It has always been the initiative of agricultural education to provide our American society with the educational "needs of the day" (Meyer, 1999). As our nation and state enters a new era, it is fitting for an examination of the future needs of agricultural education teachers. In Texas, the State Board of Educator Certification (SBEC) currently has no assessment of the agricultural systems knowledge of agricultural education teaching candidates. This study examines the future agricultural systems competencies of beginning agricultural education teachers. Two groups, agricultural education professionals and administrators of agricultural education programs, were asked "what the future agricultural systems competencies of beginning agricultural science teachers should be." Two independent panels, the first composed of eleven (11) educators and the second composed of twelve (12) school administrators, were identified to serve as experts. A three-round Delphi was used to collect the data. Each round allowed the expert panelists to converge to a consensus of agreement that identified future competencies for beginning agricultural science teachers. Panelists were asked to provide competencies associated with the five powerful and fundamental conceptual areas of biological, physical, social, informational, and other integrative science which underpin agricultural education (Paul, 1995). The study revealed a three-fourths consensus with one-hundred (100) future competencies necessary for beginning Texas agricultural science teachers. Among these competencies twenty-three (23) were associated with the biological sciences, twenty-seven (27) were associated with the physical sciences, twenty-five (25) were associated with the social sciences, twenty (20) were associated with the informational sciences, and five (5) were associated with other integrative sciences. The study found seventeen (17) "highly recommended" topics and six (6) "recommended" topics related to the future agricultural systems competencies identified by the expert panelists. Cooper and Layard (2001) reveal that our future society will be much more technologically and sociologically advanced requiring teacher preparation institutions and state agencies associated with teacher preparation to develop new, innovative programs to better prepare tomorrow's educator. This study recommends that new agricultural systems standards be developed to adequately prepare future beginning agricultural science teachers.

The thesis builds on how contemporary policy documents express an interest in gatekeeping and in controlling teacher competence, for instance in the form of aptitude tests before teacher education or during practicum in teacher education. The thesis is hence characterised by a general interest in teacher competence and what in the governmental official report SOU 2008:109 is referred to as “the essential basis” in terms of teacher competence – a metaphor that serves as a key notion in the thesis. By analysing interviews and surveys from teacher educators who have been involved in failing student teachers during practicum, the aim is to identify what is considered to be the content of this essential basis. The results indicate that the essential basis contains communicative and relational aspects of teaching, about the ability to take space (oneself) and make space (for others). The most fundamental part is however the ability to assume adult responsibility and maturity in relation to children/pupils in pre-school/school. This is described as an important initial value for teacher education and a desirable ”baseline” for those starting a teacher education. However, informants describe how it is possible within teacher education to work in multiple ways with students who need to learn how to distinctly take space (themselves), in order to then assume a more active role in teaching and in the interaction with children or adolescents. An approach based on a theory of recognition and the concept of social visibility (Heidegren, 2009) is used in this part of the analysis, in order to understand the informants’ description of what usually happens when student teachers develop this essential teacher ability. The interpretation is also backed by Polanyi’s theory on tacit knowledge (1962; 1966/2013). Moreover, findings indicate that the “gate” sometimes opens, even though teacher educators doubt whether the student teacher has developed an essential basis or not. An argument for this is that school is a workplace that ”cleans out rather briskly”, as one supervisor puts it, and school is ”not an easy environment to hold on to”. In brief, school itself is regarded to be an active gatekeeper after teacher education. This might explain the tendency to sometimes pass rather than to fail during teacher education. Therefore the thesis suggests and discusses that teacher education from the very beginning pursue what can be characterised as a “pedagogy of honesty”.

