A Comparison of Ratings of Elementary Science Teaching Competencies by Teachers and Teacher Educators.

Autor/in	Berger, Carl F.
Titel	A Comparison of Ratings of Elementary Science Teaching Competencies by Teachers and Teacher Educators.
Quelle	(1975), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Competency Based Education; Competency Based Teacher Education; Educational Research; Elementary School Science; Higher Education; Science Education; Science Teachers; Teacher Educators; Teaching Skills + Suchen Sie Ihr Suchwort? Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Bildungsforschung; Pädagogische Forschung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Naturwissenschaftliche Bildung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teacher education; Lehrerausbildung; Lehrerbildung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung
Abstract	Reported is a study of the development of a set of elementary school science teaching competencies with significant elementary school teacher input and of a comparison of ratings of elementary school teachers with science teacher educators on three scales: (1) when a competency should be taught, (2) what role the university should have in teaching a competency, and (3) how important the competency is to elementary science teaching. Competencies were generated and grouped and then rated by 14 elementary classroom teachers and 7 teacher educators. The responses of these two groups furnished the data base. Comparison of data was made using the Mann-Whitney U statistic. There were significant differences between the ratings of the two groups on 19 percent of the 230 competencies selected for items in the study. The items in this 19 percent group fell into the categories of Control, Materials, Inservice Opportunities, and Involvement of Students. In general, teacher educators rated inservice opportunities, child-centered activities, and use of material competencies higher than did the teachers. Teachers rated classroom control and organization of materials as being more important for science education than did the teacher educators. (Author/EB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC