Designing and validating a potential formative evaluation inventory for teacher competences

Mohamadi, Zohre; Malekshahi, Negin

doi:10.1186/s40468-018-0059-2

Cited by 13 publications

(15 citation statements)

References 28 publications

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“…According to Avalos (2011), teacher competence is the teachers' ability in critical analysis of teaching phenomena and education policies which enables them to design the teaching process and procedure in a way to achieve the objectives. Mohamadi & Malekshahi (2018) opine the teacher competences include: critical (teamwork, maximizing teaching quality, making tasks and initiating actions, and sharing innovations and developments); clinical (real-time teaching action focused on learners' learning); technical (related to the metacognition and pre-and post-planning of teaching act -development of professionalism), and personal competences (personal involvement and establishing a sense of community). Therefore, when striving to correspond to changing requirements, it is inevitable to be oriented towards strategic competencies and create systems consistently oriented towards development of such competences (Adamonienė, Ruibytė, & Šikšnianaitė, 2017, p. 7).…”

Section: University Competencesmentioning

confidence: 99%

Relations of University Values and Competences of University Teachers

Blašková

Tumová

Blaško

2019

Journal of Intercultural Management

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Objective: The paper deals with the theoretical and empirical examination of university values in relation to key competences of university teachers. The combination of values that universities should prioritize and the competences that university teachers should possess is seen in the paper as an important precondition for improving the quality and acceleration of modern university progress. The theoretical part analyzes, compares and synthesizes opinions on key terms examined in the paper, i.e. higher education, university, values, and competences. The empirical part presents, on the one hand, the results of the questionnaire survey aimed at defining important university values. The survey was carried out on a sample of n = 279 students of the University of Žilina, Slovak Republic, and obtained 1,786 statements on crucial values or sub-values of the university. On the other hand, based on results of the previous survey (n = 27 university teachers) which was targeted on key competences of the great university teachers, the empirical part seeks to experimentally link university key values with teachers’ key competences. Methodology: Analysis, synthesis, comparison, abstraction, questionnaire survey, thinking experiment. Hypothesis H1: University values defined by students will be repeated in the survey, i.e. student views on the core values of university will be identical or similar in content. Negation hypothesis H0: University values defined by students will not be repeated in the survey. Findings: Respondents reported a total of n0 = 1,786 statements regarding the university values or sub-values. A substantial consensus was found: many of values were repeated for respondents. Defined values were subsequently grouped: from the initially defined n1 = 229 values, n2 = 32 complex values were generated. This leads to a rejection of H0, in favor of H1: the university values generated by students are similar in the content. The results in the evaluative question confirmed the assumption that respondents considered most important mostly those values that the previous open question most frequently reported. Although depending on the study program is always the quality of education in the first place of importance, the order of importance of other values varies to some extent. Value Added: Opinions on university teachers’ competences and university’s values were discussed. Experimental linking of university values to competences of teachers was performed based on the survey results conducted by the authors in 2012 (this one consisted of three sequential interviews/workshops with teachers of University of Žilina). A logical conclusion was formulated: All the university teachers and scientists are becoming authorities competent to build, preserve and transform universal knowledge into an ever-higher level. Recommendations: A conclusion of the paper contains the characteristics recommended for achieve an effective process of developing university competences.

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Section: University Competencesmentioning

confidence: 99%

Relations of University Values and Competences of University Teachers

Blašková

Tumová

Blaško

2019

Journal of Intercultural Management

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“…En la literatura consultada se encontraron varios estudios de análisis factoriales de la opinión del estudiantado para medir la efectividad del profesorado (Zambrano, Meda y Lara, 2005;Pimienta, 2014;Moreno et al, 2014;Luna y Reyes, 2015;Dios, Calmaestra y Rodríguez-Hidalgo, 2018); los ítems de estos estudios se pueden agrupar en cinco dimensiones que caracterizan la actuación del profesorado: dominio de la asignatura, métodos y materiales de enseñanza, relación con el estudiantado, entusiasmo por la docencia y la forma de evaluación. En menor medida, se encontraron otros estudios desde la perspectiva del profesorado (Hoi, Zhou, Teo y Nie, 2017; Ruiz-Corbella y Aguilar-Feijoo, 2017; Aguiar, Gutiérrez y Gutiérrez, 2018) y otro desde la perspectiva de la autoridad de la institución (Mohamadi y Malekshahi, 2018).…”

