Teacher Competency

The objective of this research is to examine teachers' competence in designing activities after engaging in professional development activities aimed at enhancing teaching design in order to develop students' thinking abilities that are contextually appropriate. The participants consist of 5 elementary school science teachers from schools. The research employed semi-structured interviews and classroom observation as research instruments. The findings reveal that teachers engaged in self-development through observation and learning from their peers within the community of practice (CoP). They receive advice and feedback from fellow teachers and apply these insights to improve their activities. Consequently, teachers are able to continuously refine and develop their teaching approaches to align with students' contexts. This approach facilitate diversification in thinking and learning management, as well as collaborative teamwork to enhance teaching methods. As a result, engaging and interesting thinking development activities are incorporated into student learning, along with the creation of a seamless learning-promoting environment. Collaborative teamwork in instructional design and problemsolving further afford teachers the opportunity for additional self-learning and personal development. This collaborative approach also contributes to fostering cognitive diversity and relieved the need for individual teachers to undertake all tasks independently.

The aim of this study is to provide some evidence about the special field competencies of Non-native English instructors in a state university and evaluate these competencies in terms of various variables. In the study, data was competencies identified by the Ministry of Education (MOE). The scale is a five-item Likert-type scale consisting of 34 items. The population of the study consisted of non-native 32 non-native English instructors at Pamukkale University. The results of the study showed that the general self-perceptions of the instructors is high, however, the departments graduated and the academic level of the instructors may effect the self-perception level.

The purpose of this study was to obtain empirical evidence and conclusions regarding the influence of organizational culture, leadership of the principal, teacher competence, teacher performance, and competency. The method used explanatory methods, data analysis methods were used to test the hypothesis was path analysis. independent variables of the study are: organizational culture (X1), leadership (X2), and competence (X3), teacher performance (Y) as the intermediate variables and the dependent variable is the competence of graduates (Z). The results of this study show that: (1) organizational culture directly affects the performance of teachers, (2) the principal's leadership directly affects the performance of teachers, (3) the competence of teachers directly influence the performance of teachers, (4) organizational culture, leadership of the principal, and teacher competence simultaneously significant effect on teacher performance, (5) the performance of teachers have a sig...

The objective of this research is to examine teachers' competence in designing activities after engaging in professional development activities aimed at enhancing teaching design in order to develop students' thinking abilities that are contextually appropriate. The participants consist of 5 elementary school science teachers from schools. The research employed semi-structured interviews and classroom observation as research instruments. The findings reveal that teachers engaged in self-development through observation and learning from their peers within the community of practice (CoP). They receive advice and feedback from fellow teachers and apply these insights to improve their activities. Consequently, teachers are able to continuously refine and develop their teaching approaches to align with students' contexts. This approach facilitate diversification in thinking and learning management, as well as collaborative teamwork to enhance teaching methods. As a result, engaging and interesting thinking development activities are incorporated into student learning, along with the creation of a seamless learning-promoting environment. Collaborative teamwork in instructional design and problem solving further afford teachers the opportunity for additional self-learning and personal development. This collaborative approach also contributes to fostering cognitive diversity and relieved the need for individual teachers to undertake all tasks independently.

The quality of input and processing in the teaching-learning process will decide the degree of output of the educational system. Examination result is also the output/outcome of the teaching-learning process. The quality of a school is also decided by the academic achievement of students in the public examination, as the public examination is the platform for competition at state level. The degree of teaching efficiency of teachers in the formal system of education can also be measured with the academic achievement of the students. Now, the position of government institutions is not at desirable level in the view of public, as compared to the academic achievement of private schools in the public examination of the state. So, People like to send their wards to the reputed institutions only, where more position holders and pass percentage are producing in the public examination. Therefore, the article tries to study and to find out the reasons of the different academic achievements of students between the government and private higher secondary schools in the district of Imphal West of Manipur State during 2008-2010. And the article also tries to find out some of the suggestive measures for the improvement of higher secondary education in the said district on the basis of opinion given by the principals of the reputed institutions. key words : academic achievement, type of schools, evaluation, teaching-learning process Introduction : As it has been prevalent, the educational system in the state and all over India as well, is virtually segregated into public educational system and private educational system. Moreover, it has been observed, in the past many years, that the academic achievement of the private school students has been outshining the performance in the public system of education in all respects. From earlier studies, we could also mention innumerable factors like inadequate infrastructures, facilities, and teachers, socioeconomic problems of the student's family, lack of knowledge regarding the benefits of academic success at higher secondary education level and many more among others. Broadly speaking, these problems have also been varying according to geographic and demographic of the states. Academic achievement can also be described as the overall accomplishments in all academic disciplines e.g. class, extracurricular activities like sports, behavior, art, culture etc. And when it is discussed at the higher secondary education level, it is somewhat restricted to the marks being scored or their academic performance in the board examinations. Now, in this era when academic achievement, at the higher secondary education level, plays a decisive role in determining the career of students, and ultimately, in the overall development of the society, and the state at large, it is of utmost importance to study the current status of academic achievements in Manipur. However, on a brighter side, the overall academic performance has been on the rise in Manipur. Along with it, there has also been a widening gap between the percentage of

Every Subject Teachers and every educationalist are the backbone of her education system in any country. The need of teacher's any type of development (Physical, Mental, and Social) has been accepted for the improvement of education. Therefore the expectancy for quality in physical education teacher is becoming higher with other teacher day by day. The traditional methods of teacher training are not serving the requirement of his on sources. The present progarmme has been failed in preparing teachers Curriculum that are required in the classroom because the stress is on theory and practical. That is why many teacher education policies have been evolved to the over limit and is based on the recommendations contained in various reports through the committees/commissions on education. The important ones being the Kothari commission (1966), Chattopadhyaya committee (1985), the national policy on education (NPE 1986/1992, Yashpal committee (1993), the national Curriculum Framework (NCF2005). The present paper highlights to the point recommendations of various committees and commissions to bring reforms to the sustain quality in teacher educational system.