For the last forty years outdoor education has been investigated all around the globe. Despite intense research initiative, studies have been lacking regarding what teacher competencies are beneficial for successful outdoor education. The aim of this study is to investigate opportunities and challenges that are unique to outdoor education and teacher competencies beneficial for successful outdoor education. This was done by interviewing 5 certified biology teachers. Teachers were chosen from three different educational levels – university, senior high and high school –with the purpose to obtain a more complete perspective since they can provide different views about the research matter. Teachers from higher education has shown to focus more on the theoretical background while teachers from senior high and high school tends to focus more on the practical implementation. Thematic analysis was used to examine the interview material. The results showed that the teachers focus primarily on outdoor education’s educational opportunities and logistical challenges. To a large extent teachers emphasized learning by senses, outdoor environment enriching learning about ecology and species, and how framework factors limit outdoor education from being practiced. Secondary, it was argued by the teachers there are social opportunities and challenges with outdoor education in the form of benefiting and unfavourable for students’ wellbeing and the class’s group dynamics. Furthermore, teachers believed that a teacher’s academic and didactic competencies are the most valuable for successful outdoor education. Other competencies were also outlined by the analytic analysis how the teachers prepare and practice outdoor education. Their work practices emphasized management, relational and collegial competencies. To a large extent no noteworthy variations were found between teachers from different education levels. Potentially, teachers’ view of outdoor and indoor education as more similar than different. For further research it is recommended to investigate how teachers practice outdoor education to further build upon what types of opportunities, challenges and teacher competencies can be beneficial to consider for successful outdoor education. / Utomhusundervisningen är något som forskningen har undersökt under de senaste 40 åren. Trots detta har endast lite forskning gjorts gällande vilka lärarkompetenser som är fördelaktiga för framgångsrik utomhusundervisning. Målet med denna studie var att utforska möjligheter och utmaningar som är unika för utomhusundervisning och vilka lärarkompetenser som är fördelaktiga. Studien utfördes genom att intervjua 5 legitimerade biologilärare. Dessa lärare valdes från tre olika utbildningsnivåer – universitet, gymnasiet och högstadiet – i syfte att få ett mer komplett perspektiv. Den huvudsakliga skillnaden mellan lärare från olika utbildningsnivåer ligger i deras fokus. Lärare från högre studier tenderar att fokusera mer på den teoretiska bakgrunden i jämförelse med lärare på gymnasie- och högstadienivå där mer fokus riktas mot det praktiska genomförandet av utomhusundervisningen. En tematisk analys användes för att examinera intervjumaterialet. Resultatet visade att lärare fokuserade i första hand på utomhusundervisningens möjligheter att lära och logistiska utmaningar. I stor utsträckning betonadelärarna hur utomhusmiljön möjliggör lärande med fler sinnen, och utomhusmiljöns bidrar till ekologi- och artundervisning, samt ramfaktorer som förhindrar utförandet av utomhusundervisning. I andra hand framgick det att lärarna ansåg att utomhusundervisning har både sociala möjligheter och utmaningar eftersom det kan vara såväl fördelaktigt som ogynnsamt förelevernas välbefinnande och klassens gruppdynamik. Dessutom tyckte lärarnaatt en lärares akademiska och didaktiska kompetenser är viktiga för framgångsrik utomhusundervisning. Andra kompetenser var också identifierade under den tematiska analysen utifrån hur lärarna förbereder och utför utomhusundervisning. Deras arbetsmetodik underströk organisatoriska, relationella och kollegiala kompetenser. Möjligtvis upplever lärare att utomhus- och inomhusundervisning är mer lika än olika. Inga märkbara skillnader hittades mellan lärare från olika utbildningsnivåerna. Framtida studier rekommenderas utforska hur lärare bedriver utomhusundervisning i fält för att undersöka vidare vilka möjligheter, utmaningar och lärarkompetenser som är viktiga för framgångsrik utomhusundervisning.

In 2011 the Missionary Department sponsored a development project focused on creating performance support tools for international missionary training centers (IMTCs). The purpose of the project was to determine an area where there was a gap between desired performance and actual performance for IMTC training managers and develop tools to support them in improving performance in the chosen area. The target area supported the IMTC training managers in helping part-time teachers improve their effectiveness. Two products were created to help managers work more effectively with their teachers and a third product is currently under development. The first was a teacher competency print resource that managers could use to guide their feedback and evaluations of teachers. The second was a set of standards and suggestions managers could implement to help teachers improve. The third was an electronic teacher-tracking tool that would allow managers to track the progress and goals of each teacher. The design model used was a combination of a rapid prototyping model, cascade design model, and an electronic performance support design model. It included four major iterations for the products. This paper discusses the various stages of the development process, including adjustments to the planned design model, prototypes, and finalized products.

