Teacher competence inventory

Ludwikowska, Kamila

doi:10.1108/et-12-2018-0266

Cited by 9 publications

(7 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…There is considerable scope to investigate how the various academies pursue the development of future-oriented skills and competencies among teacher educators. Ludwikowska's (2019) work on competence inventories and how to investigate such learning in a higher education context could provide a novel way into this which is also transferable to academies and their workparticularly as it can assist investigating the impact of developing transversal competencies, digital skills, and inclusive teaching strategies on emerging competence as detailed in project outcomes. Additionally, research can delve into the projects' practices on promoting critical engagement with socioscientific issues, fostering reflection, agility, and sustainability in teacher education programmes.…”

Section: 23mentioning

confidence: 99%

Enhancing the Value of Teacher Education Research

Symeonidis

2024

View full text Add to dashboard Cite

show abstract

Section: 23mentioning

confidence: 99%

Enhancing the Value of Teacher Education Research

Symeonidis

2024

View full text Add to dashboard Cite

show abstract

“…Items from the Teacher Competence Inventory (TCI) relate to four dimensions: stimulating students to excel, using different teaching approaches to improve student learning, preparing students to become globally competent, and creating a supportive learning environment (Ludwikowska, 2019). Teachers, as the spearhead of change, become one of the representative solutions for the nation's progress.…”

Section: Teacher Professional Competencementioning

confidence: 99%

Improving the Professional Competence of Economic Educators in Developing Learning Videos through Online Training Scenarios during a Pandemic

Santoso

2023

International Journal of Educational Research Review

View full text Add to dashboard Cite

This article aims to determine the effectiveness of online training scenarios in improving the professional competence of teachers in developing learning videos. The article also analyzes the applied online training scenarios to find out the performance of the training that has been carried out. The approach used in this research is a mixed-method (Mixed Methods Research) as a form of combination between quantitative research methods and qualitative research methods. Qualitative research uses an effectiveness test through a pair sample t-test, while the qualitative method is SWOT analysis to describe the process of running online training scenarios. The sampling technique used is Cluster Random Sampling and data collection by observation, interviews, documentation, and questionnaires. From the paired samples test results, it is known that the value of sig (2-tailed) is 0.000 < 0.05. So it can be concluded that there is an average difference between the teacher's ability to develop learning videos before and after participating in online training. The SWOT analysis carried out is also known for the strength of online training scenarios having easy access, the efficiency of use, material wealth, and creating a sense of security during a pandemic. In terms of opportunities, teachers can improve technological literacy, and there are opportunities to develop new training scenarios that online training scenarios can integrate into the education system. Weaknesses to watch out for include participants' unrepresented emotions, boredom arising, and the need for standardization of the required facilities. The challenges that online training scenarios must prepare for the best solution are the disruption of the internet network, the need for appropriate devices, and the need for an understanding of digital citizenship ethics.

show abstract

“…The study by Anderson et al (2020) describes good teachers as people who care about their discipline, teaching, students' influence and engage students towards enthusiastic learning. Ludwikowska (2019) suggests future-oriented competences of the teaching profession to strengthen teaching and learning in higher education. Chalmers (2011) recommends that good progress is required in recognition and reward of the scholarship of teaching in higher education.…”

Section: Literature Reviewmentioning

confidence: 99%

Postgraduate students' experiences and perspectives on transformation of teaching and learning in tertiary education

David

Hill

2021

View full text Add to dashboard Cite

PurposeTertiary education has been going through dramatic transformation in recent times. Such transformation is seen in teaching and learning at tertiary education. This study, therefore, aims to understand the transformation of teaching and learning in tertiary-level education, particularly by accounting the experiences and perspectives of postgraduate learners.Design/methodology/approachThe study narrowed higher education transformation into four key drivers such as expansion, excellence, extension, external and explored their dynamics and impacts for teaching and learning in tertiary education. The data was gathered from 25 doctoral students from three different cohorts, who shared their critical reflection on their experiences and perspectives on the transformation of teaching and learning in a reflective journal. The 25 reflective journals were used as the qualitative transcripts for analysis. Standard required ethical protocols were followed in the research. The results were analysed using thematic analysis.FindingsThe findings indicate that teaching and learning in the higher education are transformed largely using technology, by engaging various stakeholders, several pedagogic methods, a range of assessments and numerous contents and materials. The findings suggest that higher education transformation has affected teaching and learning in tertiary education positively in the UAE, while identifying some relevant areas for improvement.Research limitations/implicationsSingle data and small sample size (although suitable for the study) are the limitations. The experiences and perspectives of the postgraduate scholars on teaching and learning offer relevant insights for postgraduate learners, academic, researchers, curriculum developers, policymakers. The study asserts that accounting student's experiences and perspectives supports the understanding on the transformation of teaching and learning in tertiary education.Originality/valueThe study contributes to the ongoing debate on how students are helping shape teaching and learning practices in tertiary education, particularly from the UAE context using informed critical reflection. The study contends and concludes that teaching and learning in tertiary education are continued to be shaped by emerging trends and development.

show abstract

Teacher competence inventory

Cited by 9 publications

References 26 publications

Enhancing the Value of Teacher Education Research

Enhancing the Value of Teacher Education Research

Improving the Professional Competence of Economic Educators in Developing Learning Videos through Online Training Scenarios during a Pandemic

Postgraduate students' experiences and perspectives on transformation of teaching and learning in tertiary education

Contact Info

Product

Resources

About