The South African government’s COVID-19 pandemic risk mitigation strategies significantly limited social contact, which necessitated a novel approach to existing face-to-face career guidance practices. The Grade 9 Career Guidance Project, originally developed as a group-based career development intervention, required radical adaptation into a self-directed, manualized format to offer career guidance to Grade 9 learners from low-income communities amid a global pandemic. The adaptation and continuation of the project was deemed essential as secondary school learners in low-income communities have limited career (...) guidance support. Furthermore, a close collaboration with the teachers at eight resource-constrained South African secondary schools was vital for successful implementation. To assess the success of the adaptation to a self-directed format, a mixed-methods design was employed, and Life Orientation teachers’ evaluative feedback was solicited. Favorable quantitative results were obtained; majority of teachers agreed that learners enjoyed the booklet and that it was deemed an adequate substitute to the previous contact-based format of the Career Guidance Project. This was also confirmed by the qualitative findings revealing teachers’ satisfaction with the booklet’s content, specifically that the booklet is complementary to the Life Orientation curriculum. Qualitative findings identified specific contextual barriers that contributed to some learners struggling to use the booklet optimally. The results suggest that it is feasible and acceptable to implement a self-directed career guidance intervention among secondary school learners amid a global pandemic. Teachers recommended ways to integrate the booklet, resources, and contact sessions as a preferred way forward. These findings have important implications for similar resource-constrained settings that may not have readily access to in-person career guidance and counseling human development. (shrink)

_In universities, quality assurance has initiated teacher evaluation method to know teaching quality. Therefore, the goal is to determine whether a teacher's evaluation is impartial or if there exists a concealed aspect of impression management in assessing teacher performance. This study utilized a quantitative approach, collecting data through primary source (questionnaires) and analyzing it with inferential and statistical methods using the Statistical Package for Social Sciences (SPSS).This study sampled 370 undergraduate and postgraduate students from Mehran (...) University of Engineering and Technology, Jamshoro, Sindh, Pakistan. The study's findings indicate a significant and positive relationship among all variables that are students perception of teacher, teacher evaluation practice, students perception towards teacher evaluation and impression management tactics. Additionally, impression management tactics partially mediate the association between students' perceptions of teachers and teacher evaluation practices. The study reveals that the top three tactics used by teachers are self-promotion, intimidation, and supplication. The study suggests the importance of management considering hidden factors influencing teacher evaluation methods when reviewing filled evaluation forms. It contributes valuable insights by highlighting impression management tactics that can influence evaluation reports, shaping perceptions of teachers positively or negatively. This research significantly contributes to human resource management, particularly in measuring teacher/faculty performance and understanding the impact of impression management strategies._. (shrink)

The understanding of teachers? perception of new educational policy is crucial since this perception shapes the policy?s implementation. However, quantitative research in this area is scarce. This article draws on empirical data to investigate whether the school leader might influence his teachers? perception of the new teacher evaluation policy. The conceptualisation of teachers? perception consists of three policy characteristics: practicality, need and clarifying function. Our results indicate that school leadership influences teachers? policy perception. More specifically, the structure a (...) school leader provides in a school and the amount of trust teachers have in the school leader have a significant impact on teachers? perception of the practicality of the new teacher evaluation policy. (shrink)

Research on economization processes is increasingly taking seriously the social and material processes through which various policy domains are transformed into economic problems and solutions. This article engages “Value Added Modeling” (VAM) in teacher evaluation systems as a case study in economization. VAM is a statistical technology for evaluating the effectiveness of schoolteachers using student test scores, which wrests authority for the determination of quality teaching away from education professionals and toward quantitative economic modelers. Mobilizing field theory, we (...) trace a half century of changing relationships among economists, other academics, and various policy audiences (from media to philanthropists to state and federal government) in struggles to define education policy concerning teacher quality. We show that economization is a set of overlapping, sometimes contradictory processes that can take different forms: in this case, the spread of an “economic style of reasoning” or the establishment of “economic policy devices.” The case of VAM shows stages of economization in which processes first proceeded independently of one another, then interacted in contradictory ways, and finally, mutually reinforced one another. What primarily drove these interactions was the struggle for scientific capital within the economics discipline and the changing place of education policy and VAM within it. Ultimately, VAM’s original role as a policy device for evaluating and selecting individual teachers has foundered even as it has become an important tool for economists to accrue scientific capital and expand their style of reasoning to broader audiences. (shrink)

