Student errors: how teachers diagnose them and how they respond to them

Current pedagogical discourse has established that teacher competence is a condition sine qua non for high level performance in the classroom. Nevertheless questions of conceptualising and measuring teacher competence have yet to be answered. In our study we analyse a facet of teacher competence essential to successful learning processes; namely, teacher competence when diagnosing and responding to student errors in a constructive manner. Two pilot studies investigate how students perceive "error culture" in their classrooms, and how teachers deal with learner errors during lessons. (DIPF/Orig.

Teacher competence development – a European perspective

This chapter provides an European perspectives on teacher competence development

Evaluation of the teacher-librarian: A discussion guide

Focuses on the evaluation of a teacher-librarian (TL). Two significant components of a TL evaluation; Framework of a teacher-librarian evaluation; General considerations in evaluating a teacher-librarian; Role of TL on the nine areas of competence

Teachers Performance Analysis Of Vocation High School In Banten Province

This study aimed to analyze and prove the influence of leadership, school culture and competence on work motivation and its implication toward teacher\u27s performance of vocation high school at Banten province, both partially and simultaneously. The method used in this research were descriptive, survey and explanatory method with population size of 617 and sample size of 215 respondents. The method used to analysis data was SEM (Structural Equation Modeling). The research result, obtained the findings as follows: The leadership, school culture and competence both partially and simultaneously had positive and significant impact on work motivation with contribution (R2) 50%. Partially leadership dominantly influence on work motivation. Further on Structural 2 showed those: The leadership, school culture, competence and work motivation both partially and simultaneously had positive and significant impact on teacher\u27s performance with contribution (R2) 77%. Viewed as partial, the leadership had dominantly toward teacher\u27s performance. Concerning on direct and indirect effect that work motivation was being full mediating. This study found and recommended that to increase teacher\u27s  performance of vocation high school at Banten province needed to be extending work motivation, reflected by the dimension of affiliation and supported with an increase in leadership which reflected by the dimension of personality especially integrity, and then backed with an enhance in teacher\u27s competence which reflected by the dimension of personality, especially hold the norms, and the last one repaired the school culture with the dimension bureaucracy especially coordinatio

Kompetence za poucevanje za trajnostni razvoj na podrocju izobrazevanja uciteljev

Competences are intensively discussed in the context of cross-curricular themes, such as Sustainable Development and Education for Sustainable Development (ESD), especially in light of the United Nations Decade for ESD (2004–2015). Recent literature on ESD lists a number of competences for ESD in various fields with the exception of teacher education. A competence model for ESD for educators was generated in the Austrian research project KOM-BiNE (Competences for ESD in Teacher Education) as part of a large-scale EU project. The KOM-BiNE competence model consists of areas of competences within fields of action. The constituent elements of the competence model are described in detail and are illustrated with examples. (DIPF/Orig.

Breaking down barriers in building teacher competence

Teachers may well be made, not born, and appointments to academic positions are often made without regard to the appointee’s prior experience or competence in teaching. In most New Zealand universities, compulsory teaching development is not required. Furthermore, enrolment in opportunities to help teachers to develop further, frequently do not attract high numbers. How can those of us who work in staff development work effectively with resistant staff? How can we ensure that what we offer has optimal value in diverse areas? This paper reflects on an action research process currently under way in a New Zealand university, which seeks to investigate the usefulness of current and new staff development initiatives and to maximise benefits to staff. The work was presented at the recent ALARA conference and reflections from this presentation are interspersed with accounts of the work. I have used italics to highlight the ‘process’ parts of the work as it was presented at ALARA

KONTRIBUSI KOMPETENSI PROFESIONAL GURU DAN KREATIVITAS GURU TERHADAP KINERJA GURU DALAM PEMBELAJARAN DI SMP NEGERI KOTA SALATIGA

The aims of this research are to determine the contribution of: (1) professional competence towards teacher performance in teaching; (2) teacher’s creativity towards teacher performance in teaching; (3) professional competence and teacher’s creativity towards teacher performance in teaching at Secondary Schools in Salatiga. This research conducted quantitative method. The sample was 177 of totally 360 teachers. Likert scale questionnaire technique was employed for data collection. The data analysis techniques used linear and multiple regression. The research showed that there is a positive and significant contribution of: (1) teacher professional competence towards teacher performance, (2) the teachers’ creativity towards teacher performance; and (3)teacher professional competence and teachers' creativity towards teacher performance of Junior High School Teacher in Salatiga simultaneously Keywords: professional competence of teachers, compensation, teacher performanc

Pengaruh Kompetensi Guru dan Lingkungan Kerja terhadap Kinerja Guru Sekolah Menengah Kejuruan Negeri I Kota Jambi

The aims of this study were 1) to analyze the influence of teacher competence on teacher performance, 2) to analyze the influence of the work environment on teacher performance, and 3) to analyze the effect of teacher competence and work environment on performance of Vocational High School I in Jambi. The study population is 65. Questionnaires were collected and analyzed by using simple and multiple linear regression. The results showed that: 1) there is influence of teacher competence on teacher performance at 53.6%; 2) there is a work environment influence on teacher performance at 69.6%; 3) there is simultaneous influencee of teacher competence and work environment on teacher performance at 72.8%

Pengaruh Kompetensi Pedagogik, Profesional, Kepribadian, dan Sosial terhadap Motivasi Kerja Guru UPT SPF SMK Negeri 2 Kota Parepare

This study aims to determine and analyze the partial and simultaneous effects of Pedagogic, Professional, Personality, and Social Competence on the Work Motivation of UPT SPF Teachers at SMK Negeri 2 Parepare City and the dominant variable influences the Work Motivation of UPT SPF teachers at SMK Negeri 2 Parepare City  This research approach uses quantitative research. The research was conducted at SMK Negeri 2 Kota Parepare with a total population of 126 people. the sample in this study was carried out using the purposive random method, namely each subject teacher was represented by 2 teachers so that the total sample was 42 people. The data collection technique used questionnaires and the data analysis technique used multiple regression analysis techniques. Teacher Pedagogic Competence, Teacher Professional Competence, Teacher Personality Competence and Teacher Social Competence have a significant effect on teacher work motivation. UPT SPF SMK Negeri 2 Parepare City. Simultaneously Teacher Pedagogic Competence (X1), Teacher Professional Competence (X2), Teacher Personality Competence (X3) and Teacher Social Competence (X4) jointly affect the Work Motivation of UPT SPF teachers at SMK Negeri 2 Parepare City and the most dominant variable influencing the Work Motivation of UPT SPF teachers at SMK Negeri 2 Kota Parepare is the Teacher Social Competency variable

Assuring teacher competence

It should be clear that no single pencil and paper test can assess teacher competence