The purpose of this study was to identify and gain consensus on triadic listings of teacher competencies for evaluating industrial arts student teachers--based on the converged opinions of three groups of industrial arts educators. Starting with an initial set of teacher competencies three modified Delphi exercises were conducted simultaneously with each of three groups of industrial arts educators: (1) industrial arts classroom teachers, (2) industrial arts teacher educators, and (3) industrial arts supervisors. To encourage convergence of opinions, modified Delphi exercises allowed each group to rate competencies during three rounds of iteration. Twenty-seven classroom teachers, twenty-seven teacher educators, and twenty-four supervisors rated 72 competencies during each round of the study. The total group of educators was representative of the seven geographic regions of the American Industrial Arts Association (AIAA). The results of the study indicated that convergence of opinions occurred for each group of educators during the second and third rounds of the study. Based on the converged opinions of each group, triadic listings of teacher competencies were developed. The three listings of teacher competencies were rank ordered according to mean value of importance. The results also indicated a high rate of agreement between each group on the ranking of teacher competencies and that the rankings were reliable. Major conclusions of the study were as follows: 1. There was a significant amount of disagreement within the groups and between the groups on the importance of the following teacher competencies: (a) use club related activities to promote learning, (b) check attendance for each class daily, (c) write course objectives in behavioral terms, (d) demonstrate correct usage of the lecture technique, (e) participate in extracurricular activities of the school, (f) prepare bulletin boards and/or displays, and (g) record student achievement by use of progress charts. 2. Each group of educators rated more than 90 percent of the teacher competencies as being, “of extremely high importance," "of high importance," and "of medium importance" in evaluating industrial arts student teachers. 3. Each group of educators placed the highest emphasis on teacher competencies listed under the categories of Personal qualities, and teaching methods and techniques. The next highest emphasis was placed on competencies listed under the categories of Laboratory/classroom management and technical knowledge and Manipulative skill. Less emphasis was placed on competencies under the categories of Student evaluation and Organization of instructional materials. Major recommendations were: 1. Industrial arts educators should consider the teacher competencies identified in this study when designing evaluation instruments for industrial arts student teachers. Evaluation instruments designed around these competencies should place more emphasis on competencies related to personal qualities, teaching methods and techniques, laboratory/classroom management, and technical knowledge and manipulative skill. 2. Since the competencies identified in this study were stated as general objectives, it is recommended that the competencies be operationalized and stated in behavioral terms before being used as evaluative criteria. 3. Since increasing emphasis is being placed on competency-based teacher education, serious consideration should be given to developing such programs in industrial arts education. The competencies identified in this study can provide a basis for such development in industrial arts education. 4. The teacher competencies identified in this study should assist in the evaluation process. Therefore, teacher educators should not base student teacher evaluation on the development of competency alone. Evaluation should also be based upon the student teacher's potential and his/her own self assessment of success or failure in guiding learning experiences. / Ph. D.

This diploma thesis has theoretic - empirical character. The thesis is focused on self - assessment proces of pupil on the firt level of primary school. The aim of the work is to ensure and to interpret which of methods and resources the teacher have used for evaluation during the guidance of first grade - pupils to their self - assessment. The theoretical part focuses on purpose and reason of self - assessment and it's position in evaluation procedurs of teacher and on pupil's develipment, which is very essential for self - assessment, too. This part is concentrated on teacher's copmetencies which are very important for his - her option to lead pupils to the assessment. The practical part is based on cognitire investigation. The research part contains some objectives, methods, and research questions: What is the use of methods during the leading of pupils to self assessment? What is the pupil's experience with self - assessment? This part is concentrated on case studies of purposefully selected teachers, teachers and pupil's answer, which were done trough questions of the test. Next it focuses on portfolio analysis, they have a positive impact on children's self - assessment. At the end of the work the above questions were answered. KEY WORDS assessment, self - assessment, teacher, pupil,...