This paper addresses the role of social emotional competence in the emotional and behavioral problems and learning outcomes of preschool children based on their parents’ and teachers’ evaluations. In this study, we compared the perceptions of teachers and parents when evaluating the same child using the multi-informant assessment. First, the associations and differences between both the informant evaluations were investigated. Second, the correlation of the social emotional competence and emotional, and behavioral difficulties among preschool children was analyzed, separately addressing their (...) parents’ and teachers’ evaluations. Third, the role of the preschool children’s social emotional competence in their emotional and behavioral problems, and learning outcomes was investigated building the regression and mediation models. The sample consisted of 507 preschool children and their parents and teachers. Both informants completed the Strengths and Difficulties Questionnaire and Social Skills Improvement System Social-Emotional Learning Brief Scales, and teachers reported on each child’s learning outcomes. When comparing both informants’ evaluations, positive associations were found between teacher and parental evaluations of prosocial behavior and emotional, and behavioral difficulties of preschool children, as well as self-management. Parents evaluated their children higher than teachers in conduct problems, hyperactivity, prosocial behavior, and total difficulty, while teachers evaluated children higher than parents in social emotional competence. According to teachers, the social emotional competence of preschool children was negatively correlated to all difficulty scales, and positively related to the prosocial behavior scale. The demographic variables, as well as parental socioeconomic status and children’s belonging to a vulnerable group were not found to be significantly associated with the preschool children’s learning outcomes. However, social emotional competence remains a significant variable in teacher-rated learning outcomes of preschool children even if sociodemographic variables are controlled. Our findings indicate that a higher level of social emotional competence and lower levels of social, emotional, and behavioral difficulties are related to a higher preschoolers’ academic learning in their teachers’ evaluation. This suggests the importance of early facilitation of social emotional competence as a key factor for academic success and more positive behavioral outcomes. (shrink)

This study investigates how uncertainty works in science policy debates by considering an unusual case: one in which uncertainty-based arguments for delay come from the scientific community, rather than industry actors. The case I present is the central use of value-added modeling in the evaluation of individual teachers, a controversial trend in education reform. In order to understand how policy actors might counter inconvenient statements of uncertainty from experts, I analyze speeches from Education Secretary Arne Duncan, a committed and (...) influential advocate of VAM. I identify a three-part rhetorical tactic, the “Overcaution Allegation,” and describe its persuasive potential to legitimize policies that elicit caution from the scientific community because they are built on uncertain science. (shrink)

This paper reports on part of an evaluation of teacher support teams as a special education needs support strategy in primary schools. Using a mixture of quantitative and qualitative evaluation methods, it focuses on areas derived from a theoretical framework for understanding schools’ approaches to SENs. TSTs were set up and run in six of the eight schools, with meetings of between 30 and 45 minutes, usually during lunchtime or after school. Most of the referrals were about (...) behaviour problems, though many were about learning difficulties. The support included providing emotional encouragement, specific approaches to managing behaviour, teaching strategies and consulting others. Referring teachers reported that their TST experience led to increased confidence and some improvements in the children, while TST members themselves believed that they had gained much from the TST experience. Overall the study showed the feasibility and benefits of setting up TSTs in primary schools. The findings are discussed in terms of the wider benefits of TSTs and their relevance to special needs policies and the implementation of the SENs code of practice. (shrink)

Teachers’ instructional practices are important for student learning. However, there are few tools for evaluating instructional practices in social studies. To this end, we present a video-based in...

