Teacher competencies as a basis for teacher education – Views of Serbian teachers and teacher educators     

Nataša Pantić  Theo Wubbels 《Teaching and Teacher Education》2010

Around the world reforms in teacher education have been oriented towards making the preparation of teachers more functional for development of competencies they need in practice. At the same time, much criticism has been voiced about such reforms jeopardising the fundamental humanist traditions in teaching, based on beliefs about non-instrumental values of education. In this study we examine teachers' perceptions of importance of competencies and explore their implications for teacher education. The study has been designed to ensure that voices of teachers and teacher educators are heard in identification of areas of expertise that make up a competent teacher. We conducted a principal component analysis of the response of 370 teachers and teacher educators in Serbia to a questionnaire about the importance of a number of aspects of teacher competence. We identified four components underling teachers' perceptions of competencies relating to 1) values and child-rearing; 2) understanding of the education system and contribution to its development; 3) subject knowledge, pedagogy and curriculum; and 4) self-evaluation and professional development. Teachers perceived all but the second area of competence as very important, with the fourth scale perceived as of the highest importance. Implications of each area of competence for teacher education are discussed and conclusions are drawn for the development of teacher education curricula.  相似文献   

Multilevel issues in research using students’ perceptions of learning environments: The case of the Questionnaire on Teacher Interaction   总被引：2，自引：1，他引：1  

Perry den Brok  Mieke Brekelmans  Theo Wubbels 《Learning Environments Research》2006,9(3):199-213

The design of learning environment studies investigating students’ perceptions often is multilevel in nature. This multilevel nature of studies can appear in the object of research (for example, teacher behaviour towards the individual student or towards the class), the level of perception (personalised perceptions or group perceptions) and the sampling of data (usually clustered: students are sampled with their classmates, classes are sampled with other classes taught by the same teacher, etc.). In the present study, the impact of decisions about level is studied using students’ perceptions of the teacher–student relationship as assessed with the Questionnaire on Teacher Interaction (QTI). Data were gathered in one school (59 classes of 29 teachers) with two versions of this questionnaire: a personalised version and a class version. For reasons of comparison, additional data on the class version were analysed from 44,415 students from 1,913 teachers in 207 schools. Results from multilevel and single-level analyses of the class and personal versions of the QTI indicated that multilevel analyses are to be preferred over single-level analyses and that different conceptual structures could apply depending on the object of study and the level of perception.

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Validating and Optimizing the Effects of Model Progression in Simulation-Based Inquiry Learning   总被引：1，自引：1，他引：0  

Yvonne G. Mulder  Ard W. Lazonder  Ton de Jong  Anjo Anjewierden  Lars Bollen 《Journal of Science Education and Technology》2012,21(6):722-729

Model progression denotes the organization of the inquiry learning process in successive phases of increasing complexity. This study investigated the effectiveness of model progression in general, and explored the added value of either broadening or narrowing students?? possibilities to change model progression phases. Results showed that high-school students in the ??standard?? model progression condition (n?=?19), who could enter subsequent phases at will, outperformed students from a control condition (n?=?30) without model progression. The unrestricted condition (n?=?22) had the additional option of returning to previous phases, whereas the restricted condition (n?=?20) disallowed such downward progressions as well as upward progressions in case insufficient knowledge was acquired. Both variants were found to be more effective in terms of performance than the ??standard?? form of model progression. However, as performance in all three model progression conditions was still rather weak, additional support is needed for students to reach full understanding of the learning content.  相似文献   

Assessors’ perceptions of their judgement processes: Successful strategies and threats underlying valid assessment of student teachers     

Mirjam  Douwe  Mieke  Theo  Nico   《Studies in Educational Evaluation》2009,35(1):29-36

As current procedures for teacher assessment are often based on non-standardized, qualitative information derived from multiple sources, the overall validity of the assessment depends heavily on the judgement processes of the assessors. Because it is of great importance for assessors to be aware of their own judgement processes and of the possible threats to validity in these processes, investigating assessors’ perceptions is of vital significance. In the present study, the perceptions of 22 assessors who judged a student teacher pair-wise using a specific assessment procedure were explored using semi-structured interviews. A qualitative analysis of the individual assessors’ perceptions with regard to the essential judgement processes of consideration of evidence and combination of evidence to attain an overall judgement resulted in an overview of successful strategies and threats underlying a valid assessment process. General implications for ensuring the validity of the assessment process and the preparation of assessors are discussed.  相似文献   

How do teachers learn in the workplace? An examination of teacher learning activities   总被引：1，自引：1，他引：0  

Jacobiene A. Meirink  Paulien C. Meijer  Nico Verloop  Theo C.M. Bergen 《欧洲师范教育杂志》2009,32(3):209-224