Since English has risen as the dominant language in the world, the demand for English language teachers has grown rapidly especially in the last three decades. Hence, English language teacher education has become an important concern in the Turkish national education system, which has forced the governments to implement a series of reforms. One of these was the Foreign Language Education (FLE) curriculum designed by the Higher Education Council (HEC), forwarded to all FLE departments in Turkish universities to be carried out starting from 1998-99. This curriculum was also used for pre-service English language teacher education in the Department of Foreign Language Education at Middle East Technical University (METU). However, a large scale evaluation study was not conducted on the effectiveness of the program or the competence of its graduates. This study primarily aimed at reaching the FLE graduates from 2002 to 2006 to investigate to what extent they perceive themselves competent as EFL teachers and to what extent they find the FLE program components successful in helping them gain these competencies. Besides, it also intended to reach the employers of FLE graduates to explore how competent these graduates are viewed and how successful METU FLE program is considered in serving its graduates gain teacher competencies. For this aim quantitative and qualitative data were collected through two graduate questionnaires, and graduate and elite employer interviews. The findings of the first graduate questionnaire revealed that the FLE graduates perceived themselves competent in most of HEC&rsquo / s competence areas, while the open-ended questionnaire items and interview data demonstrated a need for improvement for competencies of language knowledge, spoken use of English, classroom management, assessment and instruction. It was also seen in these two types of data that graduates&rsquo / perception of their strengths and weaknesses in HEC&rsquo / s foreign language teacher competencies and their need for developing other competencies depend on the level they teach, the type of school they work at and the length of experience they have. Similarly, some of the employers, according to the institution where they have elite positions, indicated a high level of satisfaction with the FLE graduates&rsquo / competence in language and subject knowledge, inclass and out-of class competencies, while some of them emphasized a need for improvement in competencies of language knowledge and use, and putting theory into practice. In addition, although the program was reported to have a strong and positive role on the development of professional competencies in the teacher candidates, it was also stated that the five components and some courses of the program need revisions in terms of their content, methodology of instruction and assessment. Moreover, the need for communication among the components of the program was also expressed, as the graduates mention unnecessary overlaps among some courses. In the light of these findings, some suggestions are made towards program improvement.

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The thesis deals with the use of competences and competency model as an effective tool of personnel management of the organization. Competency - based / HR / Management (CBM) is an actively used model primarily in the commercial sphere. However, in recent years, more and more government organizations have also approached this governance model. The theoretical and empirical part of the thesis deals with the issue of acquiring and using various types of competencies, compiling a competency model and their subsequent application in personnel management. The definition of basic terms and principles of competency management is based on the study of professional literature and binding documents that link the principles of competence management to the lifelong learning strategy and learning organization models. The empirical part first deals with the actual use of competencies and competency models in the conditions of public business academies in Prague and Central Bohemia. It describes the current state of use of human resources management by competency of the director of public business academies in the region. The observed state is compared with the results of the Trexima, spol. s r.o. in the commercial organizations, which was implemented in 2014. The empirical part is further focused on the...

The focus of this research is bridging the achievement gap for students living in poverty through quality education. Such a study is important because the percentage of students affected by poverty is increasing and the persistent gap in achievement evidences that the right to quality education for students in poverty is not being met. This is mixed-methods study of three high-poverty elementary schools in Idaho. Both quantitative (achievement test scores) and qualitative data (interviews of seventeen teachers and principals) are compared and contrasted. The findings provide evidence that quality education for students in poverty requires relatable curriculum, teachers who are knowledgeable and caring, and a school environment where social-emotional needs are addressed. Quality teachers deliver instruction and provide interventions for student based on individual needs. Loving, caring, and consistent teachers and administrators are a determining factor for success by providing a safe and stable environment for students and staff. Other findings show families have great influence on children and their ability to succeed. Participants felt that supporting families will, in turn, support student achievement. This dissertation recommends the following: (a) a stronger emphasis on teacher quality including competency in content, pedagogy, and dispositions of a caring, quality teacher; (b) a focus on social-emotional needs of student in poverty; (c) the establishment of consistent staff and leadership in schools with high rates of poverty, and (d) a concentration towards building relationships between school staff and families in order to support families in poverty as they strive for their children's academic achievement.