The epistemology and phenomenology of contemporary society tend to be deepened, and the philosophical challenges never are minimal that we may be called to face with the kind of post-modern chaos from the rapidly changing phenomena of the global community. The ballast held on the identity of faculty members as a teacher and researcher now turns due so as to be recast with our intrinsic of routine performance. I considered their quality as bent on the intellectual strife on the (...) method and the kind of attitude, say, evaluation and consultation. In this paper, the authors have presented some thought and implications that triangulated the triad, i.e., research methodology, program evaluation and consulting illustration on the college research program rankings. The author is hoped that the discourse can help the academicians to share the attribute of different methods as well as the dimension of evaluation and consulting, perhaps essentially related with their work role in terms of teaching and researching. Keywords: Research Method, Qualitative Studies, Mixed Method, Program Evaluation, Theory and Philosophy, Program Rankings, Consulting, Journal Writing. (shrink)

Recent studies on the effects of mandatory online teaching, resulting from the COVID-19 pandemic, have widely reported low levels of satisfaction, unwillingness to continue online teaching, and negative impacts on the psychological well-being of teachers. Emerging research has highlighted the potential role of psychological need thwarting, in terms of autonomy, competence, and relatedness thwarting, resulting from online teaching. The aim of this study was to evaluate the immediate and delayed effects of PNT of online teaching on teachers’ well-being, intention to (...) continue online teaching, and job satisfaction. Moreover, data collected from both cross-sectional and longitudinal surveys allowed for a systematic validation of an important instrument in the field of teacher psychology, the Psychological Need Thwarting Scale of Online Teaching, in terms of longitudinal reliability and validity. The data reveal the usefulness of the construct of PNT in terms predicting and explaining teachers’ willingness to continue using online teaching as well as the degree of burnout after a period of 2 months, such that PNT is positively associated with burnout and negatively associated with willingness to continue online teaching. As such, the PNTSOT is recommended for future research evaluating the long-term psychological, affective, and intentional outcomes stemming from teachers’ PNT. Moreover, based on our findings that the impact from PNT of online teaching is persistent and long-term, we suggest that school leaders provide flexible and sustained professional development, model respectful and adaptive leadership, and create opportunities for mastery for the development of community of practice that can mitigate the thwarting of teachers’ autonomy, competence, and relatedness during times of uncertainty. Additionally, in terms of the psychometric properties of the PNTSOT instrument, our empirical findings demonstrate internal reliability, test–retest reliability, measurement invariance, and criterion validity based on cross-sectional and longitudinal data. (shrink)

In order to better improve the teaching quality of university teachers, an effective method should be adopted for evaluation and analysis. This work studied the machine learning algorithms and selected the support vector machine (SVM) algorithm to evaluate teaching quality. First, the principles of selecting evaluation indexes were briefly introduced, and 16 evaluation indexes were selected from different aspects. Then, the SVM algorithm was used for evaluation. A genetic algorithm (GA)-SVM algorithm was designed and experimentally analyzed. (...) It was found that the training time and testing time of the GA-SVM algorithm were 23.21 and 7.25 ms, both of which were shorter than the SVM algorithm. In the evaluation of teaching quality, the evaluation value of the GA-SVM algorithm was closer to the actual value, indicating that the evaluation result was more accurate. The average accuracy of the GA-SVM algorithm was 11.64% higher than that of the SVM algorithm (98.36 vs 86.72%). The experimental results verify that the GA-SVM algorithm can have a good application in evaluating and analyzing teaching quality in universities with its advantages in efficiency and accuracy. (shrink)

Rooted in the heart of Vygotsky’s Sociocultural Theory, mediation has recently received considerable attention in the field of TEFL. The existing literature suggests that mediation can play an essential role in language learners’ performance development. In addition, learners need to know about their thinking process which is interpreted as metacognition. This study aimed to investigate the effect of teacher- and peer-assisted evaluative mediation on learners’ metacognitive awareness development. To this end, 40 homogenized intermediate EFL learners were selected using a (...) test of English language proficiency. The participants were then randomly divided into teacher-assisted (n=20) and peer-assisted (n=20) groups. Before the instructional phase, a metacognitive awareness questionnaire was given to the participants. At the instructional phase, the learners in the teacher-assisted group received teacher-assisted mediation. The learners in the peer-assisted group, however, were exposed to mediation provided by their peers. After the instructional phase, the metacognitive awareness questionnaire was given to the participants as the posttest of the study. SPSS was used to analyze the data. The descriptive statistics, the Shapiro-Wilk test of normality, and the Paired Sample T-test for inferential statistics were used to analyze the data. The findings showed that peer-assisted evaluative mediation had positive effects on developing students’ level of metacognitive awareness, whereas teacher-assisted evaluative mediation did not reveal such effects. It could be concluded that peer-assisted evaluative mediation is an effective tool for improving students’ metacognitive awareness. (shrink)