It is a well-known fact that the quality of the education system depends greatly on the quality of the teacher (Buchanan, 2012). Therefore, it is clear that it is important for prospective teachers to develop competences and qualities necessary for their future profession in the course of their education. This paper aims to find out how prospective teachers from Croatia and Turkey evaluate the importance and required level of personal and professional qualities. This research was conducted on a sample of 1004 prospective primary school teachers attending the first and final year of study (500 from Croatia and 504 from Turkey). The results show that Croatian prospective teachers evaluate personal and professional qualities as significantly more important, and that they believe to have higher possession of these qualities than their Turkish colleagues. Overall, prospective teachers in their final year of study evaluate that they have significantly more developed professional skills th...

Classroom management (CM) is one of the most cited problems of pre-service teachers. This study aims to have a closer look at the issue within a qualitative research design by eliciting problems, coping strategies, and the sources of those coping strategies related to CM during teaching practicum. The participants of the study were 12 student EFL teachers (eight female and four male) completing their teaching practicum at Anadolu University, Faculty of Education, English Language Teacher Training Program. The participants were asked to keep diaries related to their CM problems throughout the 12-week teaching practicum. Semi-structured interviews conducted with each teacher candidate and field notes taken by the researchers were also used as the research data. The analyses of the data indicated that student teachers' CM problems were mainly because of the pupils in the classroom. Student teachers themselves, teaching point and materials, and the cooperating teachers were also the sources of the CM problems. Various coping strategies were also elicited to deal with the problems mentioned. The methodology lessons they took, their cooperating teachers, and their previous teachers were cited by the student teachers as the sources of the coping strategies they employed. The findings are discussed along with the current literature on CM, and certain implications and suggestions are provided for a better teaching practice.

Bu araştırmanın amacı, 2011-2012 eğitim-öğretim yılında Ankara Üniversitesi Eğitim Bilimleri Fakültesi'nde öğretmenlik programlarına devam eden ölçme ve değerlendirme dersi almış 221 dördüncü sınıf öğrencisinin ölçme ve değerlendirme dersine yönelik tutumları, öğretmenlik mesleğine ilişkin tutumları ve öğretmenliğe ilişkin öz yeterlik algıları ile ölçme ve değerlendirme dersi başarıları arasındaki ilişkilerinin incelenerek, bu değişkenlerin öğrencilerin ölçme ve değerlendirme dersi başarılarını yordama gücünü belirlemektir. Araştırma, korelasyonel araştırma modelinde nicel bir çalışmadır. Araştırmanın genel amacı doğrultusunda yordayıcı değişkenlerin yordanan değişkenler ile ilişkisi korelasyon ve regresyon analizi teknikleri kullanılarak incelenmiştir. Yapılan analizler sonucunda öğretmen adaylarının ölçme ve değerlendirme dersi başarılarını cinsiyet ve baba eğitim durumu değişkenlerinin yordadığı sonucuna ulaşılmıştır.

In this cross-sectional survey, it was aimed to analyze pre-service teachers' comparative perceptions about face-to-face (F2F) and online courses. It was also intended to discover the predictors influencing their choice of educational modes. The sample consisted of 338 pre-service teachers, selected with the cluster random sampling method, studying at two universities in Turkey. Data were collected using a questionnaire developed by the researcher. Data regarding the sample's comparative perceptions of online and F2F courses were analyzed with descriptive statistics, while Multinomial Logistic Regression was used to analyze the predictors influencing the sample's education preference, which had three categories: online, F2F and hybrid education. Preliminary findings revealed that the sample preferred hybrid education more than online or F2F education. Further findings revealed that as participants' satisfaction with online courses increased, as did their autonomy and the instructional effectiveness of the online courses, students' proclivity to prefer online education over F2F education increased. Additionally, gender and university type influenced this sample's preferences between F2F and hybrid education significantly.

In this cross-sectional survey, it was aimed to analyze pre-service teachers’ comparative perceptions about face-to-face (F2F) and online courses. It was also intended to discover the predictors influencing their choice of educational modes. The sample consisted of 338 pre-service teachers, selected with the cluster random sampling method, studying at two universities in Turkey. Data were collected using a questionnaire developed by the researcher. Data regarding the sample’s comparative perceptions of online and F2F courses were analyzed with descriptive statistics, while Multinomial Logistic Regression was used to analyze the predictors influencing the sample’s education preference, which had three categories: online, F2F and hybrid education. Preliminary findings revealed that the sample preferred hybrid education more than online or F2F education. Further findings revealed that as participants' satisfaction with online courses increased, as did their autonomy and the instruc...

It is a well-known fact that the quality of the education system depends greatly on the quality of the teacher (Buchanan, 2012). Therefore, it is clear that it is important for prospective teachers to develop competences and qualities necessary for their future profession in the course of their education. This paper aims to find out how prospective teachers from Croatia and Turkey evaluate the importance and required level of personal and professional qualities. This research was conducted on a sample of 1004 prospective primary school teachers attending the first and final year of study (500 from Croatia and 504 from Turkey). The results show that Croatian prospective teachers evaluate personal and professional qualities as significantly more important, and that they believe to have higher possession of these qualities than their Turkish colleagues. Overall, prospective teachers in their final year of study evaluate that they have significantly more developed professional skills than their first year colleagues.

