Conceptual Framework of Teaching Quality: A Multidimensional Adapted Process Model of Teaching

2020 ◽  
Author(s):  
Riitta-Leena Metsäpelto ◽  
Anna-Maija Poikkeus ◽  
Mirva Heikkilä ◽  
Kirsi Heikkinen-Jokilahti ◽  
Jukka Husu ◽  
...  
Keyword(s):  
Teacher Education ◽  
Process Model ◽  
Teaching Quality ◽  
Shared Vision ◽  
Teaching Profession ◽  
Competence Model ◽  
Knowledge And Skills ◽  
Key Competencies ◽  
Adapted Process ◽  
Multidimensional Process

A universal challenge in the field of teacher education is generating a shared vision of the key knowledge and skills needed for the teaching profession. Prior research has pinpointed a range of critical qualities necessary for teaching and other facets of a teacher’s work. However, a research-based conceptual model relevant to understanding the key competencies of the teaching profession has not yet been presented. To address this need, this paper presents a multidimensional process model of key knowledge and skills for teaching. It is adapted from the competence model of Blömeke et al. (2015), and it specifies the core professional practices, situation-specific skills, and cognitive and non-cognitive competencies that constitute high-quality teaching. The adapted model has been developed in the context of Finnish university-based teacher education and in comprehensive national cooperation among all teacher education units.

scholarly journals A multidimensional adapted process model of teaching

2021 ◽  
Author(s):  
Riitta-Leena Metsäpelto ◽  
Anna-Maija Poikkeus ◽  
Mirva Heikkilä ◽  
Jukka Husu ◽  
Anu Laine ◽  
...  
Keyword(s):  
Teacher Education ◽  
Teaching And Learning ◽  
Process Model ◽  
Teaching Profession ◽  
Initial Teacher Education ◽  
Empirical Literature ◽  
Teacher Competence ◽  
Competence Model ◽  
Teacher Competences ◽  
Adapted Process

AbstractIn the present study, we aimed to specify the key competence domains perceived to be critical for the teaching profession and depict them as a comprehensive teacher competence model. An expert panel that included representatives from seven units providing university-based initial teacher education in Finland carried out this process. To produce an active construction of a shared understanding and an interpretation of the discourse in the field, the experts reviewed literature on teaching. The resulting teacher competence model, the multidimensional adapted process model of teaching (MAP), represents a collective conception of the relevant empirical literature and prevailing discourses on teaching. The MAP is based on Blömeke et al.’s, Zeitschrift für Psychologie, 223, 3–13, (2015) model which distinguishes among teacher competences (referring to effective performance of teachers’ work), competencies (knowledge, skills, and other individual competencies underlying and enabling effective teaching), and situation-specific skills of perceiving, interpreting, and making decisions in situations involving teaching and learning. The implications of the MAP for teacher education and student selection for initial teacher education are discussed.

MATHEMATICS TEACHER EDUCATION AND THE FLEXIBLE USE OF TECHNOLOGIES IN DIGITAL AGE

2019 ◽  
Vol 8 (2) ◽  
Author(s):  
Hans-Georg Weigand
Keyword(s):  
Teacher Education ◽  
Mathematics Teacher ◽  
Industrial Revolution ◽  
Empirical Studies ◽  
Mathematics Teacher Education ◽  
Digital Technologies ◽  
Digital Age ◽  
Competence Model ◽  
Advantages And Disadvantages ◽  
Concept Representations

Advantages and disadvantages of the use of digital technologies (DT) in mathematics lessons are worldwidedissussed controversially. Many empirical studies show the benefitof the use of DT in classrooms. However, despite of inspiringresults, classroom suggestions, lesson plans and research reports,the use of DT has not succeeded, as many had expected during thelast decades. One reason is or might be that we have not been ableto convince teachers and lecturers at universities of the benefit ofDT in the classrooms in a sufficient way. However, to show thisbenefit has to be a crucial goal in teacher education because it willbe a condition for preparing teachers for industrial revolution 4.0.In the following we suggest a competence model, which classifies– for a special content (like function, equation or derivative) –the relation between levels of understanding (of the concept),representations of DT and different kind of classroom activities.The flesxible use of digital technologies will be seen in relationto this competence model, results of empirical investigations willbe intergrated and examples of the use of technologies in the upcoming digital age will be given.