This paper provides a philosophical analysis of some of the things faculty do to maximize their Student Evaluation of Teachers scores. It examines 28 practices that are claimed to be unethical methods for maximizing SET scores. The paper offers an argument concerning the morality of each behavior and concludes that 13 of the 28 practices suggest unethical behavior. The remaining 15 behaviors are morally permissible.

The introduction of multiple intelligence theory into sports professional football teaching is a requirement of educational innovation, which helps to expand and play the multiple functions of football, and can effectively improve the comprehensive quality of football professional science. Under the perspective of multiple intelligence theory, college sports professional football teaching will focus on the all-round development of students, actively cultivate students’ multiple intelligence, and reflect the democratization, individualization, and diversification of teaching in the process of educational concept innovation. This (...) article explains the origin and characteristics of the particle swarm optimization algorithm and discusses the application status of the PSO algorithm in detail. We introduced the standard PSO algorithm, including mathematical forms, iteration steps, and flowcharts. In addition, it also specifically describes the proposed new PSO improved algorithm, including the food chain strategy and reproduction strategy, as well as the implementation of the algorithm. Through analysis, it is concluded that the implementation and implementation of relevant systems is the guarantee for the sustained and sound development of campus football. The amount of football lessons is insufficient, and the classroom teaching effect is not ideal. Physical education teachers are acceptable, but the football professional knowledge training of physical education teachers needs to be strengthened. The selection and setting of the teaching content of football lessons lack systematic, scientific, and adaptable, and the teaching methods and teaching model concepts are backward. In the process of football teaching, teachers ignored the evaluation and assessment of students’ nonphysical and nonintellectual factors, and campus football activities did not achieve the expected goals. (shrink)

Critical aspects in the field of education are currently related to low levels of socioemotional competences and high rates of school dropouts. However, there are no standard practices or guidelines for helping countries to assess and train social and emotional competences. To overcome this limitation, the project Learning to be (L2B) aims to propose a comprehensive model of the assessment and development of social and emotional competences that bring together policymakers, researchers, teachers, school authorities and learners from different participating countries: (...) Finland, Italy, Latvia, Lithuania, Portugal, Slovenia, and Spain. The project attempts to create an international framework for regulating activities and supporting teachers working on the social and emotional competences of the students and to provide tools which can be used across countries. The aim of the paper is to describe how L2B has been developed in Spain by analyzing the contributions of the international framework and extracting the specific needs in the Spanish context. Specifically, we describe two products of the project: a) the process for creating a toolkit, a tool focused on creating activities and materials for helping teachers develop social and emotional competences of students and b) the results of an exploratory study in Spain in which social and emotional competences are assessed and compared to the international framework. First, we explain the definition of social and emotional competences used for creating the toolkit. Second, we analyze responses of Spanish students to questionnaires administered before applying the toolkit in the schools. The paper describes social and emotional competences in Spain and evaluates the overlap between relevant variables in Spain and those used for developing the toolkit, the international tool. Specific needs in Spain are discussed, as well as the contribution of the project for promoting the improved development of students’ social and emotional competences, improving learning outcomes and stronger social cohesion in schools and local communities, as well as the utility of the results for creating new educational policies. (shrink)