Bu calismanin amaci, ‘2005 Ogretim Programlarini Degerlendirme Envanteri’nin gecerliginin ve guvenirliginin incelenmesidir. Betimsel arastirma yonteminden genel tarama modeli kullanilan arastirmanin evrenini Istanbul Ilinde gorev yapan 40395 sinif ogretmeni, orneklemini ise bu evrenden 8 ilcede gorev yapan ve rastgele kume ornekleme yontemi ile belirlenen 386 sinif ogretmeni olusturmustur. Envanterin yapi gecerligini saptamak icin yapilan faktor analizi dort faktorlu, 80 maddeli yapi ortaya koymustur. Envanterin butununun ic tutarlik guvenirligi 0.85 alpha katsayisidir. Faktorlere gore Croncbach Alpha katsayilari ise 0.77 ile 0.86 arasinda degismis; madde bazinda ic guvenirlik katsayilari, maddelerin tamaminda 0.98 olarak gozlemlenmistir. Envanterin madde-toplam korelasyonu 0.33 ile 0.79 arasinda degisen degerlere ulasilmistir. Bulgular, olcegin gecerligi ve guvenirligi bakimindan tartisilmistir

The purpose of this study was to investigate teachers' recognition on field practice and effectiveness of creativity and character education. This study used post tests to examine the effects of teacher training for creativity and character education on 451 teachers. The results were as follows. Firstly, the average in satisfaction of teacher training for creativity and character education was 4.65 for elementary teachers and 4.35 for secondary teachers in summer, and 4.55 for elementary teachers and 4.42 for secondary teachers in winter. Secondly, effectiveness of teacher training on creativity and character education was showed highly as more than 4.0 and was higher in winter than in summer. Thirdly, in the case of field practice and effectiveness of teacher training for creativity and character education, the average of elementary teachers(3,66) was higher in respect of educational environment than that of secondary teachers(3.20) and the averages of elementary teachers and secondary teachers were 3.85 and 3.42 in respect of subject activity, respectively. In practising creativity and character education, it was analyzed that both elementary(ave. 3.89) and secondary(ave. 3.84) teachers went through some difficulties for curriculum reconstruction, development of instructional model, program development, and human and physical supports.

The aim of this study is to provide some evidence about the special field competencies of Non-native English instructors in a state university and evaluate these competencies in terms of various variables. In the study, data was competencies identified by the Ministry of Education (MOE). The scale is a five-item Likert-type scale consisting of 34 items. The population of the study consisted of non-native 32 non-native English instructors at Pamukkale University. The results of the study showed that the general self-perceptions of the instructors is high, however, the departments graduated and the academic level of the instructors may effect the self-perception level.

The liquefaction phenomenon that occurred during the Pohang earthquake (ML=5.4) brought new awareness to the people about the risk of liquefaction caused by the earthquake. Liquefaction hazard maps with 2 km grid made in 2014 used more than 100,000 borehole data for the whole country, and regions without soil investigation data were produced using interpolation. In the mapping of macro liquefaction hazard for the whole country, the site amplification effect and the ground water level 0 m were considered. Recently, the Ministry of Public Administration and Security (2018) published a new site classification method and amplification coefficient of the common standard for seismic design. Therefore, it is necessary to rewrite the liquefaction hazard map reflecting the revised amplification coefficient. In this study, the results of site classification according to the average shear wave velocity in soils before and after revision were compared in the whole country. Also, liquefaction as...

The rapid growth and change in education has forced teachers to find 'up to date' knowledge to improve their teaching pedagogy in the classroom. What's more, the latest development is to produce students who are capable of thinking at a high level thinking skills (HOTS). Therefore, teachers should need guidance in realizing Ministry of Education aspirations. Hence, this study was conducted to identify the influence of dimensions of knowledge and interpersonal skills within SISC + officer on improving teacher teaching competency. The method of the study was to use a quantitative method of questionnaire containing five points of likert scale. The instrument of the study was taken from a questionnaire developed by Pejabat Pendidikan Daerah Kluang (2015) for coaching of SISC + (16 questions). Whereas teacher teaching competency instrument (22 questions) is a questionnaire adapted from Spencer and Spencer (1992). A total of 186 teachers from six Jeli's district secondary schools were involved in the study. Data were analyzed using IBM SPSS version 25.0 to find mean values, standard deviations, Pearson correlations and Stepwise regression. The findings show that the level of SISC + coaching and teacher teaching competency are at a high moderate level. This shows that the teachers are accepting the SISC+ coaching program but with modification. Furthermore, the study shows that there is a positive but significantly weak relationship between SISC + coaching and teacher teaching competency. Therefore, SISC + officers need to continue to guide teachers to meet their needs as efficient instructors and follow the guidelines set for more positive relationship. Moreover, the regression statistic showed that SISC+ knowledge dimension do influences but only 6.3% towards teacher teaching competency, whereas interpersonal dimension was not significant. Further study by longitudinal study and interview should be conducted to find the causes of weak relationship and almost not influencing between SISC + coaching and teaching competencies (Knowledge and Interpersonal).

