The elusiveness of teacher quality: A comparative analysis of teacher certification and student achievement in Gulf Cooperation Council (GCC) countries

Wiseman, Alexander W.; Al-bakr, Fawziah

doi:10.1007/s11125-013-9272-z

Cited by 20 publications

(14 citation statements)

References 15 publications

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“…Despite numerous flaws, outcome indicators, (such as levels of student engagement, achievement and retention), are internationally used as measures of teacher effectiveness. In fact, student performance, often measured using standardised tests in specific subject areas, is used as a proxy for defining teacher quality in both the policy and research literature [6]. But these measures only capture the final result of teacher performance.…”

Section: Measurements Of Qualitymentioning

confidence: 99%

Measuring Quality Teaching: Developing a Process Focused Framework

Yan¹,

Gao²

2019

SJEDU

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There is international acknowledgement that the ability of industry and nations to meet the competitive challenges of a growing global economy is often determined by the acquired industry relevant, knowledge, skills and attitudes of its workforce. A significant factor impacting on the level of success achieved by individuals can be directly related to the quality of the teaching experienced in formal Tertiary Vocational Education and Training (TVET) educational settings. The purpose of this paper is to explore, through a documented Chinese case-study of Tianjin City Vocational College, how quality teaching can be measured. The project methodology used was based on an intuitive-rational approach segmented into three (3) phases; preparation, process and reporting. The preparation phase focused on defining quality teaching and developing four research instruments to investigate quality teaching practices. The process phase involved gathering and analysing data generated from questionnaires, classroom observations and interviews. The reporting phase presented the findings of the research to relevant stakeholders. In reviewing the initial findings, it was acknowledged that the framework proposed does not match other quality evaluation methodologies in this area. This is partially because this evaluation methodology used focused on the actual teaching and learning experienced by participants. This measurement of the process at the point of delivery, rather than the outcomes at the point of completion, provides a detailed overview of the current educational climate and teaching practices of the institution being investigated. The data generated allows institutional response to improving teaching quality to be pro-active, impacting on current teaching practices, rather than reactive, focusing on past teaching practices. It was concluded that the evaluation framework created, and the associated research instruments developed, were robust and reliable. It was argued that they could be used with confidence by TVET institutions who want to pro-actively improve the teaching quality experienced by their learners.

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Section: Measurements Of Qualitymentioning

confidence: 99%

Measuring Quality Teaching: Developing a Process Focused Framework

Yan¹,

Gao²

2019

SJEDU

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“…As mentioned by Littleton (2009), provision of professional teachers was also affected by individual experiences of trainers and participants, and cultural, socioeconomic, and linguistic differences. Eventually, the teacher certification program is expected to have direct influence on the increase of teachers' wealth and indirect influence on the improvement of students' achievements (Wiseman & Al-Bakr, 2013).…”

Section: Comparison Between Policies On the Provision For Vocational mentioning

confidence: 99%

“…In Indonesia, teacher certification is designed for the in-service teachers to have the national competency standards (Conrad & Stone, 2015), and professional education is administered for pre-service teachers who have attended an undergraduate program to teach in frontier and remote areas (MoRTHE, 2015). On the other hand, teacher certification in Taiwan is aimed at the provision of teacher candidates who have potential and high quality enabling them to increase their competencies and to make internationalization of education in their vocational schools (Cummings & Bain, 2009;Teichler, 2009;Wiseman & Al-Bakr, 2013).…”

Section: Comparison Between Policies On the Provision For Vocational mentioning

confidence: 99%

A Retrospective on Educational Policies and Their Implementation in the Vocational Teacher Education Provision / Osvrt na obrazovne politike i njihovu provedbu u obrazovanju strukovnih nastavnika

Nurhadi

Zahro

Lyau

2017

Croatian Journal of Education

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Long-standing gaps of teachers' academic qualifications persist despite changes and developments of educational policies the government has continually been making. The gaps eventually result in a gradual decrease in the quality of vocational school graduates, which has recently caused grave national concern. The decrease is evident in Indonesian vocational students' lack of competitive spirit and skills in the national labor market. In an attempt to find a creative and effective solution to this problem, this paper seeks to explore and describe the educational policies and the implementation of standards by vocational subjects teachers in a developing country and those in a developed county, hoping that it will help vocational school graduates acquire professional qualifications. Using a critical ethnography, in-depth analyses on the professors' commentaries reveal that it is common in most universities in both countries to select vocational teachers by following educational policies in order to establish reliable criteria for qualified teachers in the future. This teacher certification program seems to have positively influenced the welfare of teachers in both countries, but other daring innovations in improving skills and qualifications of teachers are still a great need.

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“…Wiseman and Al-bakr (2013) are one of the other few researchers who have published a range of literature on education reform in the Middle East, and, in particular, in the Gulf Cooperation Council Countries. Wiseman and Al-bakr (2013) discuss how the Gulf Cooperation Council Countries have teacher competence high on their agenda in curriculum reform implementation. Policy makers have linked (low) student performance to placing a focus on teacher quality and teacher improvement and the introduction of teacher standards to improve teachers' standards.…”

Section: Interdependence Between Curriculum Reform and Teachers' Skillmentioning

confidence: 99%

The Tensioned Nature of Curriculum Reform: What the Kingdom of Saudi Arabia Can Learn from the Experience of Others?

Mitchell¹,

Alfuraih²

2016

JESR

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The elusiveness of teacher quality: A comparative analysis of teacher certification and student achievement in Gulf Cooperation Council (GCC) countries

Cited by 20 publications

References 15 publications

Measuring Quality Teaching: Developing a Process Focused Framework

Measuring Quality Teaching: Developing a Process Focused Framework

A Retrospective on Educational Policies and Their Implementation in the Vocational Teacher Education Provision / Osvrt na obrazovne politike i njihovu provedbu u obrazovanju strukovnih nastavnika

The Tensioned Nature of Curriculum Reform: What the Kingdom of Saudi Arabia Can Learn from the Experience of Others?

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