Teachers’ social-emotional competence is considered important to master the social and emotional challenges inherent in their profession and to build positive teacher-student relationships. In turn, this is key to both teachers’ occupational well-being and positive student development. Nonetheless, an instrument assessing the profession-specific knowledge and skills that teachers need to master the social and emotional demands in the classroom is still lacking. Therefore, we developed the Test of Regulation in and Understanding of Social Situations in Teaching (TRUST), which is (...) a theory-based situational judgment test measuring teachers’ knowledge about strategies for emotion regulation and relationship management in emotionally and socially challenging situations with students. Results from three studies (N = 166 in-service teachers, N = 73 in-service teachers, N = 107 pre-service teachers) showed satisfactory internal consistency for both the emotion regulation and relationship management subtests. Furthermore, confirmatory factor analyses supported the differentiation between the two facets of social-emotional competence. Regarding convergent validity, results from Study 3 revealed a positive association between the profession-specific TRUST and pre-service teachers’ general emotional intelligence. Furthermore, small to moderate correlations with the Big Five personality traits provided evidence for the discriminant validity of TRUST. In Studies 1 and 2, we found evidence for a correlation with external criteria, that is, teachers with higher test scores reported providing more emotional support for students and having better teacher-student relationships. For teachers’ occupational well-being, we found a link with symptoms of depersonalization and job satisfaction, but none for emotional exhaustion. We will discuss the use of TRUST in research, for the evaluation of interventions, in teacher education, and professional development and will illustrate ideas for enhancing the tool. (shrink)

The traditional teaching style in which the teacher is in control and there is a submissive attitude in students is predominant in Mexico. The development of identity in preadolescence is subjected to social groups, which could develop interpersonal difficulties through the controlling teaching style. Although the fear of negative evaluation in students and competitive sport has been studied in education, relatively little research has been done in the area of physical education in relation to the controlling style. The (...) purpose of this study was to investigate the correlation and predictive relationship between controlling teaching and the fear of negative evaluation mediated by the frustration of the basic psychological needs, controlled motivation, and individualism/competitiveness through the theoretical framework of self-determination theory. Participants were 1132 students in the fifth and sixth grades in public elementary schools in the state of Chihuahua, Mexico, with ages between 10 and 13. Results indicate the perceived controlling teaching style positively predicted the fear of negative evaluation in students of this study through BPN frustration, that is positively related to low-quality motivation, which is related to a higher level of individualism/competitiveness. This, in turn, is proven to be a predictor of the fear of negative evaluation. The results also discuss the promotion of the autonomy support style, avoiding the controlling teaching style, for the minimization of negative results related to the perception of fear and the development of student well-being both within and beyond the school context. (shrink)

Education is the process of raising the people that your society needs. At the end of this process, whether the desired output is achieved or not is understood by measurement and evaluation processes. Measurement and evaluation activities, which are indicators of whether the training process is functioning right or not, have an important place in the system. At this point, the attitudes of the teachers who perform the assessment and evaluation towards measurement and evaluation are very (...) important. Based on this importance, the aim of this study is to determine the attitudes of RCE teachers towards assessment and evaluation within the framework of different variables. 341 RCE teachers participated in this quantitative study, which adopted a crosssectional and relationships screening model. In the study, "Attitude Scale for Assessment and Evaluation (ÖDTÖ/ASAE)" developed by Çalışkan and Yazıcı (2013) was used. The findings obtained as a result of the research show that there is a statistically significant difference in the attitudes of RCE teachers towards measurement and evaluation according to gender, status of receiving formation education, faculty graduated, tenure of duty, type of school served. On the other hand, whether or not they receive special training on assessment and evaluation does not significantly affect the attitudes of RCE teachers towards assessment and evaluation. (shrink)

Tekst analizira nacin na koji nastavno osoblje na Beogradskom univerzitetu percipira bolonjski proces, nacelno i unutar lokalnog srpskog socijalnog i univerzitetskog konteksta; razlicite upravne instance unutar univerzitetskog obrazovnog sistema, mesto nastavnika unutar obrisa novog visokoskolskog obrazovnog sistema u procesu bolonjske transformacije. Empirijsku osnovu predstavlja istrazivanje o uslovima rada nastavnog osoblja koje je Centar za obrazovne politike iz Beograda izveo na pet fakulteta Beogradskog univerziteta tokom 2008 godine.