Razvoj nastavničke profesije smatra se ključnom pretpostavkom i najvažnijom karikom u procesu unapređenja i podizanja kvaliteta odgojno-obrazovnog sistema u BiH. Samo kvalitetni nastavnici mogu obrazovati holistički orijentirane učenike spremne da žive i njeguju vrijednosti, te da posjeduju vještine 21. vijeka i budu sposobni donijeti promjene koje će biti usmjerene na razvoj i napredak. Standardi zanimanja predstavljaju usaglašeni minimum najbolje prakse u skladu sa potrebama zanimanja u definiranom zakonskom okviru. U skladu sa tim, Standard zanimanja za nastavnike predstavlja popis ključnih poslova koje nastavnici obavljaju u okviru svoje profesije, te kompetencija potrebnih za njihovo efikasno obavljanje. Standard zanimanja predstavlja vezu između inicijalnog obrazovanja nastavnika i tržišta rada, nudeći jasan okvir za uređenje i razvoj nastavničke profesije. Cilj rada je predstaviti koncept i metodologiju izrade Standarda zanimanja nastavnika i Standarda kvalifikacije nastavnika, nastalih u projektu TABLA, objasniti ulogu i funkciju standarda zanimanja/kvalifikacije koji definiraju rad nastavnika kroz istaknute elemente visokokvalitetne i efikasne nastave u 21. vijeku u cilju poboljšanja obrazovnih ishoda za studente na nastavničkim fakultetima. Pored navedenog u radu će biti objašnjena veza između Standarda zanimanja/kvalifikacije, te kontinuuma kompetencija na primjeru Nastavničkog modula-Zajedničke jezgre nastavničkih studijskih programa (ZJSP) utemeljene na ishodima učenja, koja kao takva treba biti

SA@ETAK U ovome su tekstu prikazani rezultati komparativne analize okvirnih nacionalnih kurikuluma za obvezno obrazovanje u 11 europskih zemalja te u Hrvatskoj. Te`i{te je bilo na analizi formalno-strukturnih aspekata nacionalnih kurikuluma. Analiza je pokazala da, pored sli~nosti u osnovnoj strukturi (zajedni~ke komponente), izme|u nacionalnih kurikuluma postoje i razlike koje upu}uju na njihovu kontekstualnu uvjetovanost. U tom smislu zamije}eni su utjecaji dviju osnovnih kurikulumskih politika: 1. centralizirane politike s predmetno-preskriptivnim kurikulumom (srednjoeuropske zemlje); 2. decentralizirane politike, s fleksibilnim nacionalnim kurikulumskim okvirom koji implicira visok stupanj autonomije {kola u njegovoj prilagodbi vlastitom profilu i potrebama sredine u kojoj djeluju (Nizozemska, skandinavske zemlje, Velika Britanija). Tako|er je vidljivo da postoji tendencija slabljenja predmetnog pristupa u korist razvoja integriranoga i koherentnog kurikuluma (uvode se kurikulumska podru~ja, krozkurikulumske teme ili moduli, integrirani predmeti). Bez obzira na razlike u pristupu i kurikulumskoj koncepciji, nacionalni kurikulumi svih analiziranih zemalja predstavljaju outcome based kurikulume, orijentirane na uvo|enje kompetencija potrebnih za razvoj dru{tva znanja. U komparaciji s analiziranim kurikulumima, u spomenutih jedanaest zemalja hrvatski je kurikulum jo{ uvijek tradicionalan (predmetno-preskriptivan), bez dovoljne zastupljenosti sadr`aja i komponenti koje bi omo-gu}avale razvoj novih kompetencija za`ivot mladih u dru{tvu znanja.

The present paper is an attempt to find out the present status on the number of schools, teachers, enrolment of students and status of trained and untrained in the hill districts of Manipur. Also in the second part it studies the growth and development of teacher education institutes in the region. Descriptive method and historical method are partly employed for the study by using primary and secondary data. The study observed that there was a slow pace but upward trend of growth and development of school education and teacher education institutes. Presence of large backlog of untrained teachers and few teacher educations institute in the entire hill districts was another captivating finding of the study. The paper also highlighted some suggestions for the improvement of quality education in the hill districts.

The paper presents recent data on teacher issues and trends which reveal the points of convergence among European countries and also indicate the gap between general policy formulations and their translation into national practices. The first issue addressed is the selection of future teachers and the retention of the best qualified by securing the sustainability of quality education. In the attempts to achieve high teacher quality the greatest convergence among countries occurred in the area of teacher initial education involving "the universitation" of study programmes for all teacher profiles. Another convergence point has been the formulation of the common principles underlying teacher profiles and competences. The fourth common issue refers to the need for improvement of the induction procedure and/or supervision support to beginning teachers. One of the most emphasised topics of discussion and action has been the further professionalization of teaching including impl...

This research was aimed to determine the level of knowledge, skills and attitude of pre-service Mathematics teachers in Universiti Pendidikan Sultan Idris (UPSI) towards higher-order thinking skills (HOTS) and whether the elements of HOTS were translated into the teaching courses. The research was also designed to analyze the relationship between the pre-service Mathematics teachers’ exposure to HOTS through the teaching courses and their level of knowledge, skills and attitude towards HOTS. The study utilized a quantitative approach by administration of a survey to a simple random sample of 110 pre-service Mathematics teachers from UPSI. A questionnaire with five different parts was used as the research instrument with a reliability value of .979. The collected data were then analyzed using descriptive and inferential statistics. The descriptive statistics were used to determine the mean scores of the level of knowledge, skills and attitude among the pre-service Mathematics teacher...