Voice Pedagogy for the 21st Century: The Summation of Two Summits

2021 ◽  
Vol 78 (1) ◽  
pp. 11-28
Author(s):  
Amelia Rollings Bigler ◽  
Katherine Osborne ◽  
Chadley Ballantyne ◽  
Brian Horne ◽  
Kimberly James ◽  
...  
Keyword(s):  
Interest Group ◽  
21St Century ◽  
Teaching Profession ◽  
Position Paper ◽  
Voice Pedagogy ◽  
Knowledge And Skills ◽  
Education Experience ◽  
Voice Teaching ◽  
The Voice ◽  
The Ideal

The Voice Pedagogy Interest Group held its second summit in May 2018 to establish and recommend a logical curriculum that prepares and trains those entering the voice teaching profession with knowledge and skills needed to succeed. This position paper codifies the expanding competencies necessary for a 21st century teacher of singing and presents a vision of the ideal singing teacher’s education, experience, knowledge, and skill.

scholarly journals The Pedagogic Signature of the Teaching Profession

2016 ◽  
Vol 5 (4) ◽  
pp. 201 ◽  
Author(s):  
Ewald Kiel ◽  
Thomas Lerche ◽  
Markus Kollmannsberger ◽  
Viktor Oubaid ◽  
Sabine Weiss
Keyword(s):  
Teacher Education ◽  
Scientific Knowledge ◽  
Teacher Educators ◽  
Teaching Profession ◽  
The Third ◽  
Theoretical Part ◽  
Filter Effect ◽  
Multi Method Approach ◽  
Method Approach ◽  
Beliefs And Attitudes

<p>Lee S. Shulman deplores that the field of education as a profession does not have a pedagogic signature, which he characterizes as a synthesis of cognitive, practical and moral apprenticeship. In this context, the following study has three goals: 1) In the first theoretical part, the basic problems of constructing a pedagogic signature are depicted. 2) In the empirical part, based on a multi-method approach, teachers’ and teacher educators’ beliefs and attitudes about a pedagogic signature are identified and ranked. It is argued that beliefs are of particular importance because they have a filter effect on how teachers deal with scientific knowledge. 3) The third part, the discussion, explains the findings, particularly the fact that moral aspects and aspects referring to a particular attitude play an overwhelming role. The explanation leads to some basic considerations on how to construct a pedagogic signature and on how such a signature can be turned into a viable concept for teacher education.</p>

scholarly journals Foreign language teacher education in Germany, Iran and Poland – a comparative study

2019 ◽  
Vol 26 ◽  
pp. 121-137
Author(s):  
Przemysław E. Gębal ◽  
Monika J. Nawracka
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Teaching Profession ◽  
Language Teachers ◽  
Educational Systems ◽  
Academic Education ◽  
University Preparation ◽  
European Standards ◽  
Training Programmes ◽  
The Way

This article discusses the issues of academic education of foreign language teachers in three different educational systems. It presents them in the context of education culture and school culture, showing their influence on the way of organization and realization of education processes. School and education in general, including university preparation for the teaching profession is a place of developing so-called social capital. Reflection on the way these processes operate plays a key role in the planning and implementation of effective educational activities, using the so-called good practices of each of the systems. In the comparative research, the teacher training programmes in Iran, Germany and Poland are subject to comparative analysis against the framework of European standards for teacher education.

scholarly journals Teacher Education and Teacher Identity in Transition

2010 ◽  
Vol 3 (2) ◽  
pp. 141-145
Author(s):  
Fern Snart
Keyword(s):  
Teacher Education ◽  
Learning Environments ◽  
Communication Technology ◽  
Teacher Identity ◽  
Citizenship Education ◽  
Global Citizenship ◽  
Teacher Education Programs ◽  
Learning Needs ◽  
Knowledge And Skills ◽  
Adult Lives

Within current Canadian learning environments, learners bring sophistication in areas such as communication/technology, a wide diversity of learning needs, and often an orientation towards social justice. This commentary refers to the ongoing responsiveness of teacher education programs to these evolving learner attributes, using as exemplars the areas of global citizenship education and technology integration. A backdrop for this discussion is the observation that the knowledge and skills that contribute to successful adult lives are also evolving.

scholarly journals Use of ICT in Teacher Education

2015 ◽  
Vol 2 (4) ◽  
Author(s):  
Mr. Parmanand Barodiya ◽  
Mr. Saurveer Singh ◽  
Mrs. Anupam Choudhary
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teaching And Learning ◽  
Technical Assistance ◽  
Education Institution ◽  
School Curriculum ◽  
Knowledge And Skills ◽  
Integration Of Technology ◽  
Teacher Education Institution ◽  
Do So

Professional development to incorporate ICTs into teaching and learning is an ongoing process. Teacher education curriculum needs to update this knowledge and skills as the school curriculum change. The teachers need to learn to teach with digital technologies, even though many of them have not been taught to do so. The aim of teacher training in this regard can be either teacher education in ICTs or teacher education through ICTs. A teacher‘s professional development is central to the overall change process in education. In planning the integration of technology in Teacher education it is important for teacher education, Institution to understand the knowledge and skills necessary for teachers to effectively use ICT in their instructions. Teachers need technical assistance to use and maintain technology. In this paper discuses to study of Teacher education, to know the Significance of ICT in teacher education and to provide the some Suggestions of teacher education.

Knowledge, Gender and Power in Physical Education Teacher Education

1993 ◽  
Vol 37 (3) ◽  
pp. 259-278 ◽  
Author(s):  
Doune Macdonald
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Education Program ◽  
Teacher Education Program ◽  
Teaching Profession ◽  
The Body ◽  
Interaction Patterns ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education

This paper is part of a larger study which looked at the social construction of knowledge, beliefs, attitudes and practices in a physical education teacher education program. Through participant observations and interviews, texts of pedagogy were read in terms of their gendered discourses. Specifically the discourses associated with staffing patterns, students' physicality and body image, social interaction patterns, course knowledge, and research foci and how notions of ‘the body’ underpin these were examined. Analyses suggested that the female students were marginalised by the dominant discourses although there was resistance from some faculty and students. The conclusion is drawn that the teacher education program perpetuated masculine hegemony. It thus contributed to limiting the voice of women physical educators and the potential of all graduates to challenge the sexist structures within physical education and the teaching profession.

Talent Management and Professional Standards: Research on the Level of Development of University Students' Competencies

2021 ◽  
pp. 47-56
Author(s):  
E. Lysenko ◽  
O. Potapov ◽  
E. Hoholeva
Keyword(s):  
Personnel Management ◽  
Talent Management ◽  
Central Place ◽  
Professional Standards ◽  
Professional Standard ◽  
Competence Model ◽  
Key Competencies ◽  
Student Training ◽  
The University ◽  
Theoretical Foundations

The central place in the presented article is devoted to talent management: the theoretical foundations of talent management in the personnel management system are reflected – its concept and essence, its significance in modern conditions are considered. Talent is considered as a set of necessary competencies, on the basis of which the value of the competence approach in identifying talents is established. Within the framework of the study, based on the professional standard of a specialist in personnel management, a competence model was developed, according to which talents were determined among students of the training direction "Personnel Management" of the Ural Federal University named after the first President of Russia B. N. Yeltsin. The results of the study demonstrate that the student training program at the university corresponds to the model of key competencies of a specialist in personnel management, and, therefore, meets the requirements of the professional standard. However, it requires improvement in the development of a number of competencies.

Sign in / Sign up

Export Citation Format

Share Document