Vrednovanje i ocjenjivanje u nastavi Glazbene kulture važna je sastavnica odgojno-obrazovnog procesa koja sa sobom nosi razne poteškoće i subjektivnost. U nastavi Glazbene kulture realiziraju se različite glazbene aktivnosti i sadržaji, koji su više ili manje specifični te se navedeno odražava i na vrednovanje i ocjenjivanje. Navedene aktivnosti i sadržaji u okviru Kurikuluma nastavnog predmeta Glazbena kultura za osnovne škole i Glazbena umjetnost za gimnazije organizirane su u okviru tri domene/nastavna područja: Slušanje i upoznavanje glazbe, Izražavanje glazbom i uz glazbu (...) i Glazba u kontekstu. U radu je prikazano istraživanje provedeno tijekom 2019. godine, a koje je obuhvatilo 269 ispitanika, tj. 30 osnovnoškolskih učitelja Glazbene kulture i 239 učenika osmih razreda. Istraživanje je provedeno u Osječko-baranjskoj i Požeško-slavonskoj županiji te je obuhvatilo učitelje Glazbene kulture i učenike osmih razreda šest osnovnih škola od kojih se četiri nalaze u urbanom, a dvije u ruralnom području. Cilj ovog istraživanja bio je doznati stavove učenika i učitelja o vrednovanju i ocjenjivanju u nastavi Glazbene kulture, utvrditi moguću povezanost sociodemografskih varijabla i mišljenja učitelja i učenika te utvrditi na koji se način provodi ocjenjivanje u nastavi Glazbene kulture. Slušanje glazbe i pjevanje su aktivnosti koje se, prema mišljenju i učitelja i učenika, najčešće vrednuju i ocjenjuju u nastavi Glazbene kulture. Ujedno, učitelji u većoj mjeri smatraju da provode individualno i skupno ocjenjivanje nego li to smatraju učenici. Utvrđeno je da učitelji najčešće ocjenjivanje provode tako što tijekom svakog sata prate učenike, skloni su učenike ocijeniti odmah na satu i najčešće usmeno. Utvrđeno je da su učitelji i učenici mišljenja da učenik ne treba imati razvijene glazbene sposobnosti za ocjenu ‘odličan’ u predmetu Glazbena kultura. S obzirom na povezanost sociodemografskih varijabla i mišljenja ispitanika o vrednovanju i ocjenjivanju, pokazalo se kako su područje na kojemu se nalazi škola i spol značajni prediktori učeničkih stavova, dok se kod učitelja nijedna varijabla nije pokazala prediktorskom. Evaluation and grading in the teaching of Music Culture is an important component of the educational process that carries various difficulties and subjectivity with it. In the course of Music Culture, various music activities and contents are realized, which are more or less specific and also reflect on the evaluation and evaluation. The activities and contents of the Curriculum for the Elementary School Music Culture and High School Musical Arts curricula are organized within three domains/teaching areas: Listening and learning about music, Expressing music and with music, and Music in context. The research was conducted in 2019 and included 269 respondents, i.e. 30 elementary music teachers and 239 eighth grade students. The survey was conducted in Osijek-Baranja and Pozega-Slavonia counties and it included Music teachers and eighth grade students from six primary schools, four of whom are in urban and two in rural areas. The aim of this research was to find out students’ and teachers’ views on evaluation and assessment and to determine the possible correlation of sociodemographic variables and teachers’ and students’ opinions on evaluation and assessment in Music Culture teaching and to determine how the assessment is conducted in Music Culture teaching. Listening to music and singing are activities that, in the opinion of both teachers and students, are most commonly evaluated and graded in teaching Music Culture. At the same time, teachers are more likely to carry out individual and group assessments than students. Teachers usually conduct their assessment by monitoring students every class, they tend to evaluate students during class and most often orally. Teachers and students think that student should not have the developed musical skills to score excellently in Music Culture. Considering the correlation between sociodemographic variables and the respondents’ opinions on evaluation and grading, it was shown that the area in which school is located and gender are significant predictors of students’ attitudes, while in the teachers no variables proved to be predictive. (shrink)