본 연구는 국내에서 수행된 교사 역량 관련 연구에 대하여 키워드 네트워크 분석을 실시해 교사 역량 연구의 학문적 논의를 종합함과 동시에 코로나19 발생 전후로 그 변화 양상을 확인하기 위한 목적으로 수행되었다. 이를 위해 Web of Science의 KCI 카테고리에서 코로나 이전 시기(2017년~2019년) 1,348편, 코로나 이후 시기(2020년~2022년) 1,620편의 논문을 수집하여 논문의 저자 키워드를 VOSviewer로 분석하였다. 연구의 결과는 다음과 같다. 첫째, 교사 역량 관련 연구들이 국가 교육과정과 밀접하게 이루어지는 경향이 있었다. 둘째, 주로 유아교사를 대상으로 하는 교사 역량 연구가 많았다. 셋째, 교사의 진로·특수·문화교육 역량에 대해 학문적 관심이 높은 것을 확인할 수 있었다. 넷째, 교수역량, 의사소통 역량, 창의성의 경우 코로나19 발생 여부와 관계없이 교사 역량 연구에서 지속적으로 중요하게 다뤄지는 주제였다. 다섯째, 디지털 리터러시, 미디어 리터러시, TPACK은 코로나19의 영향으로 새롭게 강조되는 교사 역량으로 나타났다. 끝으로 교사 역량 연구의 발전 방향과 교사 핵심역량 기준 개발에 대한 시사점을 논의하였다.

In this study, a keyword network analysis was conducted on Korean
research related to teacher competency with the aim of synthesizing the
academic discussion of teacher competency research and identifying
changes in the research trends before and after the outbreak of COVID-19. For this purpose, 1,348 pre-COVID (2017-2019) and 1,620 post-COVID (2020-2022) papers were collected from the KCI category of Web of Science and author keywords of the papers were analyzed with a VOSviewer. The results of the study are as follows. First, there is a
trend for teacher competency research to be closely related to the national curriculum. Second, there are many studies on teacher competency targeting early childhood teachers. Third, there is a high level of academic interest in the career, special, and cultural education competencies of teachers. Fourth, teaching competency, communication competency, and creativity have consistently been important topics in teacher competency research regardless of the outbreak of COVID-19. Fifth, digital literacy, media literacy, and TPACK have emerged as newly emphasized competencies due to the pandemic. Finally, the study discusses the direction of development for research on teacher competency and the implications for developing standards for teacher core competency.

Teacher education and professional development of teachers are a crucial issue for any country, since the quality of the teaching staff is one of the main factors influencing the level of students' academic achievements. The conditions in which teachers work today are drastically different from the ones of the early 20 th century, whereas the structure and organization of initial teacher education has not changed significantly. Although the course content, the duration of study, and learning and teaching strategies have changed, the main teacher training models, regardless of the differences between them, still include course content related to individual professions, course content from pedagogy and psychology, didactic and methodology training, and in-service teacher training. This paper analyses initial teacher education models with regard to the presence of the said elements and the manner in which they are distributed in the structure and organization of the study programme. On the basis of a conducted analysis, the authors conclude that there is not a single initial teacher education model which proposes a paradigm shift that would yield more successful results in comparison with other models in the preparation of teachers for work in a postmodern era. To navigate the complex social requirements, the most suitable initial teacher education model is the one which integrates different types of knowledge and skills, and produces teachers who are capable of research and reflection-a model which would allow teachers to become critical intellectuals capable of acting autonomously and competently.

The purpose of this study was to identify which course design elements students perceive as supporting an easier transition to emergency remote instruction (ERI) due to COVID-19, as well as to use those items to develop the Online Supportive Course Design (OSCD) measure. By asking students to rate their course with the easiest transition and hardest transition to emergency remote instruction, this study identified which structural elements were most important for supporting students during the transition. Using exploratory and confirmatory factor analyses, a seven-item measure was developed to operationalize OSCD, and initial validity was established by examining the relationships between OSCD, autonomy support, and teacher competence. Finally, practical implications for university faculty and areas for future research are discussed.

The aim of this research is to determine the professional and student-centered anxiety of graduates and prospective teachers, who are continuing in different faculties or departments of universities other than education faculties, in terms of various variables. The study group consisted of 669 volunteers from the students who had been studying pedagogical formation in nineteen different branches in Hacettepe University and Erzincan Binali Yıldırım University in 2017. The data of the research were collected by "Prospective Teacher Anxiety Scale" developed by Saban, Korkmaz and Akbaşlı (2004). The research was conducted using descriptive and relational search models. Shaphiro Wilk statistic was used to test the suitability of normal distribution of research data; Student t-test was used for comparing properties with nominal distribution in 2 independent groups. One-way analysis of variance ANOVA and LSD multiple comparison test was used for properties with Turkish Studies-Educational Sciences Volume 14 Issue 4, 2019 normal distribution when comparing numerical data in more than 2 independent groups. Kruskal Wallis test and All Pairwise multiple comparison statistics were used for non-normal properties. Relations between numerical variables were tested with Pearson correlation coefficient. Research findings showed that both professional and studentcentered anxiety of prospective teachers were at about the same level. The professional and student-centered anxiety of female and male prospective teachers were found to be largely positive. Prospective teachers' professional anxiety and student-centered anxiety were found found to have a strong positive relationship. As anxiety about the teaching profession increased, the findings of student-centered anxieties increased in the same direction. It was found that the relationship between the professional anxiety and the income levels of the prospective teachers was positive and very weak. The relationship between studentcentered anxiety and income change was also found to be positive and very weak. It was determined that the female prospective teachers were significantly different from the male prospective teachers in their anxiety about both profession and student-centered variables. Female prospective teachers had more professional and student-centered anxiety than male prospective teachers. There were statistically significant differences between the occupational anxiety and the student-centered anxiety of the prospective teachers according to their undergraduate degree categories. In terms of graduation areas, professional anxiety was found to be more than student-centered anxiety. According to the results of the research, it was found that teaching profession caused anxiety on prospective teachers in terms of variables especially based on mission. The fact that the teaching profession enforces different qualifications in many fields leads to an increase in mission-based anxiety in prospective teachers. It was concluded that female prospective teachers had anxiety problems because of the qualifications and competences related to the teaching profession before they started working as a teacher. In line with the results of the current research, it was suggested that "general culture, special field and pedagogical formation education" should be given to the prospective teachers in education faculties with a complementary, supportive and developing teaching approach by considering system integrity.

