instrument for sustainable professional development activity. This study was a development research using five-stage model of Research and Development by Plomp. The subjects are high school teachers in the West Nusa Tenggara province, that were selected by cluster random sampling technique. The research subjects in preliminary field test were 350 people and in the main field test were 950 people. The data were collected using Likers scale (1-5) questionnaire. The content validity was tested using expert judgment, whereas the empirical validity and reliability were tested using confirmatory factor analysis (CFA) with Lisrel 8.80 program. The results of the research show that: (1) the construct of teachers’ sustainable professional development activities has seven dimensions, namely: reading, learning and assessment development, education and training, scientific publications, the publication of innovative works, reflective and collaborative; (2) the instruments have an overall fit as a good assessment model with the value of RMSEA 0.005, CFI 1.00 (Valid), and composite reliability of more than 0.70 (reliable).Keywords: teachers’ self-assessment, sustainable professional development

scholarly journals An Analysis of Elementary Science Teachers’ Beliefs Regarding Inquiry Science Teaching

2016 ◽  
Vol 3 (1) ◽  
pp. 182
Author(s):  
Eric A. Worch ◽  
Emilio Duran ◽  
Lena B. Duran
Keyword(s):  
Professional Development ◽  
Science Teaching ◽  
Science Teachers ◽  
Elementary Science ◽  
Development Program ◽  
Sixth Grade ◽  
Inquiry Science ◽  
Effective Teaching Strategies ◽  
Inquiry Science Teaching ◽  
Teachers Beliefs

<p><em>The National Science Teachers Association (2015) recommends that teachers experience science as inquiry as a part of their teacher preparation; however, what assistance can be provided to practicing teachers? This paper describes the results of a professional development program in inquiry science teaching for third through sixth grade teachers and its effects on the participants’ beliefs about the teaching of science. Qualitative data were collected using reflections written by the teachers at the end of the program, lesson summaries completed throughout the program, and observations paired with interviews of teachers implementing inquiry lessons in their own classrooms. The data suggest that the following aspects of the professional development model employed in the study enhanced the participants’ feelings of self-confidence, preparation, and excitement about teaching science to their students: 1) supplying teachers with content/background knowledge, 2) promoting positive experiences with inquiry, 3) providing a chance to implement inquiry lessons in the classroom, 4) facilitating collaboration, and 5) modeling effective teaching strategies. Follow-up studies will include quantitative analyses to further examine teachers’ beliefs, as well as to determine if their beliefs are sustained over time.</em></p>

scholarly journals ANALISIS KEBUTUHAN PENGEMBANGAN KEPROFESIAN GURU SMP NEGERI 1 PONTIANAK MELALUI PENILAIAN DIRI

2021 ◽  
Vol 5 (2) ◽  
pp. 154
Author(s):  
Yuyun Yuniarti
Keyword(s):  
Professional Development ◽  
Career Development ◽  
Survey Research ◽  
Teacher Professional Development ◽  
Development Program ◽  
The Self ◽  
Development Programs ◽  
Self Assessment ◽  
Teacher Professional ◽  
Professional Development Programs

Abstract This research is a survey research to determine teacher professional development programs that can be carried out by schools through teacher self-assessment. The results of this study can be used to determine professional development programs that can be carried out by schools based on self-assessment according to the needs of teachers. The self-assessment carried out by the teacher to analyze the need for Teacher Professional Development is carried out with a questionnaire that includes a person's strengths and weaknesses, Desired or required Career or Professional Development and the reasons for choosing the career development. Based on the survey, it can be seen that there is a comparison between the strengths of teachers and their weaknesses for the four competencies that teachers must have, it is also in accordance with the professional development program needed to improve the four competencies of teachers. Keywords: Self-Assessment, Teacher Professional Development

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