Search results for: Teacher competencies

This article argues that pedagogical literacy is an important cognitive tool for a developed conceptualisation of pedagogical content knowledge and that, by extension, being pedagogically literate is an integral feature of being a professional teacher.

This study investigated accommodations provided to teacher candidates with learning disabilities in teacher education programs. Accommodations at the knowledge level were considered acceptable, while accommodations in field experiences were less common and more likely to raise ethical concerns.

This article explores indicators of teachers' professional development, by studying their thinking and capabilities of classroom events. Comments of novice and expert teachers on videotaped lesson activities were analyzed, based primarily on grounded theory. Finding revealed that expert teachers are most sensitive to certain instructional events and to general teaching strategy used by model teachers than novice teachers.

The article reports that teacher educators recommend performance related assessments for teachers over standard tests. The study examined the relation between preservice teachers' scores on authentic measures and their scores on certification exams required by the state of Texas. The authentic measures of evaluation included scores on the Professional Attributes Questionnaire, which measures teachers' dispositions, and on Teaching Performance Portfolios which measure knowledge and skills. Scores on the Professional Roles and Responsibilities (PPR) and the Generalist Elementary Comprehensive (GEC) exams served as the measures for the high-stakes, minimum-competency tests. Findings indicate a significant relationship between the PAQ and both the PPR and the GEC exams. No significant relationship was found between the Teaching Performance Portfolios and either one of the state-mandated tests.