The purpose of this research is to examine the level of academic motivation of the students at the Department of Elementary Mathematics in terms of certain variables. 248 students studying at the Department of Elementary Mathematics Education of the Faculty of Education at the Gazi University in academic year 2010 - 2011 participated in this research. The research employed the Academic Motivation Scale and Personal Information Form, and One-Way Analysis of Variance (ANOVA), t test was conducted on the data, and Pearson Product-Moment Correlation Coefficient was calculated. According to the results obtained from the research, there is low, positive and meaningful relation (r = .21) between the academic achievement average of the Prospective Mathematics Teachers and their academic motivation levels; and it has been found out that the levels of academic motivation of students show meaningful differences based on their preference orders, type of education they study and class levels.

The aim of this study was to determine whether student teachers are sufficiently prepared for teaching practice in primary schools. In this study, student teachers’ teaching practice in real classrooms was evaluated by using observation and interview methods. For this purpose, interviews were conducted with seven guidance teachers, and each student teacher was observed in the classroom. The results of the study showed that student teachers possess sufficient theoretical and practical knowledge and that they are ready for their future profession.

It is a necessity for teachers to develop higher-order thinking skills (HOTS) into learning and facilitation (hereafter known as LaF) processes implemented in the classroom. Teachers should carefully balance the content of knowledge or knowledge they wish to convey and then integrate with other skills, especially HOTS. This research set out to examine the assimilation of HOTS into the LaF of argumentative essay writing as carried out by Malay language teachers in secondary schools. To obtain a holistic overview of the methods used by teachers in LaF, a qualitative case study approach was employed as the research design of this study. Two research participants were involved voluntarily in this study, and it was conducted at a boarding school in a district in Selangor, Malaysia. Data were collected through in-depth interviews and classroom observations with the two participants. The findings revealed that the assimilation of the KWHL model for the LaF of HOTS argumentative essay writi...

This study aimed to evaluate high order thinking skill (HOTS) proficiency of students in the understanding of poetry and prose of modern Malay. The samples were carried out in this study were 210 students using quantitative methods as the study design. The findings showed that HOTS for understanding poetry is moderate (mean=2.35, SD=1:07), while the understanding of modern prose is at a high level (mean=2.67, SD=0.98). There are no significant differences between gender in the understanding of modern poetry, but there are significant differences between female students (mean=2.83, SD=0.91) and boys (mean=2.47, SD=1.03) in the understanding of modern prose. Significant differences between the level of HOTS in terms of understanding the poem (mean=3.38, SD=0.64), prose (mean=3.13, SD=0.54) as well as modern poetry and prose (mean=3.25, SD=0.49) among students of high level, medium and low can also be seen. In conclusion, the HOTS should be mastered by students not only academically but also non-academically and the practice of appling HOTS in them through appropriate teaching methods can improve their performance in their studies.

U ovome su tekstu prikazani rezultati komparativne analize okvirnih nacionalnih kurikuluma za obvezno obrazovanje u 11 europskih zemalja te u Hrvatskoj. Te`i{te je bilo na analizi formalno-strukturnih aspekata nacionalnih kurikuluma. Analiza je pokazala da, pored sli~nosti u osnovnoj strukturi (zajedni~ke komponente), izme|u nacionalnih kurikuluma postoje i razlike koje upu}uju na njihovu kontekstualnu uvjetovanost. U tom smislu zamije}eni su utjecaji dviju osnovnih kurikulumskih politika: 1. centralizirane politike s predmetno-preskriptivnim kurikulumom (srednjoeuropske zemlje); 2. decentralizirane politike, s fleksibilnim nacionalnim kurikulumskim okvirom koji implicira visok stupanj autonomije {kola u njegovoj prilagodbi vlastitom profilu i potrebama sredine u kojoj djeluju (Nizozemska, skandinavske zemlje, Velika Britanija). Tako|er je vidljivo da postoji tendencija slabljenja predmetnog pristupa u korist razvoja integriranoga i koherentnog kurikuluma (uvode se kurikulumska podr...