In this study, two data collection instruments were used to examine how Dutch secondary school teachers learn in the workplace. Firstly, they completed a questionnaire on their preferences for learning activities on two occasions. Secondly, during the intermediate period, they reported learning experiences in digital logs. Results of both instruments indicate that teachers often learn by critical individual reflection and by involving colleagues in particular challenging or problematic situations. An additional finding concerns the reporting of sequences of learning activities in the digital logs which is clearly different from the focus on single learning activities as found in most literature and as used in the questionnaire. Furthermore, the digital logs provided a fine‐tuning of the concepts of ‘involvement of colleagues’ and ‘experimentation’ in relation to teacher learning. The study concludes with a critical reflection on both data collection instruments. Finally, implications for future research on how teachers learn are discussed.  相似文献   

Teachers’ practical knowledge about classroom management in multicultural classrooms     

Jan van Tartwijk  Perry den Brok  Ietje Veldman  Theo Wubbels 《Teaching and Teacher Education》2009

Creating a positive working atmosphere in the classroom is the first concern of many student and beginning teachers in secondary education. Teaching in multicultural classrooms provides additional challenges for these teachers. This study identified shared practical knowledge about classroom management strategies of teachers who were successful in creating a positive working atmosphere in their multicultural classrooms. Twelve teachers were selected who were regarded as successful classroom managers in Dutch multicultural classes by their principals and students. Video-stimulated interviews were used to elicit data about the practical knowledge of these teachers. The teachers were aware of the importance of providing clear rules and correcting student behaviour whenever necessary, but they also wanted to reduce potential negative influences of corrections on the classroom atmosphere. They aimed at developing positive teacher–student relationships and adjusted their teaching methods anticipating students' responses. Most teachers seemed reluctant to refer to the cultural and ethnic background of their students.  相似文献   

Datenbank-Caching - Eine systematische Analyse m?glicher Verfahren     

Theo Härder und Andreas Bühmann 《Informatik - Forschung und Entwicklung》2004,19(1):2-16

Zusammenfassung. Caching ist ein bewährtes Mittel, um die Skalier- und Verfügbarkeit von Systemen zu steigern sowie die Latenzzeit für Benutzeranforderungen zu verkürzen. Im Gegensatz zum Web-Caching, bei dem einzelne Web-Objekte irgendwo längs ihres Aufrufpfades in der Proxy-Kette vorgehalten werden, setzt Datenbank-Caching ausgewachsene Datenbanksysteme als Caches ein, um dort Satzmengen entfernter Datenbanken möglichst adaptiv verwalten und Anfragen darauf auswerten zu können. Verfahren dazu reichen von separat verwalteten materialisierten Sichten über überlappende, aber replikationsfrei gespeicherte Sichten bis hin zu Cache-Groups, in denen parametrisierte Cache-Constraints den Cache-Inhalt spezifizieren. Wir untersuchen anschaulich die verschiedenen Ansätze und ermitteln daraus eine Klassifikation, die den Lösungsraum zu enthüllen hilft. Im Mittelpunkt steht das Konzept der Prädikatsvollständigkeit: Ein Datenbank-Cache verwaltet vollständige Extensionen von Prädikaten, was ihm ermöglicht, Schlüsse über beantwortbare Anfragen zu ziehen.Eingegangen am 14. Januar 2004, Angenommen am 13. Februar 2004, CR Subject Classification: C.2.4, D.4.4, H.2.4, H.2.8  相似文献   

A First Introduction to Archival Science     

Theo Thomassen 《Archival Science》1987,1(4):373-385

This first introduction, written for educational purposes, is meant to be a concise basic text in which the core concepts of archival science are coherently defined and explained, in a non-polemical way and departing from a de-institutionalised point of view. It is not intended to support or reject any single theory, but to provide an overview. It should be read as a synthesis of a variety of shared ideas and views, not as a manifesto of a new approach to archival science. If there is anything new to it, it might be located in the coherent and integrated presentation. In this primer of archival science annotation has been avoided.This revised version was published online in October 2005 with corrections to the Cover Date.  相似文献   

Why and How We Made a Problem‐orientated A V Teaching Unit for Chemistry Students     

T. H. M. Mulder  A. H. Verdonk 《Learning, Media and Technology》1984,10(1):35-38

An audiovisual (video) teaching unit on the chemical laboratory technique ‘recrystallisation’ was developed along problem‐solving rather than didactic lines, on the basis of observation and analysis of student behaviour in the laboratory. The research indicates that, in determining the content of a teaching unit, it may sometimes be very sensible to ignore the opinions of specialists (the teachers), who may wish merely to present a unique ideal method’ for a technique, without making clear the reasons for certain steps in the prescribed procedure. It is important for students to learn from which viewpoints decisions were made in the development of a chemical procedure. In the teaching unit devised, students are challenged to discover their own method, guided step by step through the conflicting opinions of teaching assistants and fellow students.  相似文献   

Agricultural education in the Netherlands: from crystallizing to dissolving?     

Martin Mulder  Harm J.A. Biemans 《The Journal of Agricultural Education and Extension》2018,24(1):1-5

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