Analyze the Quality and Effect of Professional Training in Domestic Economics—Taking an International Home Economics College as an Example

芳媛 李

doi:10.12677/ve.2022.111007

THE RELATIONSHIP BETWEEN TEACHERS’ EDUCATION AND THEIR SELF-PERCEIVED COMPETENCE FOR TEACHING HOME ECONOMICS

Problems of Education in the 21st Century ◽

10.33225/pec/18.76.175 ◽

2018 ◽

Vol 76 (2) ◽

pp. 175-188

Author(s):

Stojan Kostanjevec ◽

Francka Lovšin Kozina ◽

Martina Erjavšek

Keyword(s):

Professional Training ◽

Formal Education ◽

Professional Competence ◽

Home Economics ◽

Economics Education ◽

Teacher Qualifications ◽

Teaching Competence ◽

Specialist Knowledge ◽

Education Goals ◽

Home Economics Education

Relevant teacher qualifications that include specialist knowledge and knowledge in didactics significantly influence the level of achievement of education goals during the teaching process. Teacher's perception of their own professional competence to teach may depend on their qualification which is linked to the education obtained. The purpose of the research was to find out how teachers who teach Home Economics in Slovenian elementary schools estimate their competence to teach Home Economics contents, in reference to their formal education. 89 teachers of 5th and 6th grade Home Economics participated in the research. They were classified according to their formal education, either in the group with completed Home Economics studies (relevant education) or in the group without these studies (irrelevant education). A questionnaire was developed for the teachers to assess their own teaching competence. The obtained data was analysed with descriptive and inferential statistical methods. Results indicated that teachers with completed home economics studies who teach Home Economics feel more competent to teach Home Economics contents than teachers without completed relevant studies. Differences in their perceptions exist in all four Home Economics modules, i.e. economics, textile and clothing, living and environment, food and nutrition. This leads to the conclusion that relevant teacher education is important for teaching Home Economics in all specialist areas of home economics education. As regards providing quality education process and achieving Home Economics education goals, the results indicate that relevant qualifications of teachers should be ensured. Teachers with irrelevant education should be provided with additional professional training. Key words: teachers' education, teachers' competencies, Home Economics, Home Economics teachers, home economics education.

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ASHA's New Standards for Pre-professional Training in Speech-Language Pathology and What They May Mean for AAC

Perspectives on Augmentative and Alternative Communication ◽

10.1044/aac12.5.22 ◽

2003 ◽

Vol 12 (5) ◽

pp. 22-24 ◽

Cited By ~ 5

Author(s):

Ann Ratcliff

Keyword(s):

Professional Training ◽

Speech Language Pathology ◽

Language Pathology

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Defining the Competence of Psychologists with a View to Public Accountability *

European Psychologist ◽

10.1027/1016-9040.2.4.293 ◽

1997 ◽

Vol 2 (4) ◽

pp. 293-300 ◽

Cited By ~ 4

Author(s):

Ype H. Poortinga ◽

Ingrid Lunt

Keyword(s):

Scientific Knowledge ◽

Professional Training ◽

Professional Competence ◽

Codes Of Ethics ◽

The Body ◽

The European Union ◽

Rigorous Evaluation ◽

Judicial Proceedings ◽

Psychological Knowledge

In national codes of ethics the practice of psychology is presented as rooted in scientific knowledge, professional skills, and experience. However, it is not self-evident that the body of scientific knowledge in psychology provides an adequate basis for current professional practice. Professional training and experience are seen as necessary for the application of psychological knowledge, but they appear insufficient to defend the soundness of one's practices when challenged in judicial proceedings of a kind that may be faced by psychologists in the European Union in the not too distant future. In seeking to define the basis for the professional competence of psychologists, this article recommends taking a position of modesty concerning the scope and effectiveness of psychological interventions. In many circumstances, psychologists can only provide partial advice, narrowing down the range of possible courses of action more by eliminating unpromising ones than by pointing out the most correct or most favorable one. By emphasizing rigorous evaluation, the profession should gain in accountability and, in the long term, in respectability.

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