Bu araştırmada okul öncesi öğretmen adaylarının çalgı dersine yönelik güdülenme durum ve düzeylerinin nasıl olduğu tespit etmek amaçlanmıştır. Araştırmanın modeli genel tarama modeli ile yapılandırılmıştır. Araştırmanın çalışma grubunu 2021-2022 eğitim-öğretim yılında Kafkas Üniversitesi Dede Korkut Eğitim Fakültesi Okul Öncesi Öğretmenliği bölümünde öğrenim gören ve erken çocuklukta müzik eğitimi kapsamında ukulele çalgısını öğrenen öğretmen adayları oluşturmaktadır. Veri toplama aracı olarak araştırmacı tarafından oluşturulan kişisel bilgi formu ve çalgı dersine yönelik güdülenme ölçeği kullanılmıştır. Verilerde kişisel bilgilerin analizi için yüzde (%) ve frekans (f) değerleri uygulanmıştır. Verilerin analizinde normal dağılım için çarpıklık basıklık değerlerine bakılmış ve analizi için parametrik olmayan testlerin uygulanmasına karar verilmiştir. Normal dağılım göstermeyen verilerin çözümlenmesi için ikili karşılaştırmalı değişkenlerde Mann-Whitney U testi, ikiden fazla karşılaştırmalı değişkenlerde ise Kruskal-Wallis H testi kullanılmıştır. Araştırma sonucunda okul öncesi öğretmen adaylarının çalgı güdüleme düzeyleri sırasıyla incelendiğinde isteksizlik, zorluk yaşama, mutluluk, sosyal çevre ile etkileşim ve ilgi boyutlarının düşük olduğu görülmüştür. Okul öncesi öğretmen adaylarının çalgı dersine yönelik güdülenme düzeyleri demografik değişkenler yönünden incelendiğinde anlamlı farklılık tespit edilmediği saptanmıştır.

This study investigates Turkish EFL instructors' perceptions regarding their readiness for and potential challenges that they face in classrooms with students from diverse cultural and linguistic backgrounds. Using both quantitative and qualitative methods of inquiry, data were collected by utilizing the Multicultural Teaching Competency Scale (MTCS) (Spanierman, Oh, Heppner, Neville, Mobley, Wright, Dillon, & Navarro, 2011) and semi-structured interviews. The findings acquired from the scale revealed that the majority of the participating instructors perceived themselves as competent, yet further inquiry through the interviews indicated that they feel challenged while meeting the academic and linguistic needs of diverse group of students as they lack relevant formal training. The study calls for an urgent need to make provision for training programs designed to increase instructors' awareness, knowledge and skills to work effectively in culturally and linguistically diverse education contexts. **

National Curriculum Framework (NCF) 2005 and its position paper on
‘Examination Reform’ have recommended the implementation of Continuous and Comprehensive Evaluation (CCE) at all levels of school education for maintaining quality. RTE Act 2009 also stressed this aspect through its section 24(1)(d) and section 29(2)(h). Many state boards and national board like CBSE have already initiated the process of assessing students learning through different strategies as a part of Formative Assessment (FA) and Summative Assessment (SA). The present article elaborates some of the assessment strategies practiced by the author as a part of classroom activity during a three-month field work at Central School for Tibetans, Bylakkupe, Karnataka.
The article illustrates experience of administering peer assessment, self
assessment and quiz as classroom assessment strategies in an integrated way. These strategies can embed with learning activities in a learning environment which offers collaboration and cooperation. Peer assessment and self assessment are two effective strategies for encouraging students to involve in the learning process for improving their performance. Through the critical review of the work done by themselves, the students will be able to recognise the strong as well as weak areas of their learning during the activity.
Here they are assessing critically both what and how they are learning. Even though most quiz programmes are summative in nature, one can innovate it by changing the procedure as an effective formative assessment strategy. This is also known as formative use of summative assessment. Here quiz has been used in the form of a group game to assess student’s performance. It will help the teacher to assess the ability of each student to frame questions, derive the answers in group setting, ability to ask and respond to the questions.
The whole process will help the teacher to get a clear idea about the level
of performance of individual students in a particular topic. The procedure
followed by the teacher and the feedback received from the students about these different strategies are elaborated in this article.

This paper presents perceptions about the teaching profession and the characteristics of prospective computer teachers. This study investigated the pedagogical and subject matter domain competencies of preservice computer teachers. Moreover, this paper presents the views of prospective computer teachers with regard to successful technology integration. Three questionnaires were administered to 2nd 3rd and 4th year computer teachers enrolled at the Middle East Technical University (METU) in Turkey, in order to examine their perceptions of teaching as a profession and their progress in competencies in the domain of pedagogy and subject matter. The results revealed that prospective computer teachers’ perceptions regarding the teaching of Computer as a profession were not high and their perceptions decreased more and more over time. Moreover, the results additionally showed that prospective computer teachers at METU feel fully competent within the subject matter domain and their pedagog...

Implementasi PBL akan membantu mahasiswa dalam mengembangkan kebiasaan berpikir, bersikap, dan berperilaku yang dibutuhkan sebagai tenaga pendidik profesional yang kompeten, melayani, dan etis. Jika dilakukan dengan benar, PBL dapat memberikan sumbangan penting bagi perbaikan karakter guru. Tujuan penelitian ini adalah untuk mengembangkan skenario PBL dan mengetahui pengaruh pembelajaran PBL terhadap peningkatan kompetensi mahasiswa sebagai calon guru. Pengembangan skenario PBL dilakukan melalui logical review. Logical review bertujuan untuk menenetapkan validitas kasus dan langkah-langkah pemecahan kasus menggunakan metode seven jump. Hasil penelitian ini berupa skenario PBL untuk mata kuliah metode penelitian pendidikan kimia. Kendala utama melaksanakan pembelajaran PBL adalah pengetahuan mahasiswa terkait dengan konsep kimia sangat rendah, sehingga mahasiswa mengalami kesulitan mengidentifikasi masalah yang diajukan dalam kasus. Secara keseluruhan, mahasiswa mampu merumuskan masa...