In this paper, we draw on Foucault's and Deleuze's theorisations of discipline and control, respectively, to understand a teacher accountability system in the US state of Texas: the Texas Teacher Evaluation and Support System (hereafter, T-TESS). Specifically, we focus on the interplay of physical and virtual modes of governance – which we develop here as physical–virtual hybridity – and the techniques that make these physical and virtual domains compatible via language interoperability, with T-TESS deployed as a representative (...) empirical case to show how such technologies work to govern teacher subjectivity. First, in-person appraiser meetings and observations re-code teachers’ linguistic behaviours, so their physical bodies and practices can become legible to and interoperable with the hybrid T-TESS system. This avoids any possible syntax errors between the linguistic expression of physical teacher speech and the digital coding language of T-TESS. Second, these digital bodies of data can now be viewed as proxies for the physical teacher body in the classroom, allowing the constant modulation in physical space (teacher bodies) and digital space (bodies of data). This is the physical–virtual hybridity of T-TESS, whereby discipline and control work symbiotically to govern both the physical and the digital expressions of teachers and their teaching. In this way, the disciplining of teachers’ language has profound effects on teachers’ bodies, both corporeal and digital. (shrink)

I argue that teaching evaluation tools may function as ethical codes, and answer certain demands that ECs cannot sufficiently fulfill. In order to be viable, an EC related to the teaching profession must assume a different form, and such a form is already present in several of the contemporary TETs. The TET matrix form allows for certain features that are incompatible with the EC form. The TET’s benchmark scale – ranging from below the acceptable to the ideal level across (...) the dimensions of teachers’ competence – allows it to answer the demands upon ECs, raised by the EC critics. TETs embrace both minimal requirements and lofty ideals, while ECs of different types have a hard time combining these two features. TETs relate to different dimensions of teacher competence, connecting ethical and professional components with didactical, managerial and cognitive components, without lumping them together. (shrink)

The digital revolution has widened the array of curriculum materials available to history teachers. Given the variable quality of these new materials and the deeply contextual nature of teaching, educators need better tools for selecting among the vast options available. This study aimed to validate a device designed for that purpose, called the Curriculum Materials Evaluation Tool (CMET). Using a questionnaire and think-aloud interview, the study examined how four social studies teachers evaluated a novel material set for potential classroom (...) use, and how the CMET mediated their analysis. Findings showed that the teachers preferred when materials are readily accessible and adaptable for their specific teaching context, in contrast to “one-size-fits-all” resources that dominate the Web. The CMET appeared to foster a deeper and broader analysis of the given material set, especially regarding its political and cultural orientation. The study suggests that teachers’ role in vetting and adapting digital materials be recognized and embraced. The CMET can contribute to that end through its use in district adoption committees, teacher professional development, and collaborative curriculum research. (shrink)

When The Teachers of Gurdjieff was first published some 25 years ago, it made a very considerable stir. George Gurdjieff was one of the most famous mystics before the war, a teaching master who had many fashionable and influential pupils. He had a striking appearance and manner of teaching, one that was to prove influential. The meaning of his teaching and the sources of it were a puzzle. How did he come by his knowledge? What was to become of it? (...) These were questions that engaged many seekers. This book offers, among the adventures of the search and the souks of Baghdad and Aleppo, striking and timeless advice to those interested in finding spirituality. Its appeal is far beyond that of one seeker in one era, but offers us information, today, on how to evaluate different forms of teaching, how to study, and even some tantalizing information on the role of Jesus. (shrink)

