Peer Review in Academic Promotion of Excellent Teachers

While research merits have long been the priority in the recognition of institutions and scholars, teaching is often downplayed, appearing as a practice of less worth in Academia. To counteract this tendency, various systems to upgrade the value of education and to promote teaching excellence have been introduced by higher education institutions on a global scale. In this chapter, we explore the values and beliefs unveiled in the promotion of academics in such a system. We employ empirical data collected from an inquiry into the promotion of distinguished university teachers at a comprehensive university in Sweden. An analysis of reviewers’ judgements and legitimations shows that the intersection between promotion, peer review, and excellent teaching affects not only the peer review process, but also the notion of the distinguished university teacher.

PENGETAHUAN PEDAGOGI GURU CEMERLANG BAHASA MELAYU DALAM PENGAJARAN KOMPONEN SASTERA: SATU KAJIAN KES

Excellent teachers of Malay language should have pedagogical knowledge when they are conducting their literature component teaching and learning. Mastery of pedagogical knowledge will help them to achieve the goal of learning literature component which is to enhance students' language skills. This article aims to explore the pedagogical knowledge among excellent teachers of Malay language during their literature component teaching session. Therefore, qualitative research approach with case study has been applied in this study. Seven informants were purposively selected and interviewed in depth to obtain data. The results of the study found that pedagogical knowledge in terms of the chosen approach by the informants are communicative, thematic, entertaining and modular approach. Apart from that, they also diversity in terms of teaching aids by using technology and printed materials. The findings for the classroom management shows that Malay language excellent teacher are able to manage their classroom systematically and orderly. Thus, this study can provide guidance to the Malay language teachers on the need to equip themselves with the pedagogical knowledge in implementing their literature component teaching and learning. Keywords: Literature component, excellent teacher, Malay Language, case study Abstrak: Guru cemerlang bahasa Melayu seharusnya mempunyai pengetahuan pedagogi dalam mengendalikan pengajaran dan pembelajaran (PdP) komponen sastera (komsas). Penguasaan terhadap pengetahuan pedagogi akan membantu mereka untuk mencapai matlamat pembelajaran komponen sastera iaitu dengan mewujudkan keterampilan berbahasa murid. Makalah ini bertujuan meneroka pengetahuan pedagogi terhadap pengajaran guru cemerlang bahasa Melayu dalam pengajaran komsas. Oleh itu, pendekatan kajian kualitatif kajian kes telah digunakan dalam kajian ini. Tujuh orang informan telah dipilih secara bertujuan dan ditemu bual secara mendalam bagi mendapatkan data. Hasil kajian mendapati pengetahuan pedagogi dari segi pendekatan yang dipilih ialah pendekatan komunikatif, tematik, didik hibur dan modular. Selain itu, mereka juga turut mempelbagaikan dari segi bahan bantu mengajar iaitu dengan menggunakan teknologi serta bahan bercetak. Dapatan kajian bagi pengurusan bilik darjah mereka juga sangat sistematik dan teratur. Oleh itu, implikasi kajian ini dapat memberi panduan kepada guru-guru bahasa Melayu terhadap keperluan melengkapkan diri dengan pengetahuan pedagogi dalam melaksanakan PdP komponen sastera. Kata kunci: Komsas, guru cemerlang, Bahasa Melayu, kajian kes

A study on Chinese teacher education professional accreditation based on the standards comparison

By comparing with the American CAEP teacher education accreditation standard, we study the characteristics of Chinese teacher education professional accreditation (TEPA) and the differences between Chinese and American accreditation standards. The aim of TEPA, which is drawing lessons from the idea of engineering education professional accreditation, is to improve the overall quality of Chinese teachers team, ensure the quality of teacher education, make the quality of pre-service teachers cultivation institutions continue to improve, and meet the needs of the society for qualified and excellent teachers.

Challenges in using authentic assessment in 21st century ESL classrooms

This paper seeks to explore the challenges faced by excellent teachers in preparing for authentic assessment in their English as a Second Language (ESL) classrooms. This qualitative case study involving six excellent teachers was based on purposive sampling. Data sources in this study used classroom observation and a series of semi-structured interviews with the excellent teachers. Thematic analysis was used to identify emerging themes from the codes gathered from the interviews and observations. Data showed that excellent teachers faced multiple challenges prior to preparing for authentic assessment. They have also been using variations of authentic assessment to help children in their learning besides accurate documentation and extensive reading from around the globe to equip themselves with the current knowledge. Since there is no clear guideline for teachers who practice authentic assessment in their classes, this study provided some insights on the preparations and the use of authentic assessment as part of their teaching and learning process.