This research aims to improve the competence of teachers in arranging replay questions through workshop activities. through the Snowball Throwing Method. The subjects of the study were teachers of SMP Binaan in Sector 1 Indramayu Regency, Lesson Year 2018/2019. This study uses the School Action method through two cycles that include planning, implementation, observation, and reflection activities. The results showed that the implementation of workshops by school supervisors proved scientifically able to improve the competence of teachers in drafting test questions. The increase in the number of teachers who are able and good at drafting the question of replay by 30.76% to 69.23%. The quality of the replay question also increased by 7.69% to 84.61%. Workshop activities can improve the competence of teachers in arranging the replay question. In addition, there needs to be planning of the steps of organizing the workshop in order to attract attention and be applied by teachers in arran...

This paper documents the evolution of attempts to codify and standardise teachers’ work in England with particular attention to how this phenomenon has impacted the Initial Teacher Education (ITE) sector. In recent decades the teaching profession in the UK has undergone various iterations of competency criteria, culminating with the current policy, the Teachers’ Standards (TS) (DfE, 2011). Discussion focuses largely on the most rapid period in the evolution of competency-based approaches from 1997 to the present, analysing aspects of the political landscape which have precipitated this rise. Two key themes evident in, and precipitated by, the Teachers’ Standards policy initiative are discussed: i) the political necessity for a reductionist view of teaching and learning and ii), the centrality of the teacher. It concludes by imagining how, taking these themes into account, the policy could evolve to become more useful to both teachers and pupils.

The purpose of the study was to investigate perceived preparedness levels of senior preservice teachers regarding instructional planning and creating learning environments at a state university in Northwest Turkey. Variables of gender, high school type, department, GPA, desire to become a teacher and desire to continue graduate education in educational sciences field were examined to see if there were significant differences in preparedness levels of preservice teachers in terms of these variables. By examining preparedness levels, it was ultimately aimed to see whether the previous teacher education programs could help preservice teachers acquire the currently mandated General Teacher Competencies (GTC) as they continued their education with those programs. To this end, the survey instrument, Preparedness to Teach Questionnaire (PTQ) was developed by the researcher in line with MoNE’s GTC 2017 version and the related literature. A cross-sectional survey was conducted and 232 senior...

The teacher preparation landscape in England has been subject to radical policy change. Since 2010 the policy agenda has repositioned initial teacher preparation as a craft best learnt through observation and imitation of teachers in school settings. Simultaneously a market based approach to the recruitment of pre-service teachers has led to significant changes for prospective entrants to the profession. In the enactment of policy between 2010-2015, the roles of universities and voices of prospective teachers were systematically silenced. Using critical discourse analysis we demonstrate how both actors have been positioned in, and have accommodated and resisted, the current policy discourses. These findings highlight the importance of problematizing and understanding these emerging issues at local and international levels.

The aim of the mathematics curriculum at the senior secondary stage is to provide students with an appreciation of the wide variety of the application of mathematics and equip them with the basic tools that enable such application. A careful choice between the often conflicting demands of depth versus breadth needs to be made at this stage. The rapid explosion of mathematics as a discipline, and of its range of application, favors an increase in the breadth of coverage. Such an increase must be dictated by mathematical considerations of the importance of topics to be included. Topics that are more naturally the province of other disciplines may be left out of the mathematics curriculum. The treatment of topics must have an objective, that is, the communication of mathematical insights and concepts, which naturally arouse the interest and curiosity of students.

This study investigates Turkish EFL instructors' perceptions regarding their readiness for and potential challenges that they face in classrooms with students from diverse cultural and linguistic backgrounds. Using both quantitative and qualitative methods of inquiry, data were collected by utilizing the Multicultural Teaching Competency Scale (MTCS) (Spanierman, Oh, Heppner, Neville, Mobley, Wright, Dillon, & Navarro, 2011) and semi-structured interviews. The findings acquired from the scale revealed that the majority of the participating instructors perceived themselves as competent, yet further inquiry through the interviews indicated that they feel challenged while meeting the academic and linguistic needs of diverse group of students as they lack relevant formal training. The study calls for an urgent need to make provision for training programs designed to increase instructors' awareness, knowledge and skills to work effectively in culturally and linguistically diverse education contexts. **

The purpose of this study is to examine the relationships between academic self-efficacy perception of prospective teachers and their academic motivation levels. The study was conducted on 322 prospective teachers (226 female and 96 male) who were in 3rd and 4th grades at Faculty of Education in Sakarya University during Spring term of 2017-2018 academic year. Data was collected through “Academic Motivation Scale” developed by Vallerand et al. (1992) and adapted into Turkish by Karagüven (2012) and “Self-perception of Candidate Teachers on Teaching Proficiency Scale” developed by Çakır, Erkuş, and Kılıç (2004). SPSS 23 package program was used to analyze the data; percentage, frequency, arithmetic mean, standard deviation, independent samples t-test, one-way analysis of variance (ANOVA), Tukey HSD and Pearson Correlation test were used in the data analysis. The results of analyses indicated that academic self-efficacy perception levels of the prospective teachers were at desired lev...

Purpose of the Study- The purpose of this study was to assess the level of HOTS among students through STEM integration in Project-Based Learning (PBP) by using the conceptual framework and development modules of HOTS. Design/methodology/approach-A total of 4 teachers and 12Year 6 students from SK Methodist, Kapit were selected to participate in this study. Research data were collected through Action Research method using structured interview instrument, questionnaire form, also via pre and post test. Findings- The findings of needs analysis for the module have shown that the teachers thought that the HOTS development module should be developed by taking into account various learning strategies and using learning methods through STEM in Project Based Learning. Descriptive findings indicated that the need for students to use modules to improve HOTS is high. The t-test done to compare students’ achievement from pre- and post-test has shown significant differences in pre-test scores. T...