![]() ![]() Since 2016, teachers have been able to voluntarily apply for an individual evaluation which includes aspects such as pedagogical competence, use of teaching techniques, and participation in the school ( Bolívar et al., 2016). In Catalonia, teachers’ effectiveness in attaining planned objectives and the improvement in teaching results are also evaluated. This plan was created with the idea that teaching assessment should be based on objective results, considering student outcomes along with procedural and contextual elements which make it possible to give feedback during teaching and learning. Since 2007, in the autonomous community of Asturias there has been a Plan de Evaluación Docente, which provides economic incentives for those teachers with a positive evaluation. Only two Spanish Autonomous Communities have developed official systems for teacher evaluation. However, in other educational levels there is a lack of systematic procedures for evaluation. In Spain, teachers in higher education are used to having their teaching evaluated using different procedures. Therefore, teacher evaluation may offer the opportunity to resolve the missing link between teacher learning process and teacher practice, giving teachers the opportunity to progress ( Tuytens and Devos, 2014). However, there is an important and ongoing need to identify potential explanatory variables contributing to the quality of teaching behavior. Research has shown that teacher behavior predicts student learning, cognitive, and affective outcomes ( De Jong and Westerhof, 2001 Opdenakker and Van Damme, 2006 Sammons and Bakkum, 2011 Van de Grift et al., 2014 Maulana et al., 2015b, c Van der Lans et al., 2015). In short, identifying teachers’ weak points may help them improve their teaching competence making them more effective. Similarly, experienced teachers also need guidance to maintain and develop their knowledge and skills, to reflect and collaborate with colleagues ( Panayiotis et al., 2011 Kini and Podolsky, 2016). Besides, learning to teach is best accomplished with assistance or support ( Tschannen-Moran and Woolfolk, 2001 Conway and Clark, 2003). In many cases, teachers’ initial training is not based on previous experiences of effective teaching practices so when prospective teachers finish their training they usually feel the need for guidance ( Maulana et al., 2015b, c). The effect of teaching seems to be the result of a complex interplay between personal and environmental factors requiring deep analysis for a more thorough understanding on the integration and effect of each of these two factors ( Kyriakides and Creemers, 2009 Kyriakides et al., 2009 Sammons and Bakkum, 2011). Teaching behavior is an important element in supporting student learning and achievement, along with student ability and background. However, in several domains female teachers were perceived by students to outperform their male counterparts. Findings from the regression model showed that educational level had a significant predictive effect on the six teaching skills domains, mainly for male teachers. ![]() ![]() Those teachers with less teaching experience were the ones who showed higher scores. The effect size values ( r U statistic) ranged between 0.43 and 0.63, highlighting the significant effect of teachers’ teaching experience on the six teaching skills domains: learning climate, efficient classroom management, clarity of instruction, activating teaching, differentiation, and teaching learning strategies. Results indicated interesting differences between lower secondary education, upper secondary education and vocational education and training teachers. Results showed that teaching behavior was perceived as sufficient to good, depending on the teaching behavior domain. Furthermore, a regression model was applied. Survey data were analyzed using non-parametric tests, Kruskal–Wallis, U Mann–Whitney with Bonferroni correction, and the analysis of effect sizes. Secondary students ( N = 7,114), taught by 410 teachers in Spain, participated in the study. Teaching behavior was studied from the research on teaching and teacher effectiveness perspective. Additionally the aim was to examine if teacher characteristics (educational level, gender, and teaching experience) could explain differences in student perceptions of their teachers. The purpose of this study was to examine student perceptions of teaching behavior. 2Department of Teacher Education, University of Groningen, Groningen, Netherlands.1Department of Education, University of Oviedo, Oviedo, Spain.Carmen-María Fernández-García 1*, Ridwan Maulana 2, Mercedes Inda-Caro 1, Michelle Helms-Lorenz 2 and Omar García-Pérez 1 ![]()
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