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

2018 ◽  
Vol 20 (2) ◽  
pp. 257-280
Author(s):  
Yu-Ri Kim ◽  
Kiryong Kim ◽  
Samsup Kim
Keyword(s):  
Intellectual Disability ◽  
Special School ◽  
Teaching Competencies ◽  
And Performance

Access to Curricula in Three School Settings for Students with Severe Intellectual Disability

1992 ◽  
Vol 36 (3) ◽  
pp. 318-327 ◽  
Author(s):  
Carolyn Grbich ◽  
Stewart Sykes
Keyword(s):  
Intellectual Disability ◽  
Primary School ◽  
Primary Schools ◽  
Female Students ◽  
Special School ◽  
School Settings ◽  
Special Training ◽  
Severe Intellectual Disability ◽  
Educational Placements

The area of severe intellectual disability has received little attention in Australian research. This Victorian study examined the issue of access to curricula in post primary school and special school placements for a group of students with severe intellectual disability. Results from the investigation indicated: that parents were generally dissatisfied with the lack of choice available regarding educational placements and the lack of opportunity for them to contribute in a supportive manner to their daughter's/son's schooling: that teachers in post primary schools reported an urgent need for special training or for specialised staff to assist them with curricular modification: and that the female students in this group experienced disadvantage in several curricular areas.

Integrated STEM teaching competencies and performances as perceived by secondary teachers in South Korea

2019 ◽  
Vol 22 (2) ◽  
pp. 131-146 ◽  
Author(s):  
Miran Song
Keyword(s):  
South Korea ◽  
Secondary Teachers ◽  
Stem Education ◽  
Teaching Competencies ◽  
Content Type ◽  
Teachers Perceptions ◽  
Integrated Stem ◽  
Key Competencies ◽  
And Performance ◽  
Stem Teaching

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.

scholarly journals Profesionalisme Guru Sekolah Dasar

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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