Efficacy Validation of the Revised First Step Program: A Randomized Controlled Trial

Disruptive behavior problems frequently emerge in the preschool years and are associated with numerous, long-term negative outcomes, including comorbid disorders. First Step is a psychosocial early intervention with substantial empirical evidence supporting its efficacy among young children. The present study reports on a validation study of the revised and updated First Step early intervention, called First Step Next, conducted within four preschool settings. One hundred sixty students at risk for school failure, and their teachers, were randomized to intervention and control conditions. Results indicated coach and teacher adherence to implementing the core components of the program was excellent. Teachers and parents had high satisfaction ratings. For the three First Step Next prosocial domains, Hedges’ g effect sizes (ESs) ranged from 0.34 to 0.91. For the problem behavior domain, children who received the First Step Next intervention had significant reductions in teacher- and parent-reported problem behavior as compared to children randomized to the control condition. For the problem behavior domain, Hedges’ g ESs ranged from 0.33 to 0.63, again favoring the intervention condition. All of the domains were statistically significant. This study builds on the evidence base supporting the First Step intervention in preschool settings.

Teachers’ Views about the Characteristics of Pedagogical Talents

Introduction:This paper presents the results of a survey on excellent teachers conducted in Hungary in 2018. The main question of the study was how pedagogical talents can be characterised by competences and personality traits according to effective teachers and their colleagues. Furthermore, what effective teachers think about their own competences and characteristics, as well as how that is related to their beliefs of pedagogical talents was tested.Methods:The online questionnaire method was applied in the research. The sample involved effective teachers (N=92) of high-risk students (N=25) and of gifted students (N=43), as well as supervisor teachers (N=24) who were selected by judgment sampling. The control group of teachers (N=76) had similar characteristics to the sample as they were matched by the type of institution and geographical location. The data was processed using SPSS software.Results:The excellent teachers’ beliefs about pedagogical talents showed differences in many ways. Excellent teachers of high-risk students had the most child-centred view. Not only did they pay attention to students’ needs while planning and organizing lessons, but they also found the students’ feedback important, much more than other subsamples. They also said in high proportion they can handle the challenges related to the societal level of their work. Among all the sub-samples, they indicated most frequently that excellent teachers should be happy, initiative and practical. Supervisor teachers unanimously indicated that good teachers should be highly cooperative and also that excellent teachers should be friendly and flexible. It turned out from the research that excellent teachers of gifted children used significantly fewer teaching methods than the other group. Among all sub-samples, they were the ones who found the competences of “developing student groups and communities” the least important. The data showed that the teachers in this sub-group felt less able to adapt to the changes related to the societal level of their work. The words “theoretical”, “isolated”, “serious”, „distant” appeared in a significantly higher proportion among these teachers when speaking about pedagogic talents in general. These words were frequently used when spoking about their own characteristics.Discussion:The results of the excellent teachers of high-risk students and supervisor teachers showed similarity in many regards. Both groups seemed to be methodologically well-prepared, and able to give varied enjoyable lessons, as well as to develop student communities; and to carry out continuous reflective practice. Excellent teachers of gifted students focused on academic knowledge much more than other sub-groups. They also planned and managed their lessons differently. The background of this phenomena could be that their students’ knowledge and motivation is more homogenous.Limitations:Although the size of the sample was not representative, the study confirmed and complemented former relevant research.Conclusion:The results showed that pedagogical talents can have multiple manifestations., which can be caused by the wide range of pedagogical work and the related roles. On the other hand, there are different teachers’ characteristics and competences. The study also showed that teachers’ views about excellent teachers are closely connected to the particularities of the taught student group. The researchers hope that these results can be an inspiration for further studies in this field.

Flipped Ophthalmology Classroom: A Better Way to Teach Medical Students

Objective While medical education has generally progressed, advancements in ophthalmic education have been minimal. The flipped classroom technique is a research-supported approach to adult learning that encourages active participation. The effectiveness of widely implementing the flipped classroom modality in ophthalmology had not been studied. The purpose of this study was to evaluate a flipped classroom, primary care-focused curriculum for medical students in their ophthalmology clerkship. Methods The ophthalmology clerkship curriculum was changed from a traditional, diagnosis-focused, lecture-based system to a chief complaint-based, flipped classroom structure. The study was performed over a 3-year period from 2016 (full traditional lecture-based system) to 2018 (full flipped classroom structure). Medical students' evaluations of the clerkship, recorded lecture viewership, and exam scores were retrospectively reviewed. Cohorts from study years 2016 and 2018 were used to assess knowledge acquisition and the attitudes of learners after implementing a flipped classroom structure. Results The primary care-focused, flipped classroom received a higher clerkship rating than the diagnosis-based traditional classroom (mean 4.18 vs. 3.82, respectively, p = 0.008). Students of the flipped classroom modality found the teaching sessions more valuable, experienced more direct interaction with faculty and residents, regarded the faculty and residents as excellent teachers, and received feedback that helped them assess their individual skills and progress. These improvements were made without changing test performance while only modestly increasing hours spent studying. Conclusion A chief complaint-based, flipped classroom approach to the basic ophthalmology clerkship increased student satisfaction, without changing the amount of knowledge gained. This resulted in more valuable and effective learning experiences for medical students.