Religious education deals with all aspects of human existence. Evaluating a person from his own point of view, he examines his position and relationships in life. Religious education in our country has come to the present day through various periods in the historical process. The most important changes in the field of religious education and training were made in October 2012, and in addition to the compulsory Din Kültürü ve Ahlak Bilgisi (Religious Culture and Morality) course, elective courses such as (...) “Kur’an-ı Kerim” (The Noble Qur'an), "Peygamberimizin Hayatı” (The Life of our Prophet) and "Temel Dini Bilgiler” (Basic Religious Knowledge), were added to the program. The “Temel Dini Bilgiler” (Basic Religious Knowledge) course, which is the subject of our research, is 5, 6, 7 and 8 in straight secondary schools. While it is offered as an elective in classes, it is taught a total of 2 times at different grade levels. 6 as a compulsory course in imam hatip secondary schools and 7, it is taught in classes for one hour a week. This study aims to make a comprehensive evaluation of the “Temel Dini Bilgiler İslam I, İslam II” (Basic Religious Knowledge Islam I, Islam II) course curriculum, which was implemented in 2012 and updated in 2017, based on the opinions of teachers, by considering the changes that religious education in Turkey has undergone in the historical process. The research is focused on examining the objectives, content, education and training processes, measurement and evaluation methods and general characteristics of the TDB course. In particular, issues such as the adequacy of the changes made to the program, the effects of the new curriculum on teachers and students, the suitability of units and achievements to student levels constitute the main focuses of the research. The aim of the study is to examine the effectiveness and functionality of the curriculum in areas such as target, content, learning-teaching status and measurement–evaluation based on the experiences of teachers. The research was carried out using the screening model. The main problems and sub-problems of the research have been identified and a 48-item scale has been developed to test the validity of the hypotheses for these problems. While the universe of the research is composed of teachers working in imam hatip secondary schools and secondary schools in Istanbul, the sample consists of 235 teachers determined randomly and by the snowball sampling method. Various data such as demographic characteristics of the participants, gender distribution, faculties they graduated from and schools they worked at were used in the analysis of the findings of the study. The findings of the research revealed the opinions of teachers about various aspects of the TDB course curriculum. According to the research, it has been observed that teachers have different levels of satisfaction in basic areas such as goals, content, learning-teaching process and measurement-evaluation related to the Temel Dini Bilgiler İslam I, II (Basic Religious Information Islam I-II) course curriculum. In general, when looking at the survey answers, it is seen that teachers have a “medium” level of usability perception towards the curriculum. Based on the findings obtained as a result of the study, various suggestions have been made to make the TDB course curriculum more effective. (shrink)

Background. Studies on teacher emotion have steadily become more prominent. However, it has been observed that scholarship on teacher emotion has been dominated by contributions from Western societies. In the absence of a critical mass of empirical research generated from within the region such as Asia, lack of knowledge and capacity to inform policy and practice in teacher education and evaluation mechanism. Methods. The current study sought to mirror the patterns of knowledge production in teacher (...) emotion in terms of research topics, types and methods and how they have evolved over time in Asia between 1989 and 2018. By using a descriptive quantitative analysis approach, we review a corpus of 154 articles on teacher emotion published in peer-review journals in Asia. It began with a systematic search in seven widely used electronic databases for abstracts of potentially relevant studies. Results. As observed, the trend represents a sea change in the volume of publications in Asia although the overall volume of research is still relatively low. Results also identify that although quantitative methods were most commonly used, the findings reveal a more balanced distribution since 1993. Furthermore, the use of qualitative and mixed methods of research has undergone a marked increase in the past ten years. However, as the majority of articles were exploratory-oriented, intervention and experimental studies were largely lacking, which resulted in the ‘so-what’ story being missing. Conclusions. A functionalist perspective suggests that knowledge production in teacher emotion research in Asia is either at the late first stage or the emerging second stage. Recommendations have been provided based on the major results and challenges. (shrink)

The educational design research movement asserts that the use of new tools or innovative devices is a powerful vector for the professional development of teachers, to the benefit of pupils' learning. It recommends that these tools be designed using a participatory approach that translates the knowledge gained from research into resources for action. The design-in-use approach shares the same presupposition. As part of our thesis work, we adopted this approach to co-design a teaching aid. With the help of a student (...) in training practice and engineering, we studied the effects of this participatory approach on the professional development of the sixteen co-designing teachers. This study enabled us to identify and categorize the professional contributions perceived by the practitioners. This work encouraged reflection on the "meta" processes used by teacher-designers to self-evaluate their professional development. (shrink)