Section: Marco Teóricounclassified

Evaluación de las funciones que desempeña el profesorado en educación superior tecnológica

2021

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Motivación: La evaluación del desempeño docente está asociada a la opinión del estudiantado y escasamente las instituciones integran cuestionarios que evalúen la perspectiva de la autoridad. Objetivo: Evaluar las funciones que desempeña el profesorado del Tecnológico Nacional de México (TecNM). Metodología: Se realizó una investigación no experimental de corte cuantitativo y diseño transversal, donde las dimensiones de las funciones que desempeña el profesorado y sus indicadores asociados fueron definidos por un grupo de personas docentes del TecNM; el instrumento resultante fue de 15 ítems en 4 dimensiones que incluyeron las funciones que desempeña el profesorado en docencia, tutoría, investigación y vinculación, esto desde la perspectiva de las jefaturas de departamento académico sobre una escala Likert de 5 puntos. Resultados: La prueba del instrumento con 5,781 personas exhibió muy buenos índices de grado, de acuerdo con las personas jueces —Lawshe, V de Aiken y Osterlind— y con la confiabilidad alfa de Cronbach y omega de McDonald para las cuatro dimensiones. Esto implicó un riguroso proceso de revisión por un jurado experto y una alta consistencia interna del instrumento. Los resultados del análisis factorial exploratorio indicaron que no hubo factores irrelevantes del constructo, los ítems incluidos, considerados como fuertes, coincidieron con la dimensión asignada teóricamente. Los resultados del análisis factorial confirmatorio verificaron el ajuste global del modelo propuesto; todos los ítems tuvieron contribuciones significativas en sus dimensiones. Conclusiones: La utilización del instrumento tiene potencial para la medición del nivel de efectividad de las funciones que desempeña el profesorado de educación superior tecnológica.

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“…Considering the above-stated, by the professional competence of a senior school teacher we mean integral characteristics of personal and business qualities of a specialist reflecting the level of knowledge, skills, experience sufficient for the achievement of the goals of his/her professional activities, as well as his/her moral position concluded in the readiness to set the goal and make the decisions necessary for its implementation (Mohamadi and Malekshahi, 2018;Evans and Lee, 2018). At the same time, professional competence is a situational category as it is manifested in a subject in his/her ability to successfully solving professional tasks in various professional situations, so as the conditions necessary for its formation there are situations modeling future professional activities of the student (Whyte, 2015;Kolman, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

Professional Preparation of Teachers in the Usa From the Perspective of Professionalism and Competence

Gridina¹,

Chekanushkina²,

Kismetov³

et al. 2019

PTQ

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The relevance of the study is in the fact that modern school and university teachers are limited by the frameworks of one discipline and thus their professional growth is only limited by the gradual recitation of the provisions of one or another subject in the senior school not allowing them developing interdisciplinary courses. The authors of the paper consider the problem much deeper and define that the teachers’ opportunity to increase their professional knowledge is based on the provision of the necessary preparation of teachers in order to not only let them teach their own discipline but also to let them implement the interdisciplinary approach. The novelty of the paper is in the fact that it does not say that the teacher should give several courses and thus have the idea of the structure of some or other discipline. For the authors of the paper, the main component is the need in the preparation of the senior school teacher of both technical and humanitarian disciplines, which allows precisely demonstrating the interdisciplinary connections in the process of education. The paper reveals the parameters of such qualification and presents the model that allows assessing the extent teachers may apply the obtained knowledge in practice. The implementation of the paper’s provision in the field of the pedagogical practice is seen by the authors in the development of the programs of the professional preparation of teachers in the process of their work and further improvement of their professional knowledge.

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Designing and validating a potential formative evaluation inventory for teacher competences

Cited by 13 publications

References 28 publications

Relations of University Values and Competences of University Teachers

Relations of University Values and Competences of University Teachers

Evaluación de las funciones que desempeña el profesorado en educación superior tecnológica

Professional Preparation of Teachers in the Usa From the Perspective of Professionalism and Competence

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