Competence (human resources)

About: Competence (human resources) is a research topic. Over the lifetime, 53557 publications have been published within this topic receiving 988884 citations. The topic is also known as: competence (human resources) & Competency.

Teachers' perceptions of the effectiveness of ICT-competence training

Abstract: Over several decades the major thrust in the school sector of countries across the world has been the search for ways in which teachers can be convinced that ICT should be an integral part of their teaching strategy Various approaches have been tried including the dissemination of good practice and the investment in infrastructure and equipment Prominent among the strategies are training programmes designed to raise skill levels and foster positive attitudes to computers among teachers This paper takes the latter of these and considers teachers' perceptions of computers and one specific national initiative, ie, the New Opportunities Fund (NOF) training for all UK teachers This initiative, costing £230 million overall, provided training in all four countries of the UK In the research reported here, a sample of 900 teachers from primary (5-11 years) and secondary (11-16/18years) schools in Northern Ireland was surveyed and yielded over 450 responses The survey sought their views on a number of educational technology-related issues and this paper deals specifically with their responses on items relating to NOF training The data included narrative commentaries from the teachers on their experiences with an attitude scale that allowed comparisons of the different types of respondents, eg, male/female and secondary/primary A selection of the results is presented in this paper along with a discussion of their implications for policy and practice In summary, the results suggest that NOF training has had a measure of success in increasing teachers' confidence in using computers in their teaching but that this has been tempered by a considerable degree of negative reaction to form and content of the training

Reflected Appraisals, Academic Self-Perceptions, and Math/Science Performance During Early Adolescence

Abstract: The authors tested a model of the relations among adolescents' perceptions of parents', teachers', and classmates' support for, valuing of, and beliefs about their competence in math/science; adolescents' own academic self-perceptions concerning math/science; and their academic performance. The sample included 378 middle school students; 65% were Latino, and 21% were European American. Reflected appraisals of adults' beliefs concerning both the importance of and students' competence in math/science, as well as perceived support, predicted students' own self-perceived importance, competence, scholastic behavior, and performance in these courses. Latino students reported lower mean levels of perceived competence than did European American students (controlling for maternal education). Findings have important implications for understanding achievement socialization in ethnically diverse populations.

The Knowledge Bases of the Expert Teacher

Abstract: In the late twentieth century, accountability and value for money are two of the major themes influencing developments in education. Reflecting these themes, recent government legislation has produced a set of teaching competences, later revised as standards, for use in initial teacher education and assessment of teaching performance. They are used as criteria for teacher training, in some cases forming the theoretical underpinning of courses. This article argues that that model of knowledge essential for teaching presented by the 10197 standards is impoverished. Instead there will be presented a comprehensive model of knowledge bases for teaching, which can inform our understanding of teaching and provide a more sophisticated theoretical underpinning than that imposed by government legislation. The model was developed through a recent doctoral study of subject knowledge and teaching competences. The model is illustrated by an example of teaching in history, which shows how it can act as a theore...

Developing deep learning approaches and personal teaching efficacy within a preservice teacher education context.

Abstract: Background: University students' approaches to learning have been demonstrated to affect learning outcomes across a wide range of courses, favouring the use of a deep approach. Interventions to promote the use of deep approaches have had mixed success, with the most successful interventions involving large-scale course redesign. Aims: This paper describes a study in which contextual modifications were implemented in an existing preservice teacher education programme to increase students' use of deep approaches to learning and reduce their reliance on the use of surface approaches, without the need for major redesign. Students' perceptions of their competence in performing the tasks of teaching (personal teaching efficacy) were also expected to improve in response to improvements in quality learning. Sample: Three cohorts of students (N = 134), enrolled in a preservice teacher education degree programme at a rural university in New South Wales, Australia participated in the study. Method: A longitudinal quasi-experimental design was used, with Cohort 1 acting as a control while Cohorts 2 and 3 represented treatment groups. Repeated measures were taken on Biggs' (1987b) Study Process Questionnaire, a modified version of Gibson and Dembo's (1984) Teacher Efficacy Scale and the Academic subscale within Lefcourt's (1981) Multidimensional-Multiattributional Causality Scale. An action research paradigm was embedded to enable the development and refinement of the altered teaching approaches. Results: Results indicated that the modifications to teaching methods, task requirements and assessment processes applied to the treatment group encouraged changes in students' approaches to learning by firstly reducing their use of surface approaches and later increasing the use of deep approaches. While both treatment and contrast groups exhibited equivalent growth in teaching efficacy, differences between cohorts were noted in the sources that informed personal teaching efficacy at the conclusion of the course. Conclusions: These findings suggest that the study succeeded in its major goal of improving the quality of teaching and learning in this teacher education programme. The results conform to the findings of previous research and are consistent with learning approach theory. While the specific contextual modifications used in the current study may not necessarily be transferable to other settings, the processes employed in the generation of those modifications could find wider applicability.

Advancing Competency-Based Medical Education: A Charter for Clinician-Educators.

Abstract: The International Competency-Based Medical Education (ICBME) Collaborators have been working since 2009 to promote understanding of competency-based medical education (CBME) and accelerate its uptake worldwide. This article presents a charter, supported by a literature-based rationale, which is meant to provide a shared mental model of CBME that will serve as a path forward in its widespread implementation.At a 2013 summit, the ICBME Collaborators laid the groundwork for this charter. Here, the fundamental principles of CBME and professional responsibilities of medical educators in its implementation process are described. The authors outline three fundamental principles: (1) Medical education must be based on the health needs of the populations served; (2) the primary focus of education and training should be the desired outcomes for learners rather than the structure and process of the educational system; and (3) the formation of a physician should be seamless across the continuum of education, training, and practice.Building on these principles, medical educators must demonstrate commitment to teaching, assessing, and role modeling the range of identified competencies. In the clinical setting, they must provide supervision that balances patient safety with the professional development of learners, being transparent with stakeholders about level of supervision needed. They must use effective and efficient assessment strategies and tools for basing transition decisions on competence rather than time in training, empowering learners to be active participants in their learning and assessment. Finally, advancing CBME requires program evaluation and research, faculty development, and a collaborative approach to realize its full potential.