Analysis on the Importance and Performance of Teachers' Teaching Competencies in Developmental Disability Special School

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